Anda di halaman 1dari 359

GRADE 1

Beyond
Reproducibles
Contents
Start Smart
About this Book Week One
The pages in the Practice Book provide Phonics: /m/m, /s/s . . . . . . . . . . . . . . . . . . . . . . S1
practice for skills and concepts taught in the Phonics: /p/p, /t/t . . . . . . . . . . . . . . . . . . . . . . . . S2
program. At the start of the grade, children Start Smart Reader: We Can. . . . . . . . . . . . . . S3
will need support to complete the pages. As Handwriting: Mm, Pp, Ss . . . . . . . . . . . . . . . . . S5
children progress through the grade, they Phonics: /a/a . . . . . . . . . . . . . . . . . . . . . . . . . . . S6
will be more able to complete the pages Phonics: /c/c, /n/n . . . . . . . . . . . . . . . . . . . . . . . S7
independently. Handwriting: Tt, Aa, Nn . . . . . . . . . . . . . . . . . . S8
Start Smart Reader: We Like to Go . . . . . . . . . S9
Start Smart
Phonics: /f/f, /h/h . . . . . . . . . . . . . . . . . . . . . . . . S11
Activities in the Start Smart section are to be
Handwriting: Cc, Ff, Hh . . . . . . . . . . . . . . . . . . S12
completed with assistance from the teacher.
These pages are “Read Together” pages:
pages you read to children and assist them to
Week Two
Phonics: /i/i . . . . . . . . . . . . . . . . . . . . . . . . . . . . S13
complete.
Phonics: /d/d, /r/r . . . . . . . . . . . . . . . . . . . . . . . . S14
Units 1-3 Start Smart Reader: We Have . . . . . . . . . . . . . S15
Continue to read the direction lines to children Handwriting: Ii, Dd, Rr . . . . . . . . . . . . . . . . . . . S17
and to model how to complete the activities. Phonics: /b/b, /l/l . . . . . . . . . . . . . . . . . . . . . . . . S18
Depending on the individual children, the Phonics: /o/o . . . . . . . . . . . . . . . . . . . . . . . . . . . S19
following pages may be done independently by Handwriting: Bb, Ll, Oo. . . . . . . . . . . . . . . . . . . S20
children working alone or in pairs. Start Smart Reader: We Can. . . . . . . . . . . . . . S21
• Phonics Phonics: /k/k . . . . . . . . . . . . . . . . . . . . . . . . . . . S23
• High-Frequency Words/Vocabulary Handwriting: Kk, Ee . . . . . . . . . . . . . . . . . . . . . S24
• Fluency
• Structural Analysis Week Three
The following pages are Read Together: Phonics: /e/e . . . . . . . . . . . . . . . . . . . . . . . . . . . S25
Phonics: /g/g, /w/w . . . . . . . . . . . . . . . . . . . . . . S26
• Concepts of Print
Start Smart Reader: Here We Are! . . . . . . . . . S27
• Oral Vocabulary and Read Aloud/
Handwriting: Gg, Ww, Vv . . . . . . . . . . . . . . . . . S29
Listening Comprehension
Phonics: /v/v, /j/j, /x/x. . . . . . . . . . . . . . . . . . . . . S30
• Text Features
Phonics: /u/u . . . . . . . . . . . . . . . . . . . . . . . . . . . S31
• Literary Elements
Handwriting: Jj, Xx, Uu . . . . . . . . . . . . . . . . . . . S32
Units 4-6 Start Smart Reader: Look and See . . . . . . . . . S33
The Read Together pages in this part of Phonics /q/q, /y/y, /z/z . . . . . . . . . . . . . . . . . . . . S35
the book are the Read Aloud/Listening Handwriting: Qq, Yy, Zz . . . . . . . . . . . . . . . . . . S36
Comprehension activities.

ii
Unit 1 • All About Us
Contents
We Are Special Pets
Pam and Sam Flip
Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . . 1 Phonics: l Blends . . . . . . . . . . . . . . . . . . . . . . . . 31
Oral Vocabulary: Fairy Tale . . . . . . . . . . . . . . . . 2 High-Frequency Words/Vocabulary . . . . . . . . . 32
High-Frequency Words/Vocabulary . . . . . . . . . 3 Structural Analysis: Possessives with ’s . . . . . . 33
Structural Analysis: Inflectional Ending -s . . . . 4 Comprehension: Plot Chart . . . . . . . . . . . . . . . . 34
Comprehension: Character Chart . . . . . . . . . . . 5 Comprehension: Plot: Problem and Solution . . 35
Comprehension: Character and Setting . . . . . . 6 Comprehension: Analyze Text Structure . . . . . 36
Comprehension: Analyze Story Structure . . . . 7 Read Aloud: Expository . . . . . . . . . . . . . . . . . . . 37
Text Feature: Photographs. . . . . . . . . . . . . . . . . 8 Text Feature: Lists . . . . . . . . . . . . . . . . . . . . . . . 38
Fluency: Echo Read: Intonation . . . . . . . . . . . . 9 Fluency: Choral Read: Intonation . . . . . . . . . . . 39
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 10 Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 40

Ready, Set, Move Playing Together


I Can Too! Soccer
Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . . 11 Phonics: Final Blends. . . . . . . . . . . . . . . . . . . . . 41
Oral Vocabulary: Folktale. . . . . . . . . . . . . . . . . . 12 Oral Vocabulary: Biography. . . . . . . . . . . . . . . . 42
High-Frequency Words/Vocabulary . . . . . . . . . 13 High-Frequency Words/Vocabulary . . . . . . . . . 43
Structural Analysis: Inflectional Ending -s . . . . 14 Structural Analysis: ABC Order . . . . . . . . . . . . . 44
Comprehension: Sequence Chart . . . . . . . . . . 15 Comprehension: Author’s Purpose Chart . . . . . 45
Comprehension: Sequence of Events. . . . . . . . 16 Comprehension: Author’s Purpose . . . . . . . . . . 46
Comprehension: Rhyming Stories. . . . . . . . . . . 17 Comprehension: Analyze Text Structure . . . . . 47
Text Feature: Labels . . . . . . . . . . . . . . . . . . . . . 18 Literary Element: Rhyme . . . . . . . . . . . . . . . . . . 48
Fluency: Echo Read: Phrasing . . . . . . . . . . . . . 19 Fluency: Choral Read: Phrasing . . . . . . . . . . . . 49
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 20 Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 50

Growing Up
How You Grew
Phonics: Short i. . . . . . . . . . . . . . . . . . . . . . . . . . 21
High-Frequency Words/Vocabulary . . . . . . . . . 22
Structural Analysis:
Double Final Consonants. . . . . . . . . . . . . . . . 23
Comprehension: Sequence Chart . . . . . . . . . . 24
Comprehension: Sequence . . . . . . . . . . . . . . . . 25
Comprehension: Analyze Text Structure . . . . . 26
Read Aloud: Expository . . . . . . . . . . . . . . . . . . . 27
Study Skills: Parts of a Book . . . . . . . . . . . . . . . 28
Fluency: Choral Read: Intonation . . . . . . . . . . . 29
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 30
© Macmillan/McGraw-Hill

iii
Unit 2 • Our Families, Our Neighbors
Contents
Animal Families At Home
Animal Moms and Dads The Pigs, the Wolf, and the Mud
Phonics: Short o . . . . . . . . . . . . . . . . . . . . . . . . . 51 Phonics: Short u . . . . . . . . . . . . . . . . . . . . . . . . . 81
Oral Vocabulary: Nonfiction . . . . . . . . . . . . . . . 52 High-Frequency Words/Vocabulary . . . . . . . . . 82
High-Frequency Words/Vocabulary . . . . . . . . . 53 Structural Analysis: Contractions with -s . . . . . 83
Structural Analysis: Inflectional Ending -ed . . . 54 Comprehension: Plot Chart . . . . . . . . . . . . . . . . 84
Comprehension: Main Idea and Comprehension: Plot: Problem and Solution . . 85
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Comprehension: Visualize . . . . . . . . . . . . . . . . . 86
Comprehension: Main Idea and Details . . . . . . 56 Read Aloud: Folktale . . . . . . . . . . . . . . . . . . . . . 87
Comprehension: Analyze Text Structure . . . . . 57 Text Feature: Photographs. . . . . . . . . . . . . . . . . 88
Literary Element: Rhythm and Rhyme . . . . . . . 58 Fluency: Choral Read: Phrasing . . . . . . . . . . . . 89
Fluency: Echo Read: Phrasing . . . . . . . . . . . . . 59 Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 90
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 60
Neighborhood Fun
Helping Out Beth and the Band
Little Red Hen Phonics: Digraphs th, sh, -ng. . . . . . . . . . . . . . 91
Phonics: Short e . . . . . . . . . . . . . . . . . . . . . . . . . 61 High-Frequency Words/Vocabulary . . . . . . . . 92
High-Frequency Words/Vocabulary . . . . . . . . . 62 Structural Analysis: Compound Words . . . . . . 93
Structural Analysis: Contractions . . . . . . . . . . . 63 Comprehension: Retelling Chart . . . . . . . . . . . 94
Comprehension: Retelling Chart . . . . . . . . . . . . 64 Comprehension: Retell. . . . . . . . . . . . . . . . . . . 95
Comprehension: Retell. . . . . . . . . . . . . . . . . . . . 65 Comprehension: Visualize . . . . . . . . . . . . . . . . 96
Comprehension: Summarize (Fiction). . . . . . . . 66 Read Aloud: Fiction . . . . . . . . . . . . . . . . . . . . . 97
Read Aloud: Folktale . . . . . . . . . . . . . . . . . . . . . 67 Text Feature: Directions . . . . . . . . . . . . . . . . . . 98
Text Feature: Diagrams . . . . . . . . . . . . . . . . . . . 68 Fluency: Choral Read: Expression . . . . . . . . . 99
Fluency: Echo Read: Expression . . . . . . . . . . . 69 Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . 100
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 70

Our Neighborhood
On the Map!
Phonics: r-Blends, s-Blends . . . . . . . . . . . . . . . 71
Oral Vocabulary: Nonfiction. . . . . . . . . . . . . . . . 72
High-Frequency Words/Vocabulary . . . . . . . . . 73
Structural Analysis:
Inflectional Ending -ing. . . . . . . . . . . . . . . . . . 74
Comprehension:
Main Idea and Details Chart . . . . . . . . . . . . . 75
Comprehension: Main Idea and Details . . . . . . 76
Comprehension: Summarize (Nonfiction). . . . . 77
Study Skill: Dictionary . . . . . . . . . . . . . . . . . . . . 78
© Macmillan/McGraw-Hill

Fluency: Choral Read: Expression . . . . . . . . . . 79


Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . . 80

iv
Unit 3 • Have Fun!
Contents
Let’s Laugh Being Creative
On My Way to School Rose Robot Cleans Up
Phonics: Long a : a_e . . . . . . . . . . . . . . . . . . . . 101 Phonics: Long o : o_e,
High-Frequency Words/Vocabulary . . . . . . . . 102 Long u : u_e, Long e : e_e . . . . . . . . . . . . . . . 131
Structural Analysis: High-Frequency Words/Vocabulary . . . . . . . . 132
Inflectional Endings -ed, -ing . . . . . . . . . . . . 103 Phonics: Silent Letters kn/gn/wr . . . . . . . . . . . 133
Comprehension: Retelling Chart . . . . . . . . . . . 104 Comprehension: Conclusion Chart . . . . . . . . . 134
Comprehension: Retell. . . . . . . . . . . . . . . . . . . 105 Comprehension: Draw Conclusions . . . . . . . . 135
Comprehension: Rhyming, Alliteration . . . . . . 106 Comprehension: Monitor
Read Aloud: Rhyming Story. . . . . . . . . . . . . . . 107 Comprehension/Reread. . . . . . . . . . . . . . . . 136
Text Feature: Signs and Symbols . . . . . . . . . . 108 Read Aloud: Fiction . . . . . . . . . . . . . . . . . . . . . 137
Fluency: Echo Read: Expression . . . . . . . . . . 109 Text Feature: Floor Plan . . . . . . . . . . . . . . . . . . 138
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . 110 Fluency: Choral Read: Expression . . . . . . . . . 139
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . 140
Family Fun
Smile, Mike! Kids Around the World
Phonics: Long i : i_e . . . . . . . . . . . . . . . . . . . . . 111 Kids Have Fun!
Oral Vocabulary: Tale . . . . . . . . . . . . . . . . . . . 112 Phonics: 3-Letter Blends. . . . . . . . . . . . . . . . . . . . . . . 141
High-Frequency Words/Vocabulary . . . . . . . . 113 Oral Vocabulary: Nonfiction. . . . . . . . . . . . . . . 142
Phonics: High-Frequency Words/Vocabulary . . . . . . . . 143
Soft Consonants c and g, -dge . . . . . . . . . . 114 Structural Analysis:
Comprehension: Predictions Chart . . . . . . . . . 115 Inflectional Endings -ed, -ing . . . . . . . . . . . . 144
Comprehension: Make Predictions . . . . . . . . . 116 Comprehension: Compare and
Comprehension: Analyze Story Structure . . . 117 Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . 145
Text Feature: Chart. . . . . . . . . . . . . . . . . . . . . . 118 Comprehension: Compare and Contrast . . . . 146
Fluency: Echo Read: Expression . . . . . . . . . . 119 Comprehension: Monitor
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . 120 Comprehension/Reread. . . . . . . . . . . . . . . . 147
Literary Element: Word Choice . . . . . . . . . . . . 148
Making Art Fluency: Choral Read: Expression . . . . . . . . . 149
Masks! Masks! Masks! Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . 150
Phonics: Digraphs: ch, tch, wh, ph . . . . . . . . . 121
High-Frequency Words/Vocabulary . . . . . . . . 122
Structural Analysis:
Inflectional Ending -es . . . . . . . . . . . . . . . . . 123
Comprehension: Main Idea and
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . 124
Comprehension: Main Idea and Details . . . . . 125
Comprehension: Monitor
Comprehension/Reread. . . . . . . . . . . . . . . . 126
© Macmillan/McGraw-Hill

Read Aloud: Nonfiction . . . . . . . . . . . . . . . . . . 127


Study Skill: Periodicals and Newspapers . . . . 128
Fluency: Choral Read: Expression . . . . . . . . . 129
Concepts of Print . . . . . . . . . . . . . . . . . . . . . . . 130

v
Unit 4 • Let’s Team Up
Contents
Teammates Better Together
Drakes Tale The Kite
Phonics: Long a: ai, ay . . . . . . . . . . . . . . . . . . 151 Phonics: Long i: i, y, igh, ie . . . . . . . . . . . . . . . 184
High-Frequency Words/Vocabulary . . . . . . . . 152 High-Frequency Words/Vocabulary . . . . . . . . 185
Comprehension: Predictions Chart . . . . . . . . 153 Comprehension: Problem and
Comprehension: Make Predictions . . . . . . . . 154 Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 186
Comprehension: Ask Questions . . . . . . . . . . . 155 Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 187
Structural Analysis: Comprehension: Visualize . . . . . . . . . . . . . . . . 188
Inflectional Endings -er, -est . . . . . . . . . . . . 156 Structural Analysis: Inflectional Ending -es . . 189
Vocabulary Strategy: Vocabulary Strategy: Inflected Verbs and
Multiple-Meaning Words . . . . . . . . . . . . . . . 157 Word Parts. . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Fluency: Echo Read: Expression . . . . . . . . . . 158 Fluency: Choral Read: Expression . . . . . . . . . 191
Read Aloud: Song . . . . . . . . . . . . . . . . . . . . . . 159 Read Aloud: Folktale . . . . . . . . . . . . . . . . . . . . 192
Text Feature: Captions . . . . . . . . . . . . . . . . . . 160 Text Feature: Charts. . . . . . . . . . . . . . . . . . . . . 193
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Family Time Animal Teams


Gram and Me Animal Teams
Phonics: Long e: -e, ee, ea, ie . . . . . . . . . . . . . 162 Phonics: Long e: y, ey. . . . . . . . . . . . . . . . . . . . 195
High-Frequency Words/Vocabulary . . . . . . . . 163 High-Frequency Words/Vocabulary . . . . . . . . 196
Comprehension: Character and Comprehension: Retelling Chart . . . . . . . . . . 197
Setting Chart . . . . . . . . . . . . . . . . . . . . . . . . 164 Comprehension: Retell. . . . . . . . . . . . . . . . . . . 198
Comprehension: Character and Setting . . . . . 165 Comprehension: Visualize . . . . . . . . . . . . . . . . 199
Comprehension: Ask Questions . . . . . . . . . . . 166 Structural Analysis:
Phonics: Long e Words Ending Inflectional Ending -ed . . . . . . . . . . . . . . . . . 200
with Silent e . . . . . . . . . . . . . . . . . . . . . . . . . 167 Vocabulary Strategy: Use Syntax and
Vocabulary Strategy: Compound Words . . . . 168 Semantic Clues. . . . . . . . . . . . . . . . . . . . . . . 201
Fluency: Echo Read: Expression . . . . . . . . . . 169 Fluency: Choral Read: Expression . . . . . . . . . 202
Read Aloud: Realistic Fiction . . . . . . . . . . . . . 170 Read Aloud: Fable . . . . . . . . . . . . . . . . . . . . . . 203
Text Feature: Numerical Lists . . . . . . . . . . . . . 171 Literary Element: Repetition and Rhythm . . . 204
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Helping the Community


César Chávez
Phonics: Long /o/: o, oa, ow, oe . . . . . . . . . . . 173
High-Frequency Words/Vocabulary . . . . . . . . 174
Comprehension: Retelling Chart . . . . . . . . . . 175
Comprehension: Retell Information . . . . . . . . 176
Comprehension: Ask Questions . . . . . . . . . . . 177
© Macmillan/McGraw-Hill

Phonics: Two-Syllable Words . . . . . . . . . . . . . 178


Vocabulary Strategy: Context Clues . . . . . . . 179
Fluency: Phrasing . . . . . . . . . . . . . . . . . . . . . . 180
Study Skill: Telephone Directory . . . . . . . . . . . 181
Read Aloud: Fable . . . . . . . . . . . . . . . . . . . . . . 182
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

vi
Unit 5 • Nature Watch
Contents
In the Sky The Seasons
Kitten’s First Full Moon Happy Fall!
Phonics: r-Controlled Vowels er, ir, ur . . . . . . . 206 Phonics: Vowel Diphthongs ou, ow . . . . . . . . . 239
High-Frequency Words/Vocabulary . . . . . . . . 207 High-Frequency Words/Vocabulary . . . . . . . . 240
Comprehension: Cause and Effect Chart. . . . 208 Comprehension: Sequence Chart. . . . . . . . . . 241
Comprehension: Cause and Effect . . . . . . . . . 209 Comprehension: Sequence of Events. . . . . . . 242
Comprehension: Ask Questions . . . . . . . . . . . 210 Comprehension: Summarize (Fiction). . . . . . . 243
Structural Analysis: Phonics: Silent e . . . . . . . . . . . . . . . . . . . . . . . . 244
Inflectional Endings -er, -est . . . . . . . . . . . . 211 Vocabulary Strategy:
Vocabulary Strategy: Clarify the Inflectional Endings -ed, -ing . . . . . . . . . . . . 245
Meaning of Unfamiliar Words. . . . . . . . . . . . 212 Fluency: Choral Read: Expression . . . . . . . . . 246
Fluency: Echo Read: Expression . . . . . . . . . . 213 Read Aloud: Biography . . . . . . . . . . . . . . . . . . 247
Read Aloud: Nonfiction . . . . . . . . . . . . . . . . . . 214 Text Feature: Diagram . . . . . . . . . . . . . . . . . . . 248
Text Feature: Captions . . . . . . . . . . . . . . . . . . 215 Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Watching Animals Grow
What Scientists Do… A Tiger Cub Grows Up
Meet Ben Franklin Phonics: Vowel Diphthongs oi, oy . . . . . . . . . . 250
Phonics: r-Controlled Vowel ar . . . . . . . . . . . . 217 High-Frequency Words/Vocabulary . . . . . . . . 251
High-Frequency Words/Vocabulary . . . . . . . . 218 Comprehension: Sequence Chart. . . . . . . . . . 252
Comprehension: Inference Chart . . . . . . . . . . 219 Comprehension: Sequence . . . . . . . . . . . . . . 253
Comprehension: Make Inferences . . . . . . . . . 220 Comprehension: Summarize (Fiction). . . . . . . 254
Comprehension: Ask Questions . . . . . . . . . . . 221 Structural Analysis: Prefixes re-, un- . . . . . . . 255
Abbreviations: Mr., Mrs., and Dr. . . . . . . . . . . . 222 Vocabulary Strategy: Use Syntax and
Vocabulary Strategy: Semantic Clues. . . . . . . . . . . . . . . . . . . . . . . 256
Inflectional Endings -ing, -ed . . . . . . . . . . . 223 Fluency: Choral Reading: Phrasing. . . . . . . . . 257
Fluency: Echo Read: Rate . . . . . . . . . . . . . . . 224 Read Aloud: Nonfiction . . . . . . . . . . . . . . . . . . 258
Read Aloud: Biography . . . . . . . . . . . . . . . . . . 225 Literary Element: Alliteration
Text Feature: Bold Print . . . . . . . . . . . . . . . . . . 226 and Sensory Language . . . . . . . . . . . . . . . . 259
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 260

What’s the Weather?


Stormy Weather
Phonics: r-Controlled Vowels or, oar, ore . . . . 228
High-Frequency Words/Vocabulary . . . . . . . . 229
Comprehension: Compare and
Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . 230
Comprehension: Compare and Contrast . . . . 231
Comprehension: Ask Questions . . . . . . . . . . . 232
© Macmillan/McGraw-Hill

Phonics: Short e: ea . . . . . . . . . . . . . . . . . . . . . 233


Vocabulary Strategy: Synonyms . . . . . . . . . . . 234
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 235
Study Skill: Parts of a Book . . . . . . . . . . . . . . . 236
Read Aloud: Poetry . . . . . . . . . . . . . . . . . . . . . 237
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

vii
Unit 6 • Adventures
Contents
Let’s Go Out! Bugs, Bugs, Bugs!
Olivia Dot and Jabber and the Big Bug Mystery
Phonics: Vowel Digraphs oo and oo . . . . . . . . 261 Phonics: Two-Syllable Words:
High-Frequency Words/Vocabulary . . . . . . . . 262 Open and Closed Syllables . . . . . . . . . . . . . 294
Comprehension: Fantasy and High-Frequency Words/Vocabulary . . . . . . . . 295
Reality Chart . . . . . . . . . . . . . . . . . . . . . . . . . 263 Comprehension: Predictions Chart . . . . . . . . . 296
Comprehension: Fantasy and Reality. . . . . . . 264 Comprehension: Make Predictions . . . . . . . . . 297
Comprehension: Visualize . . . . . . . . . . . . . . . . 265 Comprehension: Monitor
Structural Analysis: Possessives. . . . . . . . . . . 266 Comprehension/Reread. . . . . . . . . . . . . . . . 298
Vocabulary Strategy: Use a Dictionary . . . . . . 267 Structural Analysis: Contractions . . . . . . . . . . 299
Fluency: Echo Read: Phrasing . . . . . . . . . . . . 268 Vocabulary Strategy: Word Parts:
Read Aloud: Fantasy . . . . . . . . . . . . . . . . . . . . 269 Inflectional Endings -ed, -ing . . . . . . . . . . . 300
Text Feature: Maps. . . . . . . . . . . . . . . . . . . . . . 270 Fluency: Choral Read: Phrasing . . . . . . . . . . . 301
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 Read Aloud: Poetry . . . . . . . . . . . . . . . . . . . . . 302
Text Feature: Heads . . . . . . . . . . . . . . . . . . . . 303
I Can Do It Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Whistle for Willie
Phonics: a, au, aw, augh . . . . . . . . . . . . . . . . . 272 Special Days
High-Frequency Words/Vocabulary . . . . . . . . 273 Super Oscar
Comprehension: Inference Chart . . . . . . . . . . 274 Phonics: Two-Syllable Words:
Comprehension: Make Inferences . . . . . . . . . 275 Final Stable Syllables . . . . . . . . . . . . . . . . . . 305
Comprehension: Visualize . . . . . . . . . . . . . . . . 276 High-Frequency Words/Vocabulary . . . . . . . . 306
Structural Analysis: Singular and Comprehension: Character
Plural Possessive Pronouns . . . . . . . . . . . . 277 and Setting Chart . . . . . . . . . . . . . . . . . . . . . 307
Vocabulary Strategy: Context Clues . . . . . . . . 278 Comprehension: Character and Setting . . . . . 308
Fluency: Echo Read: Phrasing . . . . . . . . . . . . 279 Comprehension: Monitor
Read Aloud: Folktale . . . . . . . . . . . . . . . . . . . . 280 Comprehension/Reread. . . . . . . . . . . . . . . . 309
Text Feature: List . . . . . . . . . . . . . . . . . . . . . . . 281 Structural Analysis: Compound Words . . . . . . 310
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Vocabulary Strategy: Context Clues . . . . . . . . 311
Fluency: Choral Read: Phrasing . . . . . . . . . . . 312
At Work Read Aloud: Fairy Tale . . . . . . . . . . . . . . . . . . 313
Cool Jobs Literary Element: Rhyming Pattern . . . . . . . . . 314
Phonics: Two-Syllable Words Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
with Prefixes re-, un- . . . . . . . . . . . . . . . . . . . 283
High-Frequency Words/Vocabulary . . . . . . . . 284
Comprehension: Classify and
Categorize Chart. . . . . . . . . . . . . . . . . . . . . . 285
Comprehension: Classify and Categorize . . . 286
Comprehension: Monitor
© Macmillan/McGraw-Hill

Comprehension/Reread. . . . . . . . . . . . . . . . 287
Phonics: /âr/ air, are, ear. . . . . . . . . . . . . . . . . . 288
Vocabulary Strategy: Use a Dictionary . . . . . . 289
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 290
Study Skill: Media Center and Internet . . . . . . 291
Read Aloud: Nonfiction . . . . . . . . . . . . . . . . . . 292
Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

viii
Practice
Name Phonics

Say each picture name. Then write an m or s below the picture if


its name begins with the m or s sound.

Write an m or s to complete the words.

op
© Macmillan/McGraw-Hill

ock
Grade 1/Start Smart • S1
Practice
Name Phonics

Say each picture name. Then write a p or t below the picture if its
name begins with the p or t sound.

Write a p or t to complete the words.

ig
© Macmillan/McGraw-Hill

ent
S2 • Grade 1/Start Smart
S3

KY7Ub

Grade 1/Start Smart


We can .
High-Frequency Words:
like, can, the, I, we
I like the .
4 1
© Macmillan/McGraw-Hill
S4 •
Grade 1/Start Smart
We can . I like the .
2 3

© Macmillan/McGraw-Hill
Practice
Name Handwriting:
Mm, Pp, Ss

Mm Mm
Mm
Mm Mm Mm
Mm
Mm
Mm Mm Mm Mm
Pp
Pp
Pp
Pp P Pp Pp
Pp Pp Pp
Pp
Pp Pp Pp Pp Pp
Pp
Ss
Ss
Ss
Ss Ss Ss
Ss Ss Ss
Ss
Ss
Ss Ss Ss Ss Ss Ss
© Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

Grade 1/Start Smart • S5


Practice
Name Phonics

Say each picture name. Then write an a below the picture if its
name begins with the a sound.

Trace the word at. Then practice writing the word at.

© Macmillan/McGraw-Hill

Trace the word an. Then practice writing the word an.

S6 • Grade 1/Start Smart


Practice
Name Phonics

Say each picture name. Then write a c or n below the picture if its
name begins with the c or n sound.

Write an a to complete the words. Then read them.

c t m n
© Macmillan/McGraw-Hill

c n m p

Grade 1/Start Smart • S7


Practice
Name Handwriting:
Tt, Aa, Nn

Tt
Tt
Ttt1 Tt
Tt Tt Tt
Tt Tt
Tt
Tt Tt Tt Tt Tt
Tt
Aa
Aa
Aa Aa
Aa Aa
Aa AaAa
Aa Aa Aa Aa
Aa
Nn
Nn Nn
Nn Nn Nn
Nn Nn
Nn
Nn Nn Nn Nn
Nn © Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

S8 • Grade 1/Start Smart


We Like

S9

to Go

Grade 1/Start Smart


Wesee
We canthe eat
. .
High-Frequency Words:
we, go, to, the, see
We go to the .
4 1
© Macmillan/McGraw-Hill
S10 •
Grade 1/Start Smart
We see the . We go to the .
2 3

© Macmillan/McGraw-Hill
Practice
Name Phonics

Say each picture name. Then write f or h below the picture if its
name begins with the f or h sound.

Trace the word if. Then practice writing the word if.
© Macmillan/McGraw-Hill

Write an f or h to complete the word.

at
Grade 1/Start Smart • S11
Practice
Name Handwriting:
Cc, Ff, Hh

Cc
Cc Cc
Cc Cc CcCc Cc
Cc
CcCc Cc Cc Cc
Cc
Ff
Ff
Ff Ff
Ff Ff
Ff Ff
Ff
Ff Ff Ff Ff Ff Ff
Ff
Hh
Hh Hh
Hh Hh Hh
Hh Hh
Hh
Hh Hh Hh Hh
Hh © Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

S12 • Grade 1/Start Smart


Practice
Name Phonics

Say each picture name. Then write an i below the picture if its
name begins with the i sound.

Trace the word in. Then practice writing the word in.
© Macmillan/McGraw-Hill

Trace the word it. Then practice writing the word it.

Grade 1/Start Smart • S13


Practice
Name Phonics

Say each picture name. Then write a d or r below the picture if its
name begins with the d or r sound.

Write r to complete the words. Then read the words.

at an
© Macmillan/McGraw-Hill

Write d to complete the words. Then read the words.

ad id
S14 • Grade 1/Start Smart
N\?Xm\

S15

Grade 1/Start Smart
He is .
High-Frequency Words:
I have a .
you, is, have
4 1
© Macmillan/McGraw-Hill
S16 •
Grade 1/Start Smart
He is . You have a .
2 3

© Macmillan/McGraw-Hill
Practice
Name Handwriting:
Ii, Dd, Rr

IiIiIi IiIi IiIi IiIi IiIi IiIi


IiIi Ii Ii Ii Ii Ii Ii Ii
Dd
Dd
Dd Dd
Dd Dd Dd
Dd
Dd Dd Dd Dd
Rr
Rr
Rr Rr
Rr Rr Rr Rr Rr
Rr
Rr Rr Rr Rr Rr
© Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

Grade 1/Start Smart • S17


Practice
Name Phonics

Say each picture name. Then write a b or l below the picture if its name
begins with the b or l sound.

Write b or l to complete the words.

all
© Macmillan/McGraw-Hill

ips
S18 • Grade 1/Start Smart
Practice
Name Phonics

Say each picture name. Then write an o below the picture if its name
begins with the o sound.

Trace the word on. Then practice writing the word on.
© Macmillan/McGraw-Hill

Write an o to complete the word.

x
Grade 1/Start Smart • S19
Practice
Name Handwriting:
Bb, Ll, Oo

Bb
Bb
Bb Bb Bb BbBb Bb
Bb
Bb Bb Bb Bb Bb
Bb
Ll
Ll
Ll Ll
Ll Ll
Ll Ll
Ll Ll
Ll
Ll
Ll Ll Ll Ll Ll Ll
Oo
Oo Oo
Oo Oo OoOo
Oo
Oo Oo Oo Oo © Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

S20 • Grade 1/Start Smart


We Can

S21

Grade 1/Start Smart
We can play .
High-Frequency Words:
she, he, said, play
He said, “I can .”
4 1
© Macmillan/McGraw-Hill
S22 •
Grade 1/Start Smart
She said, “I can .” We can play .
2 3

© Macmillan/McGraw-Hill
Practice
Name Phonics

Say each picture name. Then write a k below the picture if its name
begins with the k sound.

Say each picture name. Then write a ck below the picture if its name
ends with the k sound.

Use 2 letters to make new words.

ki si
© Macmillan/McGraw-Hill

Use 1 letter to make new words.

ick ick
Grade 1/Start Smart • S23
Practice
Name Handwriting:
Kk, Ee

KKK kkk KK kk KK kk KK kk
KK kk K k K k K k
Ee
Ee
Ee Ee
Ee Ee Ee EeEe
Ee Ee Ee Ee Ee
Ee
Write some sentences. Use the letters from this page.

© Macmillan/McGraw-Hill

S24 • Grade 1/Start Smart


Practice
Name Phonics

Say each picture name. Then write an e below the picture if its name
begins with the e sound.

Trace the word Ed. Then, practice writing the word Ed.
© Macmillan/McGraw-Hill

Write an e to complete the word. Then read it.

gg
Grade 1/Start Smart • S25
Practice
Name Phonics

Say each picture name. Then write a g or w below the picture if its
name begins with the g or w sound.

Write g, w, s, or b to complete the words. Then read them.

et et
© Macmillan/McGraw-Hill

et et
S26 • Grade 1/Start Smart
Here We

S27

Grade 1/Start Smart
Are!
We like the .
High-Frequency Words:
here, are, what, do, have, is, for
What can we do?
4 1
© Macmillan/McGraw-Hill
S28 •
Grade 1/Start Smart
We can have . What is this for?
2 3

© Macmillan/McGraw-Hill
Practice
Name Handwriting:
Gg, Ww, Vv

Gg
Gg Gg
Gg Gg Gg
Gg Gg
Gg
Gg Gg Gg Gg
Gg
Ww
Ww Ww
Ww Ww Ww
Ww
Ww
Ww Ww Ww Ww
Vv
Vv Vv
Vv Vv Vv
Vv Vv
Vv
Vv
Vv Vv Vv Vv Vv
© Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

Grade 1/Start Smart • S29


Practice
Name Phonics

Say each picture name. Then write a v or j below the picture if its
name begins with the v or j sound.

Say each picture name. Then write an x below the picture if its name
ends with the x sound.

Write v, j, or x to complete the words. Then read them.

an et
© Macmillan/McGraw-Hill

bo
S30 • Grade 1/Start Smart
Practice
Name Phonics

Say each picture name. Then write a u below the picture if its name
begins with the u sound.

Trace the word up. Then practice writing the word up.
© Macmillan/McGraw-Hill

Trace the word us. Then practice writing the word us.

Grade 1/Start Smart • S31


Practice
Name Handwriting:
Jj, Xx, Uu

Jj
Jj
Jj JjJj Jj
Jj Jj
Jj Jj
Jj
Jj Jj Jj Jj Jj Jj
Jj
Xx
Xx
Xx Xx
Xx Xx
Xx Xx
1

Xx
Xx Xx Xx Xx Xx
Xx
Uu Uu
Uu
Uu Uu Uu
Uu UuUu
Uu Uu Uu Uu
Uu © Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

S32 • Grade 1/Start Smart


S33
Loo k an d S e e


Grade 1/Start Smart
She has a .
High-Frequency Words:
do, my, look, is, was, has
Do you see my .
4 1
© Macmillan/McGraw-Hill
S34 •
Grade 1/Start Smart
Was my here? Look, here she is!
2 3

© Macmillan/McGraw-Hill
Practice
Name Phonics

Say each picture name. Then write a q , y, or z below the picture if


its name begins with the q, y, or z sound.

Write q , y, or z to complete the words.

ero uilt
© Macmillan/McGraw-Hill

arn
Grade 1/Start Smart • S35
Practice
Name Handwriting:
Qq, Yy, Zz

Qq
Qq Qq
Qq Qq QqQq Qq
Qq
Qq Qq Qq Qq
Qq
Yy
Yy
Yy Yy Yy
Yy Yy Yy
Yy
Yy Yy Yy Yy Yy
Yy
Zz
Zz Zz
Zz Zz Zz
Zz Zz
Zz
Zz
Zz Zz Zz Zz Zz Zz © Macmillan/McGraw-Hill

Write a sentence. Use the letters from this page.

S36 • Grade 1/Start Smart


Practice
Name Phonics:
Short a

Read the question. Look at the picture.


Write the answer.
1. Is this a mat or a man?

2. Is this a cat or a can?

3. Is this a rat or a rag?

4. Is this a man or a map?

5. Is this a pal or a pan?


© Macmillan/McGraw-Hill

Write a sentence using some of the words above.

Pam and Sam • Grade 1/Unit 1 1


Practice
Name Oral Vocabulary:
Fairy Tale

The Princess and the Pea is a fairy tale. A fairy


tale is a story. It might tell about a king or a queen.
It might tell about a prince or a princess. It might
tell about magic, too.

Answer each question.


1. What do the words “Once upon a time” tell you? Circle
your answer.
The story happened long ago.
The story happens today.
2. What happens first? Write your answer.

3. The queen helps her son find a wife. How do you help
someone? Draw or write your answer.
© Macmillan/McGraw-Hill

2 Pam and Sam • Grade 1/Unit 1


Practice
Name High-Frequency
Words/ Vocabulary

Use the words in the box to complete


the sentence.

up not jump

1. The frog can .

2. He can jump .

3. He can fly.

4. Write your own sentence using two words from the box.
© Macmillan/McGraw-Hill

Pam and Sam • Grade 1/Unit 1 3


Practice
Name Structural Analysis:
Inflectional Ending -s

Use the letters in the box to make words.


You can use each letter more than once.

c m p b r f

1. ans 2. ats 3. aps

4. ans 5. ats 6. aps

Draw a picture of three of the words.

© Macmillan/McGraw-Hill

4 Pam and Sam • Grade 1/Unit 1


Practice
Name Comprehension:
Character Chart

As you read Pam and Sam, fill in the


Character Chart. Use words from the story.

Pam Can Sam Can


© Macmillan/McGraw-Hill

How does the Character Chart help you tell about the
characters in Pam and Sam?

Pam and Sam • Grade 1/Unit 1 5


Practice
Name Comprehension:
Character and Setting

Read the story.


Think about the cat and the girl.
Finish the story.
Pam is a girl.
She has a black cat.
The cat likes to jump.
The cat can jump up.
The cat can jump down.

The cat .
Draw a picture to illustrate your sentence.

© Macmillan/McGraw-Hill

6 Pam and Sam • Grade 1/Unit 1


Practice
Name Comprehension:
Analyze Story Structure

Look at the pictures. Write 1, 2, and 3 to show the


order in which things happen.
A.

B. Think about the pictures you labeled. Write a word


that tells what is happening in the second picture.

C. Tell about something that you read this week.

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Pam and Sam • Grade 1/Unit 1 7


Practice
Name Text Feature:
Photographs

Look at the picture.

Write the things in this picture that could happen


in real life.

© Macmillan/McGraw-Hill

8 Pam and Sam • Grade 1/Unit 1


Practice
Fluency:
Name Echo Read:
Intonation

As I read, I will pay attention to the intonation.


“That hat can jump!” said Pat.
06 “No! A hat can not jump,” said Dan.
14 “Yes. That hat can jump!” said Pat. “Look at it
24 jump up. Look at it jump up.”
31 “Look! The hat jumped on the mat,” said Pam.
40 “Look! The hat jumped on the rug,” said Pat.
49 “Look! Now it jumped on the bed,” said Dan.
58 “Look under the hat,” said Sam.
64 “The hat is on a little cat.
71 The cat jumps and the hat jumps!” 78

Comprehension Check
1. Where did the hat jump?
© Macmillan/McGraw-Hill

2. Why did the hat jump?

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Pam and Sam • Grade 1/Unit 1 9


Practice
Name Concepts of Print

Look at this story. Draw a box around the first


word that you should read. Then point to each
word as you read the story aloud.
Pat has a cat.
The cat can jump.
j p
The cat can run.
Read the story aloud again.
Circle the capital letters.
Underline the lowercase letters.
Use the letters in the box to complete the alphabet.
Make sure that the letters are in the right order.

a G c h F e

A B b C D d E

f g H I i J j
© Macmillan/McGraw-Hill

10 Pam and Sam • Grade 1/Unit 1


Practice
Name Phonics:
Short a

Read each question. Look at the picture.


Write the answer to the question.

1. Is this a bag or a bat?

2. Is this a map or a man?

3. Is this a pan or a pat?

4. Is this a rag or a ran?


© Macmillan/McGraw-Hill

5. Write another word that has the


sound that the letter a stands for.

I Can Too! • Grade 1/Unit 1 11


Practice
Name Oral Vocabulary:
Folktale

The Great Rope Tug is an African folktale. A folktale


is an old story. Adults tell folktales to children. Some
folktales teach something.

Answer each question.

1. What makes Rabbit mad? Write your answer.

2. What words from the story name animals?


Circle the animals in this list.

rabbit elephant jump


Pam over hippo
3. How does the rope tug end? Draw or write your answer.

© Macmillan/McGraw-Hill

12 I Can Too! • Grade 1/Unit 1


Practice
Name High-Frequency
Words/ Vocabulary

Complete each row.


Write a word from the box for each one.

over it too

1. Can you? I can, .

2. Can you? I can jump the hat.

3. Can you? I can do !


© Macmillan/McGraw-Hill

I Can Too! • Grade 1/Unit 1 13


Practice
Name Structural Analysis:
Inflectional Ending-s

Add -s to each action word. Circle the words


with the sound that the letter a stands for.

nap look tag pat play jump

Use words from the box to write two sentences.


Draw pictures to illustrate your sentences.

1.

2.
© Macmillan/McGraw-Hill

14 I Can Too! • Grade 1/Unit 1


Practice
Name Comprehension:
Sequence Chart

As you read I Can Too!, fill in the


Sequence Chart. Use words from the story.

First

Next

Last
© Macmillan/McGraw-Hill

How does the Sequence Chart help you retell the events at
the beginning, middle, and end of I Can Too!?

I Can Too! • Grade 1/Unit 1 15


Practice
Name Comprehension:
Sequence of Events

Look at the pictures and write a sentence for what


happens first, next, and last. You can use words
from the box.

train tracks play boys together open

1. First,

2. Next,
© Macmillan/McGraw-Hill

3. Last,

16 I Can Too! • Grade 1/Unit 1


Practice
Name Comprehension:
Rhyming Stories

Words that rhyme end with the same sound.


Rhythm is when words and sounds repeat to give
a poem a beat.

A. Circle the pictures that rhyme.

1.

2.

B. Read the poem.


Pat the cat Pat the cat
sat on a hat. sat on the mat.

3. Underline the words that repeat.


© Macmillan/McGraw-Hill

4. Write two words that rhyme.

I Can Too! • Grade 1/Unit 1 17


Practice
Name Text Feature:
Labels

Look at the pictures. Read the labels.

wing fin neck trunk

Read each question. Draw a line to the answer.

1. Who has a fin?

2. Who has a wing?

3. Who has a trunk?


© Macmillan/McGraw-Hill

4. Who has a long neck?

18 I Can Too! • Grade 1/Unit 1


Practice
Name Fluency:
Echo Read: Phrasing

As I read, I will pay attention to pauses for


sentence punctuation.
“We had fun playing tag,” said Jan.
07 “Yes, that was fun,” said Dad. “We ran all
16 over the yard.”
19 “I tagged you in the back yard,” said Jan.
28 “We ran a lot!” said Dad. “Now I will nap.”
38 “Do you want to nap with Sam, the cat?”
47 asked Jan.
49 “No, not with Sam,” said Dad.
55 “Do you want to nap with Sal, the dog?”
64 asked Jan.
66 “No, not with Sal,” said Dad.
72 “Good,” said Jan. “I want to nap, too.
80 I’ll nap with Sam and Sal.” 86

Comprehension Check
1. What did Dad and Jan play?
2. Who wants to nap with the cat and the dog?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

I Can Too! • Grade 1/Unit 1 19


Practice
Name Concepts of Print

A. Identify the uppercase and lowercase letters.


Point to each letter as you read it.
Then draw a line to match each uppercase and
lowercase letter.

d e r g o k l b w i

L D B R W I G E O K

B. Write the correct letter of the alphabet on the


line. Write a lowercase letter.

1. c e 2. m o
© Macmillan/McGraw-Hill

3. p r 4. j l

20 I Can Too! • Grade 1/Unit 1


Practice
Name Phonics:
Short i

Look at the pictures. Complete each sentence


with a word from the box.

dig big sit pig hit did

1. The can ride up and down.

2. The pig likes to in the mud.

3. He can on a box.

4. He can with a little bat.


© Macmillan/McGraw-Hill

5. The pig a jig.

6. He can play with a top.

How You Grew • Grade 1/Unit 1 21


Practice
Name High-Frequency
Words/ Vocabulary

Write a word from the box to complete each sentence.

be ride run

1. Max the cat likes to .

2. He can to see Sam.

3. Sam and Max up


and down.

4. Sam and Max cannot sad.


Write another sentence about Max and
Sam using words from the box.
© Macmillan/McGraw-Hill

22 How You Grew • Grade 1/Unit 1


Practice
Structural Analysis:
Name Double Final
Consonants

ll tt

Use letters from the box to finish the words in


each sentence.

1. Bi wi play with his pup.

2. The pup wi play with Bill.

3. Bill and the pup run up the hi .

4. Bill and Ma play with the pup.

Write a sentence about the pup.


© Macmillan/McGraw-Hill

How You Grew • Grade 1/Unit 1 23


Practice
Name Comprehension:
Sequence Chart

As you read How You Grew, fill in the


Sequence Chart. Use words from the story.

First

Next

Last © Macmillan/McGraw-Hill

How does the Sequence Chart help you retell the order of
events in How You Grew ?

24 How You Grew • Grade 1/Unit 1


Practice
Name Comprehension:
Sequence

1 2 3

Write a story about the cats. Tell what happened


First, Next, and Last.

1. First,

2. Next,
© Macmillan/McGraw-Hill

3. Last,

How You Grew • Grade 1/Unit 1 25


Practice
Name Comprehension:
Analyze Text Structure

A. Look at the picture. Circle all the sentences that


tell about the picture.

A fish swims.
A girl jumps rope.
Kim and Nat kick.
A cat jumps up, too.
Pam and Jack climb up.
Kids sit.

B. Write a sentence that tells the main idea of the picture.


© Macmillan/McGraw-Hill

26 How You Grew • Grade 1/Unit 1


Practice
Name Read Aloud: Expository

Nonfiction gives us information about


real people, places, and things. When
nonfiction authors tell about things that really
happened, they put the events in order.

1. Look at the pictures. Write 1, 2, or 3 to show the order in


which things happen.

2. How does the girl feel at the end of the story? Draw a
face in the circle.

3. What is the girl doing?


© Macmillan/McGraw-Hill

How You Grew • Grade 1/Unit 1 27


Practice
Name Study Skill:
Parts of a Book

Use the Table of Contents to answer the questions.

Contents
The Silly Cat 3
The Funny Pig 10
A Trip to the Park 21
A Trip to the Zoo 29
Cat and Pig
Are Friends 35

1. How many chapters are in this book?

2. On what page does “The Funny Pig” begin?

3. Which story begins on page 3?


© Macmillan/McGraw-Hill

4. On what page does a story about a park begin?


5. Is the chapter about a zoo near the front of the book or

the back of the book?

28 How You Grew • Grade 1/Unit 1


Practice
Fluency:
Name Choral Read:
Intonation

As I read, I will pay attention to the exclamation


marks.
It was a big day for Billy! He was going to a
12 farm to pick out his own pet pig.
20 Billy and Dad went to a farm. There were six
30 little pigs in a pen.
35 “They all look the same!
40 How will I pick one pig?” said Billy.
48 “Go sit in the pen with the pigs,” said his dad.
59 That is what Billy did.
64 Five pink pigs ran in the mud.
71 One little pig sat in Billy’s lap.
78 “This will be my pig!” said Billy. “I will name
88 him Will.” 90

Comprehension Check
1. How many pigs were in the pen?
2. Which pig did Billy pick?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

How You Grew • Grade 1/Unit 1 29


Practice
Name Concepts of Print

Every sentence begins with a capital letter.


Every sentence ends with a special mark.

Read this story aloud. Answer the questions.


I can sit.
I can run.
I am six.
Now I am big!
1. Draw a box around the first word you should read.
2. Find these words in the story. Draw a box around them.

3. Draw a circle around a capital letter at the beginning of a


sentence.
© Macmillan/McGraw-Hill

4. What letter follows the letter I in the alphabet?

5. Draw a line under an end mark at the end of a sentence.

30 How You Grew • Grade 1/Unit 1


Practice
Name Phonics:
l Blends

Play with a partner.


Choose a word part from each
column to make words. Take turns.
Write the words below.

cl a b
pl e p
bl i m
sl o nt
fl u d
gl g
ck
How many words
did you make?

You

Your
© Macmillan/McGraw-Hill

partner

Flip • Grade 1/Unit 1 31


Practice
Name High-Frequency
Words/Vocabulary

come good pull down

Write a word from the box to complete


each sentence.

1. Pam will on the string.

2. The toy is on the floor.

3. Sam will to chase the toy.

4. A cat is to have.
Write another sentence about Pam and
Sam using words from the box.
© Macmillan/McGraw-Hill

32 Flip • Grade 1/Unit 1


Practice
Name Structural Analysis:
Possessives with ’s

Add ’s to show someone has something.


Circle the picture it tells about.

1. Brad pet is big.

2. Fred grandpa has a cat.

3. Grandma hat has dots.

4. This is Mr. Trip truck.


© Macmillan/McGraw-Hill

Add ’s to someone’s name to finish the sentence.

5. This is pet dog.

Flip • Grade 1/Unit 1 33


Practice
Name Comprehension:
Plot Chart

As you read Flip, fill in the Plot Chart. Use words


from the story.

Somebody

Wanted

But

So
© Macmillan/McGraw-Hill

How does the Plot Chart help you better understand


the problem and solution in Flip?

34 Flip • Grade 1/Unit 1


Practice
Comprehension:
Name Plot: Problem and
Solution

Randy’s New Home


Randy lived on a farm. Then he got a new home in a city.
Randy was sad. He would miss the plants and animals.
“The city has plants and animals,” said Randy’s new
pal Billy. “I’ll show you.” Randy and Billy went for a walk.
Randy saw plants in boxes and in parks. Some grew right
out of the sidewalk! Randy saw animals, too. He saw
bugs, birds, and chipmunks.
Soon Randy was not sad. He liked his new home. His city
had lots of plants and animals. He could not wait to see more.

Write what happens in the story. Tell about


Randy’s problem and how it was solved.

Problem

Solution
© Macmillan/McGraw-Hill

Flip • Grade 1/Unit 1 35


Practice
Name Comprehension:
Analyze Story Structure

A. Read the story.


Pip the big pig had a good day. His friend Pat the cat
did, too. First, Pip sat in the sun. Pat sat in the sun, too.
Pip took a nap. Pat did, too. Then Pip did six flips. Pat did
six flips, too. Last, Pat took a ride on Pip’s back.

B. Read the sentences. Write B for the beginning


sentences, M for the middle sentences, and E
for the end sentences.

1. Pip took a nap.

2. Pip sat in the sun.


© Macmillan/McGraw-Hill

3. Pat did six flips.

36 Flip • Grade 1/Unit 1


Practice
Name Read Aloud: Expository

Nonfiction tells about real people, places,


and things. Nonfiction may contain facts,
dates, and names.

Read the sentences. Answer the questions.

Cats can jump.


Cats can nap.
Cats can run.

1. Write a word that tells what the sentences are about.


© Macmillan/McGraw-Hill

2. Write three words that tell facts about cats.

Flip • Grade 1/Unit 1 37


Practice
Name Text Feature:
Lists

A list is a series of things written in order.

Pets Pets can


beg
1. hop
lick
2. nap
play
3. rub
run
4. sit
snack
5.

Write a sentence about what one pet on the list


likes to do.
© Macmillan/McGraw-Hill

38 Flip • Grade 1/Unit 1


Practice
Fluency:
Name Choral Read:
Intonation

As I read, I will pay attention to the punctuation marks.


Pat had a backpack. He wanted to pack many caps in it.
12 “I can not put caps in my pack,” said Pat.
22 “It is a good pack, but it is very full!”
32 “What is in it?” asked Will.
38 “A toy plane is in it,” said Pat.
46 “I can put the plane in my pack,” said Will.
56 “A big globe is in it,” said Pat.
64 “I can put the globe in my pack,” said Sam.
74 “Oh, no! A big black fly is in my pack!” said Pat.
86 “I will not put a big black fly in my pack!”
97 said Will and Sam. 101

Comprehension Check
1. What did Pat want to put in his backpack?

2. What is one thing that Pat had in his backpack?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Flip • Grade 1/Unit 1 39


Practice
Name Concepts of Print

A. Look at the story. Draw a box around the first


word you should read. Read the story aloud.
I had a cat. It sat on Dad’s cap.
I had a duck. It sat on Mom’s mat.
I had a ppig.
g It kicked Kit.
I got a bird. It is just right.
1. Find a capital letter in the story. Circle it.
2. Find these words in the story. Draw a line under them.

3. Add an end mark to this sentence.

Sam is my cat
B. On the line, write the next letter in the alphabet.
Write a lowercase letter.
© Macmillan/McGraw-Hill

4. f, g, 5. m, n,

40 Flip • Grade 1/Unit 1


Practice
Name Phonics:
Final Blends

Read each sentence. Complete each word by


writing the missing letter blend. Write nd, st, nt,
or nk.

1. Tom and I play in the sa .

2. I put on my pi hat.

3. We look at an a on a rock.
© Macmillan/McGraw-Hill

4. We cannot la in the sun.

5. Tom and I sa down on a mat.

Soccer • Grade 1/Unit 1 41


Practice
Name Oral Vocabulary:
Biography

Roberto Clemente is a biography. A biography


tells about someone’s life.

Answer each question.


1. What sport did Roberto Clemente play? Write your
answer.

2. Tell about Roberto Clemente’s life. Write 1 next to what


happened first. Write 2 next to what happened later.
Write 3 next to what happened last.
came to the United States
played with friends
helped children
3. Why was Roberto Clemente a hero? Draw or write your
answer. © Macmillan/McGraw-Hill

42 Soccer • Grade 1/Unit 1


Practice
Name High-Frequency
Words/ Vocabulary

Look at the pictures. Use the words in the box to


fill in the missing words in the story. Make up an
ending for the story.

help very Now use

Pig and are sad. They need

. What will they do? They will


© Macmillan/McGraw-Hill

the log. Squirrel will ride on top of Pig.

Pig and Squirrel will .

Soccer • Grade 1/Unit 1 43


Practice
Name Structural Analysis:
ABC Order

ABCDEFGHIJKLMNOPQRSTUVWXYZ

Read the words. Look at the first letter. Write the


words in ABC order in a sentence.
1. to like win I

2. Max helps run Babs

3. Can now kick Dan

4. Tam Bill pass can © Macmillan/McGraw-Hill

44 Soccer • Grade 1/Unit 1


Practice
Comprehension:
Name Author’s Purpose
Chart

As you read Soccer, fill in the Author’s


Purpose Chart. Use words from the story.

Clue Clue

Author’s Purpose
© Macmillan/McGraw-Hill

How does the Author’s Purpose Chart help you


understand the topic of the story Soccer ?

Soccer • Grade 1/Unit 1 45


Practice
Name Comprehension:
Author’s Purpose

Some authors write to tell a story. Some authors


write to tell about real people or things.

Read the sentences. Think about the topic.


Choose the author’s purpose.
1. How do farmers get milk from cows? How do farmers plant
corn? In the past, farmers had to do most work by hand.
This took a lot of time and was very hard. Now machines
help with farmer’s work.
Author’s purpose is:
tell about changes in farming
tell a story about a boy on a farm
2. Tom and Dot wanted to put on a show. They talked to their
class. Bill could tell jokes. Steve had drums to play. Kim sang
songs and danced. The first-grade show was going to be fun!
Author’s purpose is:
tell about how to make a musical instrument
tell a story about children planning a show
3. Can you think about some rules at your school? Do you
© Macmillan/McGraw-Hill

try to walk safely in the hallways? There are many rules at


school to keep you safe. Rules help to protect everyone.
Author’s purpose is:
tell about why rules help you at school
tell a story about a girl falling at school

46 Soccer • Grade 1/Unit 1


Practice
Name Comprehension:
Analyze Text Structure

The author’s purpose is why the author writes.


Sometimes authors write to tell made-up stories.
Sometimes authors write to tell facts about real
people or things. The topic is what the text is
mostly about.

Read the sentences.


Fill in the circle next to the correct answer.
1. Nat the ant helps Pat the pig pick six flowers.
The author’s purpose is to
tell a made-up story.
tell about real people or things.
2. Cats can sit. Cats can run. Cats can jump up and down.
The author’s purpose is to
tell a made-up story.
tell about real people or things.
3. It is Fish’s birthday. Crab gives Fish a gift.
Happy birthday, Fish!
The topic of this passage is
© Macmillan/McGraw-Hill

Crab’s busy day.


Fish’s birthday.

Soccer • Grade 1/Unit 1 47


Practice
Name Literary Element:
Rhyme

Read the silly poem.


Add the rhyming words.
Draw a picture about
the poem.

Milly’s Best Day!


1. Silly Milly has a car.

Silly Milly can go

2. She rides and rides all day long.

Milly likes to sing a

3. Milly sings to Tom the cat.

When Milly sings, Tom can


© Macmillan/McGraw-Hill

4. Milly and Tom like to play.

They will have a silly

48 Soccer • Grade 1/Unit 1


Practice
Fluency:
Name Choral Read:
Phrasing

As I read, I will pay attention to the punctuation.


There are many kinds of ants. Most ants are small, but
11 some ants are one inch long.
17 Most ants are black. There are yellow, green, and
26 purple ants, too.
29 Some ants live in trees. Some ants make nests in sand.
40 Ants are very, very strong! They can lift things
49 that are bigger than they are.
55 Ants help each other. Some ants make nests,
63 some look for food, and some take care of baby ants.
74 Look for ants in a park. They are fun to watch! 85

Comprehension Check
1. What is one color that ants can be?

2. Ants help each other. What is one thing that ants do?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Soccer • Grade 1/Unit 1 49


Practice
Name Concepts of Print

Every sentence needs an end mark.


Sometimes the end mark is a period.
When you write a sentence, leave a space
between your words.

A. Trace the capital letter at the beginning of


each sentence. Then complete each sentence.
Remember to leave space between your words.
Include an end mark at the end of the sentence.

1. like to

2. t home, I help

3. y friend is
B. On the line, write the next letter in the alphabet.
Write a capital letter.
© Macmillan/McGraw-Hill

4. J 5. C

50 Soccer • Grade 1/Unit 1


Practice
Name Phonics:
Short o

Read the question. Look at the picture.


Write the answer.
1. Is this a pet or a pot?

2. Is this a map or a mop?

3. Is this a cot or a cat?

4. Is this a leg or a log?


© Macmillan/McGraw-Hill

5. Is this a sock or a sack?

Animal Moms and Dads


Grade 1/Unit 2
51
Practice
Name Oral Vocabulary:
Expository

Wild Animal Families is nonfiction. Nonfiction tells


about real people and things.

Answer each question.


1. What is Wild Animal Families mostly about?
Write your answer.

2. Tell about a wolf pup’s life. Write 1 next to what happens


first. Write 2 next to what happens later. Write 3 next to
what happens last.
The pups get food from their parents.
New wolf pups cannot see or hear.
When they are six months old, wolf pups
hunt with the pack.
3. How does a father penguin protect the egg?
Write your answer.
© Macmillan/McGraw-Hill

52 Animal Moms and Dads


Grade 1/Unit 2
Practice
Name High-Frequency
Words/ Vocabulary

A. Write words from the box to complete the poem.

two her they Our

little bug,

Sits on log.

She sees frogs!

What do say?

“Let’s all play!”


B. Use words from the box to write two rhyming
sentences.
© Macmillan/McGraw-Hill

Animal Moms and Dads


Grade 1/Unit 2
53
Practice
Structural Analysis:
Name Inflectional
Ending -ed

Add -ed to each word and complete the sentences.

wash look fish rush


jump wish bark pick

1. Bob at the clock.

2. He out of bed.

3. He his face and got dressed fast.

4. He up his bag.

5. He out the door.


© Macmillan/McGraw-Hill

Write a sentence to finish the story.

6.

Animal Moms and Dads


54 Grade 1/Unit 2
Practice
Comprehension:
Name Main Idea and
Details Chart

As you read Animal Moms and Dads, fill in the


Main Idea and Details Chart. Use words from the story.

Detail Detail Detail

Main Idea
© Macmillan/McGraw-Hill

How does the Main Idea and Details Chart help you
retell Animal Moms and Dads?

Animal Moms and Dads


Grade 1/Unit 2
55
Practice
Name Comprehension:
Main Idea and Details

Read the story. Look for important details.


Pat and Pam like to play. They can jump. They can run.
They cannot bat. Pat and Pam are cats!

Read each sentence below. Does the sentence tell


the main idea? Write yes or no.

1. Pat and Pam cannot bat.

2. Pat and Pam can jump.

3. Pat and Pam like to play.

4. Pat and Pam can run.


Write the sentence that tells the main idea. © Macmillan/McGraw-Hill

5.

Animal Moms and Dads


56 Grade 1/Unit 2
Practice
Name Comprehension:
Analyze Text Structure

The main idea of a passage tells what the


passage is mostly about.

Read the passage. Then complete the items.


A puppy will be a dog. Its mom will help it grow.
A kitten will be a cat. Its mom will help it grow.
A tadpole will be a frog. Its mom will help it grow.

1. Circle the main idea of this passage.


Frogs like to sit in ponds.
Baby animals have a mom to help them grow.
2. Circle the group of pictures that shows the order in which
the animals are talked about.
© Macmillan/McGraw-Hill

3. Circle what you think a chick’s mom will do. Use details
from the story to help you.
Go to the store. Help it grow.

Animal Moms and Dads


Grade 1/Unit 2
57
Practice
Literary Element:
Name Rhythm and
Rhyme

Read the poem.


One little hog,
h ,
Was on a log.g
She did not play,
She did nott jog.

One little yak,


Sat on a crack.
He did not dance,
He did not quack.

1. Circle 3 words that rhyme in the first verse.

2. Box 3 words that rhyme in the second verse.

3. Say the poem aloud.


Underline the words that have a strong beat.

4. Make up another verse. Draw a picture. © Macmillan/McGraw-Hill

Animal Moms and Dads


58 Grade 1/Unit 2
Practice
Fluency:
Name Echo Read:
Phrasing

As I read, I will pay attention to patterns in the


story.
We have two pets. We have a cat and a dog.
11 Our dog’s name is Lady. Her fur is white.
20 Our cat’s name is Spike. His fur is black.
29 Lady likes to chase balls. She likes to chase
38 her tail.
40 Spike likes to chase mice.
45 Some people think that dogs and cats are not
54 friends.
55 That is not always true. Lady and Spike are
64 very good friends.
67 Sometimes, Spike licks Lady’s ears.
72 Sometimes, Lady rolls a ball to Spike.
79 They like to nap together on the mat. 87

Comprehension Check
1. What does Lady like to chase?

2. Where do Lady and Spike like to nap?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Animal Moms and Dads


Grade 1/Unit 2
59
Practice
Name Concepts of Print

A sentence always begins with a capital letter


and ends with an end mark.
The end mark can be a period or a question mark.

Read this story aloud. Then complete the items.


I like to dance. I am a star.
I can sing. I am a star.
I can jump rope. I am a star.
I like to read. I am a star.
What makes you a star?
1. Draw a box around the first word you read.
2. Find these words in the story. Circle them.
Jj

3. Underline a capital letter at the beginning of a sentence.

4. What letter follows that letter in the alphabet?


© Macmillan/McGraw-Hill

5. Circle the two end marks you see in the story.

. ? !

Animal Moms and Dads


60 Grade 1/Unit 2
Practice
Name Phonics:
Short e

Circle the word that completes the sentence.


Then write the word on the line.

1. She has a .
hat ball bell

2. Ted is in a .
fish pen band

3. The hen sits on a .


net nest pan

4. Jen likes her .


dress vest bat
© Macmillan/McGraw-Hill

5. Ben is in his .
tent bed ten

Little Red Hen • Grade 1/Unit 2 61


Practice
Name High-Frequency
Words/ Vocabulary

Fill in the sentences with words from the box.


Draw a line from each sentence to who said it.

Who some of No eat

1. Look at my box shells.

2. I like to .

3. said, I sit on my limb?

© Macmillan/McGraw-Hill

4. , thank you.

5. Can I have ?

62 Little Red Hen • Grade 1/Unit 2


Practice
Name Structural Analysis:
Contractions

Write a contraction to complete each sentence.

can’t isn’t didn’t doesn’t aren’t don’t

1. Jen at her desk.

2. Ben have his backpack.

3. Len and Ted here.

4. Ned go to the play.


© Macmillan/McGraw-Hill

5. Greg help us.

6. Fred and Jill like to eat jam.

Little Red Hen • Grade 1/Unit 2 63


Practice
Name Comprehension:
Retelling Chart

As you read Little Red Hen, fill in the Retelling


Chart. Use words from the story.

Little Red Hen

Beginning
1. 2.

Middle
3. 4.

Ending
5. 6.
© Macmillan/McGraw-Hill

How does the Retelling Chart help you remember the


beginning, middle, and ending of Little Red Hen?

64 Little Red Hen • Grade 1/Unit 2


Practice
Name Comprehension:
Retell

Read the story. Then write three sentences that


tell what happened at the beginning, middle, and
ending of the story.
Greg felt sick. He didn’t go to school. He stayed in bed
all day. Greg’s dog, Max, sat on the end of the bed. Greg’s
cat, Sam, played with a ball of yarn next to the bed. Greg
looked at his favorite book. Then he took a nap. Greg felt
better after his nap. His mom was glad he felt well.

Draw a picture of what happens in the story.


© Macmillan/McGraw-Hill

Little Red Hen • Grade 1/Unit 2 65


Practice
Name Comprehension:
Summarize (Fiction)

Read the story. Then answer the questions.


I can get my mom a gift.
I will ask my dad for help.
I will pick the best gift.
I will tell my mom, “I love you!”

1. Look at the pictures. Write 1, 2, and 3 to show the order


in which things happen in the story.

2. The boy in the story has a problem. Fill in the circle that
matches the boy’s problem:
He needs help to get a gift.
He needs to run very fast.
3. Whom does the boy ask for help? Circle the picture.
© Macmillan/McGraw-Hill

66 Little Red Hen • Grade 1/Unit 2


Practice
Name Read Aloud: Folktale

A folktale is a story that has been told over and


over again. Folktales often have talking animals
that behave just as people do.

Think about a folktale such as “The Three Little Pigs.”


Many folktales have the same words at the beginning
and the end of the story.
1. What do the words “Once upon a time” tell you? Fill in
the circle.
The story happened long ago.
The story happened yesterday.
The story happens today.
2. What do the words “They lived happily ever after” tell
you? Fill in the circle.
The story is about real animals.
The story is about real people.
The story is a folktale.
3. Think about “The Little Red Hen.” Write what Cat, Pig,
and Dog say when Hen asks for help.
© Macmillan/McGraw-Hill

Little Red Hen • Grade 1/Unit 2 67


Practice
Name Text Feature:
Diagrams

fish

turtle

Pick three different animals from the diagram.


Add more labels to the diagram. Write a sentence
about where each one lives.

© Macmillan/McGraw-Hill

68 Little Red Hen • Grade 1/Unit 2


Practice
Fluency:
Name Echo Read:
Expression

As I read, I will pay attention to the questions


in the passage and how they affect expression.
We can get a lot of food from the farm.
10 Can we get eggs from a farm? Yes, we can get eggs from
23 the hens. What color are hens’ eggs?
30 Some hens lay white eggs.
35 Some hens lay brown eggs.
40 Can hens lay blue eggs? Some hens lay blue eggs!
50 Can we get milk from a farm? Yes, we can get milk
62 from cows. Did you know that we can get milk
72 from goats, too? Some people think goats’ milk
80 is the best kind of milk. 86

Comprehension Check
1. What color eggs do hens lay?

2. What animals can milk come from?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Little Red Hen • Grade 1/Unit 2 69


Practice
Name Concepts of Print

A sentence is a group of words that tells a whole


idea. When you write a sentence, leave a space
between your words. Include an end mark.

A. Circle the capital letter at the beginning of each


sentence. Underline the first lowercase letter.
Complete the sentence.
Add an end mark.
1. My
y family helps me

2. Who went to

B. Write a sentence telling how you help at home.


Check the space between words.

© Macmillan/McGraw-Hill

70 Little Red Hen • Grade 1/Unit 2


Practice
Name Phonics:
r Blends, s Blends

Read the words in the box. Circle the letters tr, cr,
br, sn, st, or sp. Write the picture names.

crib snap spin track


stamp crab bricks trap

1. 2.

3. 4.
© Macmillan/McGraw-Hill

5. 6.

On the Map! • Grade 1/Unit 2 71


Practice
Name Oral Vocabulary:
Expository

Around Town, Then and Now is nonfiction.


Nonfiction tells about real people and events.

Complete each item.


1. How did people travel long ago? Write your answer.

2. Tell about mail service long ago and today. Write 1 next
to what happened first. Write 2 next to what happened
later. Write 3 next to what happened last.

A stagecoach delivered the mail.

Mail is delivered by a mail carrier.

Pony Express riders delivered the mail.


© Macmillan/McGraw-Hill

3. How was school long ago different from today?


Write your answer.

72 On the Map! • Grade 1/Unit 2


Practice
Name High-Frequency
Words/ Vocabulary

Circle yes or no to answer the question.


1. Can you live in a sock? yes no

2. Can you have many pals? yes no

3. Is a cup a place? yes no

4. Can you go out in a cup? yes no

5. Can you have many hats? yes no

6. Can you live in a tub? yes no

7. Is a wig a place? yes no

8. Make up your own silly question with one of these words:


live, place, many, or out.
© Macmillan/McGraw-Hill

On the Map! • Grade 1/Unit 2 73


Practice
Structural Analysis:
Name Inflectional Ending
-ing

A. Find these five words in the puzzle and circle


them: think, fish, rush, play, and go.

p j r e t
l f u l g
a i s m o
y s h u p
t h i n k
B. Add -ing to three words from the puzzle. Use each
word in a sentence.

1.

2.
© Macmillan/McGraw-Hill

3.

74 On the Map! • Grade 1/Unit 2


Practice
Comprehension:
Name Main Idea and
Details Chart

As you read On the Map!, fill in the Main Idea and


Details Chart. Use words from the story.

Detail Detail Detail

Main Idea
© Macmillan/McGraw-Hill

How does the information you wrote in this Main Idea


and Details Chart help you retell On the Map!?

On the Map! • Grade 1/Unit 2 75


Practice
Name Comprehension:
Main Idea and Details

A. Look at the pictures and read the story.

The animals live on a farm.


The hen has a nest.
Two eggs are in the nest.
The frogs hop to the nest.
The hen plays with the frogs.
The ducks look at the frogs.
The ducks like the pond.

B. Write one sentence that gives a detail about the


story.
© Macmillan/McGraw-Hill

Write the sentence that tells the main idea.

76 On the Map! • Grade 1/Unit 2


Practice
Name Comprehension:
Summarize (Nonfiction)

Read the story. Then answer the questions.


I am a big black bear. I live in the woods.
Today it is hot. I stop to get a drink.
Now the leaves look red and yellow. It is not so hot. It is fall.
It is cold. It is snowy. I go to sleep.
I wake up. It is green and it is spring. I will eat a lot!
1. Look at the pictures below. Write 1, 2, 3, and 4 to show
the order in which things happen in the story.

2. What is a good title for this story? Fill in the circle next to
the best answer.
Bear Sees the Seasons
Bear Likes to Eat
3. Why will the bear eat a lot in spring? Fill in the circle next
© Macmillan/McGraw-Hill

to the best answer.


He has been sleeping all winter.
A big apple fell next to him.

On the Map! • Grade 1/Unit 2 77


Practice
Name Study Skill:
Dictionary

A dictionary gives the meaning of words.


cash money
champ someone who wins
path a track or trail for walking
think to use your mind

A. Answer each riddle with a word from the dictionary.

1. You use this to buy things.

2. Walk on this when you take a hike.

3. You do this to answer a riddle.

4. The winner of a tennis match.


© Macmillan/McGraw-Hill

B. Write a sentence using a word from the dictionary.

5.

78 On the Map! • Grade 1/Unit 2


Practice
Fluency:
Name Choral Read:
Expression

As I read, I will pay attention to questions in the


passage and how they affect expression.
Crab said to Clam, “You are like me.
08 I have a shell and you have a shell.”
17 Clam said, “Yes, and we both live near the
26 sea.”
27 Crab said, “I have many strong legs.
34 I run very fast. Can you run, too?”
42 “No,” said Clam. “I am slow. I do not have
52 legs. But I have one foot.
58 I use it to scoop up sand.
65 I eat plants,” said Clam. “What do you eat?”
74 “I eat clams! I scrape them from their shells,”
83 said Crab.
85 “Bye!” yelled Clam. 88

Comprehension Check
1. What is one way that Crab and Clam are alike?

2. What do crabs eat?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

On the Map! • Grade 1/Unit 2 79


Practice
Name Concepts of Print

A. Look at the story.


Draw a box around the first word you should read.
Point to each word as you read the story.
I am a cat.
I can jump up.
“No, cat!
Do not jump up!” said the man in the hat.
I ran fast!
B. Find these uppercase and lowercase letters in the
story, and circle them:
m s p D I t a N
C. Find these words in the story.
Draw a line under each word.

© Macmillan/McGraw-Hill

80 On the Map! • Grade 1/Unit 2


Practice
Name Phonics:
Short u

Use words from the box to name the pictures.

brush drum junk cub jug truck

1. 2.

3. 4.

5. 6.
© Macmillan/McGraw-Hill

The Pigs, the Wolf, and the Mud


Grade 1/Unit 2
81
Practice
Name High-Frequency
Words/Vocabulary

could again one Three make then

Use words from the box to complete the sentences.

1. I use some bricks.

2. I see the I can use!

3. I can look at the plan .

4. I will a BIG hut.


© Macmillan/McGraw-Hill

5. I will stack the bricks and add some mud.

6. can live in the big hut!

The Pigs, the Wolf, and the Mud


82 Grade 1/Unit 2
Practice
Name Structural Analysis:
Contractions with -s

Write a contraction for the underlined words.

1. She is opening the trunk.

2. What is in the trunk?

3. It is just a dull drum.

4. That is rust on the top.

5. Let us rub it with a brush.

Write a sentence using one of the contractions.


© Macmillan/McGraw-Hill

6.

The Pigs, the Wolf, and the Mud


Grade 1/Unit 2
83
Practice
Name Comprehension:
Plot Chart

As you read The Pigs, the Wolf, and the Mud, fill in
the Plot Chart. Use words from the story.

Somebody

Wanted

But

So
© Macmillan/McGraw-Hill

How does the Plot Chart help you better understand the
problem and solution in The Pigs, the Wolf, and the Mud ?

The Pigs, the Wolf, and the Mud


84 Grade 1/Unit 2
Practice
Comprehension:
Name Plot: Problem
and Solution

Sam’s Hut
Sam is sad. He lives in a big hut. He wants to live in a hut
that is small.
“I have too much stuff!” Sam sobs. “It will not fit in my
small hut! Where will I put it all?” One comes, two come, then
three pals come.
“We will keep your stuff,” they say. They take Sam’s stuff
from his hut. Sam is happy. Now Sam can live in a small hut.
Sam will not have lots of stuff. But he will have lots of pals
who have his stuff!

Write what happens in the beginning, the middle,


and the end of the story.

Problem

Solution
© Macmillan/McGraw-Hill

The Pigs, the Wolf, and the Mud


Grade 1/Unit 2
85
Practice
Name Comprehension:
Visualize

When you read, create a picture of the story in


your mind. This will help you understand the story.

Read the story. Then answer the questions.


I like to run and jump in the mud.
I like to rub and scrub in the tub.
I get into bed. I am so snug.

1. Which picture shows what happens at the beginning of


the story?

2. Which picture shows what happens in the middle of the


story?

3. Which picture shows what happens at the end of the


© Macmillan/McGraw-Hill

story?

The Pigs, the Wolf, and the Mud


86 Grade 1/Unit 2
Practice
Name Read Aloud: Folktale

A folktale is a story that has been retold for


many years. Folktales are make-believe stories.
Folktales are told all over the world.

Think about the story of “The Three Little Pigs.”


1. What does the wolf always say to the pigs? Fill in the circle.
“May I please come in, little pigs?”
“Little Pig, Little Pig, let me come in!”
“Hello, pigs. Will you come to my house to play?”
2. What do the pigs always say to the wolf? Fill in the circle.
“Well, hello kind wolf! Won’t you please come on in?”
“No, no, no! Go away and don’t ever come back!”
“No, no, by the hair of my chinny chin chin. I will not let
you in!”
3. Suppose that there is another little pig. That little pig tells
the wolf, “No, no, by the hair of my chinny chin chin. I will
not let you in!” What do you think the wolf would say next?
“O.K., friendly pig. I will go away and leave you alone.”
“Then I’ll huff, and I’ll puff, and I’ll blow your house
© Macmillan/McGraw-Hill

down!”
“Please? I am a good wolf. I will not eat you!”

The Pigs, the Wolf, and the Mud


Grade 1/Unit 2
87
Practice
Name Text Feature:
Photographs

Look at the picture.

Write the things in this picture that could happen


in real life.

© Macmillan/McGraw-Hill

The Pigs, the Wolf, and the Mud


88 Grade 1/Unit 2
Practice
Fluency:
Name Choral Read:
Phrasing

As I read, I will pay attention to patterns in the story.


Bears live in places called dens.
06 There is a den with three cubs in it. The cubs live
18 with their mother. When the cubs are very little,
27 they stay in the den.
32 They run in the den. They play in the den.
42 The mother bear hunts for food, then brings it to the den.
54 When the cubs are bigger, the mother bear shows them how
65 to hunt. They hunt for mice and fish.
73 They hunt for nuts and ants.
79 They hunt for bugs called grubs.
85 They think that bugs are yummy! Do you? 93

Comprehension Check
1. What is one thing that bears hunt for?
© Macmillan/McGraw-Hill

2. What are grubs?


Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

The Pigs, the Wolf, and the Mud


Grade 1/Unit 2
89
Practice
Name Concepts of Print

The title is the name of the book.


The author is the person who wrote the book.
The illustrator is the person who made the pictures.

A. Look at the book cover.


Answer the questions. A Home for
Shadow

Written by: Illustrated by:


Jane Meadow Carlos Garcia

1. What is the title of this book?

2. Who wrote this book?


B. Complete this sentence about an animal’s
home. Leave space between the words. Include
© Macmillan/McGraw-Hill

an end mark at the end of the sentence.

3. A frog lives

The Pigs, the Wolf, and the Mud


90 Grade 1/Unit 2
Practice
Name Phonics:
Digraphs th, sh, -ng

Write sh, th, or ng to complete the words.


Then use your pencil to draw a picture for each
sentence.

1. A fi is on my swi !

2. e ops for a ri .
© Macmillan/McGraw-Hill

3. Be said, “ anks for the dress wi


red dots.”

Beth and the Band • Grade 1/Unit 2 91


Practice
Name High-Frequency
Words/ Vocabulary

Fill in the puzzle. Use the words in the box.

all want under put show together

6 4

Down Across
1. It is fun when we all 2. You can see a on
work . TV.
3. He the pen in the 5. Your chin is your
© Macmillan/McGraw-Hill

box. lips.
4. We can help with 6. You something you
dinner. wish you had.

92 Beth and the Band • Grade 1/Unit 2


Practice
Name Structural Analysis:
Compound Words

Use the words in the box to complete the


compound words.

in day pack sun up thing out one yard

1. any 2. back

any back

3. side 4. light

side light

Write two sentences using compound words from


above.
© Macmillan/McGraw-Hill

5.

6.

Beth and the Band • Grade 1/Unit 2 93


Practice
Name Comprehension:
Retelling Chart

As you read Beth and the Band, fill in the


Retelling Chart. Use words from the story.

Beth and the Band

Beginning
1. 2.

Middle
3. 4.

End
5. 6.
© Macmillan/McGraw-Hill

How does the Retelling Chart help you visualize what


happens in the beginning, middle, and end of Beth and
the Band?

94 Beth and the Band • Grade 1/Unit 2


Practice
Name Comprehension:
Retell

Read the story. Then retell the story.


Write the beginning, middle, and ending.
Bud wanted a pet.
Fran’s dog had three pups.
Bud went to see them.
Fran said, “You can pick one pup.”
“I like the tan pup best,” said Bud.
“That’s the one I want!”
© Macmillan/McGraw-Hill

Beth and the Band • Grade 1/Unit 2 95


Practice
Name Comprehension:
Visualize

Visualizing is forming pictures in your mind.


Visualizing helps you understand a story better.

Read the story.


I am not very big.
I have six legs.
I have three eyes.
I have two long tails.
I like to eat things that are red.
I live under a rock.

What do I look like? Draw a picture below.

© Macmillan/McGraw-Hill

Read the story again. Look at your picture. Fix


things in your picture that do not match the story.

96 Beth and the Band • Grade 1/Unit 2


Practice
Name Read Aloud: Fiction

Historical fiction is a story set in the past. It is a


story about something that did not really happen.

Long ago, a kind man lived by a river. He liked to bring


treats to the fish. One night, the man could not sleep. He
lit a candle. He went to the river to think. “I wish I could
sleep,” he said. As soon as he said this, a fish stuck its
head up. The fish said, “You have left treats for me. I will
help you.” The fish sang until the man fell asleep.

1. What is the man’s problem? Fill in the circle.-


He can’t find his candle. He can’t sleep.
2. Write one word to describe the man.

3. Retell the story. Write 1, 2, and 3 in the boxes to show the


order in which things happen in the story.
A fish sang the man to sleep.
The kind man took treats to the fish.
© Macmillan/McGraw-Hill

The man lit a candle.


4. Write about a time you were kind to another person.

Beth and the Band • Grade 1/Unit 2 97


Practice
Name Text Feature:
Directions

Write directions. Use the words in the box.


Add some words of your own.

bread slices other

How to Make a Jam Sandwich

© Macmillan/McGraw-Hill

98 Beth and the Band • Grade 1/Unit 2


Practice
Fluency:
Name Choral Read:
Expression

As I read, I will pay attention to what people say.


“We are going to get our new puppy
8 tomorrow,” said Dad.
11 “I think we will need to buy some things
20 to take care of her.”
25 “What will we need?” asked Molly.
31 “Let’s think of things,” said Dad. “You can
write them.”
41 “The first things we will need are dishes.
48 We will put her food and water in two dishes.
58 We will also need a leash so that we can
68 take her for walks.”
72 “I think she might like a ball,” said Molly.
81 “Good thinking!” said Dad. 85

Comprehension Check
1. What is one thing that Molly and Dad are going to buy for
the puppy?

2. What does Molly think the puppy might like?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Beth and the Band • Grade 1/Unit 2 99


Practice
Name Concepts of Print

A. Read the story aloud. Complete the items.


I can do it. I will not quit.
I can pick six apples. I can run very fast.
I can jump. I did it!
Now I will make a pie. Yum!
1. Draw a box around the first word you read.
2. Find these letters in the story. Circle them.
c I q N p a Y
3. Find these words in the story. Draw a line under them.

B. On the line write the next letter in the alphabet.


Write a lowercase letter.

4. d 5. h
© Macmillan/McGraw-Hill

100 Beth and the Band • Grade 1/Unit 2


Practice
Name Phonics:
Long a: a_e

Read the words. Find the words from the box


in the puzzle. Circle them.

cake rate game cane


ate shade shake rake

r a t e b f d m
a i a s h a k e
k g t h w l u q
e a p s h a d e
k m x c c l n v
e e g o a y d a
n s o b k a t e
c a n e e r j z

What is the same about all the words in the puzzle?


© Macmillan/McGraw-Hill

On My Way to School
Grade 1/Unit 3
101
Practice
Name High-Frequency
Words/ Vocabulary

Use the words in the box to write about the


pictures.

away school today way why

1.

2.

3.

4. © Macmillan/McGraw-Hill

5.

On My Way to School
102 Grade 1/Unit 3
Practice
Structural Analysis:
Name Inflectional Endings
-ed, -ing

Circle the mistake in each sentence. Write the


correct spelling on the line.

1. I am takeing out the wagon.

2. Dad is bakeing a cake.

3. Liz gradeed the test.

4. Tom bakeed a cake.

5. I am tapeing the gift.

6. It fadeed in the sun.


© Macmillan/McGraw-Hill

7. Rakeing up trash is a big job.

8. Gram tapeed the box shut.

On My Way to School
Grade 1/Unit 3
103
Practice
Name Comprehension:
Retelling Chart

As you read On My Way to School, fill in the


Retelling Chart.

1.

2.

3.

© Macmillan/McGraw-Hill

4.

How does the Retelling Chart help you remember the


beginning, middle, and end of On My Way to School?

On My Way to School
104 Grade 1/Unit 3
Practice
Name Comprehension:
Retell

Write a sentence that tells about each picture.


Then draw a picture and write a sentence to finish
the story.
© Macmillan/McGraw-Hill

On My Way to School
Grade 1/Unit 3
105
Practice
Name Comprehension:
Rhyming, Alliteration

In some stories the words rhyme. They have the


same end sound. Sometimes the words begin
with the same sound. This is called alliteration.

Read the rhyming story. Then complete the items.


I am a hen, and I say, “Cluck!”
I like to play with my friend, Duck.

Duck likes water, but I do not.


We both like the beaks that we’ve got!

We snap and snack on grass and bugs.


We like to share a lot of hugs.

I like Duck, and she likes me.


We live together happily.

1. Circle the words in the poem that rhyme.


2. Underline the word that begins the same way as snap.
3. Write to tell what you liked most about this rhyming story. © Macmillan/McGraw-Hill

On My Way to School
106 Grade 1/Unit 3
Practice
Name Read Aloud:
Rhyming Story

A rhyming story is like a poem. The rhyming words


create a rhythm that makes the story fun to read.

I am not fast. I’m very slow.


I creep and crawl wherever I go.
I have a shell upon my back.
I eat some leaves if I want a snack.
I make a shiny, slimy trail.
Who am I? I am a .

1. Finish the story. Circle the picture that makes sense and
rhymes.

2. Write a poem. Write about two things that you can see.
© Macmillan/McGraw-Hill

On My Way to School
Grade 1/Unit 3
107
Practice
Name Text Feature:
Signs and Symbols

Look at the signs. Draw a sign that means


the opposite.

1.

2.

3.

4.
© Macmillan/McGraw-Hill

5.

On My Way to School
108 Grade 1/Unit 3
Practice
Fluency:
Name Echo Read:
Expression

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


Jake sat up in bed. He looked at the clock.
10 “Oh, no! I will be late for school.”
18 Jake brushed his teeth. He got dressed.
25 Jake’s mom said, “I made you some pancakes.”
33 Jake said, “I can not eat pancakes today! I
am late for school.”
46 “You must eat three pancakes!” said Jake’s
mom.
54 She put them on Jake’s plate. He ate each one.
64 Then he raced out the door and ran all the
way to school.
77 He sat in his seat just as the bell rang! 87

Comprehension Check
1. What is Jake’s problem?
© Macmillan/McGraw-Hill

2. What did Jake do after he ate?

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

On My Way to School
Grade 1/Unit 3
109
Practice
Name Concepts of Print

The cover tells the title, or name, of the book. It


tells the name of the author, or person who wrote
the book. The cover also tells the illustrator, or
person who made the pictures.

A. Look at the book cover.


Then answer the questions. I Wish I Could
1. Draw a circle around the title of Ride in a Rocket
the book.
2. Draw a box around the name
of the author.
3. Underline the the name of the
illustrator. by Jim Hooper
ake
pictures by Fran Sh

B. Write two sentences about a book that you like.


Check that you leave space between your words.
© Macmillan/McGraw-Hill

On My Way to School
110 Grade 1/Unit 3
Practice
Name Phonics:
Long i: i_e

Use the words from the box to answer the


questions. Use as many long i words as you can.

hike time five line kite bike

1. How many boys and girls 2. What does Kim fly?


are playing?

Now write your own story about the picture.


© Macmillan/McGraw-Hill

Smile, Mike! • Grade 1/Unit 3 111


Practice
Name Oral Vocabulary:
Tale

A tale is a story that has been told over and over


again.

Think about Now Things Are Worse. Then complete


each item.
1. How did Sam and Sara feel? Why?

2. Circle the words in this list that tell what animals do.
bread moo
cottage bleat
cluck bake
3. What was the wise man’s final piece of advice? Draw or
write your answer.
© Macmillan/McGraw-Hill

112 Smile, Mike! • Grade 1/Unit 3


Practice
Name High-Frequency
Words/Vocabulary

call How more funny There so

Use the words in the box to complete the story.

are many nuts in Squirrel’s


house.

will Squirrel use the nuts?

He will dig a hole he can save


some nuts.

He will use nuts to make things.

He will his friend to help.


© Macmillan/McGraw-Hill

Squirrel reads a book on his


new bed.

Smile, Mike! • Grade 1/Unit 3 113


Practice
Phonics:
Name Soft Consonants
c and g, -dge

cent come gem race gate age nice edge


gel get cage lace twice call stage ledge

A. Write five words from the box that have the soft
c sound. Use one word in a sentence.

1.

Write five words from the box that have the soft g
sound. Use one word in a sentence.

2.

B. Write three more words that have the soft c or


soft g sound.
© Macmillan/McGraw-Hill

3.

114 Smile, Mike! • Grade 1/Unit 3


Practice
Name Comprehension:
Predictions Chart

As you read Smile, Mike!, fill in the


Predictions Chart.

What I Predict What Happens


© Macmillan/McGraw-Hill

How does the Predictions Chart help you understand


what happens in Smile, Mike!?

Smile, Mike! • Grade 1/Unit 3 115


Practice
Name Comprehension:
Make Predictions

Read the story.


Jane was a very sad cat.
She did not have a nice hat.
Jean the dog can make nice hats.
Now Jane is calling Jean.
Write what happens next.

© Macmillan/McGraw-Hill

116 Smile, Mike! • Grade 1/Unit 3


Practice
Comprehension:
Name Analyze Story
Structure

Read the story. Then complete the items.


I came home from school. My mom gave me a rake. I
wanted to play with Nate and Pam. I did not want to rake!
I raked and I raked, but the leaves kept falling! At last, I
had a big pile. Then Nate and Pam came to play.

1. How do you think the boy felt when he had to rake. Why?

2. Write 1, 2, and 3 to put the events of the story in order.

Mom gave me a rake.

Nate and Pam came over to play.


© Macmillan/McGraw-Hill

I raked and I raked.


3. What do you think the boy, Nate, and Pam will do next?

Smile, Mike! • Grade 1/Unit 3 117


Practice
Name Text Feature: Chart

Read the sentences about Mike’s family and Kit’s


family. Then fill in the chart.
Mike has two brothers and three sisters.
Mike has four aunts and three cousins.

Kit has one brother and two sisters.


Kit has two aunts and five cousins.

Mike’s Family Kit’s Family

brothers brother

sisters sisters

cousins cousins © Macmillan/McGraw-Hill

aunts aunts
Answer the question.

Who has more brothers?

118 Smile, Mike! • Grade 1/Unit 3


Practice
Fluency:
Name Echo Read:
Expression

As I read, I will pay attention to the dialogue.


“What time is it, Mom?” asked Joan.
7 “It’s time for fun!” said Mom.
13 “What can we do for fun?” asked Joan.
21 “We can go for a boat ride,” said Mom.
30 “My friend has a row boat,” she said.
38 “I will call her. I think we can borrow it.”
48 “How far will we go?” asked Joan.
55 “We can go five miles down the river,”
said Mom.
65 Joan said, “That’s much too far!”
71 “Sometimes we can just float,” said Mom.
78 Joan smiled. “I like that idea!” she said. 86

Comprehension Check
1. What will Joan and Mom do for fun?
© Macmillan/McGraw-Hill

2. How far will they go?

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Smile, Mike! • Grade 1/Unit 3 119


Practice
Name Concepts of Print

A. Circle the uppercase letters. Underline the


lowercase letters. Say the letters as you
read them.

e E j Y z W v
V y G g J Z w

B. Follow the letters of the alphabet in the correct


order to connect the dots and make a picture.

H I P Q R S T U V W X

G
J O Y
E F
D
K N Z
C
L M [
B

© Macmillan/McGraw-Hill

120 Smile, Mike! • Grade 1/Unit 3


Practice
Phonics:
Name Digraphs:
ch, tch, wh, ph

Read each clue. Write ch, wh, tch, or ph, to


complete the answer.

1. A dog can do this. fe

2. You can eat this at school. lun

3. Cats have these. iskers

4. You can sit on this. ben

5. You can play this. ca


© Macmillan/McGraw-Hill

6. You can take one of these. oto

Masks! Masks! Masks!


Grade 1/Unit 3
121
Practice
Name High-Frequency
Words/Vocabulary

Circle the correct word and write it on the line.

1. have fun at the show.


People Into

2. A cat jumps a box.


into soon

3. A frog comes the side.


from every

4. dad thinks the show is funny.


Into Your

5. The show makes child smile.


© Macmillan/McGraw-Hill

people every

6. The show is over too !


soon into

Masks! Masks! Masks!


122 Grade 1/Unit 3
Practice
Structural Analysis:
Name Inflectional Ending
-es

A. Write ch, wh, or tch to complete each word. Then


add -es to name more than one. Write the new word.

1. 2.

sti wa

3. 4.

B. Write letters to make a new word.


Name one and more than one.
© Macmillan/McGraw-Hill

5. ch 6. ches

Masks! Masks! Masks!


Grade 1/Unit 3
123
Practice
Comprehension:
Name Main Idea and
Details Chart

As you read Masks! Masks! Masks!, fill in the Main


Idea and Details Chart. Use words from the selection.

Detail Detail Detail

Main Idea

© Macmillan/McGraw-Hill

How does the information you wrote in this Main


Idea and Details Chart help you retell Masks! Masks!
Masks!?

Masks! Masks! Masks!


124 Grade 1/Unit 3
Practice
Name Comprehension:
Main Idea and Details

Look at the picture.

Write the main idea of the picture.

1.

Now write three details from the picture.

2.

3.
© Macmillan/McGraw-Hill

4.

Masks! Masks! Masks!


Grade 1/Unit 3
125
Practice
Comprehension:
Name Monitor
Comprehension/
Reread

Good readers think about the story as they read. If


they do not understand something in the story, they
go back and read it again. This is called rereading.

Read the story. Then answer the questions.


I get my brushes and paints.
I use red, white, and black.
I add more paint.
Soon people will come to my show.

1. What does “I use red, white, and black,” mean? Reread


the story to look for clues. Circle the picture that matches.

2. What kind of show do you think the story is talking


about? Reread the story to look for clues.
© Macmillan/McGraw-Hill

3. What kind of art do you like to make?

Masks! Masks! Masks!


126 Grade 1/Unit 3
Practice
Name Read Aloud:
Nonfiction

Nonfiction tells about real people, places, or


things. It gives facts and information. Think about
the main idea, or what the text is mostly about,
as you read. Details give you more information
and help you find the main idea.

Read the passage. Then complete the items.


Dogs can be good pets.
You have to take care of them.
You must walk them every day.
You must give them food to eat.
You must play with them and love them a lot!

1. Underline two details in the passage.


2. What is the main idea of the passage?
© Macmillan/McGraw-Hill

Masks! Masks! Masks!


Grade 1/Unit 3
127
Practice
Study Skill:
Name Periodicals and
Newspapers

A. Make a cover for a magazine about things you


can make. Illustrate it.

B. What could you put in your magazine?


© Macmillan/McGraw-Hill

Masks! Masks! Masks!


128 Grade 1/Unit 3
Practice
Fluency:
Name Choral Read:
Expression

As I read, I will pay attention to the question


marks.
Dad said, “June, watch your little brother
07 while I do some work.”
12 “He’s only three. What can he do?” asked June.
21 “I have new shoes,” said Tim. “I can run very fast.”
32 “I have an idea,” said June. “I’ll make a
41 racetrack for you.”
44 Joan put some white plastic cones in the yard.
53 She said to Tim, “Run around every cone.
61 I’ll time you with my watch. We’ll see how fast
71 you can run.”
74 When Tim was done, he asked, “How fast did I go?”
85 “Very fast!” said June. “I’m going to make a blue
95 ribbon for you!” 98

Comprehension Check
1. What did June make in the yard?

2. Why is June going to make a blue ribbon for Tim?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Masks! Masks! Masks!


Grade 1/Unit 3
129
Practice
Name Concepts of Print

The cover tells the title, or name, of the book. It


tells the name of the author, or person who wrote
the book. The cover also tells the illustrator, or
person who made the pictures.

-FUmT.BLF"SU
5PHFUIFS

8SJUUFOCZ *MMVTUSBUFECZ
1BN.BSUJOF[ 5JN6OEFSXPPE

A. Look at the cover. Then answer the questions.


1. What is the title of this book?

2. Why is Tim Underwood’s name on the cover of the book?

© Macmillan/McGraw-Hill

B. Write two sentences about something that you


have made. Check your spacing as you write.

Masks! Masks! Masks!


130 Grade 1/Unit 3
Practice
Phonics:
Name Long o: o_e,
Long u: u_e,
Long e: e_e

Circle the word that completes each sentence.


Write it on the line.

1. Ted can sing a .


tune home cube

2. You can smell with your .


hope nose mule

3. The dog dug a .


hole rule vote

4. The little cat is very .


bone tube cute

5. Jim into the waves.


rude dove mole
© Macmillan/McGraw-Hill

6. Can you watch a in a play?


smoke scene rose

Rose Robot Cleans Up


Grade 1/Unit 3
131
Practice
Name High-Frequency
Words/ Vocabulary

Use words from the box to complete the story.

find after done


old new work

My New Robot

My old robot does not anymore.

I will make a one. I will use the

parts. I
the old robot in my toy chest. I work very hard

school. Now I am finally


© Macmillan/McGraw-Hill

Rose Robot Cleans Up


132 Grade 1/Unit 3
Practice
Phonics:
Name Silent Letters
kn/gn/wr

A. Cross out the silent letter in each word.


g
gnu gn
design w
wren w
wrote
kn
knife g
gnome kn
knead w
wrong
gn
gnash kknot w
wrist w
write
kn
know w
wring k
kneel g
gnarled
g
gnat kknob kknapsack g
gnaw
kn
knee g
sign g
assign

B. Write the word from the list that fits each clue. Then
circle the silent letter in each word you write.

1. A car should stop at a stop g .

2. A g is a very small insect.

3. A is a tool you use to cut.

4. If it is not correct, it is g .

5. Your is part of your leg.


© Macmillan/McGraw-Hill

6. Do you the answer?

Rose Robot Cleans Up


Grade 1/Unit 3
133
Practice
Name Comprehension:
Conclusion Chart

As you read Rose Robot Cleans Up, fill in the


Conclusion Charts.

Inference Inference

Conclusion

Inference Inference

© Macmillan/McGraw-Hill

Conclusion

How do the Conclusion Charts help you better


understand Rose Robot Cleans Up?

Rose Robot Cleans Up


134 Grade 1/Unit 3
Practice
Name Comprehension:
Draw Conclusions

Read the riddles. Draw a conclusion from the


clues. Circle the answer.

1. I have four legs and a tail.


I like to play with a ball.
Pat me and take me for walks.
But I can’t climb trees.
What am I?

2. I live in the water.


I do not have fins.
I can move fast in the water.
I do not move fast on land.
I can hide in my shell.
What am I?

3. Create your own riddle.


© Macmillan/McGraw-Hill

Rose Robot Cleans Up


Grade 1/Unit 3
135
Practice
Comprehension:
Name Monitor
Comprehension/
Reread

Good readers think about the story as they read. If


they do not understand something in the story, they
go back and read it again. This is called rereading.

Read the story. Then complete the items.


My name is Kate.
At school, we had to make old things into new things.
I used a box to make a pencil case.
When I was done, I put my pencils away.

1. Write a question that you would like to ask Kate about


her pencil case.

2. Have you ever made something out of a box? What?

3. Where do you think Kate put her pencils? Reread the


© Macmillan/McGraw-Hill

story to look for clues.

Rose Robot Cleans Up


136 Grade 1/Unit 3
Practice
Name Read Aloud:
Fiction

Fiction tells about something that is made-


up. Sometimes the characters are animals
that act like people.

Read the story. Then answer the questions.


I go to school with my pals.
The bell rings. We swim in.
Our teacher tells us to stay away from hooks and sharks.
We eat kelp for lunch. Then we swim.
On my way home, I see a big worm.
Then I see the hook and line. I swim past fast.

1. Who is the main character in the story? Circle the best


picture.

2. Why does a fish go fast when it sees a worm on a hook?


© Macmillan/McGraw-Hill

3. Think about what happened in this story. Tell a partner


the story. Be sure to tell what happened in the beginning,
the middle, and the end.

Rose Robot Cleans Up


Grade 1/Unit 3
137
Practice
Name Text Feature:
Floor Plan

A floor plan shows where things are in a room.

Use the floor plan to complete the sentences.

1. There are bins in the Recycling Center.

2. The bin for cans is next to the bin.

3. The bin for is the largest.


© Macmillan/McGraw-Hill

4. The smallest bin is for .

5. If you need help, go to the .

Rose Robot Cleans Up


138 Grade 1/Unit 3
Practice
Fluency:
Name Choral Read:
Expression

As I read, I will pay attention to the exclamation marks.


Mole poked his head into a hole.
07 The hole went down into his home.
14 He saw two bright eyes. “Who is in my hole?” he asked.
26 “It’s me,” said a small fox.
32 “You can’t be in my hole. Please leave! Get out!” said Mole.
44 “This is a very nice place,” said the small fox.
54 “Maybe we can share it.”
59 “You are a small fox, but you are way too big
70 for my hole!” said Mole.
75 “Let’s work together. We will dig a new hole for you
86 near mine,” said Mole. 90

Comprehension Check
1. Who was in Mole’s hole?
2. Why did Mole want Fox to leave his hole?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Rose Robot Cleans Up


Grade 1/Unit 3
139
Practice
Name Concepts of Print

A. Look at the story. Draw a box around the first


word you should read. Point to each word as
you read the story.
Some days I walk to school. Some days I run.

Some days I ride to school. That is fun.

Every day at school is the best day.

I learn and play. I help the teacher in every way.

B. Find these uppercase and lowercase letters in


the story and circle them:

d w r S E h t I

C. Find these words in the story.


Draw a line under them.

© Macmillan/McGraw-Hill

Rose Robot Cleans Up


140 Grade 1/Unit 3
Practice
Name Phonics:
3-Letter Blends

scr str spr spl thr

Use the blends in the box to make words. You may


use a blend more than once.

1. p ash 2. p ing

3. atch 4. p it

5. ing 6. p inkles
© Macmillan/McGraw-Hill

7. ipes 8. ow

Kids Have Fun! • Grade 1/Unit 3 141


Practice
Name Oral Vocabulary:
Nonfiction

Nonfiction tells about real people and events. It


gives facts and details about real things.

Think about Schools Around the World. Then


answer each question.
1. How do children in China learn math?

2. Tell about this article. Write 1 next to what you learned


first. Write 2 next to what you learned later. Write 3 next
to what you learned last.
Kids in Cuba like to swing around a pole at recess.

Kids who live in the desert in Egypt ride donkeys


to school.
© Macmillan/McGraw-Hill

Kids in the mountains of Ecuador wear hats to school.

3. Circle the words in this list that tell about schools.


picture ride books
teachers recess small

142 Kids Have Fun! • Grade 1/Unit 3


Practice
Name High-Frequency
Words/Vocabulary

any boy girl water does friend by

Write the word or words to complete each sentence.

1. The has fun jumping rope.

2. Her pal tricks on the grass.

3. The boy walking waves his hand.


© Macmillan/McGraw-Hill

4. He is her .

5. A plays with his dog.

Kids Have Fun! • Grade 1/Unit 3 143


Practice
Structural Analysis:
Name Inflectional Endings
-ed, -ing

Add the ending to the word. Write the new word


on the line. Then use the word in a funny sentence
about the picture.

1. win + ing =

2. dip + ing =

3. flip + ing =
© Macmillan/McGraw-Hill

4. slip + ed =

144 Kids Have Fun! • Grade 1/Unit 3


Practice
Comprehension:
Name Compare and Contrast
Chart

As you read Kids Have Fun!, fill in the Compare


and Contrast Chart. Use words from the story.

Different Alike Different


© Macmillan/McGraw-Hill

How does the Compare and Contrast Chart help you


better understand the facts and details in Kids Have
Fun!?

Kids Have Fun! • Grade 1/Unit 3 145


Practice
Name Comprehension:
Compare and Contrast

Compare and contrast these pictures.

1. Is the number of kids the same?

2. Is the number of dogs the same?

3. Is the number of pets the same?


Tell other ways the pictures are alike and different.
© Macmillan/McGraw-Hill

146 Kids Have Fun! • Grade 1/Unit 3


Practice
Comprehension:
Name Monitor
Comprehension/
Reread

Good readers think about the story as they read. If


they do not understand something in the story, they
go back and read it again. This is called rereading.

Read the story. Then answer the questions.


We have pen pals at school. Our teacher, Ms. White,
helps us write to our pen pals. She sends the letters for us.
Today, we got letters from our pen pals! They wrote that
our letters made them feel happy. They said that they
liked learning about other boys and girls. They hoped we
could keep writing to them. That made us feel happy, too.

1. Do you think Ms. White’s class will write more letters?


Why? Reread the story to look for clues.

2. Whom do you think Ms. White’s class is writing to? Why?


Reread the story to look for clues.
© Macmillan/McGraw-Hill

3. To whom would you like to write a letter? Why?

Kids Have Fun! • Grade 1/Unit 3 147


Practice
Name Literary Element:
Word Choice

Add a word to make these sentences more


interesting or colorful.

1. The boat bobs on the water.

2. The cat purrs softly.

3. The grass is tall and .

4. The smell fills the air.

5. Clank! Clank! The train down


the track.

6. The bat dives in the night.


© Macmillan/McGraw-Hill

7. The frog jumped into the pond.

148 Kids Have Fun! • Grade 1/Unit 3


Practice
Fluency:
Name Choral Read:
Expression

As I read, I will pay attention to the questions in


the story.
Holidays are fun. There are many different holidays.
08 On one holiday, people give thanks for what they have.
18 Do you know what that holiday is called?
26 On another holiday, there are always lots of parades.
35 Sometimes fire trucks in a parade will spray
43 water on boys and girls. What is that holiday called?
53 Have you ever heard of a holiday called Arbor Day?
63 It’s a day when people plant new trees in dirt.
73 A birthday can be like a holiday.
80 What is your favorite holiday? 85

Comprehension Check
1. Why do people like holidays?

2. What do people do on Arbor Day?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Kids Have Fun! • Grade 1/Unit 3 149


Practice
Name Concepts of Print

The cover tells the title, or name, of the book. It


tells the name of the author, or person who wrote
the book. The cover also tells the illustrator, or
person who made the pictures.

-FUmT5BLF
B5SJQ

1JDUVSFTCZ
CZ$IVDL.JMMFS *OF[(BSDJB

A. Look at the book cover. Then answer the questions.


1. What is the title of this book?

2. Who is the author of this book?

© Macmillan/McGraw-Hill

B. Write two sentences about a place that you would


like to go. Check your spacing as you write.

150 Kids Have Fun! • Grade 1/Unit 3


Practice
Name Phonics:
Long a: ai, ay

Use words from the box to complete each question.

trail Jay play Spain snail train tray

1. Will it rain in today?

2. Was it who broke that

3. Can Min outside with us?

4. Is that a on the gray pail?


© Macmillan/McGraw-Hill

5. We took a long ride on a .

6. We will take a walk along the .

Drakes Tail • Grade 1/Unit 4 151


Practice
Name High-Frequency
Words/ Vocabulary

once upon saw across eight carry walked

Read the words in the box.


Read the clue cards. Write the word.

1. 2.

3. 4.

© Macmillan/McGraw-Hill

5. 6.

152 Drakes Tail • Grade 1/Unit 4


Practice
Name Comprehension:
Predictions Chart

As you read Drakes Tail, fill in the


Predictions Chart.

What I Predict What Happens


© Macmillan/McGraw-Hill

How does the Predictions Chart help you understand


what happens in Drakes Tail?

Drakes Tail • Grade 1/Unit 4 153


Practice
Name Comprehension:
Make Predictions

Write a prediction about what will happen next.

1. A kid rides down a hill.

2. A snake is under a tent.

3. Two dogs see a cat.

4. Mom makes a cake.

© Macmillan/McGraw-Hill

5. Two kids are hot.

154 Drakes Tail • Grade 1/Unit 4


Practice
Name Comprehension:
Ask Questions

Good readers ask questions about the story as they


read. If something is not clear go back and reread to
answer your questions.

Read the story. Then answer the questions.


Today is field day at school. We pick teams. Tom is the
smallest boy. Will anyone pick him? He is the last one
picked. First, we have a relay race. Tom is not the fastest,
but he tries to help the team. Then, we have to race to
carry one of our teammates across the field. Tom is the
lightest. Our team wins! Hooray for Tom!

1. How you think Tom feels when he is the last one picked?

2. Write a question you have about the story.


© Macmillan/McGraw-Hill

3. Reread the story to look for clues to answer your


question. Write an answer to your question.

Drakes Tail • Grade 1/Unit 4 155


Practice
Structural Analysis:
Name Inflectional Endings:
-er, -est

You can add -er or -est to compare two or more


persons or things. The ending -er can mean “more”.
The ending -est can mean “most”. Listen for the two
sounds in older and oldest and in some of the other
words in -er and -est.

Read the word. Look at the picture. Then write a


sentence about the picture using the word.
1. taller

2. fastest

3. softest
© Macmillan/McGraw-Hill

4. smaller

156 Drakes Tail • Grade 1/Unit 4


Practice
Vocabulary Strategy:
Name Multiple-Meaning
Words

Some words have more than one meaning.

outside 1. the part of something that is out: My little


brother colors outside of the lines. 2. outdoors, or not
inside: It is cold outside on the deck.
notice 1. to pay attention to something: Mom, did you
notice the barn owl? 2. a printed message to make
something known: There was a notice that said “No
running.”

Choose the meaning of the underlined word that


is used in the sentence. Write the number of the
meaning on the line.

1. Maria and Pedro go outside


and wave to Papa.

2. Did anyone notice the blue bird?


© Macmillan/McGraw-Hill

3. Did that man see the notice


about no surfing?

4. The outside of the box is white.

Drakes Tail • Grade 1/Unit 4 157


Practice
Fluency:
Name Echo Read:
Expression

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


Dave and Mark were in the backyard after dark.
09 They were looking at the stars. All of a sudden,
19 Dave saw something dart across the yard.
26 “Did you see that wild animal?” he asked.
34 “It was black.”
37 A few minutes later, Mark saw something in
45 the yard. “Did you see that wild animal?”
53 he asked. “It was white.”
58 Just then, Dave asked, “Do you smell
65 something terrible?”
67 “I sure do!” said Mark. “I think we both saw
77 the same skunk!” 80

Comprehension Check
1. What were Dave and Mark doing in the backyard?

2. Why did Dave and Mark think they had seen a skunk? © Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

158 Drakes Tail • Grade 1/Unit 4


Practice
Name Read Aloud: Song

A song has words called lyrics that are sung to


music. The words have a rhythm and can rhyme.
Many songs have a chorus, or lines that repeat.
Alliteration is the same beginning sound in words.

Think about the song “Aiken Drum.” Then answer


the questions.
1. Work with a partner. Tell the words that repeat in “Aiken
Drum.” Take turns saying them aloud.
2. Say the first line of the song. Write the words that show
alliteration. Circle the letters that stand for the beginning
sound that is repeated.

3. Write a short poem about things you hear or see every


day. Use words that rhyme, words that repeat, or words
with the same beginning sounds if you wish. Make up a
tune for your poem. Sing your song to a partner.
© Macmillan/McGraw-Hill

Drakes Tail • Grade 1/Unit 4 159


Practice
Name Text Feature:
Captions

Add captions to go with each picture. You can use


words from the box to help you.

circus elephant clown horse

1.

2.

3.
© Macmillan/McGraw-Hill

4.

160 Drakes Tail • Grade 1/Unit 4


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Drakes Tail • Grade 1/Unit 4 161


Practice
Name Phonics:
Long e: -e, ee, ea, ie

A. Write yes or no next to each sentence.

1. Seals can walk. 2. Fish live in a


field.

3. Eels can read. 4. Birds have


beaks.

5. People have 6. Dogs can speak


feet. English.

B. Use words from the box to write sentences


that have a yes or no answer.

piece bee tree seat eat we

7.
© Macmillan/McGraw-Hill

8.

162 Gram and Me • Grade 1/Unit 4


Practice
Name High-Frequency
Words/Vocabulary

Use words from the box to complete the story.

write says about Give pretty were read

My Gram

Gram is funny. She ,“


me some sugar,” when she wants a kiss. She is

She puts me on her lap. We books.

We like books dinosaurs. We


© Macmillan/McGraw-Hill

stories.

We pretend we living a long time ago.


I love playing with Gram.

Gram and Me • Grade 1/Unit 4 163


Practice
Comprehension:
Name Character and
Setting Chart

As you read Gram and Me, fill in the


Character and Setting Chart.

What the
Setting Characters Do There

1. 1.

2. 2.

3. 3.

4. 4.
© Macmillan/McGraw-Hill

How does the Character and Setting Chart help you


retell Gram and Me?

164 Gram and Me • Grade 1/Unit 4


Practice
Name Comprehension:
Character and Setting

Draw a picture of a setting. Write a sentence to


describe it.

Write a sentence telling about two characters that


could be found in this setting.

Write a sentence telling what the characters might


do in the setting.
© Macmillan/McGraw-Hill

Gram and Me • Grade 1/Unit 4 165


Practice
Name Comprehension:
Ask Questions

Good readers ask questions about the story as they


read. If something is not clear go back and reread to
answer your questions.

Read the story. Then answer the questions.


My mom is a carpenter. She can make many things
with wood. She likes to let me help her. She teaches me
about her tools. My mom asks me to get tools when she
needs them. I love to help my mom!

1. How does the girl feel about her mom? How can you tell?

2. Write a question that you have about the story.

3. Now reread the story. Answer your question. © Macmillan/McGraw-Hill

4. What is a carpenter? How do you know?

166 Gram and Me • Grade 1/Unit 4


Practice
Phonics:
Name Long e Words Ending
with Silent e

Many long e words end with a silent e. The e in


these words does not make a sound.

Look at the words in the box. Choose two words


and put them into sentences. Then draw a picture
that goes with your sentences.

compete sneeze athlete stampede cheese please

1.

2.
© Macmillan/McGraw-Hill

Gram and Me • Grade 1/Unit 4 167


Practice
Name Vocabulary Strategy:
Compound Words

back boat cat school


nap yard sail room

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.

s n t m l z i n s e
t y u i a b b a c k
f g a w d f o p h a
j s l r c q a r o b
r o o m d e t h o c
c a t f n g w x l c

1. 2.

3. 4.
© Macmillan/McGraw-Hill

168 Gram and Me • Grade 1/Unit 4


Practice
Fluency:
Name Echo Read:
Expression

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


how it affects expression.
Joe looked at the box that the new oven had come in.
12 “What can we do with this empty box?” Joe asked.
22 “It’s too big to stuff into the trash can.”
31 “We need to take it to the recycling center,” said Gram.
42 “Why?” asked Joe.
45 “It’s made of cardboard. Like paper, cardboard is
53 made from trees,” Gram said. “New cardboard can be
62 made from this old box.”
67 “Do you mean that we can help save trees by recycling
78 cardboard?”
79 “That’s right,” said Gram.
83 “Do you have any more things to take there?” asked Joe.
94 “Let’s look,” said Gram. “I’m pretty sure I have some
104 newspapers.” 105

Comprehension Check
1. Why is it good to take paper and cardboard to a recycling
center?
2. Can you think of other materials that can be recycled?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Gram and Me • Grade 1/Unit 4 169


Practice
Name Read Aloud: Realistic
Fiction

Realistic fiction stories tell about made-up events


that seem like they could really happen.

Listen to the story. Then answer the questions.


As I ride on the bus to school, my eyes are closing
closing.
I was up too late last night playing on the computer.
Suddenly, my eyes open and I am awake. “Oh, no! I left
my homework on the table!” I think about how sad my
teacher will be. I think this might not be a good day.

1. Write to tell how the character feels at the beginning of


the story. Circle the clues in the story that help you know.

2. What is the character’s problem? Circle the best answer.


His computer is broken.
His homework is at home.

3. Write about a time when you forgot something.


© Macmillan/McGraw-Hill

170 Gram and Me • Grade 1/Unit 4


Practice
Name Text Feature:
Numerical Lists

Which of these activities would you like best?


Put them in a list. You can add other activities you
like to do. Number your list.

picking plums playing chess

scratching a cat reading

riding a bike waving at boats

My Favorite Activities

g
© Macmillan/McGraw-Hill

p y g

g g p

Gram and Me • Grade 1/Unit 4 171


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

172 Gram and Me • Grade 1/Unit 4


Practice
Phonics:
Name Long /o/: o, oa,
ow, oe

float hoe cold row gold soap

Use a word in the box to answer each riddle.


One letter in each word is filled in for you.

1. You feel this way in winter. c

2. This makes suds in water. p

3. You use oars to do this. r

4. A balloon does this in water. l

5. This is a shiny metal. d


© Macmillan/McGraw-Hill

6. You use this in a garden. h

César Chávez • Grade 1/Unit 4 173


Practice
Name High-Frequency
Words/ Vocabulary

better buy change difficult move ripe

Read the clues. Use words from the box to fill in


the puzzle.

&

'

( )

Across Down
1. Use this money to 1. She is a speller than
© Macmillan/McGraw-Hill

a new book. I am.


3. not easy 2. ready to be picked and
5. go from one place to eaten
another 4. become different

174 César Chávez • Grade 1/Unit 4


Practice
Name Comprehension:
Retelling Chart

As you read César Chávez, fill in the Retelling Chart.

Retell
© Macmillan/McGraw-Hill

How does the Retelling Chart help you understand


César Chávez?

César Chávez • Grade 1/Unit 4 175


Practice
Name Comprehension:
Retell Information

Write a sentence that tells about each picture.


Then draw a picture and write a sentence to finish
the story.

© Macmillan/McGraw-Hill

176 César Chávez • Grade 1/Unit 4


Practice
Name Comprehension:
Ask Questions

Good readers ask questions as they read. If


something is not clear, reread to answer your questions.

Read the story. Then answer the questions.


My grandma says that we must work to make the world
a better place. My grandma does this every day. She knits
blankets for babies at the hospital. I help her drop them
off. She takes her friends to the store when they can’t go
alone. I help them carry the food. My grandma shows me
how I can make the world better, even when I am still little.

1. Write a question you have about the story.

2. Now reread the story. Write the answer to your question.

3. How does the child feel about her grandma? How do


© Macmillan/McGraw-Hill

you know?

César Chávez • Grade 1/Unit 4 177


Practice
Name Phonics:
Two-Syllable Words

A. Connect a word part from each column to make


a real word with two parts, or syllables. Write the
words you make on the lines.
rab er
bas cil
la bit
farm dy
be gan
pen ket

1. 2.

3. 4.

5. 6.
© Macmillan/McGraw-Hill

B. Use one or more words in a sentence.

178 César Chávez • Grade 1/Unit 4


Practice
Name Vocabulary Strategy:
Context Clues

Read the sentence. Use the context clues to figure


out the meaning of the underlined word. Write the
correct meaning on the line. Then use a dictionary
to check your work.

dirt rot
plants used for food homes that are not good

1. The poor farmworkers had to live in shacks with

leaky roofs.
2. They moved from farm to farm, picking crops like fruit and

vegetables.
3. The soil in the valley was very dark and wet and good for

growing fruit.
© Macmillan/McGraw-Hill

4. After the rain, the plants began to decay in the field and
were ruined before the

farmers could pick them.

César Chávez • Grade 1/Unit 4 179


Practice
Name Fluency:
Phrasing

As I read, I will pay attention to the phrasing.


It had rained all week. The weather wasn’t supposed
09 to change. The forecast called for more rain on
18 Saturday, Sunday, and Monday.
22 Two boys, Ben and Mat, were outside. First, they heard a
33 barking noise. Then they saw the dog in the river. The
44 river was high and moving very fast.
51 The dog was in danger! They ran down the riverbank to
62 get near the dog. Then they ran on a narrow path along
74 the river. They had to avoid sticks, rocks, and puddles.
84 As the dog went under a low bridge, the boys
94 grabbed it and pulled it onto the bridge. Ben and Mat were
106 joyful that they had saved the dog! 113

Comprehension Check
1. In the story, what happened first?

2. What happened at the end of the story?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

180 César Chávez • Grade 1/Unit 4


Practice
Name Study Skill:
Telephone Directory

Jacob, Mike 5 Overpass St. 555-5436


Jacob, Paula 245 Main St. 555-7401
Jacob, Tray 29 Sunset Ave. 555-4269
Jacob, Willa 29 Sunset Ave. 555-4269
Jay, Robert 29 Elm Ave. 555-7230
Jay, Sam 17 Elm Ave. 555-9854

A. Use the telephone directory to answer the questions.


1. What is Paula Jacob’s address and phone number?

2. How do you know that Tray and Willa Jacob live together?

B. Make a telephone directory entry for your family.


© Macmillan/McGraw-Hill

César Chávez • Grade 1/Unit 4 181


Practice
Name Read Aloud: Fable

A fable is a short story that teaches a lesson. The


characters in a fable are usually animals that talk.

Listen to the fable. Then answer the questions.


One day, a lion caught a mouse. The lion wanted to eat
the mouse for lunch. The mouse squeaked, “Please, big
lion. Do not eat me. One day, I may be able to help you!”
The lion said, “You help me? That is so funny, I will let
you go.” “Thank you,” said the mouse.
The next day, the lion was trapped in a net. He could
not move. He roared. The mouse came running to help.
He bit at the net until the lion was free. “Thank you,
mouse,” said the lion. The mouse said, “Now you can see
that one small mouse can help a big lion.”

1. What is the lesson of the story? Circle the best answer.

Be kind to people, and they will be kind to you.


Slow and steady wins the race.
Working together makes you better.
© Macmillan/McGraw-Hill

2. Tell about one nice thing that you have done for
someone else.

182 César Chávez • Grade 1/Unit 4


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

César Chávez • Grade 1/Unit 4 183


Practice
Name Phonics:
Long i

Read the story sentences below. Fill in the blanks


with the correct words from the box.

might tie fly mind pie high wild try

Sam is moving to a bright new home.

It is very in the tallest tree in

the meadow. Sam can to


push his things up to his new home.

That take Sam a very long time.

Perhaps his friend Max can


Sam’s things to his tree house?
© Macmillan/McGraw-Hill

Max doesn’t helping his friend

today. What a ride for Sam!

184 The Kite • Grade 1/Unit 4


Practice
Name High-Frequency
Words/ Vocabulary

head never should ball


shout meadow perhaps

Write a sentence for each picture. Use one or more


of the words from the box in each sentence.

1.

2.

3.
© Macmillan/McGraw-Hill

4.

5.

The Kite • Grade 1/Unit 4 185


Practice
Comprehension:
Name Problem and Solution
Chart

As you read The Kite, think about the plot. Then fill
in the Problem and Solution Chart.

Somebody

Wanted

But

So
© Macmillan/McGraw-Hill

How does the Problem and Solution Chart help you


better understand The Kite?

186 The Kite • Grade 1/Unit 4


Practice
Name Comprehension:
Plot

Read the story about Ben and Jake. Think about


the plot. Then fill in the problem and solution chart.
Ben and Jake are best friends. Today they will have
lunch together in the meadow. How will they cross the
wide lake? They try to ride a bike on the long log. But
they fall in the water. Then they try to swim. But they
sink in the water. Then they get an idea. Ben swings
on a long rope. He takes his lunch with him. Jake does
the same thing. Now the friends can have lunch in the
meadow.

Problem Step 1 Step 2 Solution


© Macmillan/McGraw-Hill

The Kite • Grade 1/Unit 4 187


Practice
Name Comprehension:
Visualize

When you visualize you use the words you read to make
pictures in your mind. Think about how the words help you
understand how things sound, smell, look, and feel.

Read the story. Then answer the questions.


I catch the ball. I hear shouts and cheers. I smell the
cold night air and the damp grass. I run with my head
down. The ball is tucked under my arm. I try to run to the
right. CRASH! I fly into the air. I try to sit up. I see lights
and stars. My team tries to help me up. It is a good thing
that I have my helmet and pads! I am okay. I still have
the ball!

1. What game is the boy playing? Reread the story to look


for clues and circle the best answer.

baseball basketball football

2. Write one thing from the story that the player


© Macmillan/McGraw-Hill

hears: sees:

smells: feels:

188 The Kite • Grade 1/Unit 4


Practice
Structural Analysis:
Name Inflectional
Ending: -es

Add -es to the second syllable of each word.


Write a sentence that has the new word.

1. hurry

2. study

3. city
© Macmillan/McGraw-Hill

4. buddy

The Kite • Grade 1/Unit 4 189


Practice
Vocabulary Strategy:
Name Inflected Verbs and
Word Parts

A. Write the base word and the ending.


base word + ending
1. flashed flash ed

2. flashing

3. pulled

4. pulling

5. filled

6. filling
B. Write a short story. Use some of the -ing or -ed
words.
© Macmillan/McGraw-Hill

190 The Kite • Grade 1/Unit 4


Practice
Fluency:
Name Choral Read:
Expression

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


it affects expression.
Mouse and Rat were playing outside. Then they
08 heard someone shout, “Go away. You are too
16 loud.” They looked all around, but they could
24 not see who was talking. Then the voice said,
33 “Look up here in the tree.”
39 They saw a brown owl. Owl said, “I am trying
49 to sleep now.”
52 “But it’s light out,” said Mouse.
58 “Yes! Owls sleep in the day. We hunt at night,”
68 said Owl.
70 “Now be quiet down there or I will hunt for you
81 tonight!” Mouse and Rat ran away where they
89 would not be found. 93

Comprehension Check
1. Why was Owl shouting at Mouse and Rat?

2. What did Owl say he was going to do if Mouse and Rat


© Macmillan/McGraw-Hill

weren’t quiet?

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

The Kite • Grade 1/Unit 4 191


Practice
Name Read Aloud: Folktale

A folktale is a story that has been retold for many


years. Folktales often have phrases that repeat.

Listen to the folktale. Then answer the questions.


Once upon a time, a kind old woman made a
gingerbread man. After he was baked, he jumped up
and ran away. He shouted, “Run, run, as fast as you
can! You can’t catch me! I’m the gingerbread man!” He
ran past a cow. The cow tried to eat him, but he was
too fast. He shouted, “Run, run, as fast as you can! You
can’t catch me! I’m the gingerbread man!” All at once,
the gingerbread man came to a big river. What could he
do? A fox came by. The fox said, “I can help you. I will
give you a ride across the river. Just sit on my head!” The
gingerbread man was not very smart. He jumped on the
fox’s head and away they swam. When they came to the
middle of the river, the fox tossed the gingerbread man
up, up, up in the air. And the gingerbread man did not
live happily ever after.

1. Circle the phrase that you find at the beginning of most


© Macmillan/McGraw-Hill

folktales and fairy tales.


Once upon a time They lived happily ever after.

2. What does this phrase tell you? Circle the best answer.
This is a true story. This is a made-up story.

192 The Kite • Grade 1/Unit 4


Practice
Name Text Feature:
Charts

Read the sentences about what Frog and Toad


have. Then fill in the chart.
Frog has five hats and one coat.
Frog has eight socks and two belts.

Toad has two hats and three coats.


Toad has twelve socks and four belts.

What Frog Has What Toad Has

hats hats

coat coats

socks socks
© Macmillan/McGraw-Hill

belts belts

Answer the question.

Who has more socks?

The Kite • Grade 1/Unit 4 193


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

194 The Kite • Grade 1/Unit 4


Practice
Name Phonics:
Long e

A. Read the riddles. Write the word from the box


that answers each riddle.

penny daddy puppy city

1. I am a big place. 2. I am cute and fuzzy.


Many people work in me. I am a baby dog.
What am I? What am I?

3. You can spend me. 4. I am a man.


You can save me in I have a baby girl.
a bank. What am I? What am I?

B. Make up riddle clues for the word donkey. Write


them on the lines.
© Macmillan/McGraw-Hill

Animal Teams • Grade 1/Unit 4 195


Practice
Name High-Frequency
Words/Vocabulary

blue because until other also or

Write a word from the box to complete each


sentence.

1. All the kids in the band have on


tops.

2. They like to play together it is fun.

3. Jim can play the drums, and he can


play the sax.
© Macmillan/McGraw-Hill

4. Which will Jim play today—the drums


the sax?

196 Animal Teams • Grade 1/Unit 4


Practice
Name Comprehension:
Retelling Chart

As you read Animal Teams, fill in the Retelling Chart.

Retell
© Macmillan/McGraw-Hill

How does the information you wrote in this Retelling Chart


help you retell Animal Teams?

Animal Teams • Grade 1/Unit 4 197


Practice
Name Comprehension:
Retell

Read the passage.


A duck and its mate are a team.
In the spring, the mother duck leads the father duck to a
wetland.
The father duck keeps other males away.
The mother duck makes a nest.
She lays 5 to 12 eggs.
The mother duck sits on the eggs.
Then the male goes away.

Write a sentence to retell the passage.

© Macmillan/McGraw-Hill

198 Animal Teams • Grade 1/Unit 4


Practice
Name Comprehension:
Visualize

When you visualize you use the words you read to make
pictures in your mind. Think about how the words help you
understand how things sound, smell, look, and feel.

Read the story. Then answer the questions.


Today Jane is going to the shelter to pick out a new dog!
Jane wants a dog that likes to play. At the shelter, there is
a big room. Jane looks at the dogs for a long time. There
is one dog that looks at Jane. It is a small white dog with
black spots. The dog walks to Jane. It sits on Jane’s feet.
The dog wags its tail. Jane pets the dog. Its fur is short
and soft. Jane knows that this is the dog for her.

1. What kind of dog does Jane want? Reread the story to


look for clues. Circle the clues.

2. What does Jane’s new dog look like?

3. How do you think Jane feels at the end of the story? How
do you know?
© Macmillan/McGraw-Hill

Animal Teams • Grade 1/Unit 4 199


Practice
Structural Analysis:
Name Inflectional
Ending: -ed

Read each verb. If the verb was formed by changing


the final y to i before adding -ed, circle the word. Do
this for verbs with one syllable or two syllables. Then
color the spaces with the circled verbs.

snowed sighed
helped

tried
landed
watched
ran
pried

folded

dried
scurried
© Macmillan/McGraw-Hill

studied

What do you see?

200 Animal Teams • Grade 1/Unit 4


Practice
Vocabulary Strategy:
Name Use Syntax and
Semantic Clues

Context clues are words in a sentence that help you


figure out the meaning of a new word.

Fill in the circle next to the word that completes


the sentence correctly. Use the underlined context
clues to figure out the missing word.

1. My family took a nature hike in the .


lake forest mall

2. Dad us all about the trees and plants.


played told jumped

3. Mom showed us tracks.


tree deer car

4. My brother saw a fluffy hop in a hole.


fish lion rabbit

5. I the crickets making noise.


heard sat sang
© Macmillan/McGraw-Hill

6. The chipmunks made chattering .


noises hops tracks

7. We stayed dry under a tree when the rain started .


melting falling hiding

Animal Teams • Grade 1/Unit 4 201


Practice
Fluency:
Name Choral Read:
Expression

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


how it affects expression.
Mark said, “Let’s have a neighborhood fair.”
07 “Yes!” said Emily. “We can make games to play.”
16 “What kind of games?” asked Carlos.
22 “We can have people throw footballs through a hoop,”
31 said Mark.
33 “My little sister has a small pool. We can have people
44 toss balls into it,” said Emily. “Do you think
53 we could have a face-painting booth?”
59 “Sure!” said Mark. “And we could sell food and juice.”
69 “What would we do with the money?” asked Carlos.
78 “I have a good idea. Let’s give it to the animal shelter,”
90 said Emily. 92

Comprehension Check
1. What is one of the games that is planned for the fair?

2. What will the kids do with the money they make?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

202 Animal Teams • Grade 1/Unit 4


Practice
Name Read Aloud: Fable

A fable is a short story that teaches a lesson. The


characters in a fable are usually animals that talk.

Listen to the fable. Then answer the questions.


Once upon a time, two frogs were friends. One frog
lived in a nice, wet swamp. The other frog lived in a rut
made by car wheels in the road. The rut had water only
when it rained. The swamp frog tried and tried to get
his friend to move to the swamp. He said, “It is safer in
the swamp. There are no cars.” But the road frog said, “I
am used to my rut. I do not want to change.” One day,
a car came by while the road frog was sitting in his rut.
The wheel of the car went into the rut, and the frog went
flying into the air. As he landed in the swamp, he said,
“You were right. It is not good to stay in a rut.”

1. What is the lesson of this story? Circle the best answer.

Be kind to others. Change can be good.

2. What is something new that you would like to try so that


© Macmillan/McGraw-Hill

you don’t get stuck in a rut?

Animal Teams • Grade 1/Unit 4 203


Practice
Name Literary Element:
Repetition and Rhythm

Read the poem. Listen to its rhythm.


Circle the sentences that repeat.
Then add your own lines to the poem.
Who Will Win?
The pelican can see.
The pelican is diving.
Pelican is hungry! Pelican is hungry!
His wings are wide.
Can the fish hide?
P
Pelican is hungry! Pelican is hungry!
Look! A big splash!
The fish makes a dash.
Pelican is hungry! Pelican is hungry!
P
Will the pelican dine
on a fish so fine?
Pelican is hungry! Pelican is hungry!

© Macmillan/McGraw-Hill

Pelican is .

Pelican is .

204 Animal Teams • Grade 1/Unit 4


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Animal Teams • Grade 1/Unit 4 205


Practice
Phonics:
Name r-Controlled Vowels
er, ir, ur

Write a word from the box to name each picture.


Circle the letters that stand for the sound you
hear in the middle of turn.

purse curve curl squirt fern bird girl perch

1. 2.

3. 4.

5. 6. © Macmillan/McGraw-Hill

7. 8.

206 Kitten’s First Full Moon


Grade 1/Unit 5
Practice
Name High-Frequency
Words/ Vocabulary

full poor another climbed through lucky leaped

Read the clues. Then use the words in the box to fill
in the crossword puzzle. One word will not be used.
1

3 4

Across Down
2. not empty 1. The cat the tree.
© Macmillan/McGraw-Hill

3. Do you want peach? 4. I looked the window.


5. not rich
6. having good things
happen to you

Kitten’s First Full Moon


Grade 1/Unit 5
207
Practice
Comprehension:
Name Cause and Effect
Chart

As you read Kitten’s First Full Moon, fill in the


Cause and Effect Chart.

Cause Effect

© Macmillan/McGraw-Hill

How does the information you wrote in this Cause and


Effect Chart help you retell Kitten’s First Full Moon?

208 Kitten’s First Full Moon


Grade 1/Unit 5
Practice
Name Comprehension:
Cause and Effect

The cause is why something happens.


The effect is what happens.

A. Match each cause to the correct effect.


Cause Effect
1. Jade is hungry. a. Matt will put up his
umbrella.
2. It starts to rain.
b. She puts air in the
tire.
3. Ray jumps out of
the swing. c. She will eat an
apple.
4. Emily’s bike has a d. She gets a ride to
flat tire. school from her
mom.
5. Morgan misses
the bus. e. The dog barks
loudly.
6. The dog sees f. He scrapes his
a cat. arm.
© Macmillan/McGraw-Hill

B. Read the cause. Then write an effect.


7. It is very hot outside.

Kitten’s First Full Moon


Grade 1/Unit 5
209
Practice
Name Comprehension:
Ask Questions

Good readers ask questions about the story as


they read. If they are not sure about something,
they go back and reread the story to figure it out.

Read the story. Then answer the questions.


I like to look up at the sky. Today the sun is out. The
sky is blue. I see white fluffy clouds. Oh, no! Now it is
getting darker. The wind is getting stronger. I see a flash
of lightning. I hear a rumble of thunder. I run inside. I
like to watch the lightning. I count how long it takes until
I hear thunder. This way I can tell if the storm is coming
or going. After the storm, it is clear and it is night. I can
see a full moon and the stars.

1. Write a question you have about the story.

2. Now reread the story. Write the answer to your question.


© Macmillan/McGraw-Hill

3. What does the narrator see in the sky at night?


a plane and a shooting star
a full
f ll moon and
d stars
t

Kitten’s First Full Moon


210 Grade 1/Unit 5
Practice
Structural Analysis:
Name Inflectional Endings
-er, -est

Add the ending to the word. Write the new word. Then
use the word in a funny sentence about the picture.

1. wide + er =

2. strange + est =

3. brave + er =
© Macmillan/McGraw-Hill

4. large + er =

Kitten’s First Full Moon


Grade 1/Unit 5
211
Practice
Vocabulary Strategy:
Name Clarify the Meaning of
Unfamiliar Words

Read the dictionary entries below.

build to make: She likes to build things with blocks.


journey a trip: We went on a journey to a state park.
moat a ditch filled with water that surrounds a castle:
A moat was used to protect a castle.
shore the land along an ocean, lake, or river: She
took a long walk on the shore.

Use words from the box to complete the sentences.

Each summer I take a trip to the .

Grandpa likes to read. I like to sand © Macmillan/McGraw-Hill

castles. I always build a around the

sand castle. Each summer I enjoy my


to the shore.

Kitten’s First Full Moon


212 Grade 1/Unit 5
Practice
Fluency:
Name Echo Read:
Expression

As I read, I will pay attention to patterns in


the story.
Do hummingbirds hum? No. They beat their
07 wings very, very fast. This makes a humming
15 sound. If a hummingbird is near you, you can
24 hear it.
26 Hummingbirds are tiny. They are about the size
34 of large bumblebees.
37 Hummingbirds build small nests. The inside of
44 the nest is soft.
48 The mother hummingbird lays a pair of eggs.
56 The mother hummingbird feeds bugs to her babies.
64 The father hummingbird does not share the work.
72 The father hummingbird does not take care of
80 the babies. 82

Comprehension Check
1. How did hummingbirds get their name?

2. What does the mother hummingbird do?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Kitten’s First Full Moon


Grade 1/Unit 5
213
Practice
Name Read Aloud:
Nonfiction

Nonfiction gives facts and information about a


topic. It deals with a real-life subject.

Listen to the passage. Then answer the questions.


Have you ever looked up in the sky at night and seen a
flash of light? You might think that it is a shooting star.
In fact, shooting stars are not stars at all! You are seeing a
meteor. Bits of dust and rocks from space fall toward Earth.
When these bits get close, they hit the air around Earth.
This makes the bits of dust and rock catch on fire. The
burning bits are called meteors. The meteors leave a trail
of light as they burn. This looks like a shooting star. The
next time you see a shooting star, remember that it’s not a
shooting star, it’s a meteor!
1. Put the events of a meteor in order by writing 1, 2, and 3.
The meteors leave a trail of light.
Bits of dust and rock from space hit the air around
Earth and catch on fire.
Bits of dust and rock from space fall toward Earth.
© Macmillan/McGraw-Hill

2. What is the main idea of this story? Circle the best answer.

Shooting stars are really meteors.


Shooting stars make pictures in the sky.

3. Circle one important fact that you learned about meteors.

Kitten’s First Full Moon


214 Grade 1/Unit 5
Practice
Name Text Feature:
Captions

Captions tell you facts about a photo or picture.

Write a caption for each picture.


1.

2.

3.
© Macmillan/McGraw-Hill

4.

Kitten’s First Full Moon


Grade 1/Unit 5
215
Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Kitten’s First Full Moon


216 Grade 1/Unit 5
Practice
Phonics:
Name r-Controlled Vowel
ar

Say each silly phrase and then draw a picture.


1. a shark that sparkles 2. an arm with a charm

3. a carp in a car 4. a barn with bars

5. a star with a scarf 6. a farm with a park


© Macmillan/McGraw-Hill

Meet Ben Franklin


Grade 1/Unit 5
217
Practice
Name High-Frequency
Words/ Vocabulary

Read each sentence. Complete the sentence by writing


the letter of the missing word on the lines below.

a. knew b. grew c. house


d. would e. curious f. idea

1. Ben Franklin was a boy. He asked


about many things.

2. The people who Ben liked his


curiosity.

3. Ben lived in a in Boston f irst and later


in Pennsylvania.

4. Ben in fame as he traveled.

5. He become an important person


in American history.

6. Have you any what a special person


Ben was? © Macmillan/McGraw-Hill

1. 2. 3.

4. 5. 6.

Meet Ben Franklin


218 Grade 1/Unit 5
Practice
Name Comprehension:
Inference Chart

As you read Meet Ben Franklin, fill in the


Inference Chart.

What I Read What I Know

Inferences
© Macmillan/McGraw-Hill

How does the Inference Chart help you identify


important details in Meet Ben Franklin and make
inferences about them?

Meet Ben Franklin


Grade 1/Unit 5
219
Practice
Name Comprehension:
Make Inferences

Read the story. Use what you read and what you
already know to answer the questions.

May looks at a tiger’s teeth. “Oh no!”


she says. “These have got to come out.”
Then she pulls two teeth. May makes
sure the seals feel well. The seals are in
a show. She tells a worker that one seal
cannot be in the show today.

1. What does the author want you to know about May?

2. Why does May pull out the tiger’s teeth?

3. Why can’t the seal be in the show today? © Macmillan/McGraw-Hill

4. What would be a good title for this story?

Meet Ben Franklin


220 Grade 1/Unit 5
Practice
Name Comprehension:
Ask Questions

Good readers ask questions about the story as


they read. If they are not sure about something,
they go back and reread the story to figure it out.

Read the story. Then answer the questions.


My name is Dr. Parker. I am a scientist. I work in a lab
in a hospital. I use a microscope every day. A microscope
is a good tool for a scientist. It makes very small things
look much bigger. This helps me find out what is going on
inside someone’s body. I am like a detective for your body!

1. Write a question you have about the story.

2. Now reread the story. Write the answer to your question.

3. Dr. Parker uses a microscope to . Reread the


© Macmillan/McGraw-Hill

story to find this information. Circle the best answer.


make small holes in the dirt
make dinner for his family
make small thingsg look bigger
gg

Meet Ben Franklin


Grade 1/Unit 5
221
Practice
Name Abbreviations:
Mr., Mrs., and Dr.

An abbreviation is a short form of writing a longer word.


Mister ‡ Mr. Mistress ‡ Mrs. Doctor ‡ Dr.

Read each sentence. Find the mistake.


Write the sentence correctly.

1. Mr James is the soccer coach for our team.

2. When Tom broke his leg, dr Cage put a cast on it.

3. Do you know mr. Willem’s address?


© Macmillan/McGraw-Hill

4. Last week, mrs Jones and I baked cookies.

Meet Ben Franklin


222 Grade 1/Unit 5
Practice
Vocabulary Strategy:
Name Inflectional Endings
-ing, -ed

You can pick out the word parts of a word to figure out
its meaning.

Circle the word that completes each sentence.


Write now or past to tell about the action. Then
write the base word of the word you circled.
1. Keisha (climbed, climbing) to the top of the slide.

2. She is (shouted, shouting) hello to Raff i.

3. He heard her voice and (waved, waving).

4. They both see Sal (jumping, jumped) in the pile of


© Macmillan/McGraw-Hill

leaves.
5. Sal is (smiled, smiling) and having fun.

Meet Ben Franklin


Grade 1/Unit 5
223
Practice
Name Fluency:
Echo Read: Rate

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


“Look at all the butterflies!” said Grace.
07 “Why are they on the grass?”
13 “Butterflies need to warm up before they can fly,”
22 said Ben. “That’s why they are
28 sitting on the lawn in the sunshine.”
35 “You are so smart!” said Grace. “What else
43 do you know about butterflies?”
48 “They have six legs. Each leg has a claw at the end of it.”
62 “What do they need claws for?” asked Grace.
70 “They use them to grip things,” said Ben.
78 “Butterflies also have hair on their feet. They
86 taste with this hair.”
90 “Wow!” said Grace. “I had thought it would
98 be fun to be a butterfly, but now
106 I don’t. I don’t want to taste food with my
116 hairy feet!” 118

Comprehension Check
1. What do butterflies have at the ends of their legs?

2. Why doesn’t Grace want to be a butterfly anymore?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Meet Ben Franklin


224 Grade 1/Unit 5
Practice
Name Read Aloud:
Biography

A biography tells the true story of a real person’s


life written by someone else.

Listen to the biography. Then answer the questions.


Isaac Newton was born long ago in England. He was
a scientist and an inventor. He invented a telescope with
a mirror to look at stars far away. He also thought about
gravity. Gravity is the reason things fall down. It is also why
we don’t float off into space! Isaac Newton had so many
new ideas that the queen of England made him a knight!

1. Circle the main idea of this biography.


Isaac Newton was a scientist.
The life of Isaac Newton..

2. Circle one fact you learned about Isaac Newton.


3. Put the events in order. Write 1, 2, and 3 on the lines.
The queen of England made Isaac Newton a knight.
Isaac Newton was born in England.
Isaac Newton was a scientist.
© Macmillan/McGraw-Hill

4. Is this story of Isaac Newton true or a fantasy? How can


you tell?

Meet Ben Franklin


Grade 1/Unit 5
225
Practice
Name Text Feature:
Bold Print

Bold print points out important words.

Read the story. Circle the words in bold print.


In Ben Franklin’s time, books cost a lot off money.
So Ben and his friends started the first lending library.
These men, called the Leather Apron Club, would put
their money together and buy books. Then they would
lend the books to other people. Soon many people got
to read.

Answer the questions about the story.


1. When did books cost a lot of money?

2. What is a lending library?

© Macmillan/McGraw-Hill

3. How was the Leather Apron Club able to get the books?

Meet Ben Franklin


226 Grade 1/Unit 5
Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Meet Ben Franklin


Grade 1/Unit 5
227
Practice
Phonics:
Name r-Controlled Vowels
or, oar, ore

A. Read the words in the box. Find them in the


puzzle. Circle the words.

forty short ore sort


sport roar port north

p e o r e m v p
o s h o r t s o
r s p j g x d t
t o n o r t h r
x r k z b j n o
q t s p o r t a
z p f o r t y r
B. Write a sentence with the word for.

C. Think of another word with or, oar, or ore. Write a


© Macmillan/McGraw-Hill

sentence using that word.

228 Stormy Weather • Grade 1/Unit 5


Practice
Name High-Frequency
Words/ Vocabulary

Read the clues. Use words in the box to complete


the puzzle.

predict warm cold extreme


great their sound know

Across 1

2. you how to tie your shoes 2

3. to tell what the weather will be


6. very good
3 4 5
7. when it is more hot than
cold out
6
Down
1. you hear the of
the wind
7
4. very bad weather
5. belongs to others

Now fill in the last sentence.


© Macmillan/McGraw-Hill

8. We put on coats and hats when it is out.

Stormy Weather • Grade 1/Unit 5 229


As you read Stormy Weather, fill in the Compare and Contrast Chart.
Name
Different Alike Different

230 Stormy Weather •


Grade 1/Unit 5
Thunderstorm Blizzard
Chart

How does the Compare and Contrast Chart help you better understand
Comprehension:
Practice

Stormy Weather?
Compare and Contrast

© Macmillan/McGraw-Hill
Practice
Name Comprehension:
Compare and Contrast

Read the story. Fill in the chart.


Jan and Jay are in the same class at school. They
have the same backpacks, too. Jan’s jacket is red with
white dots. Jay’s jacket is red, but it has no dots on it.

After school, Jan and Jay walk their dogs in the rain.
Jan’s dog is big and tan. Jay’s dog is small and black.
Jan’s dog is old. Jay’s dog is a puppy.

Compare Jan and Jay. How are they alike?

Contrast Jan and Jay. How are they different?


© Macmillan/McGraw-Hill

Stormy Weather • Grade 1/Unit 5 231


Practice
Name Comprehension:
Ask Questions

Good readers ask questions about the story as


they read. If they are not sure about something,
they go back and reread the story to figure it out.

Read the story. Then answer the questions.


Where I live, people say, “If you don’t like the weather,
wait five minutes.” Yesterday, it was warm and sunny. I
wore shorts and a T-shirt. My mom took us to the park.
We rode our bikes. After dinner, we had a big storm. We
saw lightning and thunder. The storm also made the
weather change. It turned much colder. No more shorts!

1. Write a question you have about the story.

2. Now reread the story. Write the answer to your question.

© Macmillan/McGraw-Hill

3. What does the saying “If you don’t like the weather, wait
five minutes” mean? Circle the best answer.
If it is a nice day,
y you
y should g
go to the park.
The weather here changesg a lot.

232 Stormy Weather • Grade 1/Unit 5


Practice
Name Phonics:
Short e: ea

Sometimes, the letters ea can stand for the short e


sound as in bread. Read the story. Circle the words
that use ea for the short e sound. Then write the
words below.
Deb and Brian go to the beach. They spread a blanket
on the sand.
“We can eat bread for lunch,” Brian says.
Deb lifts her head. She sees a bird with a large beak. “I
want to share our lunch with the bird,” Deb says.
After lunch, Deb reads a book. Brian threads beads on
a string. “Are you ready to go home?” Brian asks. “No,”
Deb says. “I want to find sea shells.”
Brian helps Deb find shells. They fill a pail with shells.
“Now it is time to go home” Brian says. Deb and Brian
tread home with a heavy load of shells.
© Macmillan/McGraw-Hill

Stormy Weather • Grade 1/Unit 5 233


Practice
Name Vocabulary Strategy:
Synonyms

Words with the same or almost the same meaning


are synonyms. You can use a dictionary or a
thesaurus to find synonyms.

Choose a synonym from the box for the underlined


word. Write the synonym on the line.

award begin act contest smart

1. Jessica has a clever puppy.

2. The puppy likes to perform.

3. They will start practicing tomorrow.

4. The puppy was the best act in the


© Macmillan/McGraw-Hill

competition.

5. The puppy won a prize.

234 Stormy Weather • Grade 1/Unit 5


Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.


Max was looking through a book of
07 paintings. He carefully looked at the
13 sky in all the pictures. In one painting, boats
22 were tied to a pier. The sky behind the boats
32 was red, orange, and yellow. The sky looked
40 like it was on fire. In another painting,
48 ships were sailing on small waves.
54 The sky was bright blue. There were some
62 pure white clouds floating across it.
68 In a third painting, seagulls were on a
76 beach. Gray clouds covered the sky. A
83 bolt of yellow lightning split the picture in
91 half, making it look like two paintings. 98

Comprehension Check
1. What did the sky look like in the painting with the ships?

2. Why does the picture of the beach look like it is split in


half?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Stormy Weather • Grade 1/Unit 5 235


Practice
Name Study Skill:
Parts of a Book

The title of a book is the name of the book. The author of a


book writes the story. The illustrator makes the pictures.
A table of contents tells what is inside the book.

Table of Contents
Sam’s Big Day . . . . . . . . . . . . . . . . 7
Nan Needs Help . . . . . . . . . . . . . .14
Nan and Sam’s New Friends . . . 27
Look at the book cover and the Table of Contents.
Then answer the questions.

1. What is the name of the illustrator?

2. What is the name of the author?

3. What is the title of the book?


© Macmillan/McGraw-Hill

4. What would you read about on page 14?

236 Stormy Weather • Grade 1/Unit 5


Practice
Name Read Aloud: Poetry

A poem often uses words that start with the same


sound or words that rhyme. Poems try to use
interesting words to paint a picture of something
in the reader’s mind.

Listen to the poem. Then answer the questions.


I love it when it’s cold and gray.
That is my favorite kind off day.
The wind, it howls, and the rain, it falls.
balls
The hail comes down like bouncing balls.
I can curl up with a book to read.
A cup of cocoa is all I need.
I feel safe and cozy in my bed like a nest.
A cold rainy day is really the best.

1. Circle the words that rhyme.

2. Complete the rhyming lines below to make your own


weather poem.

On a day,
© Macmillan/McGraw-Hill

is what I like to play.

Stormy Weather • Grade 1/Unit 5 237


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

238 Stormy Weather • Grade 1/Unit 5


Practice
Phonics:
Name Vowel Diphthongs
ou, ow

Read the words in the box.


Find them in the puzzle. Then circle them.

frown found out mouth house


plow now round clown ground

h a m o p l o w
g h o n m c u x
r o u n d l t f
o u t u x o c r
u s h l r w l o
n e f o u n d w
d n o w o f x n

Use words from the box in sentences.


© Macmillan/McGraw-Hill

Happy Fall! • Grade 1/Unit 5 239


Practice
Name High-Frequency
Words/ Vocabulary

against fall sure below


yellow orange wondered season

Use the words in the box to complete the story.


Fall Has Come!

1. “Oh look, has come,” sang Owl to


Redbird.

2. Owl is it will turn cold.

3. The leaves will be red, , and orange.

4. Owl likes the leaves best.


© Macmillan/McGraw-Hill

5. Then all the leaves will fall down,


Owl’s tree.

240 Happy Fall! • Grade 1/Unit 5


Practice
Name Comprehension:
Sequence Chart

As you read Happy Fall!, fill in the Sequence Chart.

First

Next

Then

Last
© Macmillan/McGraw-Hill

How does the Sequence Chart help you visualize what


happens in Happy Fall!?

Happy Fall! • Grade 1/Unit 5 241


Practice
Name Comprehension:
Sequence of Events

Write a sentence that tells about each picture.


Then draw a picture and write a sentence to finish
the story.

© Macmillan/McGraw-Hill

242 Happy Fall! • Grade 1/Unit 5


Practice
Name Comprehension:
Summarize (Fiction)

When you summarize, you retell the most


important parts of a story in your own words.

Read the story. Then answer the questions.


This fall, we went to see my cousins in Vermont. We
had to take an airplane to get there. It was very far
away. We had fun while we were there. We hiked in the
mountains. We found pretty leaves that were red, orange,
brown, and yellow. We visited a maple syrup farm. We
sure had a great time with our cousins. We were sad when
it was time to go, but we know that they will come visit us
soon. We can’t wait to show them our part of Texas!

1. What would you show people who came to visit you?

2. Draw or write what happened in the beginning, middle,


and end of the story.
© Macmillan/McGraw-Hill

beginning middle end

Happy Fall! • Grade 1/Unit 5 243


Practice
Name Phonics:
Silent e

Some words end with a silent e. The e in these


words does not make a sound.

Write one or two letters in each blank to make a word.


Write a sentence using one of the words you made.

1. ouse ouse ouse

2. ounce ounce ounce

© Macmillan/McGraw-Hill

3. oose oose oose

244 Happy Fall! • Grade 1/Unit 5


Practice
Vocabulary Strategy:
Name Inflectional
Endings -ed, -ing

A base word is the word part that is left when you


remove the inflectional ending -ed or -ing.
James is practicing how to catch fly balls.
The base word is practice. Notice that some verbs
are made by removing the final e before adding -ing
or -ed.
Practice to do something over and over to get
better at doing it.

Write the base word for each word.

1. visited 2. explored

3. pressing 4. escaping

Choose two base words from above. Use each


one in a sentence.
© Macmillan/McGraw-Hill

Happy Fall! • Grade 1/Unit 5 245


Practice
Fluency:
Name Choral Read:
Expression

As I read, I will pay attention to the questions in


the passage and how they affect expression.
Long ago, Moon and Sun both had a warm light.
10 Early one evening, they went to the beach.
18 Their mother, who was a star, stayed home.
26 “I’m bringing back some shells for Mother,” said Moon.
35 “What are you bringing her?”
40 “Why should I bring back anything?” Sun asked.
48 When they returned home, their mother was pleased with
57 Moon. She was displeased with Sun. “Sun,” she said,
66 from now on, your light will be very hot. People will dislike
78 the way you burn their skin. Moon, she said. “I’ll make your
90 light soft and cool. People will be happy to see you.” 111

Comprehension Check
1. Why was the mother displeased with Sun?

2. What did the mother do to make people like Moon better


than Sun?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

246 Happy Fall! • Grade 1/Unit 5


Practice
Name Read Aloud:
Biography

A biography tells the true story of a real person’s


life written by another person.

Listen to the story. Then answer the questions.


Can you picture a snowflake in your mind? Then you
should thank Wilson Bentley. He was the first man to take
a picture of a snowflake. Wilson Bentley was born on a
farm in 1865. When he was young, his mother gave him
a microscope. He tried to use it to look at snowflakes, but
they kept melting! He knew that he would have to take
a picture. He tried and tried to take a picture, and after
two years, he did it! The pictures helped him learn things
about snow. He learned that every snowflake is different.
In 1931, a book of his snowflake pictures was made. After
that, people called Bentley “The Snowflake Man” because
he loved to look at the snow.

1. Circle the main idea of this biography.


Wilson Bentley did not like the winter.
Wilson Bentleyy loved to study y snow.

2. Circle one fact that you learned about Wilson Bentley.


© Macmillan/McGraw-Hill

3. Work with a partner. Tell what happened first, next, and


last in Wilson Bentley’s life.

Happy Fall! • Grade 1/Unit 5 247


Practice
Name Text Feature:
Diagram

Make a diagram. Draw a picture of an object. Write


the name of the object. Then label each part.

© Macmillan/McGraw-Hill

248 Happy Fall! • Grade 1/Unit 5


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Happy Fall! • Grade 1/Unit 5 249


Practice
Name Phonics: Vowel
Diphthongs oi, oy

Use the letters to make new words. You can use


letters more than once.

t b l c s j br n

1. oy 2. oy 3. oy

4. oi 5. oi

6. oi 7. oi

8. Write a sentence about the picture. Use some of the


words you made.

© Macmillan/McGraw-Hill

A Tiger Cub Grows Up


250 Grade 1/Unit 5
Practice
Name High-Frequency
Words/ Vocabulary

A. Find the words in the puzzle and circle them.

wild learn enough air cub eyes open

X Q Z A C R O S S
E N O U G H P F E
B J F D B Q E X Y
A C L E A R N P E
I G W I L D C R S
R X G H C U B F D
B. Write three sentences using words from the box.

1.

2.
© Macmillan/McGraw-Hill

3.

A Tiger Cub Grows Up


Grade 1/Unit 5
251
Practice
Name Comprehension:
Sequence Chart

As you read A Tiger Cub Grows Up, fill in the


Sequence Chart.

First

Next

Then

Last
© Macmillan/McGraw-Hill

How does the Sequence Chart help you better


understand the order of events in A Tiger Cub Grows Up?

A Tiger Cub Grows Up


252 Grade 1/Unit 5
Practice
Name Comprehension:
Sequence

The sequence tells what happens first, next, then,


and last in a text.

Complete each sentence to tell how you get ready for


school in the morning.

1. First,

2. Next,

3. Then,

4. Last,
© Macmillan/McGraw-Hill

A Tiger Cub Grows Up


Grade 1/Unit 5
253
Practice
Comprehension:
Name Summarize
(Fiction)

When you summarize, you retell the most


important parts of a story in your own words.

Read the story. Then answer the questions.


A frog has many changes in its life. First, a mother frog
lays soft round eggs in the water. The eggs stick together.
Then the eggs hatch. Tadpoles come out. A tadpole has
a head, a body, and a tail. Next, the tadpole begins to
lose its tail. It grows legs in the front and back. Last, the
tadpole becomes a frog. The frog lives both on land and
in water. It will eat worms and insects. Some day the frog
may lay eggs. What do you think will swim out?

1. Put the events of a frog’s life in order. Write 1, 2, and 3.

tadpole frog egg


2. What is the topic of this story? Circle the answer.
fish frogs
3. What is the main idea of the story?
© Macmillan/McGraw-Hill

A frog eats worms and insects.


A frog
g has manyy changes
g in its life.
4. Why do you think the author wrote this story?
to teach you about something funny
to teach you
y about something g in real life

A Tiger Cub Grows Up


254 Grade 1/Unit 5
Practice
Name Structural Analysis:
Prefixes re -, un -

A. Add the prefix re- or un- to the words in the box.


Write the new two-syllable words.

tie tell use pack true load safe

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.
© Macmillan/McGraw-Hill

B. Use a new word from above in a sentence.

A Tiger Cub Grows Up


Grade 1/Unit 5
255
Practice
Vocabulary Strategy:
Name Use Syntax and
Semantic Clues

Read each sentence. Use the context clues to


figure out the meaning of the underlined word.
Write its meaning.

1. Often when our family travels by bus,


there are many passengers. Some
people even have to stand.

2. We also travel by car. We snack on


fruit. We bring other treats to eat, too.

© Macmillan/McGraw-Hill

3. When we fly on a plane, we bring a


lot of luggage. Each person packs his
or her own suitcase.

A Tiger Cub Grows Up


256 Grade 1/Unit 5
Practice
Name Fluency:
Choral Read: Phrasing

As I read, I will pay attention to phrasing.


Brad looked into his friend’s workshop. “What are you
09 working on, Dave?” he asked.
14 “I’m inventing a flying machine. It’s a glider with
23 two wings. It’s super-light.”
27 “Dave, the Wright Brothers made one over 100 years ago.”
37 “Well, then I’ll make an antigravity spaceship. It will be
47 super-fast. It will travel into space,” said Dave.
55 “That’s been invented, too, said Brad. “People used one to
65 land on the moon in 1969.”
71 “Then I’ll invent a ship that travels under the water.”
81 “That’s called a submarine, Dave. It was invented
89 about 400 years ago!”
93 Brad walked away, shaking his head. He said, “I think
103 Dave misunderstands the meaning of invention!” 109

Comprehension Check
1. What was invented about 400 years ago?

2. What doesn’t Dave understand about the meaning of


© Macmillan/McGraw-Hill

invention?

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

A Tiger Cub Grows Up


Grade 1/Unit 5
257
Practice
Name Read Aloud:
Nonfiction

Nonfiction gives facts and information about a topic.

Listen to the story. Then answer the questions.


The ostrich is an amazing animal. It is the biggest bird
in the world. Like other birds, it has a beak and feathers
and lays eggs. Unlike most other birds, the ostrich can’t
fly. It has two long, strong legs to help it run very fast. An
ostrich begins big, too. An ostrich egg is as heavy as 24
chicken eggs! An ostrich grows to be 7 to 9 feet tall. That
is taller than most people are. It has the biggest eye of
any animal on land. Ostriches eat plants. They can also
eat insects and small animals such as lizards. They also
eat sand and small rocks to help grind up their food.

1. What would be a good title for this story? Circle the best
answer.
Ostriches Live in the Desert
Ostriches Are Big, Amazing Birds s
Plant-Eating and Animal-Eating Animals

2. Circle two facts that you learned about ostriches.


© Macmillan/McGraw-Hill

3. Work with a partner. Tell what you learned about first, next,
and last in this passage.

A Tiger Cub Grows Up


258 Grade 1/Unit 5
Practice
Literary Element:
Name Alliteration and
Sensory Details

Poets often use words in fun and interesting ways.


The sounds of words can help express their meaning.

Read the poem. Circle the sound words in each


verse. Then write your own poem on the lines.
She’ll Be Coming Round the Mountain

She’ll be coming round the mountain


when she comes, chug, chug!

She’ll be driving six white horses


when she comes, w
whoa back!

She’ll be wearing red pajamas


when she comes, scratch, scratch!
© Macmillan/McGraw-Hill

A Tiger Cub Grows Up


Grade 1/Unit 5
259
Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

260 A Tiger Cub Grows Up


Grade 1/Unit 5
Practice
Phonics:
Name Vowel Digraphs
oo and oo

The letters oo stand for two sounds. The first


is the same as the middle sound in good. The
second is a long u sound, as in moon. The long u
sound can also be spelled in other ways.
blue new tube soup

A. Change one letter in good to write a new word


that has the same oo sound.

good

B. Read the first word. Then circle another word in


the line with the same long u sound.
1. glue top clue bag
2. threw flew scarf flower
3. group jar fence you
4. cube disk cup tube
5. spoon food walk paper
© Macmillan/McGraw-Hill

Olivia • Grade 1/Unit 6 261


Practice
Name High-Frequency
Words/ Vocabulary

Read each question. Write your answer on the line.


1. What is something you like to do with your mother
or father?

2. What is something you have done four times?

3. What is something you love?

4. What is something you are supposed to do?

5. Are your mom and dad firm about bedtime? © Macmillan/McGraw-Hill

6. What do you always play with?

262 Olivia • Grade 1/Unit 6


Practice
Comprehension:
Name Fantasy and Reality
Chart

As you read Olivia, fill in the Fantasy and


Reality Chart. Use words from the story.

Reality Fantasy

What Could What Could


Happen? Not Happen?
© Macmillan/McGraw-Hill

How does the Fantasy and Reality Chart help you


better understand Olivia?

Olivia • Grade 1/Unit 6 263


Practice
Name Comprehension:
Fantasy and Reality

A. Circle yes or no to answer each question.


1. Could a dog read a book? yes no
2. Could a pig build a house? yes no
3. Could a cat find a rat? yes no
4. Could a frog be a king? yes no
5. Could a duck swim in a pond? yes no
6. Could a lamb go to school? yes no
7. Could a lion have wings? yes no
8. Could a spider make a web? yes no

B. Make up your own fantasy questions.

9.

10.

C. Make up your own reality questions.


© Macmillan/McGraw-Hill

11.

12.

264 Olivia • Grade 1/Unit 6


Practice
Name Comprehension:
Visualize

As you read, use words to help you visualize, or


make pictures in your mind, what you are reading
about.

Read the story. Then answer the questions.

“I do not want to cook tonight,” said my father. “Let’s


go out to eat!” We all cheered. We went to my favorite
place. I love to eat Mexican food! First, we had some
chips. The salsa that came with them was spicy. I drank
some milk. Next, out came our meal. I had a big plate of
beef tacos. I really liked the cheese. My mom had a salad.
My dad had beans and rice. I love to go out to eat.

1. Reread the story. Circle the words that helped you


visualize the people, places, and things.
2. Draw or write about a time when you went out to eat.
© Macmillan/McGraw-Hill

Olivia • Grade 1/Unit 6 265


Practice
Name Structural Analysis:
Possessives

Add ’s to show something belongs to a person or


thing. Circle the picture each sentence tells about.

1. Fran ball is big.

2. Sam pet is a dog.

3. Jon shirt has stripes.

4. This is Mom boat.


© Macmillan/McGraw-Hill

Add ’s to someone’s name to finish the sentence.

5. This is best trip.

266 Olivia • Grade 1/Unit 6


Practice
Name Vocabulary Strategy:
Use a Dictionary

A dictionary gives the meaning of a word and shows


how to use the word in a sentence.

Complete each dictionary entry by writing a


sentence that uses the bold word.
deliver to take or carry something to a person or a place:

detective a person who looks for clues to solve a mystery:

explore to search or look into carefully:

insect an animal with 3 body parts, 6 legs, and no backbone:


© Macmillan/McGraw-Hill

solve to figure out:

Olivia • Grade 1/Unit 6 267


Practice
Fluency:
Name Echo Read:
Phrasing

As I read, I will pay attention to phrasing.


Dan and his father were camping. When they set up
10 their tent, they were careful. They did not want to
20 sleep on top of rocks, sticks, and logs. Now they
30 were cooking hot dogs over the campfire.
37 “My hot dog is wonderful!” said Dan.
44 “Mine is burned,” said his father. “I was careless
53 and I cooked it too long.” After dinner, they sat by
64 the fire. It was a cloudless night, so they could see
75 the moon. They could even see the eyes, nose, and
85 mouth of the man in the moon.
92 Dan said, “Let’s roast marshmallows, Dad. You
99 can cook mine. I’m hopeful that you’ll burn them
108 because I love them that way!” 114

Comprehension Check
1. What did Dan and his father see on the moon?

2. Why did Dan want his father to roast his marshmallow?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

268 Olivia • Grade 1/Unit 6


Practice
Name Read Aloud:
Fantasy

A fantasy is a story that blends make-believe


things with things that could be true. In a fantasy,
the characters might be animals that talk.

Think about “Hilda Must Be Dancing.” Then


answer the questions.
1. How do you know that this story is a fantasy?
a. The characters are people.
b. The characters are animals that talk.
2. Why do the other animals want Hilda to take up another
hobby?
a. The ground shakes when she dances.
b. A crowd gathers to watch her dance.
3. Work with a partner. Tell what happened first, next, and
last in “Hilda Must Be Dancing.”
4. Dancing is Hilda’s favorite hobby. Write a sentence about
your favorite hobby.
© Macmillan/McGraw-Hill

Olivia • Grade 1/Unit 6 269


Practice
Name Text Feature:
Maps

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

Look at the map. Then answer the questions.


Quiet Town

Second Ave.
A B C D E G

Third Ave.
Main Street First Ave. N

Key H W E
house =
S
park =
school = Good Street
post office = F I

1. How many houses are in Quiet Town?

2. If you lived in house I, how would you get to school?

© Macmillan/McGraw-Hill

3. Suppose that Quiet Town is going to build a swimming


pool. What could the symbol for the key look like? Draw
your answer next to the map.

270 Olivia • Grade 1/Unit 6


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Olivia • Grade 1/Unit 6 271


Practice
Name Phonics:
a, au, aw, augh

A. Use words from the box to fill the puzzle.

haul call straw taught wash hawk

1. Use a phone.

2. Do this before you eat.

3. a way to carry things 1.

4. something a teacher did 2.

3.

4.

5.

6.

5. a large bird
© Macmillan/McGraw-Hill

6. You can sip milk with this.


B. Use the boxed letters in the puzzle to tell what
happened to the ball.

The dog the ball in its jaws.

272 Whistle for Willie • Grade 1/Unit 6


Practice
Name High-Frequency
Words/ Vocabulary

Use words from the box to complete the story.

early instead suddenly along


errand nothing thought

Mr. Stork went on an . He set out

in the morning. He walked

the path by the river. He

he would be safe. ,
Mr. Stork saw Mrs. Fox waiting in the bushes. He flew
© Macmillan/McGraw-Hill

along the river . Mr. Stork was

safe, and happened.

Whistle for Willie • Grade 1/Unit 6 273


Practice
Name Comprehension:
Inference Chart

As you read Whistle for Willie, fill in the


Inference Chart. Use words from the story.

What I Read What I Know

Inferences
© Macmillan/McGraw-Hill

How does the Inference Chart help you better


understand Whistle for Willie?

274 Whistle for Willie • Grade 1/Unit 6


Practice
Name Comprehension:
Make Inferences

Read the story. Use what you already know.


Then choose the answer that completes each
sentence.

Tory and Art played a game in the park. Art kicked


the ball to Tory. Tory stopped the ball. Then she kicked it
into the goal. Their team cheered. After the game, all the
children had snacks. Art and Tory went to bed very early.
1. Tory and Art played .
on a soccer team baseball at school

2. When Tory made a goal, the team was .


bored sad happy

3. After the game, the children were .


© Macmillan/McGraw-Hill

hungry crying funny

4. Tory went to bed early because .


she ate too many she was she cheered
snacks very tired for her team

Whistle for Willie • Grade 1/Unit 6 275


Practice
Name Comprehension:
Visualize

As you read, use words to help you visualize, or


make pictures in your mind, what you are reading
about.

A. Read the first part. Answer the question.


It was a rainy day. I was very bored. Mom said she had
an idea. She wanted to make ants on a log for us to eat.
“Ants? Yuck!” I said. But Mom said it was a cool treat.
1. Draw what you think ants on a log would look like.

B. Read the rest of the story. Answer the question.


First, Mom cut some celery. The celery looked like logs.
Then I spread cream cheese down the middle of each
log. Last, I added raisins on top. They looked like ants!
That’s why this treat is called ants on a log!
© Macmillan/McGraw-Hill

2. Look at the picture you drew. Was the treat what you had
pictured? Why or why not?

276 Whistle for Willie • Grade 1/Unit 6


Practice
Structural Analysis:
Name Singular and Plural
Possessive Pronouns

A. Use a pronoun from the box to complete the


second sentence in each pair. Use the underlined
word or words as clues.

my mine your her hers yours

1. These drums belong to me. These drums are

2. I see Lisa’s dog. I see dog.

3. This tent belongs to you. This tent is .

B. Write two sentences using my and yours.


© Macmillan/McGraw-Hill

4.

5.

Whistle for Willie • Grade 1/Unit 6 277


Practice
Name Vocabulary Strategy:
Context Clues

Context clues are words that help you figure out the
meaning of a new word. Context clues may be found
in the same sentence or in nearby sentences.

Write the letter of the correct meaning of each


underlined word. Use context clues.

a. something that protects a person’s head


b. the ground; also the planet where we live
c. dropped, rolled
d. being silly
e. the place where astronauts travel

1. My uncle took me to a museum about


astronauts and space.
2. I wore an astronaut’s helmet and sat in a
real rocket ship.
3. The heavy helmet tumbled to the floor when I took it off
my head.
© Macmillan/McGraw-Hill

4. My uncle likes making jokes and fooling around with me


when we go places.
5. He told my mom, “It’s good to feel the earth under my
feet after that trip to the moon!”

278 Whistle for Willie • Grade 1/Unit 6


Practice
Name Fluency:
Echo Read: Phrasing

As I read, I will pay attention to the pauses for


sentence punctuation.
People have been wearing shoes for a long time.
9 Today, many shoes are worn as decoration. Long ago,
18 the first shoes were worn only as protection. In cold
28 places, they looked like bags of fur. In warm places,
38 the first shoes were sandals. They were made from
47 leaves, grass, or leather.
51 There have been many, many kinds of shoes. Some
60 of them were funny inventions. About 700 years ago,
69 some men wore very long shoes. The front of the long
80 shoe was chained to the man’s knee! This kept him
90 from tripping over his shoes. These were probably not
99 too comfortable! 101

Comprehension Check
1. Long ago, what shoes did people wear in cold places?

2. About 700 years ago, some men wore funny shoes.


What did these shoes look like?
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Whistle for Willie • Grade 1/Unit 6 279


Practice
Name Read Aloud:
Folk Tale

Folk tales are stories that have been told for


many years. They often include animals that talk
and act like people.

Think about the folk tale “Turtle’s Race with Beaver.”


Then circle the best answer to each question.
1. The folk tale begins with the words “Long ago.” What
does that tell you about the story?
a. The story has been told many times.
b. This story happens today.
2. How do you know that “Turtle’s Race with Beaver” is a
folk tale?
a. The story takes place in a pond.
b. The animals talk and act like people.
3. What lesson did Beaver learn?
a. Never race a turtle.
b. Always share with others.
4. The folk tale ends with Beaver living “happily through all
seasons to come.” What does that tell you about the story?
© Macmillan/McGraw-Hill

a. Beaver learned a lesson and was happy.


b. Beaver had to leave the pond but lived a long time.

280 Whistle for Willie • Grade 1/Unit 6


Practice
Name Text Feature:
List

A list is a series of things written in a certain order.

Dogs can
1. lead blind people
2. help find someone who is lost
3. keep sheep together
4. save someone who is trapped
5. pull a sled over ice and snow
6. cheer up someone old or sick

Look at the list. Write a sentence telling how one of


the dogs might help you.

1.

Look at the list again. Write a sentence telling how


one of the dogs might help someone else.

2.
© Macmillan/McGraw-Hill

Whistle for Willie • Grade 1/Unit 6 281


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

282 Whistle for Willie • Grade 1/Unit 6


Practice
Phonics:
Name Two-Syllable Words
with Prefixes
re -, un -

When re- or un- is added to the beginning of a


word, it changes the meaning of the word.
re- = again un- = not
When re- or un- is added to the beginning of a
word, the word gets another syllable.

Add re- or un- to each of the base words below.


Write the words on the lines.

1. check 2. hurt

3. safe 4. play

5. read 6. use

7. fair 8. heat
© Macmillan/McGraw-Hill

Cool Jobs • Grade 1/Unit 6 283


Practice
Name High-Frequency
Words/ Vocabulary

A. Write a sentence for each picture using one or


more of the words.

only laugh goes build ordinary interesting

1.

2.

3.

4.
© Macmillan/McGraw-Hill

B. Try to use the leftover words in one sentence.

284 Cool Jobs • Grade 1/Unit 6


Practice
Comprehension:
Name Classify and
Categorize Chart

As you read Cool Jobs, fill in the Classify and


Categorize Chart. Use words from the selection.

Classify and Categorize

Jobs to Make Things Jobs That Help


© Macmillan/McGraw-Hill

How does the Classify and Categorize Chart help you


better understand Cool Jobs?

Cool Jobs • Grade 1/Unit 6 285


Practice
Name Comprehension:
Classify and Categorize

Write about how these things are alike. Then write


about how they are different.

store school house

Alike

Different

© Macmillan/McGraw-Hill

286 Cool Jobs • Grade 1/Unit 6


Practice
Comprehension:
Name Monitor Comprehension/
Reread

If a story is not clear as you read it, ask yourself


questions about it. Then reread the story. Look
for clues to answer your questions.

Read the story. Then answer the questions.


A Dentist’s Job
A dentist helps take care of your teeth. A dentist looks
for cavities in your teeth. The dentist may use an x-ray
machine. The x-ray takes a picture of the inside of your
teeth. A cavity will appear as a dark spot on the x-ray
picture. A dentist takes care of the cavity and makes your
teeth healthier. You can help a dentist by brushing and
flossing your teeth twice a day. Try to brush in the morning
and at night.
1. Write a question that you have about a dentist’s job.

2. Reread the story. Look for clues to answer your question.


© Macmillan/McGraw-Hill

Cool Jobs • Grade 1/Unit 6 287


Practice
Name Phonics:
/âr/ air, are, ear

Use the words in the box to complete the


sentences.

tear pair share hair square bear

1. You can wash and brush it.

2. It likes to eat berries.

3. It has four sides.

4. It is two of the same thing.

5. It is a nice thing to do. © Macmillan/McGraw-Hill

6. It means the same as rip.

288 Cool Jobs • Grade 1/Unit 6


Practice
Name Vocabulary Strategy:
Use a Dictionary

Some words have more than one meaning.

major 1. an officer in the armed forces: The major


led the troops. 2. something big or important:
Grandma’s visit was a major surprise.
model 1. someone who wears new clothes for people
to see: The model wore the latest style. 2. a person
who is a good example for other people to follow: This
student is a good model for others.

Choose the meaning of the underlined word that


is used in the sentence. Write the number of the
meaning on the line.

1. My father is a major in the army.

2. Miss Jones is a model for other teachers.

3. The team won a major victory.


© Macmillan/McGraw-Hill

4. The model wore three dresses in the show.

Cool Jobs • Grade 1/Unit 6 289


Practice
Name Fluency:
Phrasing

As I read, I will pay attention to the pauses for


sentence punctuation.
Helicopters are much different than airplanes.
06 They can fly straight up, straight down, backward,
14 and sideways. They can even stay in one place.
23 Unlike planes, they don’t need a runway. They can take off
34 and land in tight spaces. Helicopters are used to do
44 many things. One thing is to rescue people.
52 A rope can be dropped from a helicopter. Sometimes
61 a big basket is tied to the rope. This can pick up people
74 below. Helicopters have pulled people off sinking ships,
82 burning buildings, and mountains. Helicopters are
88 also used carry things. They can carry food and
97 medicine to places that are hard to reach. Sometimes
106 they carry firefighters to forest fires. 112

Comprehension Check
1. How are helicopters different than planes?

2. What is one way that helicopters are used to rescue


© Macmillan/McGraw-Hill

people?

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

290 Cool Jobs • Grade 1/Unit 6


Practice
Study Skill:
Name Media Center
and Internet

Search the Media Center

Web Search Beekeeper Go

Read each sentence. Then write the keywords you


might type in the search box.
1. You want to find out about a job with animals other than
a beekeeper.

2. You want to know more about one of the planets.

3. You want to find out about a kind of machine.


© Macmillan/McGraw-Hill

4. You want to find out about the person who wrote your
favorite book.

Cool Jobs • Grade 1/Unit 6 291


Practice
Name Read Aloud:
Nonfiction

Nonfiction gives information about a topic. The


information is true.

Listen to the passage. Then complete the items.


Do you like to eat pizza? It’s easy to make if you ask an
adult for help. First, make the dough. You need flour,
yeast, oil, salt, sugar, and warm water. Mix the dough.
Then spread it out flat on a pan. Next, pour tomato sauce
on top. Then add some cheese on top of the sauce. Last,
add peppers, tomatoes, or meat. Some people like cheese
pizza. But some people like it with pineapple or even fish
on top! What would you like on your pizza?

1. What would be a good title for this story? Circle the best
answer.
Pizza Tastes Good
How to Make Pizza
2. Work with a partner. Retell what happens first, next, and
last when you make a pizza.
3. There are 6 things you need to make the dough. Reread
© Macmillan/McGraw-Hill

the passage. Write two of the things you need below.

292 Cool Jobs • Grade 1/Unit 6


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Cool Jobs • Grade 1/Unit 6 293


Practice
Phonics:
Name Two Syllable Words:
Open and Closed
Syllables

A syllable is a word part that has one vowel


sound. A syllable that ends in a vowel is called an
open syllable. The vowel sound is usually long. A
syllable that ends in a consonant is called a closed
syllable. The vowel sound is usually short.

A. Read each word below. Listen for the two syllables.


Draw a line to divide each word into syllables. Write
O if the first syllable is an open syllable. Write C if
the first syllable is a closed syllable.

1. connect 2. began

3. able 4. pendant

5. pilot 6. garden © Macmillan/McGraw-Hill

B. With a partner, write a sentence that has at least


three two-syllable words. Draw a line to divide each
word into syllables. Circle open syllable words.
Underline closed syllable words.

Dot and Jabber and the


294
Big Bug Mystery • Grade 1/Unit 6
Practice
Name High-Frequency
Words/Vocabulary

Use the words in the box to complete the story.

been gone searching before clues invisible

My grandmother has reading a mystery.

She has read this book .

It is about a detective and an man.

A detective needs to find a man

he can’t see. The detective saw footprints when he was

the beach. When he reached the water,


© Macmillan/McGraw-Hill

the footprints were . The detective was

tricked again!

Dot and Jabber and the


295
Big Bug Mystery • Grade 1/Unit 6
Practice
Name Comprehension:
Predictions Chart

As you read Dot and Jabber and the Big Bug


Mystery, fill in the Predictions Chart.

What I Predict What Happens

© Macmillan/McGraw-Hill

How does the information you wrote in this Predictions Chart help
you better understand Dot and Jabber and the Big Bug Mystery?

Dot and Jabber and the


296
Big Bug Mystery • Grade 1/Unit 6
Practice
Name Comprehension:
Make Predictions

Look at each picture. Predict what will happen


next. Draw a picture and write a sentence.

1.

2.

3.
© Macmillan/McGraw-Hill

4.

Dot and Jabber and the


297
Big Bug Mystery • Grade 1/Unit 6
Practice
Comprehension:
Name Monitor Comprehension/
Reread

If a story is not clear as you read it, ask yourself


questions about it. Then reread the story. Look
for clues to answer your questions.

Read the story. Then answer the questions.


Meet the Red-Eyed Tree Frog
A red-eyed tree frog is different from other frogs. It has
red eyes. Its skin is bright green with blue and yellow stripes.
Most frogs live in ponds, but the red-eyed tree frog lives in
trees. Like other frogs, this frog eats flies and other bugs.
Unlike other frogs, the red-eyed tree frog sleeps during the
day. It hunts at night. Its red eyes help it see at night.

1. Write a question that you have about red-eyed tree frogs.

2. Reread the story. Look for clues to answer your question.

© Macmillan/McGraw-Hill

3. What facts did you learn about red-eyed tree frogs?


Draw a circle around that part of the story.

Dot and Jabber and the


298
Big Bug Mystery • Grade 1/Unit 6
Practice
Name Structural Analysis:
Contractions

A. Read each sentence. Circle the contractions.


1. We’ll be home soon.
2. I’ve run a whole mile around the track!
3. I’ll paint my face with stripes for my tiger mask.
4. They’ve been swimming in the pond.
5. I’m very tired today.

B. Write the contractions on the lines below. Write


the two words that form the contraction.
He’ll He + will

6. +

7. +

8. +
© Macmillan/McGraw-Hill

9. +

10. +

Dot and Jabber and the


299
Big Bug Mystery • Grade 1/Unit 6
Practice
Vocabulary Strategy:
Name Word Parts: Inflectional
Endings -ed, -ing

Write the base word. Then write a sentence using


the inflected verb.

1. opened

2. chewing

3. pointed

4. tearing
© Macmillan/McGraw-Hill

Dot and Jabber and the


300
Big Bug Mystery • Grade 1/Unit 6
Practice
Fluency:
Name Choral Read:
Phrasing

As I read, I will pay attention to the pauses for


sentence punctuation.
“I was reading about bluebirds,” said Lee. “Some people
09 think having bluebirds brings good luck. Are there any
18 bluebirds in our area, Mom?”
23 “Yes, I think so,” said Mom, “but I’ve never seen any in
35 our yard. What else did you read about bluebirds?
44 Maybe we can do something to attract them.”
52 “They like to nest in houses called nest boxes,” said Lee.
63 “I’m sure we could make one. What do they eat?” asked
74 Mom.
75 “Grasshoppers, beetles, and bugs,” said Lee.
81 “They will have to find those on their own!” laughed
91 Mom. 92

Comprehension Check
1. Why do Lee and her mom want bluebirds in their yard?

2. What do bluebirds eat?


© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

Dot and Jabber and the


301
Big Bug Mystery • Grade 1/Unit 6
Practice
Name Read Aloud:
Poetry

A poem often uses words that start with the


same sound or words that rhyme. Poems have
interesting words that paint a picture of something
in the reader’s mind.

Listen to the poem.


I see an insect, and my mind starts to think:
Where does it live? Does it eat or drink?
What color is it? Is it green or blue?
Is its name Tommy, Skip, or Sue?
How many legs, and how many eyes?
How does it move? I wonder if it flies.
Does it run? Does it crawl? Can it swim or jump?
Is it long and thin or rather plump?
All of these things I wonder as I look.
I think I need my science book!

1. Circle the words that rhyme in the poem.


2. Write two more rhyming lines to complete the poem. © Macmillan/McGraw-Hill

Dot and Jabber and the


302
Big Bug Mystery • Grade 1/Unit 6
Practice
Name Text Feature:
Heads

Write an article about your favorite insect.


Use the heads as a guide.

Name of Insect
What the Insect Looks Like

Where the Insect Lives


© Macmillan/McGraw-Hill

What the Insect Eats

Dot and Jabber and the


303
Big Bug Mystery • Grade 1/Unit 6
Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

Dot and Jabber and the


304
Big Bug Mystery • Grade 1/Unit 6
Practice
Phonics:
Name Two Syllable Words:
Final Stable
Syllables

Some words have more than one syllable,


or word part.

A. Read each sentence. Circle the two words with


two syllables. Write the words on the lines.

The apple was on the top of the table.

1. 2.

I found a turtle down in that puddle.

3. 4.

B. Write two sentences using some of the two-syllable


words above. Add others.
© Macmillan/McGraw-Hill

5.

6.

Super Oscar • Grade 1/Unit 6 305


Practice
Name High-Frequency
Words/ Vocabulary

begin minutes daydream brought


around certain cancel straight

Read the clues. Then use the words in the box to


fill in the crossword puzzle.


 

Across Down
3. came with something 1. sure about something
4. go the world 2. not bent
5. start 3. to call off or cross out
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6. sixty in an hour

306 Super Oscar • Grade 1/Unit 6


Practice
Comprehension:
Name Character and Setting
Chart

As you read Super Oscar, fill in the Character and


Setting Chart.

Character Setting
© Macmillan/McGraw-Hill

How does the information you wrote in this Character


and Setting Chart help you retell Super Oscar?

Super Oscar • Grade 1/Unit 6 307


Practice
Name Comprehension:
Character and Setting

Draw a cartoon story about two characters who


have an adventure. Show the setting.

1. 2.

3.

© Macmillan/McGraw-Hill

Use the speech balloons to show what the


characters say.

308 Super Oscar • Grade 1/Unit 6


Practice
Comprehension:
Name Monitor Comprehension/
Reread

If a story is not clear as you read it, ask yourself


questions about it. Then reread the story. Look
for clues to answer your questions.

Read the story. Then answer the questions.


My Special Day
Today is special. It is the first time I am going to a movie
theater! I have seen movies on TV, but I have never been to a
movie theater before. I am very excited. Dad buys our tickets,
and we go inside. It smells like popcorn. We are a little early.
Mom gives me money to play a video game. I play a game.
Then it’s time to find a good seat. Soon, the movie starts.
We have fun together. We laugh and laugh. My first time
in a movie theater will always be special to me.

1. Write a question that you have about this special day.

2. Reread the story. Look for clues to answer your question.


© Macmillan/McGraw-Hill

Super Oscar • Grade 1/Unit 6 309


Practice
Name Structural Analysis:
Compound Words

play day book camp


out doors meal side

Use the words in the box to complete the


compound words.

1. cook book 2. out

cook out

3. time 4. ground

time ground
Write two sentences using compound words from
above.
© Macmillan/McGraw-Hill

5.

6.

310 Super Oscar • Grade 1/Unit 6


Practice
Name Vocabulary Strategy:
Context Clues

Read the sentence. Use context clues to figure


out the meaning of the underlined word. Write the
correct meaning on the line.

greeting people who protect or keep watch


very big broke into small pieces

1. My Nana visited a real castle with an enormous moat

going all the way around it.


2. The drawbridge almost crushed a small boat that was in

its way.
3. In the old days, kings had guards at the gate to protect

the castle from enemies.


© Macmillan/McGraw-Hill

4. Today, there are guides at the


gate welcoming visitors.

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Practice
Name Fluency:
Choral Read: Phrasing

As I read, I will pay attention to phrasing in


the story.
Grandpa said, “Dale, would you help me plant a garden?”
10 “Sure,” said Dale. “Are we going to plant flowers?”
19 “No, we’re going to plant vegetables,” said Grandpa.
27 “Peas and tomatoes?” asked Dale.
32 “Yes,” said Grandpa, “and much more. In the first row,
42 we’ll plant squash and kale.”
47 “What’s kale?” asked Dale.
51 “It’s a kind of cabbage,” said Grandpa. “In the second row,
62 we’ll plant beans and parsnips.”
67 “What are parsnips?” asked Dale.
72 “They are vegetables that look like white carrots,” said
81 Grandpa. “In the third row, we’ll plant pumpkins
89 and eggplant.” 91

Comprehension Check
1. What are four vegetables that Dale and Grandpa are
going to plant?
© Macmillan/McGraw-Hill

2. What is kale?
Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

312 Super Oscar • Grade 1/Unit 6


Practice
Name Read Aloud:
Fairy Tale

A fairy tale is a story that has make-believe and


magical events.

Listen to the story. Then answer the questions.


Once upon a time, there was a girl named Rapunzel. A
mean woman trapped Rapunzel and locked her in a tall
tower. The woman cast a spell on the tower so that it had
no door. Over time, Rapunzel’s hair grew and grew. When
the woman came to visit, she would call, “Rapunzel,
Rapunzel, let down your hair!” Rapunzel would let her
long hair fall down. The woman would climb it like a
rope. One day, a prince rode by. He saw Rapunzel, and
he fell in love. The woman came to visit. The prince hid
and watched how the woman got in and out of the tower.
When the woman left, he came out and said, “Rapunzel,
Rapunzel, let down your hair!” Rapunzel let her hair
down to the prince. The prince climbed up Rapunzel’s
hair and saved her. And they lived happily ever after.

1. Circle the words that let you know this is a fairy tale.
2. What does the phrase “Once upon a time” mean?
© Macmillan/McGraw-Hill

Super Oscar • Grade 1/Unit 6 313


Practice
Name Literary Element:
Rhyming Pattern

In some poems, the second line of a verse rhymes


with the fourth line.

A. Finish the poem. Write a word that rhymes


with the word at the end of the second line.
Here comes Johnny Appleseed!
He walks around and around,
And where he goes, he leaves behind

Little trees growing out of the .


B. Work with a partner to write a new poem. Make
the second and fourth lines rhyme.

© Macmillan/McGraw-Hill

314 Super Oscar • Grade 1/Unit 6


Practice
Name Reading Log

A Reading Log tells about something that you read.

Read a fiction book or a nonfiction book every day


this week. Then tell about what you read.

Title

Author

What I Read About

Title

Author
© Macmillan/McGraw-Hill

What I Read About

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