Tài liệu Treasures practice book o grade 2

Grade 2 Practice Book O B Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 2 3 4 5 6 7 8 9 10 045 09 08 07 06 Unit 1 • Relationships School Days David’s New Friends Making Friends Mr. Putter & Tabby Pour the Tea Firefighters at Work Time For Kids: Fighting the Fire Being Yourself Meet Rosina © Macmillan /McGraw-Hill Coming to America My Name Is Yoon Contents Short a and i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character and Setting Chart . . . . . . . . . . . . . Comprehension: Character and Setting . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Alphabetical Order . . . . . . . . . . . . . . . . . Short a and i; Words with -s, -es . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Photos and Captions . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5 6 7 8 Short o, e, u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Comprehension: Story Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Comprehension: Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Vocabulary Strategy: Base Words and Inflected Verbs . . . . . 14 Short o, e, u; Inflectional Endings -ed, -ing . . . . . . . . . . . . . . . 15 Text Feature: List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Short and Long a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Main Idea and Details Web . . . . . . . . . . . . . Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . . Vocabulary Strategy: Word Families -ell, -eat . . . . . . . . . . . . . Study Skills: Using Parts of a Book . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Short and Long a; Suffixes -er, -est . . . . . . . . . . . . . . . . . . . . . 17 18 19 20 21 22 23 24 Short and Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Main Idea and Details Web . . . . . . . . . . . . . Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: New Meanings for Known Words . . . . . Short and Long i; Inflectional Endings -ed, -ing . . . . . . . . . . . Literary Elements: Rhyme and Rhythmic Patterns . . . . . . . . . 25 26 27 28 29 30 31 32 Short and Long o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Predictions Chart . . . . . . . . . . . . . . . . . . . . . Comprehension: Make and Confirm Predictions . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Inflected Verbs . . . . . . . . . . . . . . . . . . . Short and Long o; Inflectional Endings -s, -es . . . . . . . . . . . . Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 34 35 36 37 38 39 40 41 42 iii Plants Alive! The Tiny Seed Animal Rescue A Harbor Seal Pup Grows Up A Hospital Visit Time For Kids: A Trip to the Emergency Room How Animals Grow Farfallina & Marcel Staying Fit There’s Nothing Like Baseball iv Short and Long u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Conclusion Chart . . . . . . . . . . . . . . . . . . . . . Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Use Context Clues . . . . . . . . . . . . . . . . Short and Long u; Words with -er, -est . . . . . . . . . . . . . . . . . . Text Feature: Diagrams and Labels . . . . . . . . . . . . . . . . . . . . . 43 44 45 46 47 48 49 50 Consonant Blends: sl, dr, sk, sp, st . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Antonyms. . . . . . . . . . . . . . . . . . . . . . . . Consonant Blends; Compound Words . . . . . . . . . . . . . . . . . . Literary Element: Similes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 52 53 54 55 56 57 58 Long a: ay, ai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Homophones . . . . . . . . . . . . . . . . . . . . . Study Skills: Using the Library . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Long a: ay, ai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 60 61 62 63 64 65 66 Long i : i, ie, igh, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . . Long i ; Contractions with ’s, ’re, n’t . . . . . . . . . . . . . . . . . . . . . . Text Feature: Illustrations and Captions . . . . . . . . . . . . . . . . . 67 68 69 70 71 72 73 74 Long o: o, oa, ow, oe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Multiple-Meaning Words. . . . . . . . . . . . Long o; Contractions with ’ll, ’ve . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 76 77 78 79 80 81 82 83 84 © Macmillan /McGraw-Hill Unit 2 • Growth and Change Unit 3 • Better Together Telling Stories Head, Body, Legs: A Story From Liberia Safety First Officer Buckle and Gloria Creatures Old and Older Time For Kids: Meet the Super Croc Curtain Up! The Alvin Ailey Kids: Dancing As a Team © Macmillan /McGraw-Hill On the Farm Click, Clack, Moo: Cows That Type Long e: e, ee, ea, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . . Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . . . . . Long e; Suffixes -ful, -less . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Drop-Down Menus . . . . . . . . . . . . . . . . . . . . . . . 85 86 87 88 89 90 91 92 Long u: u, u_e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Comprehension: Illustrations Chart . . . . . . . . . . . . . . . . . . . . . 95 Comprehension: Use Illustrations . . . . . . . . . . . . . . . . . . . . . . 96 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . . 98 Long u: u, u_e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Text Feature: Floor Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Consonant Digraphs: ch, sh, th, wh . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Summarize Chart . . . . . . . . . . . . . . . . . . . . Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Suffixes and Prefixes . . . . . . . . . . . . . Study Skills: Narrow a Topic for Research . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Consonant Digraphs; Prefixes: re-, un-, dis- . . . . . . . . . . . . . 101 102 103 104 105 106 107 108 Consonant Digraphs: ch, tch, ph, sh, th. . . . . . . . . . . . . . . . . 109 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 Comprehension: Summarize Chart . . . . . . . . . . . . . . . . . . . . . 111 Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . . . . . .112 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 Vocabulary Strategy: Antonyms. . . . . . . . . . . . . . . . . . . . . . . .114 Consonant Digraphs; Open/Closed Syllables . . . . . . . . . . . .115 Literary Elements: Alliteration and Rhythmic Patterns . . . . . .116 Triple Consonant Blends: scr, spr, str . . . . . . . . . . . . . . . . . . .117 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . .119 Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . 120 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . 122 Triple Consonant Blends; Possessives . . . . . . . . . . . . . . . . . 123 Text Feature: Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 v Unit 4 • Land, Sea, Sky Splish! Splash! Animal Baths Animal Survival Goose’s Story Helping Planet Earth Time For Kids: A Way To Help Planet Earth Wild Weather Super Storms Habitats and Homes Nutik, the Wolf Pup vi r-Controlled Vowels: ar, or . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Comprehension: Compare and Contrast Chart . . . . . . . . . . 129 Comprehension: Compare and Contrast. . . . . . . . . . . . . . . . 130 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Vocabulary Strategy: Inflected Nouns . . . . . . . . . . . . . . . . . . 132 r-Controlled Vowels; Syllables . . . . . . . . . . . . . . . . . . . . . . . . 133 Literary Elements: Characters and Setting . . . . . . . . . . . . . . 134 r-Controlled Vowels: er, ir, ur. . . . . . . . . . . . . . . . . . . . . . . . . . 135 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . 137 Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . 138 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Vocabulary Strategy: Comparatives and Superlatives . . . . . 140 r-Controlled Vowels: er, ir, ur. . . . . . . . . . . . . . . . . . . . . . . . . . .141 Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Variant Vowels: oo, ou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Description Web . . . . . . . . . . . . . . . . . . . . . Comprehension: Description . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Comparatives and Superlatives . . . . . Study Skill: Changes in Print . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Variant Vowels; Syllabication Rules and Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 144 145 146 147 148 149 150 Variant Vowels: oo, ui, ew, oe, ue . . . . . . . . . . . . . . . . . . . . . . .151 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Comprehension: Predictions Chart . . . . . . . . . . . . . . . . . . . . 153 Comprehension: Make and Confirm Predictions . . . . . . . . . 154 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . . 156 Variant Vowels: oo, ui, ew, oe, ue . . . . . . . . . . . . . . . . . . . . . . 157 Literary Elements: Repetition and Word Choice . . . . . . . . . . 158 Variant Vowels: au, aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Inflected Verbs and Base Words . . . . Variant Vowels: au, aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 160 161 162 163 164 165 166 167 168 © Macmillan /McGraw-Hill Animal Needs Unit 5 • Discoveries Life in the Desert Dig, Wait, Listen: A Desert Toad’s Tale Play Time! Pushing Up the Sky Exploration Time For Kids: Columbus Explores New Lands In the Garden The Ugly Vegetables © Macmillan /McGraw-Hill Our Moon The Moon Diphthong: ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Comprehension: Author’s Purpose Chart . . . . . . . . . . . . . . . 171 Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . . . . 172 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Vocabulary Strategy: Possessives. . . . . . . . . . . . . . . . . . . . . .174 Diphthong; Synonyms and Antonyms . . . . . . . . . . . . . . . . . . 175 Text Feature: Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176 Diphthong: oi, oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Problem and Solution Chart . . . . . . . . . . . Comprehension: Problem and Solution. . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Base Words, Inflected Endings . . . . . Diphthong; Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 178 179 180 181 182 183 184 Schwa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Main Idea and Details Web . . . . . . . . . . . . Comprehension: Main Ideas and Details . . . . . . . . . . . . . . . Vocabulary Strategy: Classify and Categorize . . . . . . . . . . . Study Skill: Using the Internet . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schwa; Derivations and Root Words . . . . . . . . . . . . . . . . . . . 185 186 187 188 189 190 191 192 Silent Consonants: gn, kn, wr, mb . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Homophones . . . . . . . . . . . . . . . . . . . . Silent Consonants: gn, kn, wr, mb . . . . . . . . . . . . . . . . . . . . . Text Feature: Written Directions. . . . . . . . . . . . . . . . . . . . . . . 193 194 195 196 197 198 199 200 Hard and Soft Consonants: c, g . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Classify and Categorize Chart . . . . . . . . . Comprehension: Classify and Categorize. . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . . Hard and Soft Consonants: c, g . . . . . . . . . . . . . . . . . . . . . . . Literary Elements: Personification and Imagery . . . . . . . . . . Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 202 203 204 205 206 207 208 209 210 vii Unit 6 • Expressions Mice and Beans Creating Stories Stirring Up Memories Worlds of Art Time For Kids: Music of the Stone Age Inventors Then and Now African-American Inventors Other People, Other Places Babu’s Song viii Endings -dge, -ge, -lge, -nge, -rge . . . . . . . . . . . . . . . . . . . . . .211 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212 Comprehension: Fantasy and Reality Chart . . . . . . . . . . . . . .213 Comprehension: Fantasy and Reality . . . . . . . . . . . . . . . . . . 214 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215 Vocabulary Strategy: Inflected Verbs . . . . . . . . . . . . . . . . . . 216 Endings -dge, -ge, -lge, -nge, -rge . . . . . . . . . . . . . . . . . . . . . .217 Text Feature: Written Directions. . . . . . . . . . . . . . . . . . . . . . . 218 r-Controlled Vowel: ar, are, air . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Conclusion Chart . . . . . . . . . . . . . . . . . . . . Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Greek and Latin Roots . . . . . . . . . . . . r-Controlled Vowel: ar, are, air . . . . . . . . . . . . . . . . . . . . . . . . Literary Elements: Onomatopoeia and Word Play . . . . . . . . 219 220 221 222 223 224 225 226 r-Controlled Vowel: er, eer, ere, ear . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Judgments Chart . . . . . . . . . . . . . . . Comprehension: Make Judgments . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Multiple-Meaning Words. . . . . . . . . . . Study Skills: Choosing Research Materials . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . r-Controlled Vowel: er, eer, ere, ear . . . . . . . . . . . . . . . . . . . . 227 228 229 230 231 232 233 234 r-Controlled Vowel: or, ore, oar . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Compare and Contrast Chart . . . . . . . . . . Comprehension: Compare and Contrast. . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Suffixes . . . . . . . . . . . . . . . . . . . . . . . . r-Controlled Vowel; Related Words . . . . . . . . . . . . . . . . . . . . Text Feature: Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 236 237 238 239 240 241 242 r-Controlled Vowel: ire, ier, ure . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character and Setting Chart . . . . . . . . . . . Comprehension: Character and Setting . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Syntactic and Semantic Cues . . . . . . r-Controlled Vowel; Related Words . . . . . . . . . . . . . . . . . . . . Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 244 245 246 247 248 249 250 251 252 © Macmillan /McGraw-Hill Count on a Celebration! Practice Name Short a and i The a in cat stands for the sound of short a. The i in pig stands for the sound of short i. Write the word from the box that names each picture. © Macmillan /McGraw-Hill fan crib hat crab mitt 1. 2. 3. 4. 5. 6. 7. 8. At Home: Help your child suggest other words that have the sounds for short a or i. hand pin fish David’s New Friends Book 2.1/Unit 1 1 Practice Name Vocabulary A. Choose a word from the box to finish each sentence. Write the word on the line. carefully different excited groan tomorrow whisper 1. Tigers are they have stripes. from lions because 2. Karen had to when she talked in the library. to start school. 3. Emily was 4. We are going on a field trip 6. I heard Taylor cut out the small pieces of paper. when he finished the race. B. Choose two words from the box. Then use each word in a sentence to tell about your first day of school. Write the sentences on the lines below. 7. 8. 2 David’s New Friends Book 2.1/Unit 1 © Macmillan /McGraw-Hill 5. Juan . Practice Comprehension: Character and Setting Chart Name As you read David’s New Friends, fill in the Character and Setting Chart. Character Setting © Macmillan /McGraw-Hill Little Red Hen plants wheat; no one helps. How does the information you wrote in this Character and Setting Chart help you analyze story structure in David’s New Friends? At Home: Have your child use the chart to retell the story. David’s New Friends Book 2.1/Unit 1 3 Practice Comprehension: Character and Setting Name The characters are the people or animals in a story. The setting is where and when a story happens. Read the passage below. Then write the answers to each question on the line. It was the first day of school. Tim was worried. He saw the large playground and lots of children. He wondered if he would make new friends. When Tim heard the bell ring, he walked to his classroom. He sat at a desk next to a boy named Rob. Rob asked Tim if he would like to be friends. Tim was excited to have a new friend. 1. Who are the characters in the passage? 2. What is each character like? 4. Write two sentences about your first day of school. 4 David’s New Friends Book 2.1/Unit 1 At Home: Have your child write a short story with a character and a setting. © Macmillan /McGraw-Hill 3. What is the setting of this passage? Practice Name Fluency As I read, I will pay attention to punctuation in each sentence. “It’s nearly time for our school fair,” said Mr. Jeffs. 10 “What is our class doing?” asked Lucy. 17 “We could grow vegetables in our garden,” said Sam. 26 “Then we could sell them,” said Chico. 33 “It’s too late,” said Mr. Jeffs. “Potatoes, beans, and 42 carrots need time to grow.” 47 Jing took a deep breath. “We could grow sprouts,” 56 she whispered. 58 “Sprouts?” said Mr. Jeffs. “That sounds interesting, Jing.” 66 “We grow sprouts at home,” said Jing. “They’re ready 75 to eat in a few days.” 81 “Sprouts!” Everyone was excited. “We’ll grow sprouts!” 88 Comprehension Check © Macmillan /McGraw-Hill 1. How can you tell that Jing is shy? Character and Setting 2. Why is Jing’s solution a good idea? Draw Conclusions Words Read – Number of Errors = First Read – = Second Read – = At Home: Help your child read the passage, paying attention to the goal at the top of the page. Words Correct Score David’s New Friends Book 2.1/Unit 1 5 Practice Vocabulary Strategy: Alphabetical Order Name Dictionary entries are listed in alphabetical order. To help you put words in alphabetical order, think about where you would find them in the dictionary. Write the following groups of words in alphabetical order. 2. share trust caring nice sweet 3. dog 4. love game ice bed jump 5. teacher 6. recess 6 school reading principal math David’s New Friends Book 2.1/Unit 1 At Home: Write six to eight words and have your child put them in alphabetical order. © Macmillan /McGraw-Hill 1. friend Practice Short a and i, Inflectional Endings -s and -es Name Short a is the middle sound heard in trap and map. Short i is the middle sound heard in sit and pick. Use -s or -es to make some words mean more than one. Read each sentence. Then complete the sentence with one of the words from the list below it. 1. Please put all your dish dishs 2. Ken has three baseball bats bat 3. Which one of these cat cats © Macmillan /McGraw-Hill 4. Laura has two piges pig in the sink. dishes . bates would you like? cates on her farm. pigs 5. The baby gave me two wet kisses kisss kiss 6. My cat likes to take four napes naps on the cheek. a day. nap At Home: Have your child name two words that have the short a and i sounds. David’s New Friends Book 2.1/Unit 1 7 Practice Text Feature: Photos and Captions Name Captions are the words below a picture. They tell what the picture is about or explain what the people in it are saying or doing. 1. Write a caption to go with this picture. © Macmillan /McGraw-Hill 2. Read the caption and draw a picture to go with it. Recess is my favorite time of day. 8 David’s New Friends Book 2.1/Unit 1 At Home: Have your child draw a picture and write a caption for it. Practice Name Short o, e, u The letters o, e, and u can stand for a short vowel sound in the middle of a word. Say the name of each picture. Write the name of the picture under the correct vowel sound. top cup bed sun box net © Macmillan /McGraw-Hill short o short e short u 1. 3. 5. 2. 4. 6. At Home: Ask your child to identify six new words with short o, short u, and short e that name objects in the home. Then have him or her write the words in a list for each vowel. Mr. Putter & Tabby Pour the Tea Book 2.1/Unit 1 9 Practice Name Vocabulary Read the story. Choose words from the box to complete the sentences. Write the words on the lines. Then reread the story to check your answers. enjoyed company delighted wonderful share thinning Maria’s family liked to have visitors. came to have her over often. Maria was always friends and family at the house. She really visits from her best friend, Lea. The two liked to about the dog’s hair on the floor. She said she could make a rug from the “That would make a hair that had fallen out of its coat. story,” Lea said. “It could be the best story ever. Let’s start writing now!” 10 Mr. Putter & Tabby Pour the Tea Book 2.1/Unit 1 © Macmillan /McGraw-Hill their books and play with Maria’s dog. Maria always laughed Practice Comprehension: Story Map Name As you read Mr. Putter & Tabby Pour the Tea, fill in the Story Map. Beginning Middle © Macmillan /McGraw-Hill End How does the information you wrote in this Story Map help you analyze story structure in Mr. Putter & Tabby Pour the Tea? At Home: Have your child use the chart to retell the story. Mr. Putter & Tabby Pour the Tea Book 2.1/Unit 1 11 Practice Comprehension: Plot Name A plot contains a problem and a solution. Thinking about the plot can help you understand the story. Read the passage. Answer the questions about the plot. It was time to head home from school. Lee could not find his hat. He had seen Jim near the hats and coats earlier. “You took my hat,” Lee said. Jim said he did not, but he would be happy to help Lee look for it. An angry Lee grabbed his coat to put it on. His hat fell out of his own coat pocket. “I’m sorry,” he said to Jim. “I should have known you wouldn’t take my hat. I’ll think and look next time before I talk.” 1. Who are the characters in the story? Who is the main character? 3. Why does Lee think that Jim took his hat? 4. Does Lee solve his problem? What does he do? 12 Mr. Putter & Tabby Pour the Tea Book 2.1/Unit 1 At Home: Ask your child to talk about the plot of a favorite story. © Macmillan /McGraw-Hill 2. What is Lee’s problem?