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Contents
Unit 1 • Friends and Family
Week 1 Week 4
Friends Help Friends Animals Need Care
Vocabulary 1 Vocabulary 31
Phonics/Structural Analysis 2 Phonics/Structural Analysis 32
Comprehension: Visualize 3 Comprehension: Ask and Answer
Comprehension: Key Details 5 Questions 33
Graphic Organizer 6 Comprehension: Key Details 35
Genre 7 Graphic Organizer 36
Vocabulary Strategy: Inflectional Endings 8 Genre 37
Writing Traits: Ideas 9 Vocabulary Strategy: Root Words 38
Write to Sources 10 Writing Traits: Organization 39
Write to Sources 40
Week 2
Families Around the World Week 5
Vocabulary 11 Families Working Together
Phonics/Structural Analysis 12 Vocabulary 41
Comprehension: Visualize 13 Phonics/Structural Analysis 42
Comprehension: Character, Setting, Comprehension: Ask and Answer
Events 15 Questions 43
Graphic Organizer 16 Comprehension: Key Details 45
Vocabulary Strategy: Root Words 18 Genre 47
Writing Traits: Organization 19 Vocabulary Strategy: Inflectional
Write to Sources 20 Endings 48
Writing Traits: Sentence Fluency 49
Write to Sources 50
Week 3
Pets Are Our Friends

Vocabulary 21
Phonics/Structural Analysis 22
Comprehension: Ask and Answer
Questions 23
Comprehension: Character, Setting,
Events 25
Graphic Organizer 26
Genre 27
Vocabulary Strategy: Context Clues 28
Writing Traits: Word Choice 29
Write to Sources 30
iii
Contents
Unit 2 • Animal Discoveries
Week 1 Week 4
Animals and Nature Baby Animals
Comprehension: Make, Confirm, Revise Comprehension: Reread 83
Predictions 53 Comprehension: Main Topic and
Comprehension: Character, Setting, Plot 55 Key Details 85
Graphic Organizer 56 Graphic Organizer 86
Genre 57 Genre 87
Vocabulary Strategy: Prefixes 58 Vocabulary Strategy: Multiple-Meaning
Writing Traits: Ideas 59 Words 88
Write to Sources 60 Writing Traits: Word Choice 89
Write to Sources 90
Week 2
Animals in Stories Week 5
Vocabulary 61 Animals in Poems
Comprehension: Make, Confirm, Revise Phonics/Structural Analysis 92
Predictions 63 Comprehension: Reread 93
Comprehension: Plot: Problem and Comprehension: Key Details 95
Solution 65 Graphic Organizer 96
Graphic Organizer 66 Genre/Literary Element 97
Genre 67 Vocabulary Strategy: Multiple-Meaning
Vocabulary Strategy: Suffixes 68 Words 98
Writing Traits: Ideas 69 Writing Traits: Word Choice 99
Write to Sources 70 Write to Sources 100

Week 3
Animal Habitats
Vocabulary 71
Comprehension: Make, Confirm, Revise
Predictions 73
Comprehension: Key Details 75
Genre 77
Vocabulary Strategy: Suffixes 78
Writing Traits: Organization 79
Write to Sources 80
iv
Contents
Unit 3 • Live and Learn
Week 1 Week 4
The Earth’s Forces Weather Alert!
Comprehension: Reread 103 Comprehension: Ask and Answer
Comprehension: Author’s Purpose 105 Questions 133
Graphic Organizer 106 Comprehension: Main Idea and Details 135
Vocabulary Strategy: Similes 108 Genre 137
Writing Traits: Organization 109 Vocabulary Strategy: Antonyms 138
Write to Sources 140
Week 2
Look at the Sky Week 5
Vocabulary 111 Express Yourself
Comprehension: Reread 113 Phonics/Structural Analysis 142
Comprehension: Plot: Sequence 115 Comprehension: Ask and Answer
Graphic Organizer 116 Questions 143
Genre 117 Comprehension: Main Idea and
Key Details 145
Vocabulary Strategy: Compound Words 118
Genre 147
Vocabulary Strategy: Prefixes 148
Week 3 Write to Sources 150
Ways People Help
Vocabulary 121
Comprehension: Ask and Answer
Questions 123
Comprehension: Author’s Purpose 125
Genre 127
Vocabulary Strategy: Synonyms 128
Writing Traits: Voice 129
v
Contents
Unit 4 • Our Life/Our World
Week 1 Week 4
Different Places Folktales About Nature
Comprehension: Reread 153 Comprehension: Visualize 183
Comprehension: Connections Within Comprehension: Theme 185
a Text: Compare and Contrast 155 Graphic Organizer 186
Graphic Organizer 156 Genre 187
Genre 157 Vocabulary Strategy: Root Words 188
Vocabulary Strategy: Compound Writing Traits: Ideas 189
Words 158 Write to Sources 190
Writing Traits: Ideas 159
Week 5
Poems About Nature
Week 2
Vocabulary 191
Earth Changes Phonics/Structural Analysis 192
Vocabulary 161 Comprehension: Visualize 193
Phonics/Structural Analysis 162 Comprehension: Theme 195
Comprehension: Reread 163 Graphic Organizer 196
Comprehension: Connections a Within Genre/Literary Element 197
a Text: Cause and Effect 165
Vocabulary Strategy: Similes 198
Genre 167
Vocabulary Strategy: Context Clues 168

Week 3
Our Culture Makes Us Special
Vocabulary 171
Comprehension: Visualize 173
Comprehension: Plot: Compare and
Contrast 175
Genre 177
Vocabulary Strategy: Similes 178
Writing Traits: Voice 179
vi
Contents
Unit 5 • Let’s Make a Difference
Week 1 Week 4
Being a Good Citizen Preserving Our Earth
Comprehension: Summarize 203 Comprehension: Make, Confirm,
Comprehension: Point of View 205 Revise Predictions 233
Graphic Organizer 206 Comprehension: Plot: Problem and
Genre 207 Solution 235
Vocabulary Strategy: Suffixes 208 Graphic Organizer 236
Writing Traits: Ideas 209 Genre 237
Write to Sources 210 Vocabulary Strategy: Homophones 238
Week 2
Cooperation Works!
Week 5
Vocabulary 211
Rights and Rules
Comprehension: Summarize 213 Vocabulary 241
Comprehension: Point of View 215 Phonics/Structural Analysis 242
Graphic Organizer 216 Comprehension: Make, Confirm,
Revise Predictions 243
Genre 217
Comprehension: Connections Within
Vocabulary Strategy: Idioms 218
a Text: Cause and Effect 245
Genre 247
Vocabulary Strategy: Multiple-Meaning
Week 3 Words 248
Our Heroes Writing Traits: Voice 249
Write to Sources
250
Vocabulary 221
Comprehension: Summarize 223
Comprehension: Connections Within
a Text: Sequence 225
Genre 227
Vocabulary Strategy: Synonyms 228
Writing Traits: Organization 229
vii
Contents
Unit 6 • How on Earth?
Week 1 Week 4
Plant Myths and Facts Money Matters
Comprehension: Reread 253 Comprehension: Summarize 283
Comprehension: Theme 255 Comprehension: Connections Within
Graphic Organizer 256 a Text: Problem and Solution 285
Vocabulary Strategy: Context Clues 258 Genre 287
Writing Traits: Organization 259 Vocabulary Strategy: Paragraph Clues 288
Week 2
We Need Energy Week 5
Vocabulary 261 The World of Ideas
Comprehension: Reread 263 Phonics/Structural Analysis 292
Comprehension: Author’s Purpose 265 Comprehension: Summarize 293
Graphic Organizer 266 Comprehension: Point of View 295
Vocabulary Strategy: Paragraph Clues 268 Genre/Literary Element 297
Writing Traits: Word Choice 269 Vocabulary Strategy: Metaphors 298
Write to Sources 270 Writing Traits: Word Choice 299
Week 3
Team Up to Explore

Vocabulary 271
Comprehension: Summarize 273
Comprehension: Main Idea and
Key Details 275
Genre 277
Vocabulary Strategy: Greek and
Latin Roots 278
Writing Traits: Ideas 279
viii

Name
actions afraid depend nervously

peered perfectly rescue secret
Write your own definition for each vocabulary word.
1. actions:
2. afraid:
3. depend:
4. nervously:
5. peered:
6. perfectly:
7. rescue:
8. secret:
Practice • Grade 2 • Unit 1 • Week 1 1

Name
A. Use a word from the box to answer each riddle.

Write the word on the line.
window slim hand sister glad
1. I am at the end of your arm. What am I?
2. I am part of a house. What am I?
3. I mean almost the same as happy. What am I?
4. I mean almost the same as thin. What am I?
5. I am a girl in a family. Who am I?
The endings -s or -es make nouns mean more than one.
B. Add -s or -es to each base word. Write the new word.

6. flag 7. kiss
8. glass 9. list
2 Practice • Grade 2 • Unit 1 • Week 1

Name
Read the passage. Use the visualize strategy to picture

in your mind what is happening in the story.
A Bicycle Built for Two

The sun was shining on a beautiful fall day. The
10 leaves on the trees glowed red and gold and orange.
20 Squirrel wanted to go for a bike ride, but his bike
31 was broken.
33 “I can’t fix this by myself,” thought Squirrel. “I will
43 need some help.”
46 Squirrel went to see Fox. “Will you help me fix my
57 bike?” Squirrel inquired.
60 “I’d like to help, but I am too busy cooking soup,”
71 answered Fox.
73 So Squirrel continued on. When he saw Bear, he
82 asked for help.
85 “I’m too busy washing clothes at the moment, but
94 maybe I can help you next week,” Bear said.

Name
103 Squirrel shook his head in despair. He wanted to

112 fix his bike and take a ride today. Just then, Rabbit
123 appeared and asked Squirrel why he looked so unhappy.
132 Squirrel explained the problem. “You are probably too
140 busy to help me,” sighed Squirrel.
146 Rabbit examined the bike. He turned a wire here
155 and he oiled a wheel there. “Now let’s give it a try,”
167 Rabbit declared.
169 The two friends climbed on the bike. They rode
178 for a long time through the woods, enjoying the
187 beautiful day.

Comprehension: Key Details and Fluency
Name
A. Reread the passage and answer the questions.
1. What is stopping Squirrel from riding his bike?
2. Why can’t Squirrel get help from Fox and Bear?
3. What happens when Rabbit comes along?
B. Work with a partner. Read the passage aloud. Pay

attention to expression. Stop after one minute. Fill out
the chart.
Number of Words Correct

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Key Details
Name
Read the selection. Complete the Key Details chart.
Detail Detail Detail

Name
Thanks, Friend!
“Planting a garden is such difficult work,” gasps Mouse.
“Each hole takes lots of effort.” “I can help!” says Mole. So
Mole digs the holes quickly and Mouse plants the seeds.
Answer the questions about the text.
1. What genre of text is this? How do you know? Give two

examples from the text.
2. What does the picture help you understand about Mole?
3. How does the title help you understand the story?

Vocabulary Strategy: Inflectional Endings
Name
To figure out new words, look at word parts. A root word

may have the ending -s, -es, -ed, or -ing. The endings -s, -es,
and -ing mean the action is happening now. The ending -ed
means the action happened in the past.
Read each sentence. Then write a definition for the

underlined word.
1. The leaves on the trees glowed red and gold and orange.
Glowed means
2. “Will you help me fix my bike?” Squirrel inquired.
Inquired means
3. So Squirrel continued on.
Continued means
4. “I’m too busy washing clothes at the moment, but maybe I can
help you next week,” Bear said.
Washing means
5. “You are probably too busy to help me,” sighed Squirrel.
Sighed means

Writing Traits: Ideas
Name
A. Read the draft model. Use the questions that follow

the draft to help you add details that describe the event.
Draft Model
Ronnie and Kevin went on a picnic. When the friends got
there, they set out all the food on a blanket. Then it started
to rain. The two friends quickly put everything back into the
basket. They went home.
1. Where did the two friends go on their picnic?
2. What did they pack for their picnic?
3. How did the friends get home?
B. Now revise the draft by adding details that clearly

describe what happened at the picnic.

Write to Sources
Name
Anita used text evidence to answer the prompt: Write a

short poem about Mouse and Snake’s friendship.
Friends
Gossip from Skunk
made me doubt my friend Snake.
But all of my doubts
only hurt me as I nervously peeped around
looking for Snake, I fell into a hole.
I got stuck.
I couldn’t climb out.
And in the end,
all I had was my friend
Who helped me, and he wasn’t upset
even though I didn’t trust him.
Reread the passage. Follow the directions below.
1. Circle the event that was important to Mouse and Snake’s

friendship.
2. Draw a box around a supporting detail that tells why Mouse

was sorry.
3. Underline a descriptive detail that describes how

Mouse felt.
4. Write a complete sentence from Anita’s poem.

Name
aside culture fair invited

language plead scurries share
Use all the words in the box to write a story about a

family that goes to a parade.

Name
A. Read the sentence. Find the words that have each

short vowel sound listed. Write the words on the line.
1. The men set a bunch of crops in the box.
Short e:
Short o:
Short u:
2. It is dull and foggy before the sunrise, but then it gets bright.
Short e:
Short o:
Short u:
3. The chef made fluffy eggs and hot muffins for us.
Short e:
Short o:
Short u:
B. Add -s or -es to the end of each base word. Write the

new word.
4. drop 5. lock
6. wish 7.

Name
Read the passage. Use the visualize strategy to picture

in your mind what is happening in the story.
The Food Festival

Van and his family went to the local food festival.
10 Van’s eyes opened in amazement at how this quiet street
20 had changed. On each side, food booths were showing
29 colorful flags from different countries. Van saw the flag
38 from Mexico and the flag from China. Van followed his
48 mom, dad, and sister down the street.
55 Mom stopped at the first booth. People were selling
64 Greek salad there. Van’s family shared a big plate
73 of salad.
75 At the Chinese booth, they had the beef noodle soup.
85 At the Indian booth, they tried the spicy curry. At the
96 Mexican booth, they all had tamales.

Name
FREE
102 At last, the family reached the end of the street.

112 Everyone was full. “Which food did you like the best?”
122 asked Dad.
124 The family members all answered at once.
131 “The curry,” said Van.
135 “The tamales,” his sister said.
140 “The beef noodle soup,” Mom said.
146 “And I thought the Greek salad was the best,” said
156 Dad with a smile. “I guess we can agree that all the food
169 at the festival is delicious.”

Comprehension: Character, Setting, Events, and Fluency
Name
1. Who are the characters in the story?
2. Write a brief description of the setting of the story.
3. Write to tell what happens at the beginning, middle, and end

of the story.

the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Character, Setting, Events
Name
Read the selection. Complete the Character, Setting,

Events chart.
Character Setting Events

Name
Two Kinds of Football

Tim and Victor arranged to play football with their
families. Tim said eagerly, “Here’s a football!” Victor
said, “I brought a soccer ball. In many other countries,
soccer is called football.” That day, they learned to play
two kinds of football.
1. What genre of text is this? How do you know?
2. What event happens at the beginning of the story?
3. Think of another ending for the story. Write about it.

Vocabulary Strategy: Root Words
Name
Read each sentence. Then write your own sentence that

shows the meaning of the underlined word.
1. On each side, food booths were showing colorful flags from

different countries.
2. People were selling Greek salad there.
3. Van’s family shared a big plate of salad.
4. reached the end of the street.
5. The family members all answered at once.

Writing Traits: Organization
Name
A. Read the draft model. Use the questions that follow the
draft to help you write a strong beginning for the story.
Draft Model
She went to the store to get some milk. It was a long walk.
When she got there she was upset. She forgot her money. The
store owner was very kind. He said she could take the milk and
bring the money later.
1. Who is the character in the story?
2. Where does the story take place?
3. What information will make readers want to continue reading?
B. Now revise the draft by adding a strong beginning

that grabs the reader’s attention and tells the character
and setting.

Write to Sources
Name
Alex used text evidence to answer the prompt: Write a

paragraph that describes a meal that Rubina’s family shares
with friends.
On Saturday, we invited our friends, the Garcias, to share

a meal with us. Ami wanted to serve foods from our culture.
However, I begged and she agreed to serve an American meal.
I searched for recipes, and Ami and I talked about what we
should serve. We decided on pizza topped with vegetables, a
big salad, and ice cream. Sana and I helped to set the table.
We used a red cloth with blue napkins. With our white plates,
the table looked like an American flag! Mrs. Garcia brought
us fresh strawberries from the market. Maryam ate two slices
of pizza and two servings of salad. The sauce was all over her
face! Sana was a little mad because Maryam took the last slice
of pizza. She was happier, though, when Ami served her a big
bowl of strawberries!

1. Circle the event that Alex uses at the beginning of his model.
2. Draw a box around the words that describe the meal.
3. Underline a detail that tells how Sana acted during

the meal.
4. Write an exclamation that Alex included in his response.

Name
decide different friendship glance

proper relationship stares trade
Read the riddle and the answer. Then write a riddle for
each of the remaining words in the box.
I am doing things in a correct way. What am I?
Answer: proper
1.
Answer:
2.
Answer:
3.
Answer:
4.
Answer:
5.
Answer:
6.
Answer:
7.
Answer:

Name
A. Read each sentence. Circle the word with the blend.

Write the word and circle the consonant blend.
1. Can we have chocolate milk with our lunch?
2.
3. The girl trips over a rock in the yard.
4. My cousins live west of the city on a ranch.
5. A crane will get the big wooden box.
B. Put the syllables together and write the word. Then

write the word in a sentence.
6. con test
7. fol low
8. nic

Comprehension and Fluency
Name
Read the passage. Ask and answer questions as you

read to check your understanding.
A Pet of His Own

Jeff lived with his family and their three pets. His
10 sister Kim had a bird and his brother Rick had two mice.
22 Jeff wanted ownership of a pet, too. He wanted a pet
33 that belonged to him.
37 “May I get a snake?” Jeff asked his parents with
47 consideration because he knew it was good to be
56 respectful and use good manners.
61 “A snake will eat my bird,” Kim screeched, her high-
70 pitched cry upsetting her bird. The bird began
79 to chirp.
81 Jeff had another idea, so he asked, “May I get a cat?”
93 “A cat will eat my bird,” complained Kim.
101 “And a cat will eat my mice,” stated Rick.

Name
110 Jeff was puzzled by his pet problem and didn’t

119 know how to solve it. He wanted a unique pet, not an
131 ordinary bird or mouse. He couldn’t get a snake or a cat.
143 What kind of pet wouldn’t annoy or disturb the other
153 animals?
154 Then one day Jeff spotted an ad for a rabbit. Here was
166 a pet that could get along with the others.
175 When Jeff’s parents got him the rabbit, he was
184 overjoyed. He gave a shout of happiness.

Name
1. Who are the characters in the story?
2. What is the setting of the story?
3. Think of a story event that could take place after Jeff gets
his pet rabbit. Write about it.
B. Work with a partner. Read the passage aloud. Try

to make your voice rise and fall as if you are speaking
naturally. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Read the selection. Complete the Character, Setting,

Events chart.
Character Setting Events

Genre/Literary Element
Name
The Perfect Reading Partner

Reading was difficult for Lizzie.
While Lizzie was reading one day,
her cat Gumbo sprang onto her
lap. Lizzie read aloud to Gumbo.
She read every word correctly.
Gumbo turned out to be a terrific
listener!
2. What event happens at the beginning of the story?
3. What event happens in the middle of the story?
4. What event happens at the end of the story? How do you think
Lizzie feels?

Vocabulary Strategy: Context Clues
Name
A. Read the sentences. Underline the context clues in the

sentences that help you figure out the meaning of the word in
bold print.
1. Jeff asked his parents with consideration because he knew

it was good to be respectful and use good manners.
2. “A snake will eat my bird,” Kim screeched, her high-pitched cry

upsetting her bird.
3. He wanted a unique pet, not an ordinary bird or mouse.
B. Write a sentence for each word below. Use context clues to

make the meaning clear.
4.
5. disturb
6.
28
Writing Traits: Word Choice
Name

the draft to help you use more precise words.
Draft Model
My kitten is a good size for my family’s small apartment.
She can sleep on my lap. She has nice fur. My kitten likes to
be outside and so do I.
1. What size is the kitten?
2. What color is the kitten’s fur? How does it feel?
3. What does the kitten like to do outside?
B. Now revise the draft by replacing general words with

more precise, interesting words about the kitten.

Write to Sources
Name
James used text evidence to answer the prompt: Add an

event to the end of the story in which the boy gets a puppy.
I finally got a puppy! Mom and Dad told me I had taken

good care of Norman, so they thought I could take care of a
puppy! We went to an animal shelter where there were lots of
animals. I chose a little puppy with floppy ears. He is mostly
white with patches of black and brown. I call my puppy
Patches.
At first, Patches and Norman didn’t get along. I think
Norman was jealous. He would swim around his bowl and
just look at Patches. Then one day, I left Norman on the table
in the sun. Patches pulled at my sleeve until I moved Norman.
Now Norman and Patches are best friends! I miss them both
when I’m at school. When I get home, we all go to the park!

1. Circle the event that James uses to begin his answer.
2. Draw a box around the precise words that James uses to

describe his puppy.
3. Underline a descriptive detail that shows the boy’s feelings

about his pets.
4. Write the subject of this sentence: I call my puppy Patches.

Name
allowed care excited needs

roam safe wandered wild
A. Write the vocabulary word from the box that best

completes the sentence.
1. Some animals are and cannot be tamed.
2. My aunt is not feeling well and must have

and special attention.
3. He left the path and into the forest.
4. Shelter and food are basic .
5. A list of rules on the door told students what was not
in the classroom.
6. Herds of buffalo across wide spaces in search

of food and water.
7. The police officer said when it was to cross

the road.
8. When Paul came home, his dog was so

it leaped into his arms.

Name
A. In each sentence, circle one short a and underline

one long a word.
1. My friend has a good plan for building a model plane.
2 His uncle can go for short strolls by using a cane.
3. I used up all the tape for a project I worked on in the past.
4. We made muffins and set them on a rack.
B. Rewrite each sentence to tell about the past.

Change the ending of the underlined verb.
5. She is patching the tear in her jacket.
6. The ducks in the pond are quacking.
7. The computer is tracking the votes.
8. The student is adding numbers in math class.

Name

A Fire Dog
Wilshire is a fire dog that lives in the city. When
11 Wilshire first came to the fire station, he was only three
22 months old. He lived at the fire station along with fifty
33 firefighters. They took care of Wilshire. They fed him
42 and gave him water to drink.
48 The firefighters hired a dog trainer. The trainer gave
57 Wilshire lessons on how to live in the fire station. The
68 trainer showed Wilshire where he could and could
76 not go.
78 For exercise, Wilshire didn’t even have to go outside.
87 He was trained to run on a treadmill inside the station.

Name
©John Connell/Corbis
Fire dogs like Wilshire are often a breed called Dalmatians.
98 Soon Wilshire became close friends with one

105 firefighter. Now Wilshire and the firefighter spend a
113 shift at the fire station together. Then the firefighter
122 takes Wilshire home. This gives Wilshire a break from
131 the busy station. Wilshire also has fun meeting and
140 playing with other dogs.
144 Wilshire got even more training. Now he can do fire
154 safety tricks. He visits schools and shows children how
163 to “Stop, Drop, and Roll.”
168 All that work keeps Wilshire quite busy!

Name
1. Write three details that tell how the firefighters take care
of Wilshire.
2. How does Wilshire use his training?
3. Describe another photo that could go with the passage. Write

a caption for it.
B. Work with a partner. Read the passage aloud. Pay attention

to intonation. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Name
The Foster Pet

Amy’s family is responsible for
a foster pet. They feed and play
with Rocky. They take him to the
vet for regular check-ups. They
Juice Images/age fotostock

train him to follow a variety of
commands. When Rocky gets
bigger, he will go to another
family for a lasting home.
Amy trains Rocky to walk on a leash.
Answer the questions about the selection.
2. Write two things the photo helps you learn.
3. Write your own caption for the photo.

Name
Read each sentence and look at the underlined word. Circle

the root word. Rewrite each sentence so the underlined word
tells about the present or the past.
1. Wilshire is a fire dog that lives in the city.
Rewrite the sentence in the past:
2. The firefighters hired a dog trainer.
Rewrite the sentence in the present:
3. The trainer showed Wilshire where he can and can not go.
Rewrite the sentence in the present:
4. Wilshire plays with other dogs.
5. He visits schools and shows children how to “Stop, Drop,

and Roll.”

Name
A. Read the draft model. Use the questions that

follow the draft to help you think about how to use
sequence words.
Draft Model
Here’s how to give a dog a bath. Fill the tub with warm
water. Get the dog in the tub and wash her with soap. Rinse
her with plenty of fresh water. Dry the dog with a towel.
1. To give a dog a bath, what do you do first?
2. What do you do next? Then what?
3. What is the last thing you do?
B. Now revise the draft by adding sequence words such

as first, next, then, and last to help readers understand
the order of ideas.

Write to Sources
Name
Sophie used text evidence to answer the prompt: In your

opinion, is it easier to care for a baby rhino or a dog?
In my opinion, it would be easier to care for a dog than a

baby rhino. I can see on page 86 that rhinos are large animals.
They need plenty of space to play. There is a park near my
house, but a rhino would need more room. I also read on page
89 that Lola drank more than a gallon of milk five times a
day! I think that would be a lot of work.
Caring for a dog would be much easier. I know that dogs
need food and water. I could do that before I go to school.
When I got home from school, I could walk a dog in the park.
After that, I could brush a dog. Then I would feed a dog its
dinner. I think caring for a dog would be much more fun and
easier than caring for a rhino.
1. Draw a box around the sentence in which Sophie introduces

the topic and states her opinion.
2. Underline the sentences that tell the sequence, or order, in

which Sophie would care for a dog each day.
3. Circle a linking word that shows Sophie’s opinion about

caring for a dog and a rhino.
4. Write a predicate from any sentence in Sophie’s model.

Name
checks choose chores cost

customers jobs spend tools
A. Write each pair of words in a sentence.
1. customers/spend
2. tools/jobs
3. choose/chores
4. cost/checks
B. Now choose your own pair of words from the box.

Write the words. Write the two words in a sentence.
5.

Name
A. Follow the directions. Write each new word.
Change the a in have to i. What is the new word?
2. Change the u in truck to i. What is the new word?
3. Change the a in packed to i. What is the new word?
4. Change the o in whole to i. What is the new word?
B. Rewrite each sentence using a possessive noun to

replace the underlined words.
5. The lunch of the girl is in a bag.
The notebook of the teacher is on her desk.
7. I use the computer that belongs to the library.

Name

Family Business
Families sometimes work together to start up a
8 business. The family members pitch in to make it work.
18 Then the business can be passed down through the
27 generations. New family members take over from older
35 family members. In this way, the family business can
44 last for many years. Here’s one family business that has
54 lasted for 95 years.
58 In 1916, two families started a new business by
67 opening a coffee company. They roasted the coffee
75 beans by hand. Because there were no cars then, they
85 used horses and wagons to deliver the coffee.
93 The coffee was popular and the business grew. More
102 family members came to work for the company. In 1918,
112 the company was able to buy its first truck.

Name
Family Business Then and Now

1916 Today
Roasted coffee beans by Sell coffee in stores,
hand. Delivered coffee restaurants, and online.
using a horse and wagon. Make ads for TV.
121 The next generation joined the business in the 1940s.

130 The company kept growing. It sold coffee to restaurants.
139 The company soon needed a bigger office.
146 By the 1990s, the third generation was working for
155 the company. The company expanded into new places.
163 They sold coffee in supermarkets and made ads for TV.
173 In 2007, they opened an online store.
180 These family members worked hard to make their
188 coffee company a success. Now they can pass the
197 business on to the next generation.

Name
1. Write one key detail about the family business in its early years.
2. Write one key detail about the family business in recent years.
3. What key detail helps you understand why the family

business has lasted for 95 years?

attention to how you pause and group words together. Stop
after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Name
Family Business
When families own a pizza shop, all the members
work to make it successful. The adults prepare the food
and wait on customers. After school, the kids pitch in by
cleaning tables and windows.
Adults’ Jobs Kids’ Jobs

make food clean tables
help customers clean windows
2. How does the chart organize information?

3. Write one more example of an adult’s job and one more

example of a kid’s job that could be added to the chart.

Vocabulary Strategy: Inflectional Endings
Name
Read each sentence. Then write a definition for the

underlined word.
1. Families sometimes work together to start up a business.
Families means
2. Here’s one family business that has lasted for 95 years.
Lasted means
3. They roasted the coffee beans by hand.
Roasted means
4. It sold coffee to restaurants.

Restaurants means
5. The company expanded into new places.
Expanded means

Writing Traits: Sentence Fluency
Name

the draft to help you think about using sentences of
different types and lengths.
Draft Model
I like to help my family get chores done. It makes our
house clean. It also gives us free time together. That’s what I
love best.
1. Where could you add a question?
2. Where could you add an exclamation?
3. Which sentences could you make longer? Which sentences

could you make shorter?
B. Now revise the draft by writing some questions or

exclamations and by writing some long sentences and
some short sentences.

Write to Sources
Name
Lee used text evidence to answer the prompt: How are

Families Working Together and “Why We Work” similar?
The Gelders make goods and provide a service. I read on

page 105 that they grow fruits and vegetables. On page 106, I
read that they plant strawberries and they make jam with the
extra berries. I can also see that they grow apples. These clues
tell me that the Gelders produce food and things made from
food. These are goods like the baked goods I see on page 108.
In “Why We Work,” I learned that services are actions that
people do. On page 109, I read that teachers provide a service.
They help students learn. The Gelders also provide a service.
On page 105, I read that they sell fruits and vegetables. I can
see in the photo on page 107 that they sell honey and jam.
The Gelders make goods and provide services by selling
their goods.
1. Circle two sentences that show how Lee varies his writing.
2. Underline text evidence that supports Lee’s response to the
prompt.
3. How does Lee sum up his response? Draw a box around his
conclusion.
4. Write an example that shows expanding a sentence by

combining ideas.

Name
adapt climate eager freedom

fresh sense shadows silence
1. adapt: .
2. climate: .
3. eager: .
4. freedom: .
5. fresh: .
6. sense: .
7. shadows: .
8. silence: .

Name
A. Write each pair of words in the box in a sentence.
not/phone locked/notebook
plot/wrote foxes/home
2.
3.
4.
B. Read each word. Write the base word.
5. dropping 6. shopping
7. poked 8. dozing

Name
Read the passage. Use the make predictions strategy

to predict what will happen in the story.
Looking for Animals

Ms. Lee takes her class to the woods for a hike. She
12 instructs her students to look for woodland animals.
20 All the children carry notebooks so they can sketch and
30 take notes about the animals they will see.
38 The group sets off down the path. High above, birds
48 chirp and tweet in the trees. One boy points to what he
60 thinks is a robin, but the others disagree. They believe it
71 is just a leaf.
75 The children hear an unfamiliar sound. The hooting
83 is unlike the other sounds. They peer up, but are unable
94 to see anything. An owl looks down. The owl’s brown
104 feathers blend in with the leaves, but the children do not
115 see it.

Name
117 The children pass by a small pond. A deer is drinking

128 there, but it stands still as the group walks by. With its
140 brown coat, the deer seems to disappear into the woods.
150 It slips away unseen.
154 One girl gazes down at the uneven path. She sees
164 what look like small lumps of dirt. Then she stops
174 watching. The lumps jump away. The tiny toads go
183 unnoticed as they blend in with the ground.
191 The hike is finished. The children retrace their steps
200 back to the bus. The driver unlocks the door. The trip
211 today was unsuccessful. Maybe the class can return
219 another day!

Comprehension: Character, Setting, Plot and Fluency
Name
1. What happens at the beginning of the story?
2. What happens at the end of the story?
3. How do you think the children feel at the end of the story?
Explain why you think so.

attention to where you pause as you read. Stop after one
minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

ComC
Comprehension: prheh actse
aren iorn
, Saentdting
Flu,en
Plcoyt
Name
Read the selection. Complete the Plot chart.
Beginning
Middle
End

Name
Surviving the Winter

In the summer, Jerry saw a family of chipmunks
scampering around his yard. How would the chipmunks
survive the cold winter? Jerry researched chipmunk
habits. He learned that they would hibernate all winter.

2. What is the purpose of the picture?
3. What is another way that Jerry could have learned about

chipmunks?

Vocabulary Strategy: Prefixes
Name
A. Read each sentence. Circle the word that has a prefix.
1. The children hear an unfamiliar sound.
2. With its brown coat, the deer seems to disappear into the woods.
3.
4.
B. Use each word you circled above to write a short story

about a woodland animal.

Name

the draft to help you add descriptive details.
Draft Model
Meg and Tom go to the beach. They swim in the water. Meg
sees birds flying in the sky. Tom finds shells on the beach. Then
they see a crab near the water!
1. What kind of beach is this? What kind of day is it?
2. What details can tell more about the birds, shells, and crab
that Meg and Tom see?
3. What details might tell how Meg and Tom feel about their day
at the beach?
B. Now revise the draft by adding descriptive details

that help readers learn more about the setting and
characters.

Write to Sources
Name
Olivia used text evidence to support the prompt: Pretend

you are the girl in Sled Dogs Run. You are telling your
mother what you learned about fennec foxes in school.
Today in school I learned about an animal that is very

different from my sledding dogs. They are called Fennec
foxes. I had so many questions about Fennec foxes. I
wondered if they were anything like my dogs.
First, I found out that they live in the desert. They never
have to get used to snow like my huskies. They also don’t
get the fun of running to pull a sled. Fennec foxes look
similar to small dogs. They have thick fur to protect them
from heat. Their special ears keep sand out.
Both animals use their tails to cover their faces when
they sleep. Both animals also have special body parts that
help them survive in difficult places.

1. Draw a box around an event that tells the girl’s feelings for
her sled dogs.
2. Underline a sentence that tells how Fennec foxes and

Siberian huskies are alike.
3. Circle a detail that tells how Fennec foxes are different.
4. Write a noun that Olivia used in the first sentence.

Name
believe delicious feast fond

lessons remarkable snatch stories
Write a fable about a person who took something from

someone else and the lessons that the characters
learned. Include all the words from the box.

Name
A. Follow the directions. Write each new word.
Change the i in miles to u. What is the new word?
2. Change the e in hemmed to u. What is the new word?
3. Change the o in rode to u. What is the new word?
4. Change the ea in dreams to u. What is the new word?
5. Change the e in bench to u. What is the new word?
B. Put the syllables together and write the word. Then

write the word in a sentence. Copyright © McGraw-Hill Education
6. pro duce
7. a muse
8. com plete

Name
Read the passage. Use the make predictions strategy to

predict what will happen in the story.
Fox Gets Help

One day, Fox was strolling through the woods when
9 he spied a bunch of juicy grapes hanging high up
19 in a tree.
22 “Those will make a healthful snack,” Fox thought
30 greedily licking his lips. He jumped up to try to snatch
41 the grapes.
43 Fox nearly reached the grapes, but he could not jump
53 high enough. Fox really wanted those grapes, so he
62 made a plan. He got a tall ladder and leaned it on the
75 tree. Now he would be able to climb up and reach the
87 grapes easily.

Name
89 Fox stepped up onto the ladder. The wind blew fiercely.

99 The wind blew the ladder down onto the ground. This
109 happened repeatedly. Fox sighed loudly. He was about to
118 admit defeat. Then Turtle came by.
124 Turtle had a helpful idea. “I will hold the ladder
134 securely, and then you can climb up,” Turtle said. So up
145 Fox went. He quickly picked the bunch of grapes.
154 When Fox was safely back on the ground, he happily
164 shared the grapes with Turtle.
169 “I am very thankful for your help, Turtle,” said Fox. “I
180 wouldn’t have been successful without your assistance.

187 Sometimes it takes a friend to help you reach a goal!”

Comprehension: Problem and Solution and Fluency
Name
1. What was the problem in the story?
2. What was the solution?
3. How else might Fox have solved the problem?


the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Problem and Solution
Name
Read the selection. Complete the Problem and Solution

chart.
Problem
Steps to Solution

Solution

Name
The Fox and the Grapes

One day the fox noticed a bunch of grapes high up
in a tree. When he was unable to reach the grapes, he
walked away in disgust. “Those grapes must be sour,”
muttered the fox. It is easy to dislike something you
cannot get.
2. What event happens at the beginning of the fable?

3. What event happens at the end of the fable?
4. Are the grapes really sour? Why does the fox say they are?

Vocabulary Strategy: Suffixes
Name
Read each sentence. Underline the word that has a suffix.

Then write a sentence of your own using the word.
1. Now he would be able to climb up and reach the grapes easily.
2. The wind blew fiercely.
3. This happened repeatedly.
4. Turtle had a helpful idea.
5. “I am very thankful for your help, Turtle,” said Fox.

Name

the draft to help you add supporting details.
Draft Model
1. How does the shepherd boy feel?
2. What is he thinking about when he thinks he sees a wolf?
3. What details could explain more about the actions of the

shepherd boy and the villagers?
B. Now revise the draft by adding supporting details that

explain your ideas about how the shepherd boy and the
villagers act, think, and feel.

Write to Sources
Name
Mia used text evidence to answer the prompt: Add an

event to Wolf! Wolf! in which the old wolf and the goat
help Cinderella go to the ball.
The wolf and the goat are now good friends. They are
always together. One day they were picking vegetables
when Cinderella visited. She was sad because she had no
friends. The wolf and the goat said she could help them
pick vegetables. After that, they became good friends.
One day Cinderella said she wanted to go to the town
dance, but she didn’t have a dress. The wolf and the
goat wanted to help. They made a beautiful dress out of
dandelion flowers.
Cinderella danced with the handsome king. She was so
excited, she ran to tell her friends. On the way, she lost a
slipper. The king returned it to her, and they fell in love.

1. Circle the reason that the wolf and the goat became
Cinderella’s friend.
2. Draw a box around a sentence that Mia wrote that includes

a time-order word or phrase.
3. Underline an idea that shows how the wolf and the goat
are such good friends to Cinderella.
4. Write a plural noun that is used in the first paragraph.
.
Vocabulary
Name
buried escape habitat journey

nature peeks restless spies
A. Write a riddle for the remaining words in the box.

I cannot sit still for a minute. What am I?
Answer: restless
1.
Answer:
2.
Answer:
3.
Answer:
4.
Answer:
5.
Answer:
6.
Answer:
7.
Answer:

Name
A. Read each sentence. Circle the word with soft c or

soft g. Write the word.
There will be a craft fair in the center of town.
2. I cooked a great dish with ginger and carrots.
3. We gladly collected all the coins in a giant container.
4. The fancy car cost thousands of dollars.
5.
B. Write the meaning of each word. Copyright © McGraw-Hill Education
6.
7. reconnect
8.
9. displeased

Comprehension and Fluenc
Name

predict what you will learn.
Two Kinds of Tundra

The Arctic Tundra
3 Dr. Jones traveled to the Arctic tundra. It was
12 extremely cold with no trees. However, there were low-
20 growing grasses and flowers. Dr. Jones was hopeful
28 that he would see animals. He made a careful study of
39 everything he found.
42 In the sky, Dr. Jones saw birds, such as playful ravens
53 and gulls. On the ground, he saw animals, such as
63 gray wolves and Arctic hares. He understood that
71 many of these animals had extra fat. This was useful
81 for keeping the animals warm during the cold winter.
90 Some of the animals slept during the winter, while
99 others moved south, where it was warmer.

Name
Brand X Pictures/Getty Images

106 The Alpine Tundra
109 Then Dr. Jones traveled to the alpine tundra. He
118 was seriously interested in making a comparison of the
127 two places. This tundra did not have trees, either. While
137 the alpine plants were almost like the Arctic plants, the
147 animals were clearly different.
151 Like the Arctic tundra, the alpine tundra had birds,
160 including jays and grouse. Dr. Jones also saw sheep

169 and elk. He understood that some of these animals also
179 had extra fat, which kept them warm. Some of these
189 animals slept through the winter, while others moved
197 south.

Comprehension: Main Topic and Key Details and Fluency
Name
1. What is the main topic of the passage?
2. Write two key details about the Artic tundra.
3. Write two key details about the alpine tundra.


attention to how you group words together as you read.
Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Main Topic and Key Details
Name
Read the selection. Complete the Main Topic and Key

Details chart.
Main Topic

Genre/Text Features
Name
In the Cave
The scientist enters the chilly, dim cave. Once inside,
she observes shrimp and cave beetles. The cave is their
permanent home. Then she sees a snail, an animal that
can live both in and out of the cave.
2. Write three events from the text in sequence.

3. Why does the author put the words shrimp, cave beetles, and
snail in bold print?
4. How does the chart give information beyond the text?

Name
A. Read each sentence. Circle the word that has a suffix.
1. It was extremely cold with no trees.
2. In the sky, Dr. Jones saw birds such as playful ravens

and gulls.
3. This was useful for keeping the animals warm during the
cold winter.
4. He was seriously interested in making a comparison of the

two places.
B. Use each word you circled above to write a short story

about an animal on the tundra.

Writing Traits: OaV
rngan
odcF
ailz
bua
uen
tlar
iocn
y
Name

the draft to help you add sequence words.
Draft Model
1. What does the white tiger do first? What does he do next?
2. What event happens last?
3. What words can you add to make the writing easier to

understand?
B. Now revise the draft by adding sequence words such

as first, next, then, and last to help readers understand
the order of events.

Write to Sources
Name
Stella used text evidence to answer the prompt: How are

the turtles in both selections alike and different? Use details
from both texts.
The turtles in Turtle, Turtle, Watch Out! and “At Home

in the River” are similar in many ways. They are also
different in some ways.
On page 166 of Turtle, Turtle, Watch Out!, I read that the
mother turtle covers her eggs with sand from the beach.
The mother turtle from “At Home in the River” also covers
her eggs. She covers them with dirt to protect them.
The turtles are different too. In Turtle, Turtle, Watch
Out!, I read that the turtles are born in the sand and then
swim to the ocean. The turtles in “At Home in the River”
are born in the dirt, and then swim in the river.
The turtles are similar, and they are also different.

1. Underline the order of events from the ocean’s turtle’s birth
to its return to the ocean.
2. Draw a box around text evidence from either selection.
3. Circle the sentence in which Stella sums up her ideas.
4. Write a common noun that is used in the third paragraph.

Name
adult alive covered fur

giant groom mammal offspring
Choose the word that makes sense in each blank. Then

write the word on the line.
1. A baby chick is with soft feathers.
2. Some look a lot like their parents.
3. Whales are sea animals.
4. A cat will itself to stay clean.
5. A horse is a because it feeds its babies milk.
6. A fox’s coat helps to keep it warm.
7. Some baby animals need to be cared for by an .

8. Animals need food and water to stay .

Name
A. Complete each word by adding ng, ph, sh, or tch.

Write each word in a sentence.
ca es
2. ones
3. tra
4. bri
B. Write the meaning of each word.
5. blameless Copyright © McGraw-Hill Education
6. thoughtful
7. colorless
8. wonderful

Name
Read the passage. Use the reread strategy to make sure

you understand the information.
Opossums
An adult opossum is roughly the size of a large cat.
11 When the mother gives birth, she may have seven or
21 more babies. She has a pouch, like a kangaroo.
30 Each baby opossum is the size of a honeybee. At first,
41 the babies remain inside the mother’s pouch. After two
50 months pass, the babies leave the mother’s pouch. They
59 are still small enough that the mother can carry them
69 on her back. The baby opossums develop quickly. Soon,
78 the young animals are on their own.

Name
Opossum
ear
nose
tail
Photodisc/Getty Images
whiskers
thumb
85 An adult opossum has long gray fur on its body. Its

96 face is white and it has black ears. The opossum has
107 a pointed snout with a pink nose. Its tail and feet are
119 pink, too. Its mouth is filled with fifty sharp teeth.
129 An opossum has a very useful tail. This tail is almost
140 a foot long and nearly hairless. The opossum can use
150 this tail to grasp things. Its tail helps it cling to tree
162 branches. On each hind foot, an opossum has a thumb.
172 These thumbs help it grasp things, too.

179 These animals are known for “playing possum.”
186 When rattled by a predator, they lie still and don’t move
197 at all until the threat goes away.
Photodisc/Getty Images

Comprehension: Main Topic and Key Details and Fluency
Name
1. What is the main topic of the passage?
2. Write two key details about an adult opossum.
3. Write two key details about a baby opossum.


attention to pronunciation. Stop after one minute. Fill out
the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Main Topic and Key Details
Name
Read the selection. Complete the Main Topic and Key

Details chart.
Main Topic

Genre/Text Features
Name
Leopards and Their Cubs

When leopard cubs are born, their eyes are closed.
Their fur is different from their parents’ fur. The cubs’
fur is long, thick, and deep gray. The cubs’ spots can
sometimes be invisible.
Leopard
yellow eyes
Sigi Kolbe/Moment Open/Getty Images

long tail
whiskers
claws
black spots

2. What is the purpose of the diagram?
3. What title could you give the diagram to make it more specific?

Vocabulary Strategy: Multiple-Meaning Words
Name
Read each sentence. Write the meaning of the underlined

word as it is used in the sentence.
1. After two months pass, the babies leave the mother’s pouch.
2. Soon, the young animals are on their own.
3. The opossum has a pointed snout with a pink nose.
4. When rattled by a predator, they lie still and don’t move

at all until the threat goes away.
5. When rattled by a predator, they lie still and don’t move

at all until the threat goes away.
88
Name

the draft to help you add linking words.
Draft Model
1. What are some ways you can connect the ideas in the draft?
2. How is a puppy different from its parent?
3. How is a puppy the same as its parent?
B. Now revise the draft by adding and replacing words to

connect ideas with linking words, such as and, so, also,
but, or however.

Write to Sources
Name
Nick used text evidence to answer the prompt: Which

selection is presented in a more clear and understandable
manner?
I think that Baby Bears presents information more

clearly than “From Caterpillar to Butterfly.” Both
selections tell how baby animals become adults, but they
are organized in different ways. I like the pictures in Baby
Bears to see the differences between bear cubs and adults.
Both passages use diagrams to show how the animals
change, but Baby Bears has more information to share.
For example, it tells about the eight kinds of bears on
page 190. On the next page, the text gives more detailed
information about one kind of bear, the panda. In “From
Caterpillar to Butterfly” the butterfly and its offspring
are the only topic. The focus is the life cycle, with little
information on the kinds of butterflies.

1. Nick states his opinion in the topic sentence. Underline the
topic sentence.
2. Nick includes facts about bears and butterflies in his

response. Draw a box around one of the facts.
3. Circle a linking word that Nick uses to connect ideas.

4. Write a noun from the model that changes its spelling from
singular to plural.
.
Vocabulary
Name
behave express
feathers flapping
A. Write your own definition for each vocabulary word.

1. behave:
2. express:
3. feathers:
4. flapping:
B. Use all the words in the box to write a story about a

pet bird that escapes from its cage.
5.

Name
A. Read each sentence. Circle the word with the blend.

Write that word and underline the consonant blend.
Dad shreds the papers he no longer needs.
2. She wears a striped shirt with polka dot shorts.
3. The king sits on his gold throne when he gives commands.
4. The soapy water splashes out of the tub when the girl takes
a bath.
B. Read each sentence. Write a compound word to

replace the underlined words.
5. I need a ladder with steps to pick apples from the tree. Copyright © McGraw-Hill Education
6. Our room for class has big windows.
7. We played soccer in the yard in back.

Name
Read the poem. Use the reread strategy to check your

understanding.
A Tortoise
A tortoise is a gentle fellow,
6 It lives a life that’s calm and mellow.
14 A tortoise can live for quite a long span,
23 In fact it may even live longer than a man.
33 You’ll never discover a tortoise at sea,
40 It lives on the land—that’s where it should be.
50 Can a tortoise enter and win a race?
58 Not when it moves at such a slow pace.
67 It has four stumpy legs and four tortoise feet.
76 Flowers and leaves are its favorite treat.

Name
83 Some creatures have feathers and some have hair,

91 But what does our friend tortoise wear?
98 A tortoise wears a hard outer shell,
105 That always works to serve it well.
112 When a tortoise is uncertain about where to hide,
121 It simply pulls its head and four limbs inside.
130 Even though at times a tortoise may feel shy,
139 It can walk around with its head held high.
148 For a tortoise is a marvel of the animal pack,
158 It carries its home right on its back.

Name
A. Reread the poem and answer the questions.
1. Write a key detail about a tortoise’s life span.
2. Write a key detail about a tortoise’s home.
3. Write a key detail about how a tortoise stays safe.
B. Work with a partner. Read the poem aloud. Pay attention

to how you pause and group words together. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Name
The Robin
A robin gathers twigs and bits of fuzzy fluff,
And pointed sticks and yarn and string and other stuff.
She searches far and wide and selects what is best,
She weaves things in and out to build a cozy nest.
2. How many beats do you hear in each line?
3. Why do you think the poet uses rhythm?

Name
Read the lines from the poem. Write the meaning of the word
in bold print as it is used in the poem.
1. You’ll never discover a tortoise at sea,

It lives on the land—that’s where it should be.
2. Can a tortoise enter and win a race?

Not when it moves at such a slow pace.
3. A tortoise wears a hard outer shell,

That always works to serve it well.
4. When a tortoise is uncertain about where to hide,

It simply pulls its head and four limbs inside.
5. For a tortoise is a marvel of the animal pack,

It carries its home right on its back.

Name

the draft to help you think about what precise words you
can add.
Draft Model
I went outside one night.
Something moved, so I turned on the light.
It was a little toad,
Hopping across the road.
1. What kind of night is it?
2. What does the toad look like?
3. How does the toad move?
B. Now revise the draft by adding precise words to give

readers a clearer picture about the night and the toad.

Write to Sources
Name
Martin used text evidence to answer the prompt: Write a

poem about an animal that is very busy. Use precise words
and rhyme.
Noisy Fly
A noisy fly flew into my room.
Just like an airplane’s motor, it went zoom zoom zoom.
It buzzed by my nose and landed on the wall.
Then it swooshed up to the ceiling and started to fall.
Down it went to the floor with a boom.
Buzzing, buzzing…
“Noisy fly, get out of my room!”
1. Draw a box around a specific word that Martin uses that

tells how the fly was busy.
2. Circle two words from the poem that rhyme.
3. Martin adds details about how the fly sounded. Underline a

detail that tells how it sounded.
4. Write an example of a possessive noun from the model.

Vocabulary
Name
amazing force measure objects

proved speed true weight
A. Write four vocabulary words from the box that are nouns.
1. 2.
3. 4.
B. Write two vocabulary words from the box that are verbs.
5. 6.
C. Write two vocabulary words from the box that are

adjectives.
7. 8.

Long a /Contractions with ’s, ’re, ’ll, ’ve
Name
A. Circle the words in each sentence that have the long a

sound.
1. The steaks on the tray weighed over two pounds.
2. She hears the horse neigh when it eats from the haystack.
3. He hammers the nails lightly to keep the wood from breaking.
4. The train runs on the mainland along the coast.
B. Rewrite each sentence. Replace the underlined words with

the correct contraction.
5. I will help clean up.
6. She is very happy.
7. We have planned a party.
8. They are going on vacation.

Name
Read the passage. Use the reread strategy to check

your understanding of new information or difficult
facts.
Roller Coaster Science

Riding a roller coaster can feel like flying. The cars
10 race up and down the track. They move around corners
20 at high speed. Do you know how a roller coaster works?
31 The Ride Begins

34 A long chain runs under the first uphill track. A
44 motor moves this chain in a loop. It is like the moving
56 belt at the store checkout. The roller coaster cars grip
66 onto the chain. The chains pull the roller coaster train
76 up to the top of the hill.
83 Moving Along the Track

87 When the train reaches the top of the hill, the chains
98 are unhooked. Gravity takes the train down the track.
107 Gravity is a force that pulls objects toward the center of
118 the earth.

Name
Roller Coaster
cars
track
Gravity moves the cars down the hill.
120 The train moves down the track and picks up speed.
130 The train goes so fast it moves up the next hill. Then it
143 happens all over again.
147 The Ride Ends

150 When the ride is over, the roller coaster train must
160 stop. There are brakes built into the track. These brakes
170 stop the motion of the train. The roller coaster ends at
181 the same position where it started.
187 That is the science of a roller coaster. The next time
198 you take a ride, think about these forces at work!

Comprehension: Author’s Purpose and Fluency
Name
1. Write a clue from page 103 that helps you figure out the
author’s purpose.
author’s purpose.
3. What is the author’s purpose for writing this passage?

attention to how your voice rises and falls as you speak

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Author’s Purpose
Name
Read the selection. Complete the Author’s Purpose chart.
Clue Clue
Author’s Purpose

Genre/Text Feature
Name
How a Yo-Yo Works

Release a yo-yo and watch it spin down as the string
unwinds. The yo-yo continues spinning at the end
of the string. With a sharp tug upwards, the string
rewinds. The yo-yo climbs back up.
The yo-yo goes down.

A tug pulls it back up.
yo-yo
string
2. Read the words in bold print, unwinds and rewinds. Explain

what each word means in this text.

Vocabulary Strategy: Similes
Name
Read the sentences. Explain what each simile means. Then

complete each sentence to write a simile of your own.
1. Riding a roller coaster can feel like flying.
can feel like flying.
2. A motor moves this chain in a loop. It is like the moving belt at

the store checkout.
is like a moving belt.
3. The roller coaster’s sound is as loud as thunder.
is as loud as thunder.

Name
draft to add words that tell the order of the ideas.
Draft Model
You use the force of push and pull. When you throw the ball
to a player, you use the force of push. When you try to take
the ball from a player, you use the force of pull.
1. What words can you add to the first sentence to make

it clearer?
2. What words can you add to the second sentence to make

it clearer?
3. Does the order of ideas make sense?
B. Now revise the draft by adding words. Check that the

order of ideas makes sense.

Write to Sources
Name
Paul used text evidence to answer the prompt: How are

motion and gravity related?
Motion and gravity are related because they both cause

things to move. Gravity is a force that pulls things towards
Earth. On page 215 of “I Fall Down,” the author explains,
“gravity is always pulling things” and they always fall down. In
“Move It!,” I read that motion is a change in position.
In “Move It!,” I learned that things need the “push or pull
of a different force” to move. On page 231, I read that a soccer
ball needs to be kicked or thrown if it is going to move.
Because of gravity, if you kick a soccer ball up in the air, it will
always fall back to Earth. Motion and gravity work together
all the time to move things and bring them back to Earth.
1. Draw a box around a sentence that tells how gravity words

when you kick a soccer ball in the air.
2. Circle a fact from “I Fall Down” that supports Paul’s answer.
3. Underline the sentence that sums up Paul’s response.
4. Write an action verb that Paul uses.

Vocabulary
Name
adventure delighted dreamed enjoyed

grumbled moonlight neighbor nighttime
Write a story about a moonlight adventure. Include all

the words from the box.

Long i /Open Syllables
Name
A. Read each word. Find two rhyming words from the box
and write them.
trying finds wild crying

tight winds mild fright
1. sight
2. minds
3. drying
4. child
B. Draw a line through the word to divide the word into

syllables. Then write the word in a sentence.
5. total
6. pilot
7. lazy

Name
Read the passage. Use the reread strategy to check your

understanding of story events.
A Shooting Star
Carla’s family arrived at the park in the late
9 afternoon. The sun was shining in the blue sky. There
19 was not a cloud anywhere.
24 Carla and her sister Rosa were excited because this
33 was their first camping trip. They explored the campsite
42 right away. They saw lots of big evergreen trees. A
52 chipmunk ran on a branch overhead.
58 Mama suggested, “Let’s get things set up. Then we
67 can go for a hike.”
72 Papa added, “We should have enough time to hike
81 before nightfall.”
83 After the tents were set up, the family hiked. Daylight
93 was fading as they returned to the campsite.
101 “Look! There are fireflies here,” said Carla.

Name
108 Everyone looked up to watch the fireflies. Just then,

117 they noticed a shooting star cross the dark night sky.
127 “What is that?” Rosa asked.
132 “It’s a shooting star. Some people claim you can wish
142 on a shooting star and your wish will come true,”
152 said Papa.
154 Carla and Rosa quickly made wishes on the
162 shooting star.
164 Mama explained, “Some people call it a shooting star,
173 but it’s not really a star. It’s just some dust flying toward
185 the Earth. It heats up and glows. That’s what we see.”
196 “No matter what we call it, I hope our wishes come Copyright © McGraw-Hill Education
207 true!” said Carla.

Comprehension: Plot: Sequence and Fluency
Name
1. What event happens first in the story?
2. What event happens at the end of the story?
3. Think of an event that could happen after the story ends. Write
about it.

attention to how your voice rises and falls as you speak

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Sequence
Name
Read the selection. Complete the Sequence chart.
First
Next
Then
Last

Vocabulary
Comprehension
and Fluency
Name
Shapes in the Sky

One day, two friends were gazing up at the sky. They
took turns naming cloud shapes.
“Look at all the clouds above us. That one looks like a
lion,” exclaimed Grace.
“That cloud looks like a train,” Marco offered.
2. What is dialogue?
3. Write another line of dialogue for Grace or Marco that could

be added to the end of the story. Use correct punctuation.

Vocabulary Strategy: Compound Words
Name
A. Read each sentence. Circle the compound word.
1. They explored the campsite right away.
2. A chipmunk ran on a branch overhead.
3. Papa added, “We should have enough time to hike before

nightfall.”
4.
B. Use each compound word you circled above to write your

own story about a family camping trip.

Name
draft to help you add words to connect ideas.
Draft Model
1. Which sentence already has a linking word in it?
2. What sentences can be combined to connect ideas?
3. What are some words you can use to show how the ideas
are connected?
B. Now revise the draft by adding and replacing words to

connect ideas with linking words, such as and, so, but, or
because.

Write to Sources
Name
Amelia used text evidence to answer the prompt: Write a

descriptive piece where Mr. Putter and Mrs. Teaberry watch
a sunset together.
Fluffy clouds fill the sky. The sun is just beginning to set,
and the clouds turn soft orange, then pink, then deep red.
The sun is a glowing ball, disappearing behind the clouds.
The two friends talk about the sunset, admiring its beauty.
Mr. Putter tells how the sun is just a lot of hot gases. It looks
like it moves all day, he says, but it is really Earth that moves.
They talk of how much they like watching the sky. Then Mrs.
Teaberry tells him she has always wanted to travel into space.
Mr. Putter listens quietly. He thought of the things he
would miss if he traveled into space, including Mrs. Teaberry.
1. Underline the order of events in the sunset.
2. Draw a box around a detail that tells about the sun.
3. Circle a linking word that tells more about the sun.
4. Write a present-tense verb that Amelia used.

Name
across borrow countryside idea

insists lonely solution villages
1. across:
2. borrow:
3. countryside:
4. idea:
5. insists:
6. lonely:
7. solution:
8. villages:

Name
A. Circle the words in each sentence that have the long o

sound.
1. He showed the crowd how to make French toast.
2.
3. The tugboat is floating in the harbor.
4. I know you feel woe that your best cloak is missing.
B. Rewrite each sentence. Replace the underlined words

with the correct contraction.
5. We are not having fun.
6. The boy did not like the show.
7. They will not be on time.
8. raining today.

Name

understanding.
Helping Out in the Community

Doug Long has been riding bikes since he was a boy.
11 When he was 16, he took a solo bike trip. He rode his
24 bike alone across the United States. That’s a big journey
34 for a young man!
38 Now when Doug rides, it is often with a group of
49 children. Doug works with a volunteer group that
57 arranges bike rides for city kids. Together, they plan
66 trips to a park. For some kids, it is the first time they
79 have traveled out of the city. They get to appreciate
89 and enjoy the world around them. Doug helps them
98 explore nature.
100 Doug brings his own bike and helmet for a bike trip.
111 The children get bikes to ride and helmets to wear. Then
122 they ride to a park or a nature area.

Name
p hoto cou r tes y o f Dou g Lo ng and Trips for Kid s

Doug Long helps children learn more about nature.
131 On one trip, the children discovered a caterpillar.

139 They found it crawling on the ground. They weren’t
148 sure if it was safe to touch, so they asked Doug about
160 it. He picked it up and showed it to the children. Once
172 they were certain it was harmless, they all took turns
182 holding it.
184 Between bike trips, the children can learn how to
193 repair, or fix, bikes. They can work at a bike workshop
204 to earn points. They can use the points to get a bike of
217 their own.
219 Doug Long likes to ride his bike. He likes to help out.
231 He has made his community a better place.

Name
author’s purpose.
2.

attention to how you show feeling with your voice. Stop after
one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Clue Clue
Author’s Purpose

Vocabulary
Comprehension
and Fluency
Name
A Bike-Friendly City
Sara Krause lives in Austin,
Texas. The mayor wanted to
improve bike safety in the city, so
he contacted Sara. Sara and many
other people worked together to help
make Austin a bike-friendly city.
J ohn Krause
Answer the questions about the text. Sara Krause was the leader of
the bike safety group in Austin.
2. Why do you think the mayor contacted Sara Krause about

bike safety?
3. Look at the photo. Describe another photo that could be

added to the text. Write a caption for it.

Name
Read the sentences. Find the two words that are synonyms.
Circle the synonyms. Then write a definition that can tell the
meaning of both words.
1. When he was 16, he took a solo bike trip.

He rode his bike alone across the United States.
2. When he was 16, he took a solo bike trip.

That’s a big journey for a young man!
3. Doug works with a volunteer group that arranges bike rides for
city kids.
Together, the group plans trips to a park.
4.

Writing Traits: Voice
Name

the draft to help you add opinion words and phrases.
Draft Model
1. How do you think the writer feels about seeing trash

at the park?
2. Why does everyone help clean up the trash?
3. How does everyone feel once the park is cleaned up?
B. Now revise the draft by adding opinion words and

phrases to show how the writer feels about the topic.

Write to Sources
Name
Timmothy used text evidence to answer the prompt: Who

do you think had the bigger problem to solve, Luis or the
farmer?
I think Luis had the bigger problem to solve. His idea of

sharing his books with people in faraway lands was difficult.
He had to travel far. He had to leave his wife. Although two
burros carried the books, one burro would not cross a stream.
Luis had to pull and pull on the reins to get the burro to move.
The farmer in “The Enormous Turnip” had grown a huge
turnip. His problem was that he cannot pull it out of the
ground. In the end, the villagers helped the farmer and his
family solve his problem. They all pulled the turnip out of the
ground.
I think I will have a job like Luis one day, traveling to
faraway lands to help people. That will be a good problem!
1. Circle the sentence that states Timmothy’s opinion.
2. Draw a box around a reason that support Timmothy’s

opinion.
3. Underline a sentence that Timmothy added to sum up his

opinion.
4. Write a future-tense verb on the line.
.

Name
damage dangerous destroy event

harsh prevent warning weather
Choose a dangerous type of weather, such as a tornado

or hurricane. Use each of the words from the box to write
a description of the weather event.

Name
A. Complete each sentence. Use as many long e words

as you can.
1. He has fifty keys for .
2. She’s a queen because .
3. We’ve found the meaning of .
4. The chiefs needed .
B. Add -s or -es to make each word plural. Write the new

word.
5. berry 6. story
7. family 8. dream

Name

Ice Hotels
How would you like to stay in an ice hotel? Such
11 places exist in cold climates.
16 What Is an Ice Hotel?

21 An ice hotel is like a big igloo. The walls are made of
34 snow and ice. The furniture and art are made of ice, too.
46 How Is an Ice Hotel Built?

52 In some cold places, people build ice hotels. They
61 wait until winter because summer is too warm. Builders
70 select a spot near a frozen river. That allows them to cut
82 ice blocks for walls. They use snice to keep the blocks
93 from coming apart. Snice is a mix of snow and ice that
105 holds everything together.
108 Workers finish building the outside walls. Then they
116 start on the inside. They carve furniture and works of
126 art from blocks of ice. All of this work takes time. A
138 large ice hotel can take five to six weeks to build.

Name
149 Staying in an Ice Hotel

154 People must bundle up to stay in an ice hotel. The
165 temperature inside must stay below freezing. If it gets
174 above freezing, the ice could melt.
180 At night, people sleep in thick sleeping bags resting
189 on ice beds. During the day, they sit on ice chairs. They
201 even drink from ice glasses.
206 What Happens to an Ice Hotel?

212 An ice hotel only stands while it is cold. Once spring
223 comes, the hotel melts. The water returns to the river.
233 Then builders must wait until winter when the ice
242 freezes to build the next ice hotel.

Comprehension: Main Idea and Key Details and Fluency
Name
1. Write two key details about building an ice hotel.
2. Write two key details about staying in an ice hotel.
3. What is the main idea of the passage?

attention to where you pause. Stop after one minute. Fill out
the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Main Idea and Key Details
Name
Read the selection. Complete the Main Idea and Key

Details chart.
Main Idea

Vocabulary
Comprehension
and Fluency
Name
Drought
A drought is a long period of extremely dry weather.
During a drought, little or no rain falls. Farmers’ crops
start wilting and dying. The water supply for people
gets dangerously low.
What to Do in a Drought
1. Use only the water you need.
2. Make sure there are no leaky faucets.
3. Take shorter showers.
4. Water outdoor plants and lawns when it
is cool.
2. Read the words in bold print, drought and water supply. Write
a definition for each word.
3. Why do you think the author included the sign?

Vocabulary Strategy: Antonyms
Name
Read the sentences. Find the two words that are antonyms.
Circle the antonyms. Then write each antonym and a
definition for it.
1. They wait until winter because summer is too warm.
2. They use snice to keep the blocks from coming apart. Snice is
a mix of snow and ice that hold everything together.
3. The temperature inside must stay below freezing. If it gets

above freezing, the ice could melt.
4. Once spring comes, the hotel melts. Then the builders must wait
until winter when the ice freezes to build the next ice hotel.

Name

the draft to help you add a strong conclusion.
Draft Model
A weather forecaster tells people about the weather in the
area. He or she tells how hot or cold it is. He or she can also
warn about bad weather.
1. What is the topic of the writing?
2. What is the main idea?
3. What information could you include in a conclusion sentence?
B. Now revise the draft by adding a strong conclusion

to sum up the writing and tell the main idea.

Write to Sources
Name
Andrew used text evidence to answer the prompt: Write

about how scientists can predict a blizzard.
Blizzards are winter storms with heavy snow and cold

temperatures. They can be very dangerous. I see on page 288
of “Wild Weather” that snow in a blizzard can be very deep.
Meteorologists are the first scientists to track a blizzard.
They have many tools, including radar, to track the storms.
Meteorologists can see a storm that is coming on radar. In
“Can You Predict the Weather?” I read that radar can warn
people of the speed and direction of a storm.
Weather forecasters warn of big storms like blizzards on the
radio, television, and even the Internet. Weather is all around
us, but scientists can help us stay safe.
1. Circle an event that Andrew learned from a photo.
2. Underline a fact about a blizzard.
3. Draw a box around the ending that Andrew used to

organize his writing.
4. Write a sentence on the line that includes the verb have.

Vocabulary
Name
cheered concert instruments movements

music rhythm sounds understand
Write a riddle for each of the remaining words in the box.

You can use your voice to make this. What is it?
Answer: music
1.
Answer:
2.
Answer:
3.
Answer:
4.
Answer:
5.
Answer:
6.
Answer:
7.
Answer:

Name
A. Circle two words in each sentence that have the

long u sound.
1. Continue to drink water whenever the weather is humid.
2. The actor missed her cues in the musical show.
3. What kind of fuel should you be using in this car?
4. Please help us rescue these three cute kittens.
5. These menus have a few pictures to show the food that

is served.
B. Add -er and -est to each base word. Write the

new words.
6. tall
7. sharp
8.
9. quick

Vocabulary
Name
Read the passage. Use the Ask and Answer strategy to

check your understanding.
Making Music
There are different ways to make music. Let’s learn
9 about some musical instruments. You might notice some
17 of these in your school music group.
24 Piano
25 A piano is a musical instrument with 88 keys. To
35 play the piano, you press keys on the keyboard. This
45 action moves wooden hammers, which then hit steel
53 strings. The strings vibrate and make sound. When the
62 strings stop moving, the sound is discontinued.
69 Violin
70 A violin is in the string family of instruments. It is a
82 hollow wooden box with four strings running from top
91 to bottom. To play the violin, you pull the bow across
102 the strings or you can pluck the strings with a finger.
113 When the strings vibrate, they make sound.

Name
School Music Group

Number of Instruments in Group
10
9
8
7
6
5
4
3
2
1
Piano Flute Violin Trumpet
120 Flute
121 A flute is a woodwind instrument. It is a long, narrow
132 tube with finger holes. To make sound on the flute,
142 blow across the oval hole near the end. Sound bounces
152 off the edge of the hole and through the tube. To change
164 notes, cover and uncover the finger holes by pressing
173 and releasing the keys.
177 Trumpet
178 A trumpet is a brass instrument. It is a long, metal tube
190 curved into a loop. One end is shaped like a bell. It has
203 an uneven number of valves that change the notes. To
213 play the trumpet, buzz your lips into the mouthpiece
222 and move the three valves up and down.
230 Now you have learned about the piano, violin, flute,
239 and trumpet. Which instrument would you play?
Name
1. Write two key details about a piano.
2. Write two key details about a violin.


the chart. Copyright © McGraw-Hill Education

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Details chart.
Main Idea

Genre/Text Feature
Name
Warm Up to Sing
Singers often warm up their voice prior to singing. By
doing so, they stretch out their vocal muscles. Humming
is one warm-up exercise. Blowing air through the lips is
another. A third exercise is singing the musical scales.
Minutes
15
10
5
Warm-Up Exercise Humming Lips Scales

2. Why does the author include a bar graph?
3. If a singer does all the warm-up exercises, how long will it

take? Add up the minutes for each exercise on the bar graph.

Vocabulary Strategy: Prefixes
Name
A. Read each sentence. Circle the word that has a prefix.
1. When the strings stop moving, the sound is discontinued.
2. At the same time, you cover and uncover the finger holes with
the keys.
3. It has an uneven number of valves that change the notes.
4. No one can disagree.
B. Use each word you circled above to write about a musical

instrument.

Writing Traits: Sentence Fluency
Name

the draft to help you think about using sentences of
different lengths.
Draft Model
The musician gets her fiddle. She gets ready to play. She
tunes up the fiddle. She sets up her sheet music. She plays a
lively song.
1. Which sentences could you make longer?
2. Which sentences could you combine?
3. How can you make the sentences flow from one to the next?
B. Now revise the draft by writing sentences of different

lengths.

Write to Sources
Name
Danny used text evidence to answer the prompt: What

different sounds can a person hear at a concert?
A person can hear many different sounds at a concert.

On page 295 of “Many Ways to Enjoy Music,” I read that at a
concert, there is loud music coming from the stage. People can
hear guitars, drums, and other instruments. People can also
hear the sounds of people clapping and singing along to the
music.
I learned in “Energy You Hear” how people hear these
sounds. On page 299, I read that sound is energy that makes
things vibrate. When the musicians at the concert play their
instruments, they make the instruments vibrate. These
vibrations are like waves that make the air vibrate. When the
vibrations reach people’s ears, they can hear the music.
1. Underline the sentence in which Danny introduces the topic.

2. Draw a box around a long sentence and a short sentence
that Danny uses.
3. Circle a fact about sound that Danny includes.
4. Write a sentence on the line in which Danny combined

ideas.
.
Vocabulary
Name
eerie growth layers lively

location region seasons temperate
Imagine an eerie location on Earth. Write a description of the

place, using each of the words from the box.

Silent Letters wr, kn, gn, mb, sc/Prefixes/Suffixes
Name
A. Read each word and circle the silent letters. Then write
each word in a sentence.
1. known
2. scents
3. crumbs
4. writing
B. Write the meaning of each word.
5. peaceful
6. disagree
7. careless
8. unafraid


understanding of new information or difficult facts.
In a Redwood Forest
A forest is a large area of land covered by trees
11 growing close together. There are different kinds of
19 forests throughout the world. Some have hardwoods.
26 Some have trees that lose their leaves each year. Some
36 have evergreen trees with needles. One of the most
45 remarkable kinds of forest is the redwood forest.
53 What Is a Redwood Tree?

58 In a redwood forest, you will find some of the world’s
69 tallest trees. A redwood is a kind of evergreen tree. It
80 can grow over 300 feet tall. That’s as tall as a 35-story
92 skyscraper.
93 Redwoods are some of the world’s oldest trees, too. A
103 redwood tree won’t live forever, but it can live as long as
115 2,000 years. One reason is that it has thick bark. This
126 bark helps redwood trees survive forest fire, while trees
135 with thinner bark may die.

Name
140 Where Are Redwoods Found?

144 Redwood forests are not found everywhere in the
152 world. California is the only place where they grow in
162 nature. Redwoods need a wet climate in order to grow.
172 The coast of California has this climate, making it a
182 good spot for redwood trees.
187 There is fog almost every day. The fog keeps the soil
198 moist. It also helps the redwood trees get water. The
208 trees absorb water from the fog directly into their leaves.
218 In the past, people cut down many redwood trees. As
228 a result, redwood trees were in danger of disappearing.

237 Now most of the trees are protected in parks. That
247 means people cannot harm or destroy the trees
256 anymore. However, everyone can visit the parks to view
259 these special forests.

Comprehension: Compare and Contrast and Fluency
Name
1. Write two ways that forests can be different.
2. Why does the author compare a redwood tree to a

35-story skyscraper?
3. What has changed about the treatment of redwood trees

from the past to the present?

the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Compare and Contrast
Name
Read the selection. Complete the Compare and

Contrast chart.

Genre/Text Feature
Name
The Oasis of Mara

The Oasis of Mara is located in the dry Mojave desert.
The oasis has an underground water source. The water
allows plants to grow there. Native Americans once
called the oasis home.

2. What are three facts about the Oasis of Mara?
3. What is the purpose of the map?

Vocabulary Strategy: Compound Words
Name
A. Read each sentence. Circle the compound word.
1. There are different kinds of forests throughout the world.
2. In a redwood forest, you will find some of the world’s

tallest trees.
3. That’s as tall as a 35-story skyscraper.
4. Redwood forests are not found everywhere in the world.
B. Write your own sentences using each compound word

you circled above.
5.
6.
7.
8.

Name
A. Read the draft model. Use the questions that follow the draft
to help you think about the topic and ideas connected to it.
Draft Model
Some animals here in New Mexico are different from those in
Alaska. We don’t have moose or caribou, but we do have black
bears and elk. The temperature is very hot in the summer. The
weather in the winter can be much cooler.
2. Which ideas connect to the topic?
3. Which ideas do not tell about the topic?
B. Now revise the draft by deleting sentences that do not

connect to the topic. Add a new sentence that does connect
to the topic.

Write to Sources
Name
Ángela used text evidence to answer the prompt: How are rain
forests similar to and different from African savannas?
Rain forests and African savannas are similar and different.

They are similar because of where they are on Earth and their
temperature. In “Rain Forests,” I read that most rain forests grow
in hot places near the equator. I learned that African savannas are
also very warm, and they are near the equator. Both rain forests and
African savannas have many different types of animals and plants.
But rain forests and African savannas are also different. I read
that rain forests have many trees and they are close together. African
savannas also have trees, but they are spread out. I also learned that
rain forests are very wet because it rains there all year long. African
savannas only have a few hours of rain each day in the rainy season.
Then there may not rain at all in the dry season.
Rain forests and savannas share some of the same features, but
they both have unique features too.

1. Rain forests and savannas are very different places. Circle the topic
sentence that tells how.
2. Underline a fact about rain forests and a fact about savannas.
3. Draw a box around the sentence that sums up the answer to the
prompt.
4. Write an example of a linking verb that Ángela used in the model.

Vocabulary
Name
active earth explode island

local properties solid steep
Write a sentence to answer each question. Use the

vocabulary words in your answers.
1. What might you find if you dug in the earth?
2. How could you get to an island?
3. What is a good way to be active?
4. How could you have fun on a local, steep hill?

5. How would you act if you heard something explode?
6. What is something that includes solid as one of its properties?

r-Controlled Vowels er, ir, ur, or/ Inflectional Endings
Name
A. Circle the words in each sentence that have the same

vowel sound as in worst.
1. The nurse is working on the third floor.
2. The pipes burst and caused a swirling flood.
3. The clerk serves lemonade to quench our thirst.
4. The churning soapsuds will clean the dirty shirts.
B. Add the ending. Write the new word in a sentence.
5. grab + ed
6. slide + ing
7. turn + s
8. copy + es

Name

Tsunamis
What Is a Tsunami?
4 You may have seen big waves at the beach. Now
14 imagine waves that reach a height of over 100 feet tall!
25 Tsunamis are a set of ocean waves that overflow and
35 flood land. The waves look like giant walls of water.
45 Tsunamis have different causes. One event is an
53 undersea earthquake that causes the ocean floor to
61 move and shake. Other causes are underwater
68 landslides and volcanoes. These strong actions
74 generate, or cause, tsunami waves that set off
82 toward shore.
84 At first, the tsunami waves may measure just one foot
94 high. They extend deep down into the ocean. The waves
104 travel toward shore, moving up to 500 miles per hour.

114 That’s as fast as a jet plane.

Name
121 As the waves reach shallow water near land, they slow
131 down. They start to squeeze together. This pushes them
140 higher. Then the big waves hit the shore.
148 Damage from a Tsunami

152 Tsunamis cause lots of destruction. They can hurt
160 people, smash houses, and knock down trees. They can
169 cause flooding. They can make drinking water unsafe.
177 Tsunami Warnings

179 There are systems in place to warn people about
188 tsunamis. People learn that the big waves are coming.

197 Then they move to higher ground to stay safe.

Comprehension: Cause and Effect and Fluency
Name
1. Write three things that can cause a tsunami.
2. What is the effect of shallow water near the land on the

tsunami?
3. Why do people move to higher ground when they get a

tsunami warning?

attention to where you pause and how you group words
together. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Cause and Effect
Name
Read the selection. Complete the Cause and Effect chart.
Cause Effect

Genre/Text Feature
Name
Avalanche
An avalanche is
a snow slide. High on
a mountain peak, a
giant chunk of snow
breaks free and slides
down the slope. The
snow moves extremely
fast. It reaches the
bottom of the mountain and piles up.
2. Read the words in bold print, avalanche, chunk, and slope.

Write a definition for each word.
3. What is the cause of an avalanche?
4. What is the effect of an avalanche?

Name
A. Read the sentences. Underline the context clues that help

you figure out the meaning of the word in bold print.
1. Tsunamis are a set of ocean waves that overflow and flood land.
2. These strong actions generate, or cause, tsunami waves

that set off toward shore.
3. At first, the tsunami waves may measure just one foot high.
4. Tsunamis cause lots of destruction. They can hurt people,

smash houses, and knock down trees.
B. Write a sentence for each word in bold print. Use context

clues to make the meaning clear.
5. height
6. extend
7. shallow
8. warn

Name
draft to help you add time-order words.
Draft Model
Some beaches have steep cliffs of rock. Waves crash into
the rock. Tiny pieces of rock wash away. The top of the cliff can
fall into the sea.
1. What happens first in the process of beach erosion, or washing

away? What happens next?
2. What event can happen last?
3. What time-order words can you add to make the order of

events more clear?
B. Now revise the draft by adding time-order words such

as first, next, after, and last to help readers understand the
order of events.

Write to Sources
Name
Madison used text evidence to answer the prompt: Why are

volcanoes and wildfires proof that Earth is always changing?
Volcanoes and wildfires both cause Earth to change. They are

proof that Earth is always changing.
I read on pages 325 and 326 of “Volcanoes” that lava has formed
mountains and islands as it spread out on Earth’s surface and cooled.
Lava has destroyed entire forests because it is so hot. It has burned
some forests to the ground. On page 331, I read that the ash from
volcanoes has helped some plants grow.
In “To the Rescue,” I read on page 334 that wildfires burn trees
and plants. This happens right away. Later, new plants may grow
back where the wildfire happened.
Volcanoes and wildfires prove that Earth is always changing.
1. Draw a box around the sentence that introduces the topic.

2. Underline the text evidence that tells how lava can reshape Earth.
3. Circle a time-order word that Madison uses to tell when plants grow
back after a wildfire.
4. On the line, write an example of a helping verb.

Vocabulary
Name
common costume customs favorite

parades surrounded travels wonder
Write the vocabulary words from the box that can

complete the sentence.
1. The fort was by the army.
2. Her eyes were full of when she saw the

dolphin jump out of the water.
3. He always by train or car.
4. Amanda arrived at the party dressed as a princess
and won a prize for the best .
5. Usually, are lead by loud marching bands.

6. Big cities can have people who speak many languages and
have different traditions, or .
7. That kind of dog is very popular and very .
8. He always chooses his snack

after school.

r-Controlled Vowels or, ore, oar and ar/Irregular Plurals
Name
A. Match words in the box with the same vowel sound

and spelling as the words in bold print below. Use each
pair of words in a sentence.
soared chores storm spark
1. boredom
2. roaring
3. north
4. parked
B. Write the plural form for each underlined word to

complete the second sentence in each pair.
5. One child plays on the swings.
Two play on the swings.

6. One goose flies overhead.
Six fly overhead.
7. The dentist checks one tooth.
The dentist checks three .
8. There is one man in the car.
There are two in the car.

Name
Read the passage. Use the visualize strategy to form

pictures in your mind about what happens in the story.
Giving Thanks Two Times

It was a cool day in late November. The setting sun
11 hung like a nickel in the sky. My friend Riku and I were
24 walking home from school. I hugged my arms when I
34 felt a breeze as sharp as a knife.
42 That day at school, we had studied Thanksgiving. We
51 learned that the early settlers celebrated the harvest in
60 November. They were so thankful for everything that
67 they had a big feast to celebrate.
78 “My dad bought a turkey as big as a pillow. Will
87 your family have a big turkey for Thanksgiving, too?”
90 I asked Riku.
100 Riku answered with a wide grin. “Yes, we’re having a
107 turkey and we’re having steamed rice, too!”

Name
114 Riku mentioned that his family was celebrating Labor

122 Day Thanksgiving, a holiday in Japan. He explained
130 that t his holiday was a harvest celebration, just like
139 American Thanksgiving.
141 “Both holidays are in the month of November, too!”
150 I pointed out.
153 Riku told me that last year he missed American
162 Thanksgiving because he was in Japan. He had spent
171 Labor Day Thanksgiving visiting his grandparents.
177 He ate lots of food and watched parades. He also
187 saw displays of fruits and vegetables that looked like

196 colorful rainbows.
198 “That was to give thanks for good crops,” Riku stated.
208 “You’re lucky,” I said. “You get to have two
217 Thanksgivings.”
218 Riku laughed. He offered, “Why don’t you visit my
227 family for Labor Day Thanksgiving? Then you can have
236 two Thanksgivings also!”

Comprehension: Compare and Contrast and Fluency
Name
1. Write two ways that Thanksgiving and Labor Day Thanksgiving

are alike.
2. How are Thanksgiving and Labor Day Thanksgiving different?
3. The narrator and Riku both have turkey to celebrate their

holidays. How else might they celebrate in the same way?

attention to how you use your voice to show feelings.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Compare and Contrast
Name
Read the selection. Complete the Compare and

Contrast chart.
Labor Day
Thanksgiving
Thanksgiving
When is it
celebrated?
Where is it
celebrated?

Name
Going to School
My name is Alba and
I go to school in Mexico.
At school, I study six
subjects, including
Spanish and English.
When the lunch bell
rings, I head to the
school store to buy food.
Then my friends and I eat lunch outside.
2. What clues help you know this story is written in the first
person?
3. Write one more event that could happen at the end of the
story. Remember to write in the first person.

Name
Read the sentences. Explain what each simile means. Then

complete each sentence to write a simile of your own.
1. The setting sun hung like a nickel in the sky.
The sun is like
2. I hugged my arms when I felt a breeze as sharp as a knife.
as sharp as a knife.
3. My dad bought a turkey as big as a pillow.
as big as a pillow.
4. He saw displays of fruits and vegetables that looked like colorful

rainbows.
look like colorful rainbows.

Name

the draft to help you add words, descriptions, and
punctuation to show the writer’s feelings.
Draft Model
Dear Frank,
Last week I went to a Cinco de Mayo celebration. There
was music and dancing. Bands played Mexican music.
People wore costumes. There was even Mexican food.
Your friend,
Maxine
1. How does the writer feel about the celebration?
2. What words might describe the music, dancing, and costumes?
3. Where can you add punctuation to show how the writer feels?
B. Now revise the draft by adding words, descriptions,

and punctuation to show how the writer feels about the

Cinco de Mayo celebration.

Write to Sources
Name
Kevin used text evidence to answer the prompt: Write a letter from
Carlitos to Charlie about a new game he learned called Snail.
Dear Primo Charlie,

Today I learned a new game called Snail. I think you’ll like it.
I remember you told me that you play games with your friends after
school. You can play this game anywhere. All you need is some
concrete and chalk.
Anyway, Snail is a lot like hopscotch. First, you draw a big snail
with numbers in the shell on the ground. Then you try to hop to the
center on one foot. You take turns with your friends. If you put two
feet down, you lose a turn.
I played Snail at school, but tomorrow is Saturday and I will be at
home. I’m going to draw the snail in the dirt with a stick.
I want to play it with my little sister. It’s going to be so much fun!
I can’t wait to see you! You had better practice!
Your friend,
Carlitos
1. Circle an event that tells Carlitos’s thoughts about the game.
2. Draw a box around two words that show the order of the game.
3. Underline a sentence that shows Carlitos’s voice.
4. Write an example of an irregular verb.

Vocabulary
Name
ashamed boast dash holler

plenty similarities victory wisdom
Choose the word from the box that best completes each
sentence. Write the word on the line.
1. The girl had to to class when the bell rang.
2. There are of books to read at the library.
3. The team is proud of their in the game.
4. Can you name the between a frog and a toad?
5. The man used his to make the right choice.
6. The student felt about not telling the truth.
7. The fans loudly for their team at the

basketball game.
8. She likes to about her smart puppy.

r-Controlled Vowels eer, ere, ear /Abbreviations
Name
A. Circle the words that have the same vowel sound in

each row. Choose one word from each row and write it in
a sentence.
1. working deer here’s greeting
2. spears roaring cheery teeth
3. leash appeared thirsty nearing
B. Rewrite each sentence. Replace the underlined word

with the correct abbreviation.
4. I will visit my friend on Lincoln Street.

5. I will meet with Doctor Turner this morning.
6. Mister Otis drives the school bus.
7. Our cousins live on March Avenue.

Name
Read the passage. Use the visualize strategy to form

pictures in your mind about what happens in the play.
Coyote Brings Fire

Characters
Narrator Coyote Squirrel
Chipmunk Frog Two Fire Beings
Narrator: Long ago, people did not have fire. Coyote

9 decided he would bring it to them.
16 (Coyote speaks softly to Squirrel, Chipmunk, and Frog.)
24 Coyote: I know where we can get fire. The Fire Beings
35 have it at their camp. I have a workable plan to take the
48 fire. Will you help?
52 Squirrel: We’re all agreeable. We’ll help if you tell us
62 what to do.
65 Coyote: Follow me closely and quietly.
71 (The animals sneak up to the Fire Beings’ camp. Coyote
81 snatches a stick of fire and runs.)
88 Chipmunk: Look out, Coyote, the Fire Beings are
100 chasing you. Run quickly!
110 Frog: The Fire Beings touched the end of Coyote’s tail!
118 Now the fur at the tip is white.

Name
126 Squirrel: Coyote, toss the fire to me and I’ll catch it.
138 (Coyote tosses the fire to Squirrel.)
144 Coyote: Oh, Squirrel, you caught the fire with your
153 tail. The f ire’s heat has curled your tail up and over
164 your back.
166 Chipmunk: Squirrel, toss the fire over to me.
174 (Squirrel tosses the fire to Chipmunk.)
180 Coyote: Watch out, Chipmunk, a Fire Being is following
189 right behind you.
192 Frog: The Fire Being scratched Chipmunk’s back. See
200 the t hree stripes marked clearly down his back. Throw
209 the fire to me, Chipmunk!
214 (Chipmunk tosses the fire to Frog. Frog is grabbed by a Fire
226 Being, but escapes. The Fire Being still holds Frog’s tail.)
236 Squirrel: Frog, you have lost your tail!
243 Coyote: Here comes another Fire Being. Frog, toss the
252 fire onto Wood.
255 Narrator: Now Wood had fire. Coyote demonstrated a
263 useful skill. He rubbed two sticks together to make fire.
273 From t hat day on, the people had fire.
Comprehension: Theme and Fluency
Name
1. Why did Coyote ask the animals for help in getting fire?
2. What may have happened if the animals had not worked

together?
3. What is the theme of the passage?


attention to how you use your voice to show feelings.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Theme
Name
Read the selection. Complete the Theme chart.
Clue
Clue
Clue
Theme

Name
Bear’s Stumpy Tail

Fox: Bear, drop your tail in this hole in the ice and
you’ll be able to catch fish.
(Bear sits and lowers his tail into the ice.)
Bear: My tail feels really cold. I’d better get up now.
(Bear rises and his tail snaps off. Now he has a stumpy tail.)

2. Why does Bear follow Fox’s advice?
3. What is the lesson learned in this play?

Name
Read each sentence. Figure out the meaning of the underlined

word. Then write a sentence of your own using the word.
1. Coyote speaks softly to Squirrel, Chipmunk, and Fox.
2. We’re all agreeable.
3. Coyote snatches a stick of fire and runs.
4. See the three stripes marked clearly down his back.
5. Coyote demonstrated a useful skill.

Name

the draft to help you add details about the characters’
experiences and thoughts.
Draft Model
Sun and Moon were friends. They were nice to each other.
Every day they had fun and did things together.
1. What might Sun and Moon think about being friends?
2. How might Sun and Moon be nice to each other?
3. What kind of fun might they have together? What are some
things they might do?
B. Now revise the draft by adding details that tell about

what Sun and Moon are like.

Write to Sources
Name
Lily used text evidence to answer the prompt: If you were one of the
birds from “How the Finch Got its Colors,” which design do you think
you would choose if you won the race?
If I were one of the birds from “How the Finch Got Its Colors,”
I would choose a colorful design with dots and circles. In the folktale
about the Finch, the birds quickly began fighting over the colors.
The hummingbird wanted the very best colors for herself. She chose
bright, beautiful colors of “purple, green, and black.” Those colors
would look fantastic when I am flying through the blue sky and the
white clouds. Those are the colors I would choose.
In “How the Beetle Got Her Colors,” Agouti describes “shiny
designs” on Arrow Frog’s skin. The designs are very unique. They
would make my feathers looks very special. No one would confuse
me with anyone other animal. So, bright colorful feathers with a
shiny design on them would be my prize for winning the race.
1. Circle a detail from the story that tells about hummingbird’s

character.
2. Draw a box around a detail from the story that supports Lily’s
opinion.
3. Underline the conclusion that sums up Lily’s response.
4. Write one of the irregular verbs that Lily uses on the line.

Vocabulary
Name
drops excite outdoors pale
A. Write your own definition for each vocabulary word.
1. excite:
2. outdoors:
3. pale:
4. drops:
B. Write a sentence for each direction. Use the

5. Name something that is better to do outdoors than indoors.

6. Name something you can see in drops.
7. Name something that can excite you.
8. Name something that is pale.

r-Controlled Vowels /âr/ are, air, ear, ere/ r-Controlled Vowel Syllables
Name
A. Find two words from the box that rhyme with each
word and write them.
dairy where’s chair tearing

fare pairs hairy snaring
1. wearing
2. cares
3. stare
4. prairie
B. Draw a line to divide each word into syllables. Then

5. scary
6. hairless Copyright © McGraw-Hill Education
7. prepare
8. nowhere

Name
Read the poem. Use the visualize strategy to form

pictures in your mind about what happens in the poem.
The First Skate

The temperature has stayed below freezing for days.
8 The pond is frozen now,
13 With ice solid and thick,
18 The ice is as smooth as glass.
25 I can ice skate outdoors
30 For the first time this winter.
36 I put on my skates and lace them up tight.
46 Then I step onto the ice and push off.
55 Wobbly at first,
58 But then, right foot, left foot, right foot, left foot,
68 I glide over the ice like a bird.
76 I spin in a circle and start over again.

Name
85 I look up,
88 High overhead, the sky curves like a blue bowl.
97 I look down,
100 Embedded in the ice, frozen bubbles look like crystal beads.
110 As I skate, the cool breeze touches my face like cold fingers,
122 My cheeks turn as red as apples.
129 I’m warm inside, though,
133 It feels like a fire glowing.
139 As I circle the outer edge of the pond,
148 I keep repeating, “One more time,”
154 Until at last it is the final time and I step off the ice,
168 Land-bound once again.

Name
1. What is the setting of the poem?
2. How can you tell the girl likes to ice skate?
3. What is the theme of the poem?

to how you pause and group words together. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Clue
Clue
Clue
Theme

Name
A Rainy Day
The rain is pelting, pelting down,
How dreary to be inside.
The rain is drizzling, drizzling slowly.
Will it continue on all day?
The rain is stopping, stopping now.
Outside I’ll have some fun!
2. What words does the poet repeat in the poem?
3. What does the repetition help you understand?

Name
Read the lines from the poem. Explain what each simile
means. Then complete each sentence to write a simile
of your own.
1. The ice is as smooth as glass.
is as smooth as glass.
2. High overhead, the sky curves like a blue bowl.
The sky is like .
3. Embedded in the ice, frozen bubbles look like crystal beads.
The frozen bubbles look like .
4. My cheeks turn as red as apples.
are as red as apples.

Name

the draft to help you think about what sensory words
you can add.
Draft Model
A butterfly flies by.
Its wings are like bright jewels.
It stops at a flower.
1. How does the butterfly move?
2. How do its wings look?
3. What does the flower look like? How does it smell?
B. Now revise the draft by adding sensory words about

the butterfly and the flower.

Write to Sources
Name
Ryan used text evidence to answer the prompt: In your opinion, which
poem, “Rain Poem” or “Windy Tree,” best helps you to picture what
the poem is talking about?
The poem “Windy Tree” gives me the clearest picture. I read that
the tree’s trunk is very strong. It’s like a leg with many muscles.
It holds on with its foot and “its wide-spread toes” while the wind
blows hard. These words help me visualize the tree. I can see
its strong branches and feel the rough bark of the tree trunk.
I understand how strong it is.
The author of “Rain Song” compares the rain to a little gray
mouse. She says that the rain found an open window and “left tracks
across the sill.” I can picture a furry gray mouse, and I know how
shy some mice are. I think the rain is not a storm, but gentle drops.
However, the description the author uses in “Windy Tree” gives me
a clearer picture of the strong tree blowing in the wind than the
description of the rain falling in “Rain Song.”
1. The weather is very different in these poems. Underline a detail that

supports the child’s opinion.
2. Draw a box around the text evidence that helps you describe what
you see in your mind.
3. Circle the text evidence that sums up Ryan’s opinion.
4. Write an example of a contraction that is used in the model.

Genre/Literary
Vocabulary
Element
Name
champion determined issues promises

responsibility rights volunteered votes
1. champion:
2. determined:
3. issues:
4. promises:
5. responsibility:
6. rights:
7. volunteered:
8. votes:

Diphthongs ou, ow /Irregular Plurals
Name
A. Follow the directions. Write each new word and read it.
1. Change the ai in gain to ow. What is the new word?
2. Change the ea in peaches to ou. What is the new word?
3. Change the a in wand to ou. What is the new word?
4. Change the ea in healing to ow. What is the new word?
B. Write the plural form for each underlined word to

complete the second sentence in each pair.
5. One child lives in that house.
Four live in that house.
6. There is one mouse in the nest.
There are three in the nest.
7. I jumped on one foot.
I jumped on both .

Comprehension
Genre/Literary
and
Vocabulary
Element
Fluency
Name
Read the passage. Use the summarize strategy to tell the

important events in your own words.
The Lost Kitten

One day, my friend Cora and I saw a homemade sign
11 posted on our neighborhood street. The sign displayed a
20 photo of a kitten and the words, LOST KITTEN. Please call
31 Sally at 555-0505 if you find my kitten, Boots.
40 “Sally is our neighbor, Pam. She just got a new kitten
51 and now her pet is missing. It’s too bad there’s nothing
62 we can do,” Cora said sadly.
68 I stated, “It’s not hopeless. There is something we can
78 easily do! We can ask our neighbors to help look for Boots.”
90 We asked my dad to help with our neighborhood
99 search plan. First, we visited Sally and asked about what
109 had happened.
111 Sally explained, “I was careless enough to leave the
120 back door open. When Boots saw the open door, he
130 slipped out and ran off. And I haven’t seen him since.”
141 “Don’t worry,” I said. “We have a plan to help. Come
152 along with us.”

Name
155 We all went to Mrs. Lowe’s house. After Mrs. Lowe

165 heard our plan, she said, “That is a wonderful idea and
176 it’s so thoughtful of you to help Sally find Boots. I’ll be
188 happy to help with the search.” She joined our group.
198 At each house on the street, we received the same
208 answer. Each neighbor would eagerly help search for
216 Boots. Dad divided up the neighborhood streets and
224 assigned each group a location.
229 Cora and I were calling loudly, “Boots!” when we
238 heard a soft mewing sound near our feet. There was
248 Boots, crouching under a bush. I extended my hand and
258 softly called Boots’s name. He scrambled his way to me
268 and I scooped up the tiny kitten.
275 When we returned Boots to Sally, she was very
284 thankful. She hugged her kitten tightly as she said, “I
294 must be truthful. I was not quite sure the neighborhood
304 search plan would work, but it was successful. Thank
313 you, everyone!”

Comprehension: Point of View and Fluency
Name
1. What is Cora’s point of view about the missing kitten?
2. What is the narrator’s point of view?
3. At the end of the story, what is Sally’s point of view?

attention to how you raise and lower your voice. Stop after
one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Point of View
Name
Read the selection. Complete the Point of View chart.
Character Clue Point of View

Genre/Literary
Vocabulary
Element
Name
Reading Volunteers
My name is Derek. The children in my second-grade
class are all good readers. Every Friday, we team up with
the children in Ms. Snow’s first-grade class and help
them to read. I partner with Jack to practice reading
with him. It feels great to help others.
2. What clues help you know this story is written in the

first person?
3. Write one more event that could happen at the end of the
story. Remember to write in the first person.

Name
Read each sentence. Underline the word that has a suffix.

Then write a sentence of your own using the word.
1. “It’s too bad there’s nothing we can do,” Cora said sadly.
2. Sally explained, “I was careless enough to leave the back

door open.”
3. Each neighbor would eagerly help search for Boots.
4. She hugged her kitten as she said, “I must be truthful.”
5. I was not quite sure the neighborhood search plan would

work, but it was successful.

Genre/Literary
Vocabulary
Element
Name
draft to help you think about descriptive details you can add.
Draft Model
Our class helped at the park. We planted a lot of things.
I used a shovel to dig holes for trees. Other kids helped, too.
The park looked great at the end of the day.
1. What kind of class is helping in the park?
2. What does the park look like?
3. What details might describe the kinds of things the class

planted? What details might tell how the park looks at the
end of the day?
B. Now revise the draft by adding descriptive details that help

readers learn more about the characters, setting, and events.

Write to Sources
Name
Jordan used text evidence to answer the prompt: In your opinion, are
Grace and Matthew responsible members of their communities?
I think Grace and Matthew are both responsible members of

their communities. Grace listens to the issues that are important
to other students. She makes promises to make her school a better
place, like making bullying and littering against the rules. She even
keeps some of her promises before she is elected. Grace organized
a beautification committee, volunteered in the school cafeteria,
and joined the safety squad. She does a lot of hard work for her
community without being asked.
Matthew also helps other kids. He feels lucky that he is able to go
to Camp Smiles. He thinks other kids with disabilities should have
the same opportunity. Like Grace, he is involved in his community.
He asks for help to raise money for kids who can’t afford to go to
Camp Smiles. He helps make other kids smile! This is why Grace
and Matthew are both responsible members of their communities.
They are good citizens.
1. Circle the topic sentence.
2. Draw a box around a detail that tells how Matthew is a responsible

member of his community.
3. Underline the conclusion.
4. Write a plural pronoun Jordan used on the line.

Genre/Literary
Vocabulary
Element
Name
amused cooperate describe entertained

imagination interact patient peaceful

1. What is something you do to cooperate with others?
2. When do you need to be patient?
3. Where is a peaceful place you like to go?
4. What is something that has amused and entertained you?
5. How do you interact with your classmates?
6. What can you describe using your imagination?

Diphthongs oy, oi/Consonant + le
Name
A. Read each sentence. Circle the word with the vowel sound
you hear in foil. Write the word.
1. I enjoy jogging around the track at the school.
2. Our choices for breakfast are omelets, toast, or oatmeal.
3. He is broiling fresh cod in the hot oven.
4. The strong wind made strange howling noises.
B. Draw a line to divide each word into two syllables. Then

5. beagle
6. tunnel
7. signal
8. turtle

Comprehension
Genre/Literary
and
Vocabulary
Element
Fluency
Name

The Class Play

Mr. Webb’s class was going to put on a play for the
12 school. They decided to act out the story of “Henny Penny.”
23 “There are six actors in this play,” explained Mr.
32 Webb. “We’ll need painters for the sets and we’ll need
42 helpers with the lights and music. There will be enough
52 jobs for everyone to be included.”
58 The next day, the class read the play together. In a
69 determined voice, Luz said, “I’m going to play the part
79 of Henny Penny. That’s the most important part.”
87 “No, I want to play that part,” said Jade boldly.
97 “I think I would be the best Henny Penny,” chimed
107 in Stacy.
109 Before the talk could get out of hand, Mr. Webb
119 interrupted. “We have to be fair, so we will have a
130 try-out. I will be the judge.”

Name
136 Mr. Webb urged the children who wanted to act in the
147 play to practice the lines. Then Mr. Webb would decide
157 who was best for each part.
163 The class agreed that this was fair. They knew if they
174 all pulled together, they could put on a great play.
184 Luz made up her mind that she wanted to play Henny
195 Penny. She practiced her lines over and over until she
205 knew them by heart.
209 At the try-out, three children read the part of Henny
219 Penny. Other children tried out for the rest of the parts.
230 Mr. Webb clapped as each child finished. Then he
239 declared, “Luz, you will play Henny Penny. Here is a list
250 of the other parts and jobs for all.”
258 The class worked hard on their play. Everyone at
267 school thought it was a big hit!

Name
1. What is Luz’s point of view about who should play the part of
Henny Penny?
2. What is Stacy’s point of view about who should play the part of
Henny Penny?
3. Think about Mr. Webb’s point of view about who should play
Henny Penny. Why do you think he feels this way?
B. Work with a partner. Read the passage aloud.

Pay attention to how you use your voice to show feelings.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Genre/Literary
Vocabulary
Element
Name
Sharing the Class Pet

Marta’s class has a pet rabbit. On
Friday, everyone is hoping to take the
rabbit home for the weekend. Mrs. Jones
devises a plan. She writes the children’s
names on papers and mixes them up.
The child whose name is chosen will
take the rabbit home today.
2. What is the problem?
3. The problem was solved in the text. Think of a different

solution to the problem. Write about it.

Vocabulary Strategy: Idioms
Name
Read the sentences. Explain what each idiom means. Then

write a sentence of your own using each idiom.
1. Before the talk could get out of hand, Mr. Webb interrupted.
2. They knew if they all pulled together, they could put on a

great play.
3. Luz made up her mind that she wanted to play Henny Penny.
4. She practiced her lines over and over until she knew the lines
by heart.
5. Everyone at school said it was a big hit!

Genre/Literary
Writing Traits: Vocabulary
Sentence Element
Fluency
Name
draft to help you think about using sentences of different
lengths.
Draft Model
Jake had to do a project. It was for science. He and his
friends worked together. It made the work go faster. They built
a toy rocket ship. Soon, they were done.
1. Which sentences could you make longer?
2. Which sentences could you combine?
3. How could you make the sentences flow from one to the next?
B. Now revise the draft by writing sentences of different

lengths.

Write to Sources
Name
Rachel used text evidence to answer the prompt: In your opinion,

what are the benefits of cooperating with others?
I think that there any many benefits of cooperating with others,

but there are two that I think are very important. Cooperating with
others makes people happier. It also makes communities safer.
At the beginning of Once Upon a Baby Brother, Lizzie couldn’t wait
to go to school each morning so that she could get away from her
brother, Marvin. At the end, she learned how to cooperate with him.
She used him as a character in her comic book. She read the story to
Marvin and she even hugged him. In the illustrations, I can see she
looks much happier.
In “Bully-Free Zone,” students in Seattle worked together to stop
bullying. They learned how to be good friends to each other. After
this, students didn’t pick on each other very much. The students
cooperated and the schools in Seattle were safer for everybody.
I think cooperating with others is always a good idea!
1. Circle Rachel’s topic sentence.
2. Draw a box around two linking words.
3. Underline one short sentence and one long sentence.
4. Write a sentence with the pronoun / on the line.

Genre/Literary
Vocabulary
Element
Name
agree challenging discover heroes

interest perform succeed study
Write a description of heroes who do something challenging.

Include all the words from the box.

Variant Vowels/Contractions with not
Name
A. Write each pair of words in the box in a sentence.
chewed/fruitcake June/should
flu/school crooks/glued
1.
2.
3.
4.

with the correct contraction.
5. The boy would not talk on the phone.
6. You should not eat without washing your hands.
7. We could not park near the theater.

Comprehension
Genre/Literary
and
Vocabulary
Element
Fluency
Name

Dr. Elizabeth Blackwell

In present times, many women are doctors, but that
9 was not always true. Long ago, only men could become
19 doctors. Elizabeth Blackwell changed that.
24 Early Life
26 Elizabeth Blackwell was born in England in 1821. Her
35 family moved to America when Elizabeth was eleven. As
44 an adult, she became a teacher. In that time, teaching
54 was a common occupation, or career, for women.
62 Becoming a Doctor
65 Then one of Elizabeth’s friends became very ill. The
74 friend wanted sick people to experience less pain and
83 discomfort. Her friend’s words got Elizabeth thinking
90 and she resolved to become a doctor.

Name
97 Elizabeth talked to male doctors who told her that

106 women were not allowed to attend medical school.
114 Because Elizabeth did not agree or accept that, she
123 applied to several medical schools. She did not give up.
133 At last, a school in New York accepted Elizabeth. She
143 studied and learned medicine there for two years. Then
152 in 1849, she became the first woman doctor in America.
162 A few years later, Elizabeth opened her own medical
171 office in New York City. She invited two other women
181 doctors to join her practice. One of these doctors was
191 her sister, Emily. The doctors worked to heal and cure
201 sick women and children. They also ran a school to
211 train, or teach, other women as doctors.
218 Elizabeth Blackwell helped people her whole life. She
226 made it possible for women to become doctors.

Comprehension: Sequence and Fluency
Name
1. What event happened first in Elizabeth Blackwell’s life?
2. What is an event in Elizabeth’s life that happened next?
3. What event happened last?

attention to how you pause and group words together.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Sequence
Name
Read the selection. Complete the Sequence chart.
First
Next
Then
Last

Genre/Literary
Genre/Text
Vocabulary
Element
Feature
Name
Jesse Owens
When Jesse Owens attended junior high school,
he joined the track team. He was so fast that he set
records in running. Later, when Jesse was 22 years old,
he won races in the Olympics. Jesse’s achievements
proved that everyone can do great things.
1913 1928 1936 1976

Jesse Owens His athletic career He wins 4 He wins the U.S.
is born began during Olympic Medal of Freedom
junior high school gold medals
2. Name one text feature. Why do you think the author includes it?
3. Name another text feature. Why do you think the author

includes it?

Vocabulary Strategy: Synonyms
Name
Read the sentences. Circle the two words that are synonyms.
Then write a definition that tells the meaning of both words.
1. In that time, teaching was a common occupation, or career,

for women.
2. The friend wanted sick people to experience less pain and

discomfort.
3. The doctors worked to heal and cure sick women and children.
4. They also ran a school to train, or teach, other women

as doctors.

Genre/Literary
Writing Vocabulary
Element
Traits: Organization
Name
draft to help you think about the correct sequence of events.
Draft Model
Doug grew up in the city. When Doug got older, he helped
out at the library. Today, he helps students with their reading.
He liked to read when he was a boy.
1. What happens first in Doug’s life?
2. What happens next?
3. What does Doug do today?
B. Now revise the draft by including events in the correct

sequence in which they happened in Doug’s life.

Write to Sources
Name
Ahmed used text evidence to answer the prompt: How are Bessie
Coleman and Kate Shelley both heroes?
Bessie Coleman and Kate Shelley are both heroes because they
changed people’s lives.
Bessie Coleman was determined to learn to fly, but she faced
many challenges. Not many women became pilots in the early 1900s.
She worked in Chicago and saved her money. Then she traveled
to France to learn to fly in 1920. On June 15, 1921, she became the
first African-American woman to become a lady pilot. Her dream of
opening a school to teach others to fly came true after her death.
She inspired other people to fly and follow their dreams.
On July 6, 1881, Kate Shelley stopped a train in the middle of
the night. She crawled in the middle of the night to warn a station
master that a bridge was out. If the train had continued, many people
would have died. She did not think of herself, but of other people.
Both women were brave and faced many challenges. They are
true heroes.
Reread the passage. Follow the directions below. Copyright © McGraw-Hill Education
1. Circle the sentence in which Ahmed introduces the topic.
2. Draw a box around the sequence, or order, in which Bessie became

a pilot.
3. Underline a detail about the challenges that Kate faced.
4. Write a possessive pronoun that Ahmed used.

Genre/Literary
Vocabulary
Element
Name
curious distance Earth resources enormous

gently proudly rarely supply
1. curious:
2. distance:
3. Earth resources:
4. enormous:
5. gently:
6. proudly:
7. rarely:
8. supply:

a, aw, au, augh, al, ough /Vowel Team Syllables
Name
A. Read each word. Find two rhyming words from the

box and write them. The vowel sounds will have different
spellings in some of the rhyming words.
caller jaws smaller taught

caught pause stalked walked
1. talked
2. sought
3. cause
4. taller
B. Read each word and divide it into syllables. Write the

syllables on the lines.
5. chalkboard
6. because
7. faucet
8. poison

Name
Read the passage. Use the make predictions strategy to tell

what you think might happen next.
The Recycling Contest

Ms. Hines was the principal at Grover School. Each
9 day, she observed students throwing away sheets and
17 sheets of paper. She arranged a meeting to discuss
26 recycling.
27 Ms. Hines explained why recycling was important.
34 She ended her speech by stating, “Let’s help save the
44 Earth. If we all pitch in, we can make a difference.”
55 The students cheered loudly and returned to their
63 rooms. Over the next few days, Ms. Hines watched
72 the students. They were still not recycling! Ms. Hines
81 realized she would need another plan.
87 “Grover School is having a contest,” she informed the
96 students. “The class that recycles the most paper in one
106 week will win a prize. The contest begins tomorrow.”
115 “Our class can win,” boasted Eric, a second grader.

124 His teacher, Mrs. Park, responded, “Let’s give it our
133 best try.”

Name
135 Ms. Hines gave each class a recycling bin. She made a
146 big wall chart. Each time a class filled a bin with paper,
158 they emptied it into a giant container. Ms. Hines marked
168 the number of bins on her chart.
175 Eric always reminded his classmates to recycle. If he
184 saw someone throwing away some paper, Eric called,
192 “Put that paper in the bin.” He never forgot to recycle.
203 At the end of the week, Ms. Hines called another
213 meeting. She displayed the recycling chart, showing that
221 Eric’s class had won!

225 “This is your prize,” she said. “You are allowed an
235 extra ten minutes outside at recess for one week. You’ll
245 be able to enjoy the Earth that you are helping to save!”

Name
1. What is the problem in the story?
2. What is the solution?
3. What is another way the problem might have been solved?


attention to how you raise and lower your voice as you speak

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Read the selection. Complete the Problem and

Solution chart.
Problem
Steps to Solution
Solution

Genre/Literary
Vocabulary
Element
Name
Let’s Ride!
“Let’s drive to the park,”
suggested Mom.
Joan replied, “Since
driving can harm the
Earth, why don’t we ride
our bikes there instead?”
Mom thought Joan had an excellent plan for
protecting the Earth.
2. What is the purpose of dialogue in the story?
3. What is the problem?
4. The problem was solved in the text. Think of a different solution

to the problem. Write about it.

Vocabulary Strategy: Homophones
Name
Read each word in bold print. Circle its homophone in the

sentence. Then write the meaning of the homophone in the
sentence.
1. principle Ms.Hines was the principal at Grover School.
2. knead Ms. Hines realized she would need another plan.
3. won The class that recycles the most paper in one week will
win a prize.
4. sum If he saw someone throwing away some paper, Eric

called, “Put that paper in the bin.”
5. aloud You are allowed an extra ten minutes outside at recess

for one week.

Name
draft to help you add linking words to connect ideas.
Draft Model
My family went to the park for a picnic. We sat in one area.
We were not happy. People had left a lot of trash there. We
moved to another area. We were happy there. People had
cleaned up their trash.
1. Why does the family move from the first area?
2. Why is the family happy with the second area?
3. What are some words you can use to show how ideas are
connected?
B. Now revise the draft by adding words that connect ideas

and help readers understand why things happen.

Write to Sources
Name
Hannah used text evidence to answer the prompt: Add a scene to The
Woodcutter’s Gift where the community needs to decide whether to
fix the town’s community center or to build a new one.
“This community center is falling apart,” said the house painter.

“We need a new one.”
“Yes,” agreed the gardener. “Let’s tear it down and build a new,
beautiful center for our community.”
“Wait!” said Marta, a little girl who was playing with her friends
on the zoo in the town center near where the men were talking.
“Don’t you remember what Tomás told us about the mesquite tree?
He reminded us that the beauty of the tree wasn’t on the outside, but
it was on the inside.”
“Yeah,” said her friend Julio. “We need to reuse the things we have
so we can protect our resources for the future.”
“She’s right,” said the painter. “We should work together to fix up
the building.”
All at once, they said, “Let’s get started
Reread the scene. Follow the directions below.
1. Circle a detail from The Woodcutter’s Gift that tells you where the
scene takes place.
2. Draw a box around a linking word.
3. Underline the text evidence that tells why reusing things is a good
idea.
4. Write a contraction Hannah used on the line.

Vocabulary
Name
exclaimed finally form history

public rules united writers
Use all the words in the box to write a story about people
who worked to change the rules in a public place.

Short Vowel Digraphs /e/ ea; /u/ ou; /i/ y/Alphabetical Order
Name
A. Circle the words that have the same vowel sound in

each row. Choose one word you circled in each row and
write it in a sentence.
1. last tread reach breath
2. myth youth year gym
3. bounce trouble group couple
B. Write the words from the box in alphabetical order.
thread tired touch tease
4.

Name

tell what you think you might read about.
Sports Rules
Rules are important in sports. Rules tell players how
9 to play a game. They tell how to score points and how
21 a game is won. They also tell players what they can
32 and cannot do. All players in a game must agree to the
44 same rules. If a player breaks a rule, he or she may have
57 to sit out for all or part of the game.
67 Basketball Rules
69 Have you ever played basketball? If not, the name
78 “basketball” gives you a clue about some of the rules.
88 Basketball is played with a ball on a basketball court.
98 Players score points by throwing the ball through a
107 basket, or hoop. More rules tell players whether their
116 basket is worth one, two, or three points.
124 There are rules about how to move the ball in
134 basketball. Players must dribble the ball, but they can
143 also pass it to a teammate. They may not hold the ball
155 and run with it. This would not allow other players a
166 chance to get the ball.

Name
Number of Moving
Sport Scoring
Players the Ball
baseball 9 throw and cross home plate
hit for one run
basketball 5 dribble and shoot basket for
pass two points
171 Baseball Rules

173 Baseball rules are different from basketball rules. The
181 pitcher from one team throws the baseball to the batter
191 on the other team. The batter gets three chances to hit
202 the ball with a bat. When the batter misses, it is called a
215 strike. The batter is out after three strikes. Then the next
226 batter gets a chance to hit the ball.
234 When the batter hits the ball, he or she runs around
245 four bases. The last base is home plate. The batter scores
256 a run by crossing home plate. The other team tries to
267 get the batter out by catching the ball when it is hit or
280 tagging the batter with the ball. Then the batter cannot

290 score a run.
293 Without rules, sports would be confusing. No one
301 would understand how to play a game. Sports rules
310 make every player a good sport!

Comprehension: Cause and Effect and Fluency
Name
1. What happens when players do not follow the rules in sports?
2. What happens when a basketball player throws the ball through

the hoop?
3. What are three things that can cause a batter to be out in

baseball?

the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Cause and Effect
Name
Read the selection. Complete the Cause and

Effect chart.
Cause Effect

Name
Safety Rules
Stay safe riding a bike by wearing a helmet. Stay safe
skateboarding by wearing a helmet and pads. On a car
trip, always buckle up your seat belt.
Staying Safe
Activity Safety Equipment
bike ride
skateboarding
boat ride
car ride
2. How does the chart organize information?
3. Write one more example of an activity and its safety equipment.

Name
Read each sentence. Write the meaning of the word in bold

print as it is used in the sentence.
1. Rules are important in sports.
2. If a player breaks a rule, he or she may have to sit out for all or
part of the game.
3. Basketball is played with a ball on a basketball court.
4. Players must dribble the ball, but they can also pass it to a
teammate.
5. The pitcher from one team throws the baseball to the batter on
the other team.

Name

the draft to help you think about how to make the writing
more informal.
Draft Model
1. Where could you use contractions?
2. Where could you add exclamations?
3. Which sentences could you change to make the writing sound

more like natural speaking?
B. Now revise the draft by using a more informal voice,

one that sounds like natural speaking.

Write to Sources
Name
Dean used text evidence to answer the prompt: What do the symbols
of our country tell about what is important to us? Use a formal voice.
The symbols of our country tell us about what is important to

us. The Liberty Bell, the Statue of Liberty, and the Constitution
stand for freedom. Freedom is very important to Americans. In
the selection “Setting the Rules” on page 483, the text says that the
Constitution “gives rights, or privileges, to all the people.” It also
explains the Constitution gives Americans the right to express their
ideas. On page 483, I read that Americans are even free to change
their Constitution.
On page 485 of “American Symbols,” I read the Statue of Liberty is
a “symbol of freedom and hope.” In “Setting the Rules” it says rules
are added to the Constitution to help make a better life for people.
The freedom to believe and to live the way you want is important to
Americans. In “Visiting the Past” I read that the Liberty Bell rang
for freedom when the Declaration of Independence was read for the
first time. The Liberty Bell is in Philadelphia for people to visit. The
symbols of America remind us about what our country stands for.
Reread the paragraphs. Follow the directions below.
1. Circle a word that Dean used to show formal voice.
2. Draw a box around a detail Dean included from “American Symbols.”
3. Underline Dean’s concluding sentence.
4. Write an example of pronoun-verb agreement on the line.


Name
appeared crops develop edge

golden rustled shining stages
1. appeared:
2. crops:
3. develop:
4. edge:
5. golden:
6. rustled:
7. shining:
8. stages:

Name
A. Write three words from the box that have open syllables.
Write three words from the box that have closed syllables.
Then draw a line to divide each word into syllables.
publish solo letter magnet yogurt famous
Open Syllables Closed Syllables
1. 4.
2. 5.
3. 6.
B. Read each sentence. Write a compound word to replace

the underlined words.
7. The flakes of snow fell fast from the sky.

8. Dad piled some logs in the place for fire.
9. My friend uses a chair with wheels.

Name

understanding of story events.
The Contest of Athens

Long ago, the city of Athens needed a patron,
9 someone to watch over the city. There were two great
19 beings who wished to be the patron. One was Poseidon,
29 who ruled the seas. The other was Athena, who had
39 great wisdom.
41 The king of Athens had to select one of these two. So
53 he asked each one to present a valuable and important
63 gift to Athens.
66 “Your gift must be practical and useful for the city,”
76 said the king.
79 It was Poseidon’s turn first. He struck the ground
88 with his spear, the long-handled blade he always
96 carried. From the ground, a well appeared and water
105 surged forth.

107 The king hurried to the well to taste the water. He
118 discovered that the water was as salty as the sea.
128 “This is not an appropriate gift for Athens. It is not
139 suitable at all,” moaned the king.

Name
145 Next, it was Athena’s turn. She also struck the ground
155 with her spear. In that exact spot, she buried an olive
166 branch in the ground to make an olive tree. The olive
177 tree would provide the people of Athens with food, oil,
187 and wood.
189 The king was overjoyed with Athena’s fine gift. He
198 stated happily, “Because you have given us this olive
207 tree, you are now the patron of Athens.”
215 Athena was pleased, but Poseidon was miserable over
223 losing the contest. He flooded the land with seawater.
232 Once he calmed down, he drained the floodwater away.

Name
1. Why did the king reject Poseidon’s gift?
2. Why did the king make Athena the patron of Athens?
3. What is the theme of the passage?
B. Work with a partner. Read the passage aloud.

Pay attention to how you use your voice to show
feelings. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Clue
Clue
Clue
Theme

Name
Clytie and Apollo

Apollo was the ruler of the sun. Clytie loved watching
Apollo making his journey across the sky. Because
she watched him so often, she was transformed into a
sunflower. From that time on, sunflowers have always
turned to the sun.
2. What helps you know this is not a true story?
3. What question does the myth answer?

Name
A. Read the sentences. Underline the context clues that help you
figure out the meaning of the word in bold print.
1. “Your gift must be practical and useful for the city,” said
the king.
2. From the ground, a well appeared and water surged forth.
3. “This is not an appropriate gift for Athens. It is not suitable at

all,” moaned the king.
4. Athena was pleased, but Poseidon was miserable at losing the

contest.
B. Write a sentence for each word in bold print. Use context clues
to make the meaning clear.
5. patron
6. valuable
7. select
8. overjoyed

Name
draft to help you think about a strong opening you can add.
Draft Model
Once there was a flower. It was in a forest. It needed rain.
1. What does the flower look like? How does it feel and appear?
2. What does the forest look like?
3. What problem might the flower have?
B. Now revise the draft by writing a strong opening that tells

about the character, the setting, and a problem.

Write to Sources
Name
Andre used text evidence to answer the prompt: Would you

prefer to have a seed for the pumpkin in The Golden Flower
or a seed for the pumpkin in “A Pumpkin Plant”?
I would prefer to have a seed for the kind of pumpkin

described in “A Pumpkin Plant.” The pumpkin in A Golden
Flower shines like the sun, but there are no seeds inside.
It is filled with water and sea creatures. I would like to
have a pumpkin that has seeds inside it so that I can grow
more pumpkins. I would plant the seeds in my garden.
My garden is in a sunny spot in the backyard. The pumpkin
plant’s flowers would make my garden really colorful!
In the fall, I would decorate some of the pumpkins and
leave them outside for everybody to see. Then, I would take
some seeds from inside those pumpkins and plant them in
my garden, too. This is why I prefer to have a seed from the
kind of pumpkin in “A Pumpkin Plant.”
Reread the paragraphs. Follow the directions below.
1. Circle the sentence where Andre states his opinion.
2. Draw a box around two linking words.
3. Underline text evidence Andre included about why his

garden would be a good place for a pumpkin seed.
4. Write an adjective that tells “what kind” on the line.

Name
electricity energy flows haul

power silent solar underground
A. Complete each sentence with a vocabulary word.
1. It’s your turn to the trash outside and

all the way to the curb.
2. The water so rapidly here that it is

dangerous to cross the river.
3. After the performance, instead of cheering and applauding, the
crowd was completely .
4. The roof of the house was covered by

panels to absorb the rays of sunshine.
5. travels from a
plant through a series of wires into our homes.
6. Some animals burrow into the earth and spend much of their
lives .
7. can come from coal, oil, wind, or

the sun.

Name
A. Read each sentence. Circle the word with the vowel

consonant e syllable. Then write the syllables in the word
you circled.
1. Our guests will arrive at the train station tonight.
2. I can inflate the raft using this pump.
3. Our class is planning to compete in the city spelling bee.
4. The girl was homesick when her family traveled all summer.
B. Write the meaning of each word. Use the prefix or suffix

to help you.
5. worthless
6.
7. disagree
8.

Name

Ocean Energy
We use energy every day to do work. Energy allows us
11 to turn on a light, heat a home, cook food, and run a
24 computer. A great deal of our energy comes from coal,
34 oil, and gas. Some comes from the sun and the wind.
45 One day, it’s possible that our energy will come from
55 the ocean.
57 Yes, energy can come from the ocean. There are not
67 many ocean power plants right now. But the ocean is a
78 big source of energy.
82 Tidal Energy
84 The ocean has high and low tides, meaning that
93 the water rises and falls every twelve hours. This tidal
103 energy can be used to make power.
110 When high tide flows in to shore, the water is trapped
121 behind a dam. The water is stored in a large pool. When
133 low tide occurs, the water behind the dam is released.
143 The rushing water runs a machine inside the dam that
153 makes electricity.

Name
155 Ocean Wave Energy

158 The water in the ocean is always moving. This
167 constant movement of ocean waves can run a machine
176 that generates power. The waves move up and down
185 inside the machine and spin parts of the machine. The
195 machine makes electricity.
198 Heat Energy

200 The water temperature on the ocean’s surface is
208 warmer than below. This is caused by the sun heating
218 the water on top. Deep below the surface, the water
228 doesn’t change. It remains very cold.

234 This temperature difference creates heat energy. A
241 power plant uses this heat energy to make electricity.
250 The ocean is a giant source of energy. There may
260 come a day when the ocean will power the world.

Name
1. Write one clue from page 263 that helps you figure out the
author’s purpose.
2. Write two clues from page 264 that help you figure out the
author’s purpose.


Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Clue Clue
Author’s Purpose

Name
Each Can Counts

When a can is recycled, its materials can be reused.
That means energy is not wasted producing materials
for a new can. The energy saved by recycling one can
may be enough to power a TV for three hours.
2. What can happen if people don’t recycle cans?

4. What title would you add to the diagram?

Vocabulary Strategy: Paragraph Clues
Name
A. Read each paragraph. Underline context clues that help

you figure out the meaning of the word in bold print. Write the
meaning.
1. When high tide flows in to shore, the water is trapped behind a

dam. The water is stored in a large pool. When low tide occurs,
the water behind the dam is released. The rushing water runs a
machine inside the dam that makes electricity.
2. The water in the ocean is always moving. This constant

movement of ocean waves can run a machine that generates
power. The waves move up and down inside the machine and
spin parts of the machine. The machine makes electricity.
3. The water temperature on the ocean’s surface is warmer than

below. This is caused by the sun heating the water on top. Deep
below the surface, the water doesn’t change. It remains very cold.
B. Rewrite each underlined sentence from above. Replace the

words in bold print with words that have a similar meaning.
4.
5.
6.
Name
draft to help you think about adding content words.
Draft Model
A radio needs something to make it work. It can run on
electricity. It can also run on a battery. Some radios have a sun
panel to charge the battery.
1. What content words can you add to tell about a radio?
2. What content words can you add to tell about electricity?
3. What content words can you add to tell about a battery?
B. Now revise the draft by adding content words that are

related to radios, electricity, and batteries.

Write to Sources
Name
Héctor used text evidence to answer the prompt: How do

people depend on Earth for energy?
People depend on the sunlight and the water on Earth

for energy. The Sun’s energy goes into the water on
Earth. People trap the energy in dams and use it to make
electricity. The electricity travels through power lines to
help light our towns and cities. Water is recycled in the
water cycle. It never disappears, so it is always there to
use. People also depend on Earth for water to drink. And
the Sun gives us food to eat. Plants use the Sun’s energy
to grow. We eat the plants then the energy is in us! People
depend on Earth to give us electricity, water to drink, and
food to eat.
1. Circle one fact Héctor used from “The Power of Water.”

2. Draw a box around one content word that Héctor used.
3. Underline a detail Héctor used to develop his point.
4. Write the article that appears twice in the first sentence

on the line.

Name
exploration important machines prepare

repair result scientific teamwork
Write about a scientific exploration you would like to make.

Include all the words from the box.

Name
A. Choose an ending from the box to complete each

word. Write the word. Then draw a line to divide it into
two syllables.
al el le
1. bag 2. loc
3. kenn 4. cryst
5. tab 6. padd

with the correct contraction or possessive.
7. The land of the farmer spreads for miles.
8. The cows would not go into the barn.
9. They are picking the lettuce by hand.

Name
Read the passage. Use the summarize strategy to tell

the important ideas in your own words.
An Antarctic Team
Teams of people explore places worldwide. Why do
8 people work in teams? The reason is that each person
18 has special skills to contribute.
23 The Antarctic is an incredible place to explore. Each
32 year, teams travel there to study the region. Each team
42 member has a talent for making the trip successful.
51 Building a research station, or base camp, is a top
61 priority. This is where people live and work and set off
72 on field trips. Some team members are responsible for
81 the construction of the camp’s buildings.
87 If a camp can only be reached by air, pilots are
98 needed to fly planes and helicopters. They transport
106 people and equipment to the camp.

Name
Cou r tes y o f Keith Vand erlind e/Natio nal Scien ce Fou nd atio n
A plane flies team members home from the camp.
112 Scientists work as part of the team to learn more

122 about the Antarctic. Each scientist conducts a unique
130 project. Some study the animal and plant life. Some
139 study the climate and weather while others study
147 the glaciers.
149 Other team members maintain the buildings and
156 vehicles. Some people inspect the camp’s electric system
164 to make sure it is working. Some people repair broken
174 equipment.
175 A doctor and a nurse keep team members healthy.
184 There are firefighters who work to prevent fires.

192 Exploring the Antarctic is not a job for one person.
202 A whole team must be involved. Team members must
211 respect each other and use their talents for the good
221 of the team.

Name
1. Write a key detail about one kind of team member on an

Antarctic exploration.
2. Write a key detail about another kind of team member on an

Antarctic exploration.

attention to how you pronounce the sounds in words. Stop
after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Details chart.
Main Idea

Name
A Baby Mammoth
In Russia, a reindeer herder discovered a baby
mammoth’s body. She was transferred to a museum
so scientists from around the world could study her.
Then she was sent to Japan for tests. Scientists were
determined to learn as much as they could.

2. Why was it important for so many scientists to study the

baby mammoth?
3. What is the purpose of the map?

Vocabulary Strategy: Greek and Latin Roots
Name
Find each of the words in the box in the sentences below.

Circle each word. Then write a definition.
construction inspect incredible conducts station
1. The Antarctic is an incredible place to explore.
2. Building a research station, or base camp, is a top priority.
3. Some team members are responsible for the construction of the

camp’s buildings.
4. Each scientist conducts a unique experiment.
5. Some people inspect the camp’s electric system to make Copyright © McGraw-Hill Education
sure it is working.

Name
draft to help you think about details you can add to support
the main idea.
Draft Model
Teamwork is important for jungle explorers. There are many
different jobs for team members. One team member reads
maps so that the other team members know where they are.
1. Why does the team need maps?
2. What other kinds of jobs might team members have?
3. What other details can you add to show why teamwork is

important?
B. Now revise the draft by adding details that support and

explain the main idea of teamwork.

Write to Sources
Name
Melissa used text evidence to answer the prompt: Would

you rather be an astronaut or a mountain climber?
I would rather be an astronaut than a mountain climber.

They both seem like hard work, but I think being an
astronaut looks more exciting. I read that different kinds of
people can become astronauts. I could become an astronaut,
too! I would learn how to fly so that I can be the pilot of
the space shuttle. I would get to wear a space suit with a
TV camera in it, but I think I would have to wait until I’m
older. The space suit is heavier than I am. It weighs 280
pounds! I could also float in a special plane called the Vomit
Comet. I hope I don’t get sick. To be a mountain climber,
you have to do a lot of exercise to prepare. Team Jordan ran
long distances carrying heavy backpacks and pulling tires.
When they were near the top of the mountain, they had
to wear oxygen masks so that they didn’t get sick. I would
rather float in space than have to pull tires!

1. Circle the sentence that tells the topic of the paragraph.
2. Draw a box around a supporting detail about why Melissa

will have to wait to be an astronaut.
3. Underline Melissa’s strong conclusion.
4. Write on the line an adjective that compares.

Name
invented money prices purchase

record system value worth

1. What happens to prices during a sale?
2. How can you find out the value or worth of something you want
to buy?
3. What is something you wish you had invented?
4. How could you keep a record of all the books you read?
5. What kind of system can you use for saving money?
6. What is one thing you would like to purchase at the store?

Name
A. Add a vowel team from the box to complete each word.

Then write the word in a sentence.

rep t
2. displ
3. racc n
4. mead
B. Add -er and -est to each word. Write the new words. Copyright © McGraw-Hill Education
5.
6. spicy
7. flat

Name
Read the passage. Use the summarize strategy to tell

the important ideas in your own words.
Make a Budget
You get some money, but you spend it all and have
11 nothing left. Is there anything you can do to take
21 control? You can make a budget to manage your money.
31 What Is a Budget?
35 A budget is a plan to keep track of money coming in
47 and money going out. The government has a budget
56 and so do many families. You can have a budget, too.
67 Income
68 First, think about money you get. What is the source
78 of the money? Maybe you get an allowance, maybe you
88 earn money from a job, or maybe you get money as a
100 gift. All the money you get is called income.
109 Expenses
110 Now think about money you need to spend. Where
119 does the money go? Maybe you have to buy food or
130 pay for travel. The money you have to spend is
140 called expenses.

Name
142 Spending Money

144 Subtract the expenses from the income. The amount
152 of money left over is available for spending. You may
162 realize that you don’t have enough money to buy an
172 item you want, though.
176 To solve this problem, set a savings goal for the item.
187 Each time you get money, set aside a portion, or part,
198 of it. You might have to save for a few weeks or a few
212 months, depending on the cost of your item. Keep saving
222 until you achieve your goal so you can buy your item.
233 Many people make a budget to manage their money.
242 You can make a budget to make your money work for

253 you. A budget will help you pay your expenses and save
264 money to buy things you want.

Name
1. What is the problem at the beginning of the passage?
2. What is the solution?
3. What are some steps you can take to solve the problem of not
having enough money to buy something you want?


Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Read the selection. Complete the Problem and

Solution chart.
Problem
Steps to Solution
Solution

Name
How We Pay
Money Now
When people purchase things now, they often use bills
and coins. That system may change.
Future Money
Bills and coins may become
part of the past. People
may rely entirely on
computers and cell
phones for making
purchases.
2.
3. Look at the illustration. Write a caption for it.

Vocabulary Strategy: Paragraph Clues
Name
A. Read each paragraph. Underline the context clues in the

paragraph that help you figure out the meaning of the word
in bold print.
1. You get some money, but you spend it all and have nothing left.
Is there anything can you do to take control? You can make a
budget to manage your money.
2. The amount of money

left over is available for spending. You may realize that you
don’t have enough money to buy an item you want, though.
3. To solve this problem, set a savings goal for the item. Each
time you get money, set aside a portion, or part, of it. You might
have to save for a few weeks or a few months, depending on
the cost of your item. Keep saving until you achieve your goal
so you can buy your item.
B. Rewrite each underlined sentence from the paragraphs

above. Replace the words in bold print with words that have
a similar meaning.
4.
5.
6.

Name

the draft to help you think about a strong conclusion you
can add.
Draft Model
People can save money at a bank. They can get money from
the bank’s ATM. People also use banks for paying their bills.
2. What is the main idea?
3. What information could you include in a conclusion sentence?
B. Now revise the draft by writing a strong conclusion that

sums up the main idea.

Write to Sources
Name
Farah used text evidence to answer the prompt: How do

the authors of “Money Madness” and “King Midas and the
Golden Touch” use sequence to organize the text?
The authors of “Money Madness” and “King Midas and

the Golden Touch” both use sequence to organize the text.
They both start with the earliest event and tell the stories
in the order the events happen. In “Money Madness,” the
author begins by describing what life was like before money
existed. Then he tells all about early kinds of money, like
cows and rocks. After that, he describes how the money we
use today was invented.
The author of “King Midas and the Golden Touch” also
uses sequence. The author uses words like “Many years
ago” and “one day” to let the reader know when events took
place. The author tells about King Midas’s day in order. It
starts in the garden during the day and ends at dinnertime.
The authors of both selections used sequence to help me
understand the events in the order they took place.
Reread the passage. Follow the directions below. Copyright © McGraw-Hill Education
1. Circle a fact Farah included from “Money Madness.”
2. Draw a box around two sequence words Farah used.
3. Underline the conclusion.
4. Write a prepositional phrase Farah used in the second

paragraph.

Name
create dazzling imagination seconds
A. Write a sentence to answer each question. Use the

1. What kind of art project would you like to create?
2. What is the best idea you have ever had using your
imagination?
3. What is the most dazzling thing you have ever seen?
4. How can you measure time in seconds?
B. Write a description of a mysterious dazzling object

in the sky. Use all the words from the box.

Name
A. Read each sentence. Circle word with the r-controlled

vowel syllable. Write the word and underline the
r-controlled syllable.
1. The craftsman made a big carving of a native bird.
2. We enjoyed a dinner of fresh trout and roasted potatoes.
3. The starry sky was an amazing sight.
4.
B. Divide each word into three syllables. Then write the

word in a sentence.
5. vacation
6. avalanche
7. excellent
8. regular

Name
Read the poem. Use the summarize strategy to retell

the poem in your own words.
Growing Up in One Day

If I could grow up in just one day,
9 how would I work to earn my pay?
17 I could be a teacher
22 in a class,
25 guiding children
27 to learn and pass.
31 The moving children
34 would be an army of ants,
40 streaming along to class
44 in a happy trance.
48 I could be a chef
53 in a famous kitchen,
57 I’d have helpers
60 that would always pitch in.
65 If a diner’s stomach
69 was a bottomless pit,
73 My cooks and I
77 would refuse to sit.

Name
81 I could be a firefighter
86 in a truck,
89 extinguishing fires
91 and helping cats that are stuck.
97 My legs would be machines,
102 I’d scramble up so fast
107 and bring the cat down
112 safe at last.
115 I won’t grow up
119 for quite awhile,
122 but I’ve considered some ideas
127 that really make me smile.

Name
1. What is the boy’s point of view about being a teacher

when he grows up?
2. What is the boy’s point of view about being a firefighter

when he grows up?
3. What is the boy’s point of view about growing up? How do

you know?

to how you use your voice to show feelings. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Name
My Imagination
I plunge with a whale deep into the sea,
I dash with a monkey up a tall tree.
I soar with an eagle and off we zoom,
I experience adventures
Without leaving my room.
2. What would change about the poem if there were no

rhyming words?
3. Write two more rhyming lines to add to the poem.

Vocabulary Strategy: Metaphors
Name
Read the lines. Explain what each metaphor means.
The moving children would be an army of ants, streaming

down the hall without a backward glance.
2. A diner’s stomach was a bottomless pit.
3. My legs would be machines, I’d scramble up so fast and bring

the cat down safe at last.
4. His smile was sunlight that lit up the room.

5. The runner was lightning in the race.

Name

the draft to help you think about how to make the
writing better by using strong words.
Draft Model
I paint the adventures in my mind.
I make pictures of every kind.
1. Where could you add strong adjectives?
2. Where could you add strong adverbs?
3. Which words could you replace with stronger words?
B. Now revise the draft by adding strong words.

Write to Sources
Name
Thomas used text evidence to answer the prompt: Write a

free verse or rhyming poem about how books and art let
you use your imagination. Include a metaphor in the poem.
My Moods
Whenever I am feeling blue,
Looking for something to do,
I grab paper, paints, and brush,
And quietly, without a hush
I find a corner in my room,
And plant a garden in full bloom.
No matter how I feel,
make-believe will help me heal.
It is better to let my imagination soar
Because then, my spirit will roar roar roar!
Reread the poem. Follow the directions below.
1. Underline the metaphor Thomas uses to describe what Copyright © McGraw-Hill Education
he paints.
2. Thomas uses strong rhyming words in his poem. Circle two

rhyming words in the first stanza.
3. Draw a box around how Thomas chases his moods away.
4. On the line, write an adjective that Thomas uses.

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Pets Are Our Friends

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actions afraid depend nervously

Write your own definition for each vocabulary word.

Practice • Grade 2 • Unit 1 • Week 1 1

A. Use a word from the box to answer each riddle.

window slim hand sister glad

1. I am at the end of your arm. What am I?

2. I am part of a house. What am I?

3. I mean almost the same as happy. What am I?

4. I mean almost the same as thin. What am I?

5. I am a girl in a family. Who am I?

The endings -s or -es make nouns mean more than one.

B. Add -s or -es to each base word. Write the new word.

Copyright © McGraw-Hill Education

2 Practice • Grade 2 • Unit 1 • Week 1

Read the passage. Use the visualize strategy to picture

A Bicycle Built for Two

Practice • Grade 2 • Unit 1 • Week 1 3

103 Squirrel shook his head in despair. He wanted to

4 Practice • Grade 2 • Unit 1 • Week 1

A. Reread the passage and answer the questions.

1. What is stopping Squirrel from riding his bike?

2. Why can’t Squirrel get help from Fox and Bear?

3. What happens when Rabbit comes along?

B. Work with a partner. Read the passage aloud. Pay

Number of Words Correct

Practice • Grade 2 • Unit 1 • Week 1 5

Read the selection. Complete the Key Details chart.

Detail Detail Detail

6 Practice • Grade 2 • Unit 1 • Week 1

Answer the questions about the text.

1. What genre of text is this? How do you know? Give two

2. What does the picture help you understand about Mole?

3. How does the title help you understand the story?

Practice • Grade 2 • Unit 1 • Week 1 7

To figure out new words, look at word parts. A root word

Read each sentence. Then write a definition for the

2. “Will you help me fix my bike?” Squirrel inquired.

3. So Squirrel continued on.

5. “You are probably too busy to help me,” sighed Squirrel.

8 Practice • Grade 2 • Unit 1 • Week 1

A. Read the draft model. Use the questions that follow

1. Where did the two friends go on their picnic?

2. What did they pack for their picnic?

3. How did the friends get home?

B. Now revise the draft by adding details that clearly

Practice • Grade 2 • Unit 1 • Week 1 9

Anita used text evidence to answer the prompt: Write a

Reread the passage. Follow the directions below.

1. Circle the event that was important to Mouse and Snake’s

2. Draw a box around a supporting detail that tells why Mouse

3. Underline a descriptive detail that describes how

4. Write a complete sentence from Anita’s poem.

10 Practice • Grade 2 • Unit 1 • Week 1

aside culture fair invited

Use all the words in the box to write a story about a

Practice • Grade 2 • Unit 1 • Week 2 11