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