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A
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. The contents, or parts thereof, may be reproduced in print form for
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Printed in the United States of America
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Photography Credits
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©
M a c m i l l a n / M c G r a w - H i l l
Decodable PassagesContents..................................................................................2
Directions ................................................................................4
Passages ................................................................................5
Word Study
Contents................................................................................65
Letter Cards ..........................................................................66Spelling Word Cards .............................................................68
Vocabulary Word Cards ........................................................98
Sound Boxes .......................................................................128
Games.................................................................................130
Additional Literacy Support
Contents..............................................................................143Rhymes and Chimes ...........................................................144
Reader Response Sheets ...................................................174
Writer’s Checklists ..............................................................177
Proofreading Marks .............................................................179
Writing Rubrics ....................................................................180
Picture Prompts...................................................................187
Handwriting .........................................................................194
Classroom Behavior Checklist .............................................206
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Decodable Passages
© M a c mi l l an / M c G r aw-H i l l
Unit 1 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
At BatTag!
Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Tom Gets a Pet
Les Is on a Jet
Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Dad Saves a Cat
Ned in the Lake
Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Bike Ride!
Game Time
Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Jove and Hope
A New Time Zone
Unit 2 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 15
A Pine for Luke
Jude’s Tune
Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . 17
A Slug on a Slope
Spike’s Slip
Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Gail Is in Pain!
Rain on a Sail
Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Light in a HoleMike and Meg
Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .23
Joe Rows a Boat
Moe Mows
Unit 3 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .25
Lee Tells Silly Tales
Lady the Seal
Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .27
Good Rules
Bad Jude
Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .29
A Shell on the Shore
Sheep and Goats
Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Rich the Chick
Jill’s Sash
Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .33
Chicks Can Scratch!
The Scared Cat
2 Decodable Passages
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Decodable Passages
©
M a c m i l l a n / M c G r a w - H i l l
Unit 4 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .35
An Ape Named MartyBart Gets a Pet
Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .37
Arthur the Goat
Burt’s Perch
Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .39
Should Brooke Cook?
A Look by the Brook
Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 41
The Storm That Blew
Stew’s Bruise
Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .43
Paul and Dawn
Tawny’s Paw
Unit 5 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .45
Scowl the Owl
Howling Sounds
Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .47
Mr. Moy’s Toys
Troy Joins Joy
Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .49
Alissa’s Job
Yucca and Bananas for
Pamela
Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Gnalla and the WrenMr. Wrago’s Wrench
Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .53
Regis and Cindy’s Spacecraft
Brice in Space
Unit 6 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .55
A Smudge for Smidge
Midge’s Picnic
Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .57
Princess Flair
Sar’s Tar
Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .59
Homer and Ameer
Paneer Hears Thunder
Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Dora’s Wings
Blair’s Corn Planter
Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .63
The Sire’s Crier
Kire’s Tires
Decodable Passages 3
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Decodable Passages
© M a c mi l l an / M c G r aw-H i l l
Directions
The decodable passages that follow are divided by unit and week.
Each passage contains words based on the phonics introduced in
that particular week, and is at least 75% decodable. Vocabulary
words are also used in the passages to provide students with
additional practice at identifying and reading the words.
An activity is provided at the bottom of each page. After students
have read the passage(s) on the page, you may have students
complete the activity to extend their reading, writing, and phonics
comprehension.
4 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Unit 1 • Week 1 5Decodable Passages
Name
Phonics
At Bat
Pam is at bat.
Pam hits the ball.Pam will carefully pass the bat to Bill.
Bill will bat.Bill hits the ball.Where is it?
Sam has to bat.
Will Sam hit the ball?Pam whispers to Bill, “Can Sam hitit far?”Sam hits it far.
Activity A c t ivi t y Circle the words
that have a short a
sound.
short a and i
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Unit 1 • Week 16 Decodable Passages
Name
Phonics
Tag!Jan ran to tag Tim.Tim ran to tag Dan.Tim is excited. He did not miss!
Jan, Tim, and Dan sat on a mat.“Did I win?” asks Tim.
“You did!” says Jan.Tim wins a pin as big as a pan!
Activity A c t ivi t y Underline the words
that have a short i
sound.
short a and i
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Unit 1 • Week 2 7Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Tom Gets a Pet
Tom met six hens.Tom met six pigs.Tom met six pups.
The hens sit in the sun.The pigs sit in the mud.The pups sit on a rug.
Tom gets a pup for a pet.The pup runs and hops.Tom enjoys his pet pup.
Activity A c t ivi t y Underline the words
that have a short e
sound.
short e, o, and u
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Unit 1 • Week 28 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Les Is on a Jet
Les gets on a jet.He has a pen and a top.
Les sits with Jill. Jill has a bag with a pin.Jill has a pin for Les.Les shares his top with Jill.He lets her spin the top.
The jet is hot. Jill gets a fan.
It is a lot less hot!
Activity A c t ivi t y Underline the words
that have a short o or
u sound.
short e, o, and u
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Unit 1 • Week 3 9Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Dad Saves a Cat
Jake’s dad is in bed.Jake has to wake him. A cat is in a well!“Wake up! Wake up!” says Jake to his dad.
His dad is a firefighter. He can save it.His dad runs to the well.He will use a rake to save the cat.
The cat is safe. Jake lets it sit in his lap.
Activity A c t ivi t y Write a sentence
about Jake’s cat.
short a, / a / a_e
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Unit 1 • Week 310 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Ned in the Lake
Ned sits by a big lake.The sun is very hot.Ned can jump in the lake.
Ned can take his pet pup.The pup can swim in the lake.Ned and Pup jump and swim.
Ned can see Dave and Kate.
Dave and Kate jump in the lake.Ned and Pup swim with Daveand Kate.
Activity A c t ivi t y Make a list of words
that rhyme with lake .
short a, / a / a_e
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Unit 1 • Week 4 11Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Bike Ride!
Mike likes to ride his bike.He will ride to his home on the lake.Mike will ride up a hill. The ride is five miles.It will take Mike a long time.
“Time to ride!” Mike yells.Mike rides well and is not late.His mom has her arms open wide. She gives him
a hug.“I made pancakes!” Mom says. “Time to dine!”
Activity A c t ivi t y Write a story about
Mike’s bike.
i , / ı / i _e
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Unit 1 • Week 412 Decodable Passages
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Name
Phonics
Game Time
Miles has a game with tiles. He likes this game.He smiles.It is a language game. His mom and dad sit ona mat.They will play his game.
His game has lots of tiles. His mom takes tiles.His dad takes tiles. Then he takes tiles.Miles lines his tiles up on the mat.Miles can not win all the time.He is nice when he does not win.
Activity A c t ivi t y Underline the words
that are spelled with
an i .
i , / ı / i _e
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Unit 1 • Week 5 13Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Jove and HopeJove is a pup.Hope is his mom.Jove sits on Hope’s lap.Jove likes Hope a lot!
Hope takes a long nap.
Jove pokes Hope with his big nose.Hope gets up and gives Jove abig hug!
Activity A c t ivi t y Circle the words
that have a short
o sound.
o, / o / o_e
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Unit 1 • Week 514 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
A New Time Zone
Jan’s home is in Rome. He will take a jet toAmerica.He will be in an earlier time zone. He thinks hewill like it.
Jan will ride a bike to a big lake.He will take a cap, mitt, and bat.Jan will play games like other kids.
“I will like it!” says Jan. “It will not bea bore. I will have fun.” Activity A c t ivi t y
Write about other
things Jan might do
in America.
o, /o/ o_e
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Unit 2 • Week 1 15Decodable Passages
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a c m i l l a n /
M c G r a w - H i l l
Name
Phonics
A Pine for Luke
Luke has a pine tree. It is big and wide.It makes cones that hide its seeds.
Tom has a rose. It has six buds.Tom gives it water so it will get big.
Tom ties his rose to a tube so it can stay up.A pine and a rose like lots of water and sun.
Activity A c t ivi t y Write about another
kind of tree or flower.
u / u, / u / u_e
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Unit 2 • Week 116 Decodable Passages
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Name
Phonics
Jude’s Tune
Jude’s dad lets him play in the mud.Jude has a tune he hums as he has fun in themud.
“Can I make a tune about mud?” asked Jude.“Yes, Jude, that is fine,” his dad said.
Jude has a neighbor named Bud. He likes to
hum, too.Bud hums Jude’s tune to his dad.“I like Jude’s tune,” said Bud.“It is Jude’s mud tune,” said Dad. Activity A c t ivi t y
Write your own
words to a tune.
u / u, / u / u_e
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Unit 2 • Week 2 17Decodable Passages
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Name
Phonics
A Slug on a Slope
Stan sat on a slope. He dug a hole in thewet mud.
“I see a slug—a big slug! It is a slug in the mud!”cried Stan.
His mom slid down the slope. She gave Stana tube.“Rescue the slug!” she yelled.
Stan put the tube in the mud. The slug slid in.
“The slug will not get wet!” said Stan.“I rescued him!”
Activity A c t ivi t y Tell how you would
rescue an animal
stuck in the mud.
sl/ sl , /dr/ dr , /sk/ sk , /sp/ sp, /st/ st
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Unit 2 • Week 218 Decodable Passages
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Name
Phonics
Spike’s Slip
Drake is on a sled. A young pup slips andtakes a spill.Drake puts the pup on the sled. He gets a rope.
“I can pull the sled with the rope,” says Drake.“I will take him home and name him Spike.”
Spike and Drake skip home. Drake’s dadpets Spike.
“I will give you a bone. Then I will geta vet!” says his dad.
Activity A c t ivi t y Tell how Drake might
have told his dad
about Spike.
sl/ sl , /dr/ dr , /sk/ sk , /sp/ sp, /st/ st
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Unit 2 • Week 3 19Decodable Passages
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Name
Phonics
Gail Is in Pain!
Gail is in bed. Gail is in pain! She may have abroken bone. She fell in a hole and cut her leg.
“Gail will be fine,” said Dr. May. “But she muststay in bed and rest up.”
“Stay still,” said Gail’s mom. “Stop! Do not slideyour leg in bed!”
Gail gets lots and lots of mail.Gail will stay in bed and rest. Activity A c t ivi t y
Write about a time
you had to stay in
bed.
a / ay, ai
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Unit 2 • Week 320 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Rain on a SailFay’s home is on a bay. She likes to sail with Dadin May and June.On a Sunday in May, they set sail. Then the raincame.Then the wind came. The wind cut the sail.Dad had to tug on a rope.
Dad got them back to the bay.Fay and Dad stay safe!
Activity A c t ivi t y Make a list of words
that are spelled with
ay or ai .
a / ay, ai
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Unit 2 • Week 4 21Decodable Passages
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Name
Phonics
Light in a Hole
Ty spots a mole. It is in a hole. It does not likethe light.Ty will sit right by the hole. Might the mole comeout at night?
Ty will rest. He will lie by the hole and wait for the mole.
“The mole peered out of its hole!” yells Ty. “It wassuch a sight!”Ty ties a light on a rope. He drops the ropein the hole.
“I do not spot the mole,” he sighs.“It may not like my light.”
Activity A c t ivi t y Write about why a
mole might not like
light.
ı / i , igh, ie, y
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Unit 2 • Week 422 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Mike and Meg
High on a hill is a red fox named Mike.Every fox recognizes Mike as a bright fox.
A fox might like Mike, but at night Mikelikes to fight.
His mom, Meg, likes to lie in the sunlight. “Stop,Mike!” cried Meg. “Try not to fight. Stay by Momand lie in the sun!”“Right,” sighs Mike, “I will notfight. Then I might be liked!”
ı / i , igh, ie, y
Activity A c t ivi t y Write about why you
think Mike is not
liked.
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Unit 2 • Week 5 23Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Joe Rows a Boat
Joe has a boat at home. He likes to row his boatin the moat around his home. His friend Bo will
row with him. Dad will watch.Joe puts on a uniform to row. “I row a lot,” Joetells Bo. “I row five times a day!”
Bo gets in the boat to help Joe row.“I know if I row I can stay fit,” Joe tellsBo. Joe and Bo get in the boat androw in the moat.
Activity A c t ivi t y Write about what you
would do if you had a
moat by your home.
o / o, oa, ow, oe
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Unit 2 • Week 524 Decodable Passages
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Name
Phonics
Moe Mows
Moe has a job. He mows grass. Moe starts on theright and mows until the grass is low. “I mow dayand night,” says Moe.
Moe knows a girl named Jo who mows grass. Jomows fast but does not mow at night. She mowsa lot on Sunday.
Jo calls Moe. “Moe, I broke my toe!” Jo tells Moe.“Can you mow for me?”“Oh, no!” cries Moe. “I hope you get well fast. I
will mow for you!”Jo sits as Moe mows.
Activity A c t ivi t y Write about why Moe
helped Jo.
o / o, oa, ow, oe
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Unit 3 • Week 1 25Decodable Passages
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Name
Phonics
Lee Tells Silly Tales
Lee likes to tell funny, silly tales. He tells talesabout his dreams. Lee had a silly dream of a queen.
Nineteen green beans got stuck deep in the mud.
A queen sees the green beans and tries to freethem from the mud. But the hill is too steep, andshe cannot get to them. The queen tells a bee toget the beans. But the bee will not speak.
“Please, bee. I am too weak,” weeps the queen.The bee tells three fleas to help.The queen, bee, and fleas get the
beans. They eat the beans at a feast.The beans are a yummy treat!
Activity A c t ivi t y Write another tale
that Lee would tell.
e / e, ee, ea, y
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Unit 3 • Week 126 Decodable Passages
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Name
Phonics
Lady the Seal
Sally likes to sail on the sea. Sally plays with aseal named Lady. Lady’s coat is wet and sleek.
Sally and Lady like to play hide-and-seek.Lady can leap high. Then she can dive deep intothe sea to hide in the reeds.
Sally can see Lady float up to the top to breathe.Sally waits until Lady peeks her nose up out of the reeds and squeaks a funny seal tune.“You do like to put on a show!” Sally says.“You make it easy to play andhave fun.”
Activity A c t ivi t y Make up a funny seal
tune that Sally might
squeak.
e / e, ee, ea, y
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Unit 3 • Week 2 27Decodable Passages
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Name
Phonics
Good Rules
Rules are made to keep us safe. Staying out of thestreet is a good rule. Using a floating tube in the
water is safe, too. Do not assume that a rule ismade to make you mad.
When you are in someone else’s home, try tofollow the rules. You do not want to be rude! Itis a good idea to follow rules in class, too. Your teacher wants you to keep safe. What rules mustyou follow?
Activity A c t ivi t y Make a list of rules
you should follow in
the classroom.
u / u, u_e
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Unit 3 • Week 228 Decodable Passages
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Name
Phonics
Bad Jude
Jude fell and cut his hand. His mom hadtold him to be careful. She even repeated theswimming rule: “Do not run on the deck.” Jude
did not listen. He ran. The deck was wet and hecut his hand.
Dr. June told Jude, “I am going to put a bit of cream from this tube on your hand.”
Jude was upset. “Will I be able to swim?” heasked.
“Yes, Jude. But not until you useup all the cream in this tube,”said Dr. June.
Jude was not happy. But he willfollow the rules from now on!
Activity A c t ivi t y Write about rules you
should follow at the
pool.
u / u, u_e
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Unit 3 • Week 3 29Decodable Passages
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Name
Phonics
A Shell on the ShoreThad found a big, thin shell. He got it on theshore. There is a chip in it.“Who lived in this shell?” Thad asks. “I will sharethis with Jeff.”
Thad runs to see Jeff. He shows Jeff the shell.
“Did it come from a ship?” asks Jeff. “No, I do notthink so,” says Thad.
Unable to tell when the shell came to the shore,Thad takes a guess.“It has a chip in it but it is still white. I do notthink it is ancient. Did a clam livein it?” Thad asks.
“Yes, I think so,” says Jeff.
ch/ ch; /sh/ sh; /th/ th; /wh/ wh
Activity A c t ivi t y Write about a shell
you have seen.
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Unit 3 • Week 330 Decodable Passages
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a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Sheep and Goats
Chad likes to go to the farm. He can see a lot of sheep and goats. Dogs chase the sheep on thefarm. That is their job.Pat has a job at the farm. “I own nine sheep andfive goats. I raise goats. I make cheese from thegoat’s milk,” Pat tells Chad.
Chad thinks it’s fun to have a job with sheep andgoats. “Which job can I do?” asks Chad.Pat tells Chad that he can help shear the sheep’shair. The sheep’s hair can be used to make sheetsand coats. Chad stays and helps Pat.
Activity A c t ivi t y Write about other
jobs you might like to
have on a farm.
ch/ ch; /sh/ sh; /th/ th; /wh/ wh
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Unit 3 • Week 4 31Decodable Passages
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2 + 1 = 3
RICH THE CHICK
SHOW
4 - 3 = 1
Name
Phonics
Rich the Chick
Seth will perform in a show. “You will see a chickthat can do math!” yells Seth. “It is a play about
a chick named Rich!”Seth will be Rich the chick in the play. Rich is anodd chick. He lives by the lake with lots of fish.He likes to play ball and pitch. The chick canalso do math. “Math is not bad,” Rich the chicklikes to say. “I do it each day!”
Rich must take a bath and dash up the path.
Rich sees a ranch with lots of sad chicks!Rich must help these chicks. He mustchicks and cut the chain. They willbe free in a flash!
Activity A c t ivi t y Write a short play.
ch/ ch, tch; /sh/ sh; /th/ th; /f/ ph
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Unit 3 • Week 432 Decodable Passages
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Jill’s Sash
Mitch makes clothes for shows. He gets cash tobuy cloth.
Mitch is in a rush. He has to dash to a show. Jillhas lost her red sash! “What a shame,”says Mitch. “I ran out of red! I will make Jill a
white sash.”But Mitch can not remember how to make thesash. “Just my luck!” he moans. “Did I stitch thisup or down? I did not take notes!”
Mitch must rush the white sash to Jill. “I hope Jillwill like it,” he says. “I hope it will match.”Jill hugs Mitch when he ties on
the sash. “This does match!” she cries.“What a day!” sighs Mitch.
Activity A c t ivi t y Write about the show
that Jill is doing.
ch/ ch, tch; /sh/ sh; /th/ th; /f/ ph
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Unit 3 • Week 5 33Decodable Passages
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Chicks Can Scratch!
Stretch lives on Spring Street. He has dogs, cats,pigs, and chicks. Each day, Stretch puts a leashon his dogs, cats, and pigs. He takes them for a
walk on Spring Street.
Stretch can not put his chicks on a leash. Theyget mad and scratch him! The chicks stay athome and strut around.
By ten, the dogs, cats, and pigs are home. So isStretch. He then sprays the pens to clean them.
“Is it time for lunch yet?” asksStretch impatiently. He feeds hisanimals scraps. Then he goes to hishome to eat.
Activity A c t ivi t y Draw what happens
if Stretch puts his
chicks on a leash.
skr/ scr -, /spr/ spr -, /str/ str -
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Unit 3 • Week 534 Decodable Passages
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The Scared Cat
Will has to paint the back steps. He scrapes thesides and then paints white stripes. As he paints,a stray cat snoops around the steps. Will sees thatthe cat is not walking well.
“Oh my!” yells Will. “Did you sprain your leg?Can I pick you up?” The cat is nearly out of Will’s
reach. The cat is scared. “Do not scratch,” begsWill. “I will save you!”
Will strains to keep the cat in his arms. He takesthe cat to the steps and feeds it milk. The cat lapsit up and demands more. “Not yet, cat,” saysWill. “You need to rest!” Then Will and the cattake a nap.
Activity A c t ivi t y Write about what
happens to the
cat next.
skr/ scr -, /spr/ spr -, /str/ str -
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Unit 4 • Week 1 35Decodable Passages
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An Ape Named Marty
Marty is an ape. He needs to eat each day. Martycan go far from his home to seek food. He eatsfruit and leaves seeds or a core. He also nibbleson corn.
For Marty, it is a bore to just sit. He likes to sortsticks and run. He likes to swing from his arm.Marty likes to lie under the stars. He likes to playand see the night sky. Marty likes to have fun!
Marty must stay far from cars. He needs to live inthe forest where it is warm and safe. Marty is a
kind ape!
Activity A c t ivi t y Write about another
animal that eats fruit
or leaves.
är/ ar , /ôr/ or
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Unit 4 • Week 136 Decodable Passages
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Bart Gets a PetBart wants to have a pet. He will go and find apet. But he needs to learn more about what kindof pet he can get.
After he reads about pets, Bart gets an idea. “Iwant a python!” he screams. “It can slide on my
carpet.” He will go and get this pet.Bart darts out and sees Ned. Ned asks, “Bart,what pet will you get?”
“I will get a snake!” Bart tells Ned.“Bart!” Ned cries. “Pythons hiss and hiss!”
Bart starts to think. “I think I will
get a hamster instead!”
Activity A c t ivi t y Write about a pet you
would like to have.
är/ ar , ôr/ or
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Unit 4 • Week 2 37Decodable Passages
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Arthur the Goat
Arthur is a goat. He was deserted by his herd.
“I do not need to go with a herd!” thinks Arthur.“I will be fine without them.”
He finds five yaks. He lives with them. Their names are Fern, Kurt, Bert, Wes, and Fay. Arthur likes to eat wheat. He has a lot of fur but runs
and hides when it freezes outside.
“I hate the snow!” Arthur moans. “I leave whenthe snow falls.”
“Yes, Arthur, it is true. That is what you do!”say the yaks.
The yaks do not feel bad for Arthur.
His fur is soft and keeps himvery warm! Activity A c t ivi t y
Write about how
Arthur might
feel about being
deserted.
ûr/ er, ir, ur
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Unit 4 • Week 238 Decodable Passages
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Burt’s Perch
Tate has a bird named Burt. Burt is red and lives
with a cat named Sir. Sir likes to bother Burt. Tatewill make a perch for Burt. That way, Burt willnot get hurt.
“I will make you a red perch, Burt,” says Tate.“Do you like red?”“I really like red!” yells Burt.“Fine,” says Tate. “I will get red paint and a stick
and make you a perch.”Tate went shopping. He got paint and a stick. Hemade a perch for Burt.
“Nice perch, nice perch!” yells Burt. “Ha, ha, Sir!”“I am happy you like it,” says Tate.Sir is not so happy!
Activity A c t ivi t y Write about how
Tate might have
made the perch.
ûr/ er, ir, ur
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Unit 4 • Week 3 39Decodable Passages
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Phonics
Should Brooke Cook?Brooke stood by the stove. It was her turn to cook.Her sister did not think Brooke was a good cook.Brooke would show her! The hardest part so far had to be reading the cookbook.
So she took a fish from the brook and shook off
the water. She had seen her dad cook a fish on apiece of wood. She took the wood and fish tothe stove.
Then Brooke’s sister ran into the house. “Didyou cook?” she asked. Then she looked at whatBrooke had made for dinner. Would she like thefish? She took a bit of it. Then she
yelled, “Brooke can cook!”
Activity A c t ivi t y Write about your
favorite meal and
who cooks it.
ºu / oo, ou
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Unit 4 • Week 340 Decodable Passages
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A Look by the Brook
Ryan and his dad went to a brook and tooka look.“I see a hook!” yelled Ryan. “What can we dowith it?”They stood by the brook and looked at the hook.
“We can look for hidden treasures innooks!” said Ryan.
“We can put the hook in the brook tolook,” said Dad.
Dad put one foot in the brook. He gave Ryan thehook. Ryan put it in the water and remained still.“I got something!” he said. He had totug, but the hook came up. A bookwas on the hook.“That is a good book!” said Dad. “Itlooks like you own a lucky hook!”
Activity A c t ivi t y Write your own tale
about what Ryan
finds on the hook.
ºu / oo, ou
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Unit 4 • Week 4 41Decodable Passages
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The Storm That Blew
Sue was chewing the stew that her mom made.There was a big boom in the back room!
“Oh my!” said Sue. “The window blew shut.There must be a lot of wind!”
Sue went to the back room and peered outside.The sky was blue. Sue went back to eat the restof her stew and drink her fruit juice. After shefinished eating, she went to the back room again.She peered outside. The sky was gray.
“Will it rain?” Sue thought. “I had better closethe windows. If there is a storm, it will not
destroy my home!”
Sue closed the windows just in time.The rain started to fall hard whenshe closed the last one!
Activity A c t ivi t y Write directions
to follow during a
storm.
ü/ oo, ui, ew, oe, ue
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Unit 4 • Week 442 Decodable Passages
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Stew’s Bruise
Stew has a new blue bruise on his arm. How did
he get it? Stew’s new car got stuck in the mudafter a flood.
He did his best to move the car. His arm got stuckin the car’s window. It just would not move! ThenStew’s new car ran out of fuel. “I will have topush it!” exclaimed Stew. “The mud is preventingit from moving.”
Stew got out of his car. He waded in the water.“Oh, no!” said Stew. “Why did it have to floodtoday?”
Stew pushed and pushed until his car was home.“My arm hurts from pushing,” he said. Stewspotted a blue mark on his arm. “I got a bruise,”
he sighed. “I do not want to pushmy car again. That was no funat all!” Activity A c t ivi t y
Write about how
Stew got a bruise on
his arm.
ü/ oo, ui, ew, oe, ue
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Unit 4 • Week 5 43Decodable Passages
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Paul and Dawn
Paul is a hawk. He lives in a tree near Mr. and
Mrs. Sawtaw’s home.One day, Paul saw creatures crawl in the grass.Suddenly, he saw his daughter, Dawn, on thegrass.
“Why are you down there?” asked Paul.“I had time to explore!” said Dawn.
He swooped down and took her in his claws.“You must not sit on the lawn,” yelled Paul. “Youare a hawk,” he said. “You need to stay in thetrees!”
“I am sorry, Dad,” said Dawn.
“You are a noble hawk,” Paul said, “so you mustnot squeak and squawk on the lawn. Do notcause me to get mad!”
Activity A c t ivi t y Write about what
Dawn did next.
ô/ au, aw
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Unit 4 • Week 544 Decodable Passages
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Tawny’s Paw
In the city of Gawtin, there is a law about pets.
Cats and dogs can not be outside withouttheir owners.
Tawny is a cat and belongs to Mrs. Pautil. Tawnylikes to tiptoe out of the yard when Mrs. Pamisn’t watching!
Mrs. Pautil spotted Tawny outside this morning.“Bad cat!” said Mrs. Pautil. Then she saw that
Tawny’s claw was bleeding. “You hurt your paw,you bad cat,” said Mrs. Pautil.
She lifted Tawny up, and he wiggled to get loose.She set him on the floor inside. “You are anindoor cat, Tawny!” she explained. “You can gethurt outside. You must be careful!”
With that, Mrs. Pautil cleaned Tawny’spaw and let him go. Tawny laydown for a long nap!
Activity A c t ivi t y Write about how to
keep pets safe.
ô/ au, aw
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Unit 5 • Week 1 45Decodable Passages
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Scowl the OwlThe town of Thousand Owls is dry. It has notrained in Thousand Owls for five years! There isnot a flower anywhere in the town. But there arelots of owls! They sit outside the town hall.
One owl named Scowl always has a frown on his
face. That is how he got his name. Scowl doesnot like Thousand Owls. “It is too dry!” he loudlycomplained one day. “I want to get out of here.”
Scowl flew beyond Thousand Owls. It was wetand rainy. “I don’t like it here either!” said Scowl.“It’s too wet!”
Scowl flew to tell his mom. “Mom,”he said, “let’s get out of town. Let’sgo where it is wet part of the timeand dry part of the time. We willhave the best of both worlds!” Activity A c t ivi t y
Write about Scowl’s
next trip.
ou/ ow, ou
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Unit 5 • Week 146 Decodable Passages
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Howling Sounds
Lisa lives in New York. Her dad just took her toArizona. It is warm there all year round. Whenshe came home, she told her classmates abouther trip.
“It was very hot and dry there,” said Lisa. “Someanimals howl at night. They make loud sounds.”
“Did you see snakes?” asked Ted. “Oh, yes!”exclaimed Lisa. “I saw lots of snakes. They aresuch outstanding creatures!”
Lisa’s class asked to hear more. Just then, the bellsounded outside the school. “Not now,” beggedLisa. “We’ll be late for class! But after class, I willtell you what I found on my trip!”
Lisa and her classmates ran to school.They made it just in time!
Activity A c t ivi t y Write about what
Lisa might have
found on her trip.
ou/ ow, ou
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Unit 5 • Week 2 47Decodable Passages
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Mr. Moy’s ToysMr. Moy makes toys. He has a toy shop on Boyer Street. Boys and girls like to visit Mr. Moy and seewhat he is making. A boy named Roy helpsMr. Moy make toys.
“It is a joy to make toys!” says Roy. “What are wemaking today, Mr. Moy?” he asks.
Mr. Moy grins. “How about a toy king?” he asksRoy. “We can gather foil and start to make him!”
Mr. Moy and Roy are happy. They set the kingout in the shop for sale. “Will others know whatit is?” asks Roy.
The boys and girls see the king andsay, “That is such a royal king!”Mr. Moy and Roy grin. “It is indeeda royal king!” yells Roy with joy. Activity A c t ivi t y
Write about a toy you
would make with
Mr. Moy.
oi/ oi, oy
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Unit 5 • Week 248 Decodable Passages
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Troy Joins Joy
Joy is playing with her friends outside. Her
brother, Troy, wants to join them. “Can I playwith you?” he whines.
“Don’t be so annoying!” says Joy. “You don’tneed to whine. We agree that you can join us. Weare playing tag.”
Troy jumps up and down. “I like tag! Can I beit ?” he asks Joy. Jake says, “I want to be it , too.”
Joy spots a coin. “We can flip a coin to see whowill be it !” she says. Joy flips the coin andTroy wins.
Joy, Jake, and Troy play tag. Roy sees themplaying and wants to join them. “Can I play,too?” asks Roy.
“Yes, you can! Join us!” says Joy. Joy,Jake, Troy, and Roy play tag late intothe day.
Activity A c t ivi t y Create a new game
to play outside.
oi/ oi, oy
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Unit 5 • Week 3 49Decodable Passages
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Alissa’s Job
Alissa is learning about jobs. She likes the ideathat she can pick her job.
Alissa’s teacher has asked the class to tell whatjob they want. It is Alissa’s turn. “Alissa, whatwould you like to do?” asks Mrs. Rebba.
“I would like to travel!” exclaims Alissa. “I
will go to China.” Mrs. Rebba grins. “Alissa, avoyage is a good idea but China is so far away.Who will go with you?”
“I will go alone,” says Alissa. “Then I will returnto America and make cakes in a bakery.”
Her class claps and claps. They like that idea!
“That is good, Alissa! And I will go visityou in the bakery and watch youmake cakes,” says Mrs. Rebba.
ә/ a
Activity A c t ivi t y Write about a job you
would like to have.
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Unit 5 • Week 350 Decodable Passages
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Yucca and Bananas for Pamela
Pamela likes plants. She is most interested in
plants that she eats.“Why don’t you study about them?” askedPamela’s mom yesterday. “You can visit a farmor a library to learn more.”
“That is a good idea!” said Pamela. “I can readabout plants and then see them.”
Pamela’s mom called a farm nearby whilePamela went to the library. “There are so manybooks about plants!” Pamela exclaimed. Sheread about alfalfa, yucca, and bananas. WhenPamela got home, she had a lot to tell her mom.
Today, Pamela’s mom is taking her to the nearbyfarm. The farm has vast fields for growing plants.
She will see bananas, yucca, and other plants,too. Maybe she will even get toeat them!
Activity A c t ivi t y Write about other
plants that we eat.
ә/ a
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Unit 5 • Week 4 51Decodable Passages
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Gnalla and the Wren
Gnalla has a garden. Yesterday, Gnalla worked
in her garden. She kneeled to cut plants and trimblooming flowers.
Suddenly, a wren swooped down and landedin the garden. “Little wren, what are you doinghere?” asked Gnalla.
The wren stopped and looked at Gnalla. Thenit began pecking at the dirt. “I know what you
are doing!” exclaimed Gnalla. “You are eatinggnats!” The wren looked at Gnalla again.
Gnalla got some seeds. She took the seeds anddropped them on the ground. “Here, little wren,”she said. “Come and eat the seeds!”
Then Gnalla gave the wren some
crumbs. “Tweet!” yelled the wren asit flew away. Gnalla grinned. “It is asign that it will be a good day!”she said.
Activity A c t ivi t y Write directions for
feeding crumbs to
birds.
n/ gn, kn; /r/ wr ; /m/ mb
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Unit 5 • Week 452 Decodable Passages
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Mr. Wrago’s Wrench
Mr. Wrago owns a plumbing company. He helpspeople when the pipes around their homesdon’t work.
The phone rang. “Wrago Plumbing,” he saidwhen he picked up the phone.
“This is Mrs. Knop. I need help!” she wailed. “Mysprinkler is leaking! I worked hard to stop it, butmy thumb got numb and my muscles startedto hurt.”
“Don’t fret, Mrs. Knop,” he said. “I will be rightthere!” Mr. Wrago got into his plumbing van anddrove to Mrs. Knop’s house. Mrs. Knop met himin the driveway.
Mr. Wrago got his wrench and started to work.He put a rag over the sprinkler while he worked.
The rag got so wet, he had to wring it out!When Mr. Wrago finished,Mrs. Knop exclaimed,“Mr. Wrago’s wrenchsaved the day!”
Activity A c t ivi t y Write about another
problem that
Mr. Wrago fixes.
n/ gn, kn; /r/ wr ; /m/ mb
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Unit 5 • Week 5 53Decodable Passages
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Regis and Cindy’s Spacecraft
Regis and Cindy like to play. “Let’s make a fancy
electric car that can fly to the moon!” said Cindy.
“Good!” exclaimed Regis. “First, use this pen tosketch the car. Then we can use the drawing tomake a model of the car.”
Cindy took the pen and began to draw. SinceRegis wasn’t drawing, she went to get supplies.
“We need paper for the body of the car. We alsoneed four circles for the wheels,” he whined.“Can you help me?”
“Yes, I will help,” said Cindy. She found a pile of round rocks. “These are circles. We can use thesefor the wheels.”
Regis got red paint for Cindy. She paintedthe fancy electric car red and putthe wheels on it.
“Let’s go!” said Regis, jumpinginto the car. “To the moonwe go!” Cindy yelled.
Activity A c t ivi t y Write about what
Regis and Cindy do
on the moon.
k/ c, /g/ g, /s/ c, /j/ g
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Unit 5 • Week 554 Decodable Passages
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Brice in SpaceWhen Brice gets older, he wants to be anastronaut. “I want to go to space,” he toldhis teacher.
“That is a very good idea, Brice,” said Mrs. Price.“But you must study a lot before you can go to
the moon! It is important to work hard now.”Brice grinned as he thought about what he doesevery day. He always listens in class and doeshis homework. He really enjoys reading books.He even visits a science center on weekends.He dreams of placing his feet on the moon andmaking footprints.
“Yes, it is important to study,” Bricesaid to Mrs. Price. “But I do notmind. I like to study, andsomeday I will walk onthe moon!”
Activity A c t ivi t y Write about a place
you want to explore.
k/ c, /g/ g, /s/ c, /j/ g
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Unit 6 • Week 1 55Decodable Passages
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A Smudge for Smidge
Marge is making fudge for a party. Marge needsa large amount since the party will be huge.
Marge went to fetch chocolate this morning. Shecame home to make the fudge. When she wentto her pantry, she saw something strange. Therehad been a smudge of chocolate inside in themorning. Now, the chocolate was missing!
Shocked, Marge leaned on a ledge. “I put it inthere just a while ago,” she explained. “It shouldnot have budged! Without the chocolate, therecan be no fudge!”
Marge felt behind a ridge in the pantry.“Oh, no!” she yelled. Her dog,Smidge, snuck out of the pantry. Hisface was full of chocolate. Smidgelicked Marge’s face. “I forgive you.But what about my fudge?”she moaned.
Activity A c t ivi t y Write about a new
flavor of fudge you
would like to eat.
j/ dge, ge, lge,
nge, rge
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Unit 6 • Week 156 Decodable Passages
Name
Phonics
Midge’s Picnic
“Let’s have a picnic in the park by the bridge,”said Midge. “We can get a whole range of food!”Midge’s mom liked his idea.
“I will go to the market to get food,” said hismom. “I can put it in the fridge at home until theparty.”
Midge stayed by the bridge to plan the picnic. Hecleaned the picnic ledges and set out games. He
arranged placemats on the ledges for a change of color. Then he called his friends.
His mom brought food and put it on the picnicledges. “The rest is in the fridge at home. I willget it.”
When her mom returned, Midge had finished
setting up for the picnic. His friends came. “It istime to judge who can make their tummy bulge the most!” declaredMidge, and they devouredthe food!
Activity A c t ivi t y Draw and write about
a party you want
to have.
j/ dge, ge, lge,
nge, rge
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Unit 6 • Week 2 57Decodable Passages
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Princess Flair
Claire is writing a story about a princess named
Flair.
Princess Flair had long hair. She spent mostof her days sitting in a chair. She ruled thekingdom of Udair from her chair. Her large pair of princess slippers didn’t fit well.
She had a magic wand in the shape of a star.
One day, Princess Flair tripped on her princessslippers and fell down the stairs. “Oh, no!” shewailed. “I dare say I have a big cut on my arm!”
She was far from a doctor, so she waved her magic wand. “I wish for no scar and princessslippers that fit!” she whispered.
Suddenly, Princess Flair’s slippers were justright, and her cut had vanished! Theprincess was so happy, she…
Claire stopped writing. “Whatshould Princess Flair do next?”she wondered.
Activity A c t ivi t y Write an ending to
Claire’s story.
ar/ ar ; /ar/ are, air
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Unit 6 • Week 258 Decodable Passages
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Sar’s Tar
Mark was given a journal. In it, he wrote about amake-believe city called Par.
In the land of Par, tar was rare. Every year, thepeople of Par searched for tar. Those who foundtar made great things. Those who did not find tar had to wait until the next year.
The best tar finder was Sar. He found tar instrange places, like a lion’s lair. Sar would put ajar by each place he went to look for tar. Whenhe found tar, he would put it in the jar. Sar had searched for tar since he was little. He hadmemories of finding tar as a child.He even remembered where he had
found the tar!Sar built roads with the tar. Thepeople from Par loved Sar becausehe shared!
Activity A c t ivi t y Create your own
make-believe city
and write a story
about it.
ar/ ar ; /ar/ are, air
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Unit 6 • Week 3 59Decodable Passages
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Name
Phonics
Homer and Ameer
Homer and Ameer are peers in the same class.Homer and Ameer like to pretend that they lived
long ago. “What do you think cavemen did?”asked Homer.
“I think they worked hard and played here andthere,” said Ameer.Homer shook his head. “I think so, too. Let’spretend we are cavemen!” he said.
Homer and Ameer set up a cave in Homer’s
room. Then they began to play.“Oh, dear!” exclaimed Ameer. “I am in fear! I seea big herd of animals headed this way.”Homer peered out of the cave they had made.“Yes, I see the herd!” he said. “Let’s run to therear of the cave to stay safe.”
Homer and Ameer went to the backof the cave. “Do you hear the herdon its way?” asked Homer.“No,” said Ameer. “I think thatnoise is my tummy. I am hungry!” Activity A c t ivi t y
Circle the words that
end in er .
ûr/ er ; /îr/ eer, ere,
ear
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Unit 6 • Week 360 Decodable Passages
© M
a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Paneer Hears ThunderPaneer is studying how people made musicyears ago. He has been reading about drums.Paneer has learned that some people playedtambourines. These instruments make a soundlike thunder.
Long ago, tambourines were made by stretchinganimal skin over a rim and stitching it in place.Then disks were put on the sides by the rim. Thetiny disks hit each other when the tambourinewas shaken. People still play the tambourinetoday. Tambourines can help keep the beatfor singers.
Paneer wants to hear a tambourine.His music teacher shows him one.He watches her shake thetambourine. Paneer taps itnear his ear. It does soundlike thunder!
Activity A c t ivi t y Write about how
thunder sounds
to you.
ûr/ er ; /îr/ eer, ere,
ear
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Unit 6 • Week 4 61Decodable Passages
© M
a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Dora’s WingsDora likes to make things. She thinks of a thingto make and then she puts it together. Today,Dora was at the park. She saw a bird open itswings and soar.
Seeing this made Dora want wings, too. She went
home and drew a pair of wings. Then she gotmore paper and drew herself soaring. “I will soar today!” said Dora.
It was time to make the wings. Dora usedfeathers for the tops of the wings. She used morefeathers on the tips. Dora put on the wings andran. She flapped her wings until she
felt like she was soaring. “I am nota bore!” she yelled. “I can makewings and soar!”
Activity A c t ivi t y Write three words
that end in ore .
ôr/ or, ore, oar
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© M
a c m i l l a n / M c G r a w – H i l l
Unit 6 • Week 462 Decodable Passages
Name
Phonics
Blair’s Corn Planter
Henry Blair lived over one hundred years ago. Hewas an inventor, which means that he made newthings. One thing he made was a corn planter.
Before Blair invented the corn planter, farmershad to put each seed in the ground. Blair thoughtit would be nice to have a machine do this fast.
That is why he made a corn planter. He got apatent in 1834 for the corn planter.
The planter planted more than just corn. It alsoplanted other seeds. Once farmers started usingthe corn planter, they did not have to lean over.Their backs were not sore!
Henry Blair was an importantinventor. His corn planter haschanged over the years. It hashelped many farmers. Planters areused more and more every day!
Activity A c t ivi t y Write a story about
another inventor
or invention.
ôr/ or, ore, oar
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Unit 6 • Week 5 63Decodable Passages
© M
a c m i l l a n / M c G r a w - H i l l
Name
Phonics
The Sire’s Crier
“Sire! Sire, there is a fire!” yelled Yire. The kingrolled out of bed. He was still sleepy.
“Tug on that wire, Yire,” said the king as hepointed at the window. “Tell the town crier aboutthe fire. Ask him to alert the town!”
“Yes, sire,” said Yire. He tugged on the wire. Thetown crier came to the window.
“Crier, there is a fire. Tell the town this direnews!” yelled Yire.
The town crier ran to the hill and screamed. “Afire is in our town! Leave now!”
Many left right away. Others had to belured out. They had wanted to stay.
Soon, the town was empty. The king,Yire, and the town crier stood on thehill. The fire was put out quickly.Before long, the town was as good asnew. The crier had saved the day!
ır/ ire, ier ; /ûr/ ure
Activity A c t ivi t y
Write about a day
in the life of the
king, Yire, or the
town crier.
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Unit 6 • Week 564 Decodable Passages
© M
a c m i l l a n / M c G r a w - H i l l
Name
Phonics
Kire’s Tires
Kire has a tire shop. The name of the shop isKire’s Tires.
Kire can fix almost any tire problem. He canpatch holes in tires. He can also pump air into them.
Lots of people bring their bikes and cars to Kire’s
Tires. Kire can fix any tire.But Kire has too many tires to fix. He needs tohire a tire helper! He cannot endure so muchwork by himself!
Kire will make fliers to hand out about the job.Then he will talk to those who want to be his tirehelper. Kire will look for people who can fix tiresfast. He needs a good helper.
Kire hopes to hire a helper soon!
Activity A c t ivi t y Write about Kire’s
tire helper.
ır/ ire, ier ; /ûr/ ure
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Word Study
©
M a c m i l l a n / M c G r a w - H i l l
Use the pages in this section to offer further practice
with phonics, spelling, and word meanings.
Alphabet Letter Cards ..................................................................66
• lowercase and capital letter cards
• use for phonics and spelling games and activities
Spelling Word Cards......................................................................68
• reproducible cards for each week’s words
• tested, review, and challenge words
• key words for sorting activities
Vocabulary Word Cards ..............................................................98
• reproducible cards for each week’s tested words
• blank cards for additional words
Sound Boxes.................................................................................... 128
• three- and four-part boxes• use with letter cards for phonics and spelling practice
Games................................................................................................. 130
• Learning with Games – suggestions for games that
support word study strategies, dictionary skills, and
comprehension skills
• boards, grids, spinners, and other ideas to customize
for your class
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© M a c mi l l an / M c G r aw-H i l l
a b c d ef g h i j
k l m n o
p q r s t
u v w x yz
66 Letter Cards
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©
M a c m i l l a n / M c G r a w - H i l l
A B C D EF G H I J
K L M N O
P Q R S T
U V W X YZ
Letter Cards 67
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© M a c mi l l an / M c G r aw-H i l l
cat pig oddballs
has sat wag
had bad fix
six him will
if can hit
blue even study
68 Unit 1 • David’s New Friends Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
bed hog cup
oddballs went tell
pet job fog
not tug hut
tub bun fix
has another move
year
Spelling Word Cards Unit 1 • Mr. Putter & Tabby Pour the Tea 69
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© M a c mi l l an / M c G r aw-H i l l
a a_e oddballs
bag mad cap
back ham cape
bake made ate
rake fog tug
different number other
70 Unit 1 • Fighting the Fire Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
pig kite oddballs
did rip fin
mix pick five
nine side pipe
hike cape made
because off picture
Spelling Word Cards Unit 1 • Meet Rosina 71
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© M a c mi l l an / M c G r aw-H i l l
sock bone oddballs
box fox dog
lock pot cone
hope rose poke
rope side nine
America country world
72 Unit 1 • My Name Is Yoon Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
cup tube oddballs
sun bud duck
bump cup cube
dude fume rule
rude vote hope
food together through
Spelling Word Cards Unit 2 • The Tiny Seed 73
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© M a c mi l l an / M c G r aw-H i l l
sl dr sk
st sp oddballs
slide slips dress
drop skin task
still must crisp
spell cube fuse
below city own
74 Unit 2 • A Harbor Seal Pup Grows Up Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
day mail oddballs
main wait sail
tail train jay
pay stay hay
may must spell
follow near paper
Spelling Word Cards Unit 2 • A Trip to the Emergency Room 75
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© M a c mi l l an / M c G r aw-H i l l
kind might fly
pie oddballs light
high sight wild
mind dry cry
try tie lie
stay wait group
important only
76 Unit 2 • Farfallina and Marcel Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
post boat snow
Joe oddballs grow
mow crow toe
goes toast soap
foam told most
night find between
example few
Spelling Word Cards Unit 2 • There’s Nothing Like Baseball 77
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© M a c mi l l an / M c G r aw-H i l l
me green heat
pretty oddballs eat
leaf mean queen
need seek baby
pony he we
foam told family
four hear
78 Unit 3 • Head, Body, Legs: A Story from Liberia Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
tube human oddballs
use duke dune
flute music fuse
mule bugle June
tune pony leaf
above color song
Spelling Word Cards Unit 3 • Officer Buckle and Gloria 79
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© M a c mi l l an / M c G r aw-H i l l
th sh wh
ch oddballs chest
chill chase shape
sheep thing think
white while wheat
mule fuse idea
often second
80 Unit 3 • Meet the Super Croc Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
th sh ch
tch oddballs each
which teaching path
teeth fishing wishbone
watch matching dish
white chase body
pretty young
Spelling Word Cards Unit 3 • The Alvin Ailey Kids: Dancing As a Team 81
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© M a c mi l l an / M c G r aw-H i l l
scr str spr
oddballs screen scream
scrape stripe struck
strict sprain spring
spruce strap path
wishbone carry once
talk
82 Unit 3 • Click, Clack, Moo: Cows That Type Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
car corn oddballs
part start park
farm dark sort
storm short for
horse scream stripe
area money piece
Spelling Word Cards Unit 4 • Splish! Splash! Animal Baths 83
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© M a c mi l l an / M c G r aw-H i l l
hen third curl
oddballs clerk term
herd skirt sir
stir churn burst
hurt turn shark
storm hours problem
usually
84 Unit 4 • Goose’s Story Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
oo ou oddballs
shook stood hook
brook crook foot
soot could should
would clerk stir
during sure whole
Spelling Word Cards Unit 4 • A Way to Help Planet Earth 85
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© M a c mi l l an / M c G r aw-H i l l
food juice few
due shoe oddballs
flew new boot
shoe clue root
canoe fruit glue
suit cook could
complete measure questions
86 Unit 4 • Super Storms Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
caught saw oddballs
pause draw launch
law fault jaw
fawn hawk raw
crawl cool flew
door order remember
Spelling Word Cards 87Unit 4 • Nut ik, the Wolf Pup
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© M a c mi l l an / M c G r aw-H i l l
brown out oddballs
clown growl howl
brown crown round
loud cloud house
sound pause fault
listen several wind (noun)
88 Unit 5 • Dig Wait Listen: A Desert Toad’s Tale Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
coin boy oddballs
soil broil moist
point boil oil
toy joy soy
royal down house
pulled travel voice
Spelling Word Cards Unit 5 • Pushing Up the Sky 89
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© M a c mi l l an / M c G r aw-H i l l
beginning middle end
oddballs alone ago
again away alike
agree above awake
idea comma noise
broil finally notice
morning
90 Unit 5 • Columbus Explores New Lands Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
gnat know write
crumb oddballs knee
knife knot gnaw
sign wrist wren
thumb lamb debt
alone idea certain
field hundred
Spelling Word Cards Unit 5 • The Ugly Vegetables 91
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© M a c mi l l an / M c G r aw-H i l l
cow circle gate
giraffe oddballs camp
cave cent face
girl wagon gift
gym gem germ
knot wrist against
half true
92 Unit 5 • The Moon Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
edge stage bilge
large fringe oddballs
cage page judge
lodge large barge
bulge change range
hinge face germ
among bought decided
Spelling Word Cards Unit 6 • Mice and Beans 93
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© M a c mi l l an / M c G r aw-H i l l
car share air
oddballs star shark
care stare rare
dare hair pair
chair fair judge
range believe built
material
94 Unit 6 • Stirring Up Memories Spelling Word Cards
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her sneer mere
clear oddballs near
dear ear deer
steer queer verb
perch here where
chair care heavy
region system
©
M a c m i l l a n / M c G r a w - H i l l
Spelling Word Cards Unit 6 • Music of the Stone Age 95
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© M a c mi l l an / M c G r aw-H i l l
corn store soar
oddballs more tore
wore store oar
roar board port
north fort dear
here building machine
scientist
96 Unit 6 • African-American Inventors Spelling Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
tired lure drier
oddballs fire wire
hire tire drier
flier crier sure
cure pure north
wore island special
though
Spelling Word Cards Unit 6 • Babu’s Song 97
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© M a c mi l l an / M c G r aw-H i l l
carefully
different
excited
groan
tomorrow
whisper
98 Unit 1 • David’s New Friends Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
company
delighted
enjoyed
share
thinning
wonderful
Vocabulary Word Cards Unit 1 • Mr. Putter & Tabby Pour the Tea 99
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© M a c mi l l an / M c G r aw-H i l l
flames
forest
heat
safe
tell
100 Unit 1 • Fighting the Fire Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
celebrate
cultures
deaf
language
relatives
signing
Vocabulary Word Cards Unit 1 • Meet Rosina
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© M a c mi l l an / M c G r aw-H i l l
cuddle
favorite
patient
practiced
settled
wrinkled
102 Unit 1 • My Name Is Yoon Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
burst
desert
drifts
drowns
gently
neighbor
Vocabulary Word Cards Unit 2 • The Tiny Seed 1
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© M a c mi l l an / M c G r aw-H i l l
examines
hunger
mammal
normal
rescued
young
104 Unit 2 • A Harbor Seal Pup Grows Up Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
broken
heal
informs
personal
serious
Vocabulary Word Cards Unit 2 • A Trip to the Emergency Room 105
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© M a c mi l l an / M c G r aw-H i l l
fluttered
giggled
peered
recognized
snuggled
vanished
106 Unit 2 • Farfallina and Marcel Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
coach
imaginary
practices
starting
tryouts
uniform
Vocabulary Word Cards Unit 2 • There’s Nothing Like Baseball 107
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© M a c mi l l an / M c G r aw-H i l l
attached
breathe
delicious
frantically
gasped
swung
108 Unit 3 • Head, Body, Legs: A Story from Liberia Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
accident
attention
buddy
enormous
obeys
tips
Vocabulary Word Cards Unit 3 • Officer Buckle and Gloria 109
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© M a c mi l l an / M c G r aw-H i l l
ancient
confirm
hopeful
unable
valid
110 Unit 3 • Meet the Super Croc Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
effort
mood
perform
proud
remember
students
Unit 3 • The Alvin Ailey Kids:Dancing As a Team
Vocabulary Word Cards
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© M a c mi l l an / M c G r aw-H i l l
demand
emergency
furious
impatient
sincerely
snoop
112 Unit 3 • Click, Clack, Moo: Cows That Type Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
beasts
handy
itches
nibble
preen
puddles
Vocabulary Word Cards Unit 4 • Splish! Splash! Animal Baths 113
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© M a c mi l l an / M c G r aw-H i l l
balance
deserted
freezes
imagine
saddest
wider
114 Unit 4 • Goose’s Story Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
conservation
extinct
hardest
remains
trouble
Vocabulary Word Cards Unit 4 • A Way to Help Planet Earth 115
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© M a c mi l l an / M c G r aw-H i l l
beware
destroy
grasslands
prevent
uprooted
violent
116 Unit 4 • Super Storms Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
beloved
glanced
gleamed
noble
promised
wiggled
Vocabulary Word Cards Unit 4 • Nutik, the Wolf Pup 11
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© M a c mi l l an / M c G r aw-H i l l
beyond
burrow
distant
lengthy
ranger’s
warning
118 Unit 5 • Dig Wait Listen: A Desert Toad’s Tale Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
agreed
gathered
jabbing
randomly
signal
Vocabulary Word Cards Unit 5 • Pushing Up the Sky 11
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© M a c mi l l an / M c G r aw-H i l l
areas
oceans
planet
vast
voyage
120 Unit 5 • Columbus Explores New Lands Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
aroma
blooming
muscles
prickly
scent
trade
Vocabulary Word Cards Unit 5 • The Ugly Vegetables 12
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© M a c mi l l an / M c G r aw-H i l l
discovered
footprint
lunar
spacecraft
surface
visible
122 Unit 5 • The Moon Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
assembled
devoured
fetch
forgetting
menu
simmered
Vocabulary Word Cards Unit 6 • Mice and Beans 12
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© M a c mi l l an / M c G r aw-H i l l
creating
familiar
glamorous
imagination
memories
occasions
124 Unit 6 • Stirring Up Memories Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
impossible
pleasant
talent
treasures
watch
Vocabulary Word Cards Unit 6 • Music of the Stone Age 125
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© M a c mi l l an / M c G r aw-H i l l
allowed
design
instrument
invented
powerful
products
126 Unit 6 • African-American Inventors Vocabulary Word Cards
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©
M a c m i l l a n / M c G r a w - H i l l
collection
concern
exclaimed
figure
goalie
vendors
Vocabulary Word Cards Unit 6 • Babu’s Song 1
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128 Three-part Sound Boxes
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Sound Boxes Four-part 129
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Learning with Games
What’s the Ending?
MaterialsS-shaped board (p. 135)
Cards (p. 137)4-part spinner (p. 133)game markerspencils
Skill: word endings
Prepare: This game is or two players.Use the S-shaped board. Write begin in thefrst square and end in the last square. Inthe remaining squares, alternate writing the
endings -s, -ed, and -ing.Write spelling words on the cards. Use
verbs, such as chase, watch, and carry.Players also use the our-part spinner.
Write in the numbers 0, 1, 2, and 3.
Play: The frst player spins the spinnerand moves his or her marker that numbero spaces. Then that player chooses a wordcard and says, then spells, the word withthe ending the marker landed on. Players
miss a turn by spinning a 0 or by spellingthe word and ending incorrectly. The frstplayer to get to the end is the winner.
Time for Order
Materialsold magazines and newspapers
Cards (p. 137)scissorsgluetimer
Skill: alphabetical order
Prepare: This game is or two players.Have players fnd and cut out interestingwords rom old magazines and newspapers.Have players glue each word on a card.
Each player needs eight words.
Play: The frst player must put all o theword cards in alphabetical order. Thesecond player times the frst as he or sheorganizes the words. The players thenswitch roles. They compete to alphabetizethe words the astest.
Antonym Tic-Tac-Toe
MaterialsTic-Tac-Toe grid (p. 138)
pencils
Skill: antonyms
Prepare: This game is or two players. Use a Tic-Tac-Toe grid.Have players fll in the grid with vocabulary words.
Play: To begin, a player reads one word on the grid and names an antonym or that word.I correct, the player writes an X or an O in the space on top o the word. Players take turnsuntil one player gets three Xs or Os in a row horizontally, vertically, or diagonally.
130 Games
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Word Maker
Materials Word Wheel or Slip Strips (p. 136,p. 141)
Cards (p. 137)paper bagpencils
Skill: prefxes
Prepare: Write the ollowing prefxes onword cards: anti-, dis-, in-, im-, over-, mis-, pre-, re-, and un-. Fold the cards and placethem in a paper bag.
Give each player a word wheel or slipstrips. (I using slip strips, copy the squaresseveral times so that players can constructstrips with eight or twelve squares.)
Play: Each player chooses one prefx romthe bag and writes it on the inside circleo their word wheel. On the outside o thewheel, have players come up with as manyroot words as possible that work with theirchosen prefx. Players may want to reer toa dictionary or more word suggestions. (ForSlip Strips, write the prefx on the rectangularcard and root words on the squares.)
Same and Different
Materials4-part spinner (p. 133)pencilcrayonspaper
Skill: compare and contrast
Prepare: Two players are needed or thisgame. Give each pair a blank spinner. Askthem to color each part a dierent color thealternately label Compare or Contrast.
Play: Explain to players that they will becomparing and contrasting themselves inthis game. The frst player spins the spinnerI he or she lands on Compare, then the
two players talk together to fnd somethingthey have in common. I he or she landson Contrast , then they talk to fnd how theyare dierent. Have players record theirdiscoveries on paper.
For a more advanced version o thegame, choose topics rom stories andliterature or players to compare andcontrast.
Put It Together
MaterialsPuzzle Pieces, two pieces (p. 142)plastic bagstimer
Skill: compound words
Prepare: Players need fve copies each o the puzzle pieces with two interlocking pieces.
Ask them to write fve dierent compound words with the frst part o the word on the frstpuzzle piece, and the second part o the word on the second puzzle piece. You may wantto suggest compound words to use, such as schoolhouse, dollhouse, grasshopper, uproot,grassland, rainforest, and inchworm.
Players then cut out their puzzle pieces and place them in plastic bags.
Play: Have players exchange their bag with another player.Set the timer at one minute. Challenge players to build all fveo their partner’s compound words in a minute. Continue byhaving players exchange with other players in the classroom.
Games 131
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Medial Sound Bingo
Materials5 x 5 grid (p. 140)Spelling Word Cards (pp. 68 –97)game markers
Skill: listening or long vowel medial
sounds
Prepare: Each player needs a 5 x 5grid. Above the frst row, players writethe ollowing medial sounds:Players create their own bingo card bylisting spelling words that have the samemedial sound under each column. Haveavailable the Spelling Word Cards orreerence.
Play: Use the Spelling Word Cards to playbingo once players have flled in their grids.Remind children that the winner is the frstplayer to get fve game markers in a rowvertically, horizontally, or diagonally. For ashorter game, use the 4 x 4 grid and ourmedial sounds.
What Do You Mean?
MaterialsOval or S-shaped board (p. 134, p. 135)4-part spinner (p. 133)game markersdictionary
Skill: multiple meaning words
Prepare: Organize players into groupso our. Give each group a copy o the ovalboard, which may be copied at a larger sizei desired, and a 4-part spinner numbered 0,1, 2, and 3.
First place a star in one o the squaresto mark the beginning and ending. Havethe group fll in the remaining squareswith multiple meaning words such as
scratch, beam, signing, uniform, coach,watch, principal, trust, safe, foreign, patient, settled, burst, stage, peer, figure,enclosure.
Play: The frst player begins the gameby spinning the spinner to see how manyspaces to go. The player reads the word heor she landed on and names one meaningo the word. As the game continues, i otherplayers land on the same word, they mustgive another meaning or the same word.Players may want to keep a dictionary athand to check defnitions. The frst player toreach the star is the winner.
The S-shaped board can also be usedor this game. Write begin in the frst squareand end in the last square, and then writemultiple meaning words in the remainingsquares.
132 Games
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Spinners
1. Cut out and
complete a
spinner.
2. Mount it on
heavy paper.
3. Attach arrow
with brad.
Games 133
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Oval Game Board
134 Games
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S-shaped Game Board
Games 135
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Word Wheel
1. Cut out and complete
each wheel.
2. Attach small wheel on
top of large wheel with
a brad.
136 Games
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Cards
Games 137
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Tic-Tac-Toe
138 Games
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4x4 Grid
Games 139
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5x5 Grid
140 Games
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Slip Strips
Games 141
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Puzzle Pieces
142 Games
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Additional Literacy Support
Use the pages in this section to support reading, writing,
handwriting, listening, and speaking activities.
Rhymes and Chimes ................................................................... 144
• illustrated poems that support phonemic awareness
Reader Response Sheets ..........................................................174
• forms for fiction, non-fiction, and poetry
Writer’s Checklists ......................................................................... 177• checklists for use with fiction and nonfiction writing
Proofreading Marks..................................................................... 179
• common proofreading marks to post or hand out
Writing Rubrics ............................................................................... 180
• four-point rubrics specific to Unit Writing activities
• rubric to customize with the class
Picture Prompts .............................................................................. 187
• Writing to Picture Prompts – tips on using the prompts
for writing and test preparation
• prompts with illustrations and photos
Handwriting ..................................................................................... 194
• information on mechanics and grasp patterns
• evaluation checklist
• reproducible practice pages and models
Classroom Behavior Checklist ...............................................206
• list of listening and speaking behaviors to post
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Name
W h o I s
T h a t ?
W h o i s t h a t ?
I t ’ s a v e r y f a t c a t .
I t ’ s a d o g w
i t h a h a t .
I t ’ s a v e r y b i g b a t !
W h o i s t h a t ?
I t ’ s M o m a n d D a d !
P h o n e m i c A w a r e n e s s : s h o r t / a /
144 Rhymes and Chimes
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Name
M a r y P a t
M y b e s t f r i e n d
I s M a r y P a
t .
S h e l i k e s t h i n g s
T h a t r h y m e
w i t h c a t .
W h a t d o e s
s h e l i k e ?
P h o n e m i c A w a r e n e s s : s h o r t / a /
Rhymes and Chimes 145
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© M a c mi l l an / M c G r aw-H i l l
Name
H e r e I s
L i t t l e P i g
H e r e i s L i t t l e P i g .
S h e c a n d i g a n d d i g .
S h e c a n d o
t h e j i g .
H e r e i s L i t t l e P i g .
P h o n e m i c A w a r e n e s s : s h o r t / i /
146 Rhymes and Chimes
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Name
M y P e t ’ s T r i c k
B r a d t h e C r a b h a s j u s t o n e
t r i c k .
A n d t h a t ’ s o k a y w i t h m e .
W h e n I g r a
b f o r B r a d t h e C
r a b ,
H e g r a b s r i g h t b a c k a t m e .
P h o n e m i c A w a r e n e s s : b l e n d s / b r / , / k r / , / g r / , a
n d / t r /
Rhymes and Chimes 147
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Name
P h o n e m i c A w a r e n e s s : b l e n d s / n d / , / s t / , / n t / , a
n d / n k /
S k u n k
a n d C h i p m u n k
L i t t l e S k u n k w e n t t o s c h o o
l .
H i s f r i e n d C
h i p m u n k w e n t , t o
o .
T e a c h e r s a
i d , “ T
o m o r r o w ’ s o u r t e s t .
W h a t w i l l y o u a l l d o ? ”
L i t t l e S k u n k r a i s e d h i s h a n
d
A n d s a i d , “ I ’ l l p a s s t h e t e s t ! ”
H e a n d C h i p m u n k s t u d i e d
h a r d
S o t h e y w o
u l d d o t h e i r b e s
t .
148 Rhymes and Chimes
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Name
H o t S p o t !
H o t s p o t ! H
o t s p o t !
C a n y o u r h
y m e , o
r c a n y o u n o t ?
I c a n r h y m e , b
u t I f o r g o t .
H e l p m e m
a k e a r h y m e f o r s p o t .
P h o n e m i c A w a r e n e s s : s h o r t / o /
Rhymes and Chimes 149
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Name
P h o n e m i c A w a r e n e s s : s h o r t / e /
N e d a n d F r e d
N e d g o t u p
a n d o u t o f b e d .
T h e n h e w e n t t o g e t h i s s l e d .
“ T h e s n o w
f e l l ! ” h e c a l l e d t o F r e d .
“ G e t u p n o w , y o
u s l e e p y h e a d ! ”
150 Rhymes and Chimes
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Name
A C u b
S c o u t ’ s B
i r t h d a y
S h o u t , s h o
u t ,
S h o u t i t o u t !
T o d a y i s t h
e b i r t h d a y
O f t h i s C u b
S c o u t .
H i s f a c e h a
s a s m i l e ,
N o t a p o u t !
P h o n e m i c A w a r e n e s s : / s h / a n d / t h /
Rhymes and Chimes 151
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© M a c mi l l an / M c G r aw-H i l l
Name
T h e B u
g a n d t h e
S l u g
L o o k a t t h e
b u g .
L o o k a t t h e
s l u g .
R u n , r u
n , r u n .
T h e s l u g r a
n o n a r u g .
C h u g , c h u
g , c h
u g .
T h e b u g d u
g a n d d u g .
P h o n e m i c A w a r e n e s s : r h y m e a n d s h o r t / u /
152 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
P h o n e m i c A w a r e n e s s : r h y m e , b
l e n d s / s l / a n d
/ p l /
P l e a s e
, M a y I ?
M a y I ? P l e
a s e ?
M a y I g o w
i t h D a d i n t h e v a n ?
M a y I s l e e p t o n i g h t a t D a n
’ s ?
M a y I b a k e
a g i n g e r b r e a d
m a n ?
M a y I ? M a y I ? M a y I ? P L E
A S E ?
Rhymes and Chimes 153
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© M a c mi l l an / M c G r aw-H i l l
Name
J a k e t
h e S n a k e
J a k e t h e S n a k e
W a s n o t q u
i t e a w a k e ,
W h e n h e m
a d e a m i s t a k e
A n d c u r l e d
u p a r o u n d a r a k e .
P h o n e m i c A w a r e n e s s : l o n g / ¯ a /
154 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
M y H o u n d D o g
S n i f f , s n i f f ,
t h a t ’ s m y h o u n d
W i t h h i s n o
s e t o t h e g r o u n d .
S n i f f , s n i f f ,
w h a t ’ s h e f o u n d ?
I t ’ s v e r y b r i s t l y a n d r o u n d .
P h o n e m i c A w a r e n e s s : / s n / s n -
Rhymes and Chimes 155
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© M a c mi l l an / M c G r aw-H i l l
Name
M o m ’ s
S o c k s
W h e n M o m
s e w e d w h i t e s
o c k s ,
s t i t c h , s t i t c
h , s t i t c h ,
t h e y m a d e
h e r t w o f e e t
i t c h , i t c h , i t
c h .
W h e n M o m
s e w e d o n a
p a t c h , p a t c
h , p
a t c h ,
h e r w h i t e s
o c k s d i d n ’ t
m a t c h , m a
t c h , m
a t c h .
P h o n e m i c A w a r e n e s s : r h y m e , / c h
/ , a n d / h w /
156 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
T h e M i s s i n g D i m
e
W h o s t o l e t h e g o o s e ’ s d i m
e ?
W h e n w a s
i t t a k e n ?
W h a t w a s t h e t i m e ?
G o o d n e s s ! G r a c i o u s !
W h a t a c r i m
e !
P h o n e m i c A w a r e n e s s : l o n g / /
Rhymes and Chimes 157
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© M a c mi l l an / M c G r aw-H i l l
Name
I t ’ s S p r
i n g
I s a y , “ I t ’ s s p r i n g !
L e t ’ s g o t o
t h e s t r e a m !
L e t ’ s j u m p
a n d s p l a s h
a n d s c r e a m
! ”
P h o n e m i c A w a r e n e s s : t r i p l e - c o n s o n a n t b l e n d
s / s k r / , / s p l / , / s p r / , a n d / s t r /
158 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
T h e D r
a g o n S p o k e
W i t h a p u f f
o f s m o k e ,
T h e D r a g o n s p o k e .
“ T e l l m e a s t o r y !
T e l l m e a j o k e ! ”
P h o n e m i c A w a r e n e s s : / ¯ o / o _
e
Rhymes and Chimes 159
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© M a c mi l l an / M c G r aw-H i l l
Name
A T u n e
i n J u n e
O n e d a y i n
s u n n y J u n e ,
I l e a r n e d t o p l a y t h e f l u t e .
I p l a y e d a h a p p y t u n e
W h i l e m y t e a c h e r p l a y e d t h e l u t e .
P h o n e m i c A w a r e n e s s : l o n g / ¯ u /
160 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
F i s h i n g
T o d a y
T o d a y w e ’ r e g o i n g f i s h i n g .
W e ’ r e g o i n g t o t h e l a k e .
I w i l l t a k e t h e p o l e s a n d
J o e w i l l b r i n g t h e b a i t .
Y e s , t o d a y
w e ’ r e g o i n g f i s h i n g ,
A n d I c a n h a r d l y w a i t !
P h o n e m i c A w a r e n e s s : l o n g / a – /
Rhymes and Chimes 161
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© M a c mi l l an / M c G r aw-H i l l
Name
M y C a
r e f r e e D o
g
M y d o g i s v
e r y c a r e f r e e .
H e g r e e t s e v e r y o n e , y o u s
e e .
S o d o n ’ t s c
r e a m w h e n y o u
m e e t —
H e i s r e a l l y
s o s w e e t —
A n d h e ’ l l s o o n l e t y o u u p o
f f t h e s t r e e t !
P h o n e m i c A w a r e n e s s : l o n g / ¯ e /
162 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
P u p p y
o r G u p p
y ?
W o u l d y o u
b e h a p p y
I f y o u w a n t e d a p u p p y ,
B u t y o u r m
o m m y o r d a d d y
G o t y o u a g u p p y ?
P h o n e m i c A w a r e n e s s : f i n a l l o n g / ¯ e /
Rhymes and Chimes 163
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© M a c mi l l an / M c G r aw-H i l l
Name
O u t i n
t h e C o
l d
I g o o u t i n t h e c o l d
T o w a t c h t h e s n o w f l a k e s f l o a t .
I h o l d o u t b
o t h m y h a n d s ,
B u t t h e y l a n d u p o n m y c o a
t !
P h o n e m i c A w a r e n e s s : l o n g / o – /
164 Rhymes and Chimes
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M a c m i l l a n / M c G r a w - H i l l
Name
D w i g h
t t h e K n i g h t
D w i g h t t h e
K n i g h t
W a s a f r a i d
h e m i g h t
M e e t a w i l d
m o n s t e r
A n d h a v e t o f i g h t .
D i d h e t r y o
n e n i g h t ?
P h o n e m i c A w a r e n e s s : l o n g / /
Rhymes and Chimes 165
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© M a c mi l l an / M c G r aw-H i l l
Name
I f I S a
w
a n A l l i g a t o r
F o r m y p a r
t ,
I f I s a w a n
a l l i g a t o r
W i t h t e e t h s o s h a r p ,
I ’ d s a y I w a s b u s y
A n d q u i c k l y d e p a r t !
P h o n e m i c A w a r e n e s s : r - c o n t r o l l e d v o w e l / ä r /
166 Rhymes and Chimes
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©
M a c m i l l a n / M c G r a w - H i l l
Name
O l d N o r t h F a r m
A t O l d N o r t h F a r m ,
D o g s b a r k
o n t h e p o r c h ,
A n d M a r l a
a n d L o r i p l a n t c
o r n .
C h i c k e n s s
c r a t c h i n t h e y a
r d ,
T h e r e d r o o s t e r c r o w s ,
A n d a b a y h o r s e l i v e s i n t h
e b a r n .
P h o n e m i c A w a r e n e s s : / ô r /
Rhymes and Chimes 167
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© M a c mi l l an / M c G r aw-H i l l
Name
C o v e r e
d w i t h D
i r t
L o o k a t m y
s h i r t !
L o o k a t y o u r s k i r t !
F i r s t , w e f e
l l i n a p u d d l e ,
N o w , w
e ’ r e
c o v e r e d w i t h d
i r t .
P h o n e m i c A w a r e n e s s : / û r /
168 Rhymes and Chimes
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©
M a c m i l l a n / M c G r a w - H i l l
Name
N o W a t e r t o B e
F o u n d
T h e r i v e r i s
d o w n
T o a m u d d y b r o w n .
H o w i s w a t e r t o b e f o u n d ?
N o w a t e r i n
a n y h o u s e !
N o w a t e r i n
a n y t o w n !
H o w i s w a t e r t o b e f o u n d ?
P h o n e m i c A w a r e n e s s : / o u /
Rhymes and Chimes 169
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© M a c mi l l an / M c G r aw-H i l l
Name
A L i t t l e L o o k
M y t e a c h e r s a y s
I ’ m g o o d
, y o u s e e ,
S o n o w I ’ l l
t a k e
a l i t t l e l o o k
I n s i d e t h i s
b o o k
i n w h i c h
I c o u l d
D r a w p i c t u r e s o f
m y f a m i l y !
P h o n e m i c A w a r e n e s s : / ˙ u /
170 Rhymes and Chimes
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©
M a c m i l l a n / M c G r a w - H i l l
Name
A t t h e
F a i r
W e w e n t t o
t h e f a i r a t n o o n
.
W e r o d e t h
e L o o p - t h e - L o o
p ,
A t e i c e c r e a m b y t h e s c o o p ,
A n d e a c h g
o t
A b i g r e d b
a l l o o n !
P h o n e m i c A w a r e n e s s : v a r i a n t v o w e l / ü /
Rhymes and Chimes 171
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© M a c mi l l an / M c G r aw-H i l l
Name
M y P u p
P a u
l
M y p u p , P a
u l , c a n n o t b e t a
u g h t
T h a t t o y s a
r e t o b e c h a s e d
a n d c a u g h t .
A f t e r r u n n i n g a r o u n d , h
e l i k e s t o y a w n
A n d p a u s e
f o r a n a p o n t h e s h a d y l a w n .
P h o n e m i c A w a r e n e s s : v a r i a n t v o w e l / ô /
172 Rhymes and Chimes
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©
M a c m i l l a n / M c G r a w - H i l l
Name
B i r t h d a y B o y
P o i n t h i m o
u t ,
T h e b i r t h d a
y b o y !
W e a l l b r o u
g h t g i f t s
W e h o p e h
e ’ l l e n j o y .
H a p p y b i r t h d a y ,
E d w a r d R o
y !
P h o n e m i c A w a r e n e s s : r h y m e a n d / o i /
Rhymes and Chimes 173
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© M a c mi l l an / M c G r aw-H i l l
Name
Reader Response
Title of Book:
Author:
How did you like this book? Circle a face.
Liked Okay Disliked
Response: Draw a picture of a new cover for this book.
Include the story title and author on the cover.
174 Reader Response: Fiction
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©
M a c m i l l a n / M c G r a w - H i l l
Name
Reader Response
Title of Book:
Author:
How did you like this book? Circle a face.
Liked Okay Disliked
Response: Draw a picture of what you learned. Label your
picture.
Reader Response: Nonfiction 175
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© M a c mi l l an / M c G r aw-H i l l
Name
Reader Response
Title of Book:
Author:
How did you like this book? Circle a face.
Liked Okay Disliked
Response: Choose three words that you liked in the poem.
Draw a picture of how you feel those words look.
176 Reader Response: Poetry
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©
M a c m i l l a n / M c G r a w - H i l l
My Writer’s ChecklistMy Writer’s Checklist Fiction
✔ Put a check by the items you completed.
Do I have a main character?
Do I tell about interesting events?
Do I use descriptive words?
Do I have a beginning, middle, and end?
Did I check my punctuation and spelling?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: The main character can be the child in first person. See also ProofreadingMarks, page 179, and Writing Rubrics, pages 180 –186.
Writer’s Checklists 177
Name
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© M a c mi l l an / M c G r aw-H i l l
My Writer’s ChecklistMy Writer’s Checklist Nonfiction
✔ Put a check by the items you completed.
Do I have a main idea?
Do I have details that tell more about my main idea?
Do I start with a sentence that tells what my topic is?
Do I clearly explain my topic for my reader?
Did I check my punctuation and spelling?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 179, and Writing Rubrics, pages 180 –186.
178 Writer’s Checklists
Name
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Proofreading MarksProofreading Marks
Make a capital letter. we went to the park.
Make a small letter. We walked by the Lake.
Add a period. The fish were jumping
Check spelling. The sky was beuatiful.
Add. Then ate lunch.
Take out. The tall trees were very tall.
New paragraph The town seemed busy and noisy
after our day at the park.
©
M a c m i l l a n / M c G r a w - H i l l
we
sp sp
¶ ¶
Proofreading Marks 179
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F
a i r
U n s a t i s f a c t o r y
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© M a c mi l l an / M c G r aw-H i l l
W r
i t i n g R u b r i c
• u s e s f e e l i n g s t o
t e l l a b o u t p e r s o n a l
e x p e r i e n c e
• t e l l s e v e n t s i n c o
r r e c t
o r d e r
• u s e s a n o r i g i n a l ,
c o n s i s t e n t t o n e
• u s e s w o r d s c o r r e c t l y
a n d n a t u r a l l y
• u s e s c o m p l e t e
s e n t e n c e s t h a t f l o w
• i s f r e e o r a l m o s t
f r e e
o f e r r o r s
• i s e a s y t o r e a d
• t e l l s a b o u t a
p e r s o n a l e x p
e r i e n c e
• t e l l s e v e n t s i n o r d e r
• u s e s f i r s t p e r s o n a n d
a c o n s i s t e n t
t o n e
• u s e s w o r d s c o r r e c t l y
• u s e s c o m p l e
t e
s e n t e n c e s t h
a t
m o s t l y f l o w
• h a s m i n o r e r r o r s
• i s m o s t l y e a s
y t o
r e a d
• t e l l s a b o u t a
p e r s o n a l
e x p e r i e n c e
b u t l o s e s
f o c u s
• i n c l u d e s e v e n t s o u t
o f o r d e r
• d o e s n o t
h a v e a
p e r s o n a l
t o n e
• u s e s w o r
d s t h a t
d o n o t c r e a t e c l e a r
i m a g e s
• u s e s a w k
w a r d o r
i n c o m p l e t e s e n t e n c e s
• h a s m a n y e r r o r s
• h a s s o m e a r e a s t h a t
a r e h a r d
t o r e a d
• d o e s
n o t s h a r e a
p e r s o
n a l e x p e r i e n c e
• i s h a r
d t o f o l l o w
• d o e s
n o t s h a r e
t h o u g
h t s a n d
f e e l i n
g s
• u s e s w o r d s n o t
c o n n e c t e d t o t h e
p u r p o
s e
• u s e s r u n - o n
s e n t e
n c e s a n d
s e n t e
n c e f r a g m e n t s
• m a k e
s m a n y s e r i o u s
e r r o r s
• i s v e r y h a r d t o r e a d
180 Unit 1 • Personal Narrative Writing Rubrics
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E x c e l l e n t
G o o d
F
a i r
U n s a t i s f a c t o r y
4 4
3 3
2 2
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©
M a c m i l l a n / M c G r a w - H i l l
W r
i t i n g R u b r i c
• o f f e r s c l e a r , e a s y -
t o - f o l l o w h o w - t o
i n s t r u c t i o n s
• e x p l a i n s s t e p s i n
a
l o g i c a l o r d e r t h a t
f l o w s
• i s c l e a r a n d c o n n e c t s
w i t h r e a d e r s
• u s e s e f f e c t i v e w
o r d s
• u s e s c o m p l e t e
s e n t e n c e s t h a t f l o w
• i s f r e e o r a l m o s t
f r e e
o f e r r o r s
• i s e a s y t o r e a d
• o f f e r s c l e a r
i n s t r u c t i o n s
• e x p l a i n s s t e p s i n a
l o g i c a l o r d e r
• c o n n e c t s w i t h
r e a d e r s
• u s e s w o r d s c o r r e c t l y
• u s e s c o m p l e
t e
s e n t e n c e s t h
a t
m o s t l y f l o w
• h a s m i n o r e r r o r s
• i s m o s t l y e a s
y t o
r e a d
• a t t e m p t s
a n
e x p l a n a t i o n , b
u t
l a c k s d e t a i l s
• p r e s e n t s
s t e p s o u t o f
o r d e r
• d o e s n o t
c o n n e c t
w i t h r e a d
e r s
• u s e s w o r
d s
i n c o r r e c t l y
• u s e s c o m
p l e t e
s e n t e n c e
s
• h a s m a n y e r r o r s
• h a s s o m e a r e a s t h a t
a r e h a r d
t o r e a d
• d o e s
n o t p r o v i d e a n
e x p l a
n a t i o n
• i s n o t
o r g a n i z e d
• i s c o n
f u s i n g a n d
d o e s
n o t c o n n e c t t o
r e a d e
r s
• u s e s m a n y w o r d s
i n c o r r e c t l y
• h a s i n
c o m p l e t e a n d
r u n - o n s e n t e n c e s
• m a k e
s m a n y s e r i o u s
e r r o r s
• i s v e r y h a r d t o r e a d
Writing Rubrics Unit 2 • How-To Article 181
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G o o d
F
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U n s a t i s f a c t o r y
4 4
3 3
2 2
1 1
© M a c mi l l an / M c G r aw-H i l l
W r
i t i n g R u b r i c
• p r e s e n t s a s t r o n
g
o p i n i o n w i t h
s u p p o r t i n g d e t a i l s
• h a s a l o g i c a l
o r g a n i z a t i o n
• c o n n e c t s s t r o n g l y t o
r e a d e r s
• u s e s w o r d s c o r r e c t l y
a n d i n c l u d e s o p i n i o n
w o r d s
• u s e s c o m p l e t e
s e n t e n c e s t h a t f l o w
• i s f r e e o r a l m o s t
f r e e
o f e r r o r s
• i s e a s y t o r e a d
• p r e s e n t s a n o p i n i o n
w i t h s u p p o r t i n g
d e t a i l s
• i s o r g a n i z e d
• u s e s a p e r s u
a s i v e
v o i c e
• i n c l u d e s p e r s u a s i v e
w o r d s
• u s e s c o m p l e
t e
s e n t e n c e s t h
a t
m o s t l y f l o w
• h a s m i n o r e r r o r s
• i s m o s t l y e a s
y t o
r e a d
• t r i e s t o p r e s e n t a n
o p i n i o n b
u t l a c k s
d e t a i l s
• i s n o t w e l l o r g a n i z e d
• i s n o t p e r s u a s i v e
• m i s u s e s s o m e w o r d s
a n d d o e s
n o t u s e
o p i n i o n w
o r d s
• u s e s m o s t l y
c o m p l e t e
s e n t e n c e s
• h a s m a n y e r r o r s
• h a s s o m e a r e a s t h a t
a r e h a r d
t o r e a d
• d o e s
n o t p r e s e n t a n
o p i n i o n
• i s p o o
r l y o r g a n i z e d
• i s c o n
f u s i n g a n d n o t
p e r s u
a s i v e
• m i s u s e s w o r d s a n d
d o e s
n o t u s e o p i n i o n
w o r d s
• u s e s i n c o m p l e t e o r
r u n - o n s e n t e n c e s
• m a k e
s m a n y s e r i o u s
e r r o r s
• i s v e r y h a r d t o r e a d
182 Unit 3 • Persuasive Letter Writing Rubrics
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E x c e l l e n t
G o o d
F
a i r
U n s a t i s f a c t o r y
4 4
3 3
2 2
1 1
©
M a c m i l l a n / M c G r a w - H i l l
W r
i t i n g R u b r i c
• h a s d e t a i l e d f a c t s
t h a t s u p p o r t a m
a i n
i d e a
• c l e a r l y p r e s e n t s
t h e m a i n i d e a a n
d
s u p p o r t i n g d e t a i l s
• h a s a c o n v i n c i n g ,
f a c t u a l t o n e
• e x p r e s s e s i d e a s
c l e a r l y
• u s e s c o m p l e t e
s e n t e n c e s t h a t f l o w
• i s f r e e o r a l m o s t
f r e e
o f e r r o r s
• i s e a s y t o r e a d
• h a s f a c t s t h a
t
s u p p o r t a m a
i n i d e a
• p r e s e n t s t h e
m a i n
i d e a a n d s u p
p o r t i n g
d e t a i l s
• h a s a f a c t u a l t o n e
• e x p r e s s e s i d
e a s w e l l
• u s e s c o m p l e
t e
s e n t e n c e s t h
a t
m o s t l y f l o w
• h a s m i n o r e r r o r s
• i s m o s t l y e a s
y t o
r e a d
• a t t e m p t s
t o s t a t e a
m a i n i d e a w i t h s o m e
d e t a i l s
• i s w e a k l y
o r g a n i z e d
w i t h s e n t e n c e s o u t
o f o r d e r
• d o e s n o t
h a v e a
f a c t u a l t o
n e
• m i s u s e s s o m e w o r d s
• h a s s o m e i n c o m p l e t e
s e n t e n c e
s
• h a s m a n y e r r o r s
• h a s s o m e a r e a s t h a t
a r e h a r d
t o r e a d
• d o e s
n o t h a v e a
m a i n
i d e a o r d e t a i l s
• i s o r g
a n i z e d p o o r l y
a n d i s h a r d t o f o l l o w
• i s n o t
c o n v i n c i n g a n d
c o n f u
s i n g
• m i s u s e s m a n y w o r d s
• u s e s i n c o m p l e t e o r
r u n - o n s e n t e n c e s
• m a k e
s m a n y s e r i o u s
e r r o r s
• i s v e r y h a r d t o r e a d
Writing Rubrics Unit 4 • Expository Writing 183
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G o o d
F
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U n s a t i s f a c t o r y
4 4
3 3
2 2
1 1
© M a c mi l l an / M c G r aw-H i l l
W r
i t i n g R u b r i c
• t e l l s a s t o r y w i t h
a
c l e a r p r o b l e m a n d a
s o l u t i o n
• h a s a c l e a r
b e g i n n i n g , m
i d d l e ,
a n d e n d
• k e e p s t h e i n t e r e
s t o f
t h e r e a d e r
• u s e s w o r d s c o r r e c t l y
a n d n a t u r a l l y
• u s e s c o m p l e t e
s e n t e n c e s t h a t f l o w
• i s f r e e o r a l m o s t
f r e e
o f e r r o r s
• i s e a s y t o r e a d
• t e l l s a s t o r y w i t h
a p r o b l e m a n
d a
s o l u t i o n
• h a s a b e g i n n
i n g ,
m i d d l e , a
n d e n d
• s h o w s a c o n n e c t i o n
t o r e a d e r s
• u s e s w o r d s c o r r e c t l y
• u s e s c o m p l e
t e
s e n t e n c e s t h
a t
m o s t l y f l o w
• h a s m i n o r e r r o r s
• i s m o s t l y e a s
y t o
r e a d
• a t t e m p t s
t o t e l l a
s t o r y w i t h
a p r o b l e m
a n d s o l u t i o n
• h a s a n u n c l e a r
b e g i n n i n g , m
i d d l e ,
a n d e n d
• s h o w s a w e a k
c o n n e c t i o n w i t h
r e a d e r s
• m i s u s e s s o m e w o r d s
• u s e s c o m
p l e t e
s e n t e n c e
s
• h a s m a n y e r r o r s
• h a s s o m e a r e a s t h a t
a r e h a r d
t o r e a d
• d o e s
n o t t e l l a s t o r y
• d o e s
n o t h a v e a
b e g i n
n i n g , m
i d d l e ,
a n d e
n d
• i s c o n
f u s i n g
• m i s u s e s m a n y w o r d s
• u s e s i n c o m p l e t e o r
r u n - o n s e n t e n c e s
• m a k e
s m a n y s e r i o u s
e r r o r s
• i s v e r y h a r d t o r e a d
184 Unit 5 • Fictional Narrative Writing Rubrics
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E x c e l l e n t
G o o d
F
a i r
U n s a t i s f a c t o r y
4 4
3 3
2 2
1 1
©
M a c m i l l a n / M c G r a w - H i l l
• p r e s e n t s a d e t a i l e d ,
i n f o r m a t i v e
c o m p a r i s o n
• o r g a n i z e s t h e
c o m p a r i s o n w e l l
• h a s a l i v e l y t o n e
t h a t
s h o w s i n t e r e s t
• u s e s a v a r i e t y o f
c o m p a r i s o n w o r d s
• i n c l u d e s c o m p l e
t e
s e n t e n c e s t h a t f l o w
• i s f r e e o r a l m o s t
f r e e
o f e r r o r s
• i s e a s y t o r e a d
• p r e s e n t s a n
i n f o r m a t i v e
c o m p a r i s o n
• o r g a n i z e s t h e
c o m p a r i s o n
• h a s a t o n e t h
a t
s h o w s i n t e r e
s t
• u s e s c o m p a r i s o n
w o r d s
• i n c l u d e s c o m
p l e t e
s e n t e n c e s t h
a t
m o s t l y f l o w
• h a s m i n o r e r r o r s
• i s m o s t l y e a s
y t o
r e a d
• p r e s e n t s
a
c o m p a r i s
o n w i t h f e w
d e t a i l s
• i s o r g a n i z e d b u t
s o m e d e t a i l s a r e o u t
o f o r d e r
• s h o w s l i t t l e i n t e r e s t
i n t h e s u b j e c t
• m i s u s e s s o m e
w o r d s a n
d u s e s f e w
c o m p a r i s
o n w o r d s
• i n c l u d e s c o m p l e t e
s e n t e n c e
s
• h a s m a n y e r r o r s
• h a s s o m e a r e a s t h a t
a r e h a r d
t o r e a d
• d o e s
n o t p r e s e n t a
c o m p
a r i s o n
• i s u n o
r g a n i z e d
• s h o w s n o i n t e r e s t i n
t h e s u b j e c t
• m i s u s e s w o r d s a n d
u s e s n o c o m p a r i s o n
w o r d s
• u s e s i n c o m p l e t e o r
r u n - o n s e n t e n c e s
• m a k e
s m a n y s e r i o u s
e r r o r s
• i s v e r y h a r d t o r e a d
W r
i t i n g R u b r i c
Writing Rubrics Unit 6 • Compare and Contrast Article 185
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E x c e l l e n t
G o o d
F
a i r
U n s a t i s f a c t o r y
4 4
3 3
2 2
1 1
© M a c mi l l an / M c G r aw-H i l l
W r
i t i n g R u b r i c
186 Writing Rubrics
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Writing to a Picture Prompt
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Children are sometimes asked to write abouta picture instead of just responding to a writing
prompt. The child will either tell about what they see
in the picture, or write about something related to
the picture. The form of the writing is usually a story
or an essay.
Use the picture prompts as additional writing
practice or to help children prepare for writing tasks
on standardized tests.
Instruct children to do the following:
Before Writing1. Look closely at the picture. Think about what is happening in the
picture.
2. Ask yourself questions about the picture:
• Where and when are the events shown in the picture taking place?
• Who or what is in the picture? What are they doing?• Can you tell what is happening? What event may have happened
prior to this one? What do you think might happen next?
3. You can use a graphic organizer to organize your ideas before you
begin to write. You can also make an outline, create an idea web, or do
other prewriting work.
During WritingUse a graphic organizer, or other prewriting work, to write about what is
happening in the picture.
After Writing1. Use the Writer’s Checklists, pages 177–178, to help you check your
writing.
2. Proofread your writing using Proofreading Marks, page 179.
Picture Prompts 187
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Name
Write to a picture prompt. Look at the picture of three firemen.
Write a story about what might be happening.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Proofread your story.
188 Unit 1 • Fighting the Fire Picture Prompts
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Name
Write to a picture prompt. Look at the picture below. Write a
story about going to the doctor.
Writing Tips• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Proofread your story.
Picture Prompts Unit 2 • A Trip to the Emergency Room 189
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© M a c mi l l an / M c G r aw-H i l l
Name
Write to a picture prompt. Look at the picture of people finding
fossils. Write a story about what might be happening.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Proofread your story.
190 Unit 3 • Meet the Super Croc Picture Prompts
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Name
Write to a picture prompt. Look at the picture below. Write a
story about helping to keep Earth clean.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Proofread your story.
Picture Prompts Unit 4 • A Way to Help Planet Earth 191
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Name
Write to a picture prompt. Look at the photograph. What might it
be like to explore a new place? Write a story about it.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Proofread your story.
192 Unit 5 • Columbus Explores New Lands Picture Prompts
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Name
Write to a picture prompt. Look at the photograph below. The
girl is about to start painting. If you were the painter, what would
you paint? Write about your painting.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Proofread your story.
Picture Prompts Unit 6 • Music of the Stone Age 193
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© M a c mi l l an / M c G r aw-H i l l
Handwriting
A Communication TooI
Although computers are available, many
tasks require handwriting. Keeping journals,
completing forms, taking notes, making
shopping or organizational lists, and reading
handwriting are practical uses of this skill.
Writing Readiness
Before children begin to write, they need to
develop certain fine motor skills. These are
examples of warm-up activities:
• Play “Simon Says” using fingers only.
• Sing finger plays such as “Where Is Thumb-
kin?” and “The Eensie Weensie Spider,”
or sing songs that use Signed English orAmerican Sign Language.
• Use mazes that require children to move
their writing instruments from left to right.
Determining Handedness
Keys to determining handedness in a
child:
• With which hand does the child eat? This
hand is likely to become the dominanthand.
• Does the child start coloring with one hand
and then switch to the other? This may be
due to fatigue or lack of hand preference.
• Does the child cross midline to pick things
up? Place items directly in front of the child
to see if one hand is preferred.
• Does the child do better with one hand or
the other?
The Mechanics of Writing
Desk and Chair • Chair height should allow feet to rest flat
on the floor.
• Desk height should be two inches above
the level of the elbows when the child is
sitting.
• There should be an inch between the child
and the desk.
• The child should sit erect with elbows rest-
ing on the desk.
• Models of letters should be on the desk or
at eye level.
Paper Position• Right-handed children should
turn the paper so that the lower
left-hand corner of the paper
points to the abdomen.
• Left-handed children should
turn the paper so that the lower
right-hand corner of the paper
points to the abdomen.
• The nondominant hand shouldanchor the paper near the top so that the
paper doesn’t slide.
• The child should move the paper up as
he or she nears the bottom of the paper.
Many children do not think of this.
The Writing Instrument Grasp
The writing instrument must be held in
a way that allows for fluid dynamic
movement.
Functional Grasp Patterns• Tripod Grasp The writing
instrument is held with the tip
of the thumb and the index
finger and rests against the
side of the third finger. The
thumb and index finger form a circle.
194 Handwriting Basics
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• Quadrupod Grasp The writing
instrument is held with the
tip of the thumb and index
finger and rests against the
fourth finger. The thumb and
index finger form a circle.
Incorrect Grasp Patterns
• Fisted Grasp The writinginstrument is held in a
fisted hand.
• Pronated Grasp The writ-
ing instrument is held
diagonally within the
hand with the tips of the
thumb and index finger on
the writing instrument but
with no support from other
fingers.
• Five-Finger Grasp The writing
instrument is held with the
tips of all five fingers.
• Flexed or Hooked Wrist A
flexed or bent wrist is typical
with left-handed writers and
is also present in some right-
handed writers.
Correcting Grasp Patterns
• Have children play counting games with an
eye dropper and water.
• Have children pick up small objects with
a tweezer.
• Have children pick up small coins using just
the thumb and index finger.
• To correct wrist position, have children
check their posture and paper placement.
Evaluation Checklist
Functional handwriting is made up of two
elements, legibility and functional speed.
Legibility in Writing
Formation and Strokes
❑✓ Do circular shapes close?
❑✓ Are downstrokes parallel?
❑✓ Do circular shapes and downstrokes
touch?
❑✓ Are the heights of capital letters equal?
❑✓ Are the heights of lowercase letters
equal?
❑✓ Are the lengths of the extenders and
descenders the same for all letters?❑✓ Do cursive letters that finish at the top
join the next letter? ( b, o, v, w )❑✓ Do cursive letters that finish at the bottom
join the next letter? (a, c, d, e, h, i, k, l, m, n, r, s, t, u, x )
❑✓ Do cursive letters with descenders join the
next letter? ( f, g, j, p, q, y, z )
❑✓ Is the vertical slant of all letters
consistent?
❑✓ Do all letters rest on the line?
Directionality❑✓ Are letters and words formed from left to
right?
❑✓ Are letters and words formed from top to
bottom?
Spacing
❑✓ Are the spaces between letters equal?
❑✓ Are the spaces between words equal?
❑✓ Are spaces between sentences equal?
❑✓ Are top, bottom, and side margins even?
Speed
The prettiest handwriting is not functional if
it takes students too long to complete their
work. After introducing students to writing
individual letters, add time limits to copying
or writing assignments. Check for legibility.
Handwriting Basics 195
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© M a c mi l l an / M c G r aw-H i l l
Name
Write the Alphabet
A aB bC cD d
E eF f
A aB b
C cD d
E eF f
A aB b
C cD d
E eF f
196 Handwriting Practice
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M a c m i l l a n / M c G r a w - H i l l
Name
Write the Alphabet
G gH hI iJ j
K kL l
M m
G gH h
I iJ j
K k L l
M m
G gH h
I iJ j
K k L l
M m
Handwriting Practice 197
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© M a c mi l l an / M c G r aw-H i l l
Name
Write the Alphabet
N nO oP pQ q
R rS s
N nO o
P pQ q
R rS s
N nO o
P pQ q
R rS s
198 Handwriting Practice
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Name
Write the Alphabet
T tU uV vW w
X xY y
Z z
T tU u
V v W w
X x Y y
Z z
T tU u
V v W w
X x Y y
Z z
Handwriting Practice 199
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© M a c mi l l an / M c G r aw-H i l l
Name
Write the Alphabet
A a B b
C c D d
E e F f
A aB b
C cD d
E eF
A a B b
C cD d
E eF f
200 Handwriting Practice
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Name
Write the Alphabet
G g H h
I i J j
K k L l
M m
G gH h
I iJ j
K kL l
M m
G gH h
I iJ j
K kL l
M m
Handwriting Practice 201
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Name
Write the Alphabet
N n O o
P p Q q
R r S s
N nO o
P pQ q
R rS s
N nO o
P pQ q
R r S s
202 Handwriting Practice
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Name
Write the Alphabet
T t U u
V v W w
X x Y y
Z z
T tU u
V vW w
X xY y
Z z
T tU u
V vW w
X xY y
Z z
Handwriting Practice 203
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Handwriting Models—Slant
A B C D E F G H I J K L M N OP Q R S T U V W X Y Z
a b c d e f g hi j k l m n o p
q r s t u v wx y z
204 Handwriting Models
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Handwriting Practice
Handwriting Models 205
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Good Listening andGood Listening and
Speaking HabitsSpeaking Habits
In our classroom we:
• Follow class procedures and rules
• Respect other people’s feelings and ideas
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