Annotated Teacher’s Edition - nis-egypt.comnis-egypt.com/asbooks/english/Grade 2 - READING... · Annotated Teacher’s Edition. B ... 4 Grade 2/Unit 1/Week 1 RI11_A_2_PB_U1W1.indd

Phonics

Structural Analysis

High-Frequency Words/Vocabulary

Comprehension

Fluency

Take-Home Stories

Annotated Teachers Edition

B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or

distributed in any form or by any means, or stored in a database or retrieval system, without the prior written

consent of the The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission,

or broadcast for distance learning.

Printed in the United States of America

2 3 4 5 6 7 8 9 10 WDQ 15 14 13 12 11

Dear Family Member or Caregiver:

Welcome! This year your child will be building important reading skills. By working together, you and your child can become partners in learning.

Each week your child will bring home a Fluency passage that he or she will read

to you. a Take-Home Story for the two of you to read

together and discuss.

Using these brief texts, you can help your child review vocabulary words and practice key reading skills taught that week.

Your interest, praise, and encouragement are sure to lead to your childs success in school. Heres to an exciting year of learning!

Yours truly,

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Week 4: Lessons 16-20Kids Can Make It!Phonics: Long a (a_e), short a . . . . . . . . . . . . . 21Structural Analysis: Plurals with -s, -es. . . . . . 22Vocabulary: Dictionary . . . . . . . . . . . . . . . . . . . 23Comprehension: Main Idea/Details. . . . . . . . . 24Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 25

Week 5: Lessons 21-25Pig on His BikePhonics: Long i (i_e), short i. . . . . . . . . . . . . . . 27Structural Analysis: Inflectional

endings -s and -es . . . . . . . . . . . . . . . . . . . . 28Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 29Comprehension: Make and

Confirm Predictions . . . . . . . . . . . . . . . . . . . 30Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 31

End-of-Unit Additional Instruction: Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

End-of-Unit Additional Instruction: Vocabulary Review . . . . . . . . . . . . . . . . . . . . 36

Unit 1

Week 1: Lessons 1-5The HatPhonics: Short a and i . . . . . . . . . . . . . . . . . . . 1Structural Analysis: Plurals . . . . . . . . . . . . . . . 2Vocabulary: Dictionary . . . . . . . . . . . . . . . . . . . 3Comprehension: Character and Setting . . . . . 4Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 5

Week 2: Lessons 6-10Yum! Yum!Phonics: Short e, o, and u . . . . . . . . . . . . . . . . 7Structural Analysis: Inflectional ending -ed . . 8Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 9Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 10Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 11

Mid-Unit Additional Instruction: Fluency . . . . . 13

Week 3: Lessons 11-15Frogs, Frogs, Frogs!Phonics: Beginning blends. . . . . . . . . . . . . . . . 15Structural Analysis: Inflectional ending -ing . . 16Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 17Comprehension: Main Idea/Details. . . . . . . . . 18Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 19

Contents

iii

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Unit 2

Week 1: Lessons 1-5Rose the DuckPhonics: Long o (o_e), short o . . . . . . . . . . . . . 37Structural Analysis:

Comparative endings -er, -est . . . . . . . . . . . 38Vocabulary: Context clues . . . . . . . . . . . . . . . . 39Comprehension: Character, Setting, Plot . . . . 40Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 41

Week 2: Lessons 6-10A Home Made BandPhonics: Long u (u_e), short u . . . . . . . . . . . . . 43Structural Analysis: Prefixes re-, un-, dis-. . . . 44Vocabulary: Context clues . . . . . . . . . . . . . . . . 45Comprehension: Cause/Effect. . . . . . . . . . . . . 46Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 47


Week 3: Lessons 11-15Trains, Trains, Trains!Phonics: Long a (ai, ay) . . . . . . . . . . . . . . . . . . 51Structural Analysis: Compound words . . . . . . 52Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 53Comprehension: Main Idea/Details. . . . . . . . . 54Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 55

Week 4: Lessons 16-20Queen Bea and the PeaPhonics: Long e (e, ee, ea) . . . . . . . . . . . . . . . 57Structural Analysis:

Inflectional endings -s, -es . . . . . . . . . . . . . . 58Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 59Comprehension: Make Inferences . . . . . . . . . 60Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 61

Week 5: Lessons 21-25Night AnimalsPhonics: Long i (i, igh, ie, y) . . . . . . . . . . . . . . . 63Structural Analysis: Inflectional ending -ing . . 64Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 65Comprehension: Compare/Contrast . . . . . . . . 66Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 67

End-of-Unit Additional Instruction: Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

End-of-Unit Additional Instruction: Vocabulary Review . . . . . . . . . . . . . . . . . . . . 72

Unit 3

Week 1: Lessons 1-5What Grows?Phonics: Long o (o, oa, ow, oe) . . . . . . . . . . . . 73Structural Analysis: Inflectional ending -ed . . 74Vocabulary: Thesaurus . . . . . . . . . . . . . . . . . . 75Comprehension: Summarize . . . . . . . . . . . . . . 76Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 77

Week 2: Lessons 6-10A Talking MulePhonics: Long u (u, u_e, ew, ue) . . . . . . . . . . . 79Structural Analysis: Suffixes -ful, -less, -er . . . 80Vocabulary: Context clues . . . . . . . . . . . . . . . . 81Comprehension: Summarize . . . . . . . . . . . . . . 82Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 83


Week 3: Lessons 11-15A Funny Trip to MarsPhonics: r-Controlled vowel ar . . . . . . . . . . . . . 87Structural Analysis: Closed syllables . . . . . . . 88Vocabulary: Context clues . . . . . . . . . . . . . . . . 89Comprehension: Authors Purpose . . . . . . . . . 90Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 91

Week 4: Lessons 16-20Ferns TeamPhonics: r-Controlled vowels ir, er, ur . . . . . . . 93Structural Analysis: Open syllables. . . . . . . . . 94Vocabulary: Thesaurus . . . . . . . . . . . . . . . . . . 95Comprehension: Cause/Effect. . . . . . . . . . . . . 96Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 97

Week 5: Lessons 21-25Who Is Best?Phonics: r-Controlled vowels,

-eer, -ere, -ear . . . . . . . . . . . . . . . . . . . . . . . . 99Structural Analysis: Prefixes re-, un-, dis- . . 100Vocabulary: Word parts . . . . . . . . . . . . 101Comprehension: Draw Conclusions . . . . . 102Take-Home Book . . . . . . . . . . . . . . . . 103

End-of-Unit Additional Instruction: Fluency . . . . . . . . . . . . . . . . . . . . 105

End-of-Unit Additional Instruction: Vocabulary Review . . . . . . . . . . . . . 108

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Unit 4

Week 1: Lessons 1-5Storms, Storms!Phonics: r-Controlled vowels or, oar, ore . . . 109Structural Analysis: Compound words . . . . 110Vocabulary: Context clues. . . . . . . . . . . 111Comprehension: Cause/Effect . . . . . . . . 112Take-Home Book . . . . . . . . . . . . . . . . 113

Week 2: Lessons 6-10The Art FairPhonics: r-Controlled vowels are, air,

ear, ere . . . . . . . . . . . . . . . . . . . . 115Structural Analysis: Prefixes re-, un-, dis- . . 116Vocabulary: Context clues. . . . . . . . . . . 117Comprehension: Use Illustrations . . . . . . 118Take-Home Book . . . . . . . . . . . . . . . . 119

Mid-Unit Additional Instruction: Fluency . . . 121

Week 3: Lessons 11-15Growing PlantsPhonics: Diphthong ow, ou . . . . . . . . . . 123Structural Analysis: Suffixes -ful, -less . . . . 124Vocabulary: Dictionary . . . . . . . . . . . . . 125Comprehension: Sequence . . . . . . . . . . 126Take-Home Book . . . . . . . . . . . . . . . . 127

Week 4: Lessons 16-20Roy and JoyPhonics: Diphthong oy, oi . . . . . . . . . . . 129Structural Analysis: Contractions . . . . . . . 130Vocabulary: Context clues. . . . . . . . . . . 131Comprehension: Sequence . . . . . . . . . . 132Take-Home Book . . . . . . . . . . . . . . . . 133

Week 5: Lessons 21-25The Loose ToothPhonics: Vowel digraphs oo, ui,

ew, ue, u, ou, oe . . . . . . . . . . . . . . . 135Structural Analysis: Inflectional endings -s,

-es, -ed, -ing . . . . . . . . . . . . . . . . . 136Vocabulary: Word parts . . . . . . . . . . . . 137Comprehension: Fantasy/Reality . . . . . . . 138Take-Home Book . . . . . . . . . . . . . . . . 139



Unit 5

Week 1: Lessons 1-5From Sheep to WoolPhonics: Vowel digraphs oo, ou . . . . . . . . 145Structural Analysis: Synonyms, antonyms . . 146Vocabulary: Context clues. . . . . . . . . . . 147Comprehension: Draw Conclusions . . . . . 148Take-Home Book . . . . . . . . . . . . . . . . 149

Week 2: Lessons 6-10Pauls School TripPhonics: Vowel digraphs a, au, aw . . . . . . 151Structural Analysis: Homophones . . . . . . 152Vocabulary: Context clues. . . . . . . . . . . 153Comprehension: Sequence . . . . . . . . . . 154Take-Home Book . . . . . . . . . . . . . . . . 155


Week 3: Lessons 11-15The Stray DogPhonics: Closed syllables . . . . . . . . . . . 159Structural Analysis: Contractions . . . . . . . 160Vocabulary: Word parts . . . . . . . . . . . . 161Comprehension: Summarize . . . . . . . . . 162Take-Home Book . . . . . . . . . . . . . . . . 163

Week 4: Lessons 16-20All About KittensPhonics: Closed syllables . . . . . . . . . . . 165Structural Analysis: Suffixes -er, -est . . . . . 166Vocabulary: Thesaurus . . . . . . . . . . . . 167Comprehension: Make Inferences . . . . . . 168Take-Home Book . . . . . . . . . . . . . . . . 169

Week 5: Lessons 21-25The Old ChestPhonics: Open syllables . . . . . . . . . . . . 171Structural Analysis: Synonyms, antonyms . . 172Vocabulary: Word parts . . . . . . . . . . . . 173Comprehension: Make Inferences . . . . . . 174Take-Home Book . . . . . . . . . . . . . . . . 175



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Unit 6

Week 1: Lessons 1-5Bridges and TunnelsPhonics: Consonant + le syllables . . . . . . 181Structural Analysis: Homophones . . . . . . 182Vocabulary: Context clues. . . . . . . . . . . 183Comprehension: Authors Purpose . . . . . . 184Take-Home Book . . . . . . . . . . . . . . . . 185

Week 2: Lessons 6-10We Need TeethPhonics: Vowel team syllables . . . . . . . . 187Structural Analysis: Suffixes and prefixes . . 188Vocabulary: Word parts . . . . . . . . . . . . 189Comprehension: Compare and Contrast . . . 190Take-Home Book . . . . . . . . . . . . . . . . 191


Week 3: Lessons 11-15Fur, Skin, and ScalesPhonics: Final e syllables . . . . . . . . . . . 195Structural Analysis: Suffixes and prefixes . . 196Vocabulary: Dictionary . . . . . . . . . . . . . 197Comprehension: Problem and Solution . . . 198Take-Home Book . . . . . . . . . . . . . . . . 199

Week 4: Lessons 16-20Dear Pen PalPhonics: Open syllables . . . . . . . . . . . . 201Structural Analysis: Possessives,

contractions . . . . . . . . . . . . . . . . . 202Vocabulary: Word parts . . . . . . . . . . . . 203Comprehension: Cause/Effect . . . . . . . . 204Take-Home Book . . . . . . . . . . . . . . . . 205

Week 5: Lessons 21-25In SpacePhonics: r-Controlled syllables . . . . . . . . 207Structural Analysis: Related words . . . . . . 208Vocabulary: Word parts . . . . . . . . . . . . 209Comprehension: Problem and Solution . . . 210Take-Home Book . . . . . . . . . . . . . . . . 211



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Name

hat pig

A. Circle the word that completes the sentence. Then write the word on the line.

1. Dan has a . fin fan fat

2. Dad has ham and eggs in a . pan pat cat

3. The is big. bag fig pig

4. She will fix her dress with a . pin pan pit

B. What letter makes the short a sound?

What letter makes the short i sound?

Practice

Phonics: Short a and i

fanfan

pan

pig

pin

pan

pin

a

i

1Grade 2/Unit 1/Week 1

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Name

Practice

Structural Analysis: Plurals

The letters -s or -es can be added to a word to mean more than one.

A. Add -s or -es to these words to name the pictures. Then write the new words on the lines.

1.

2.

3.

4.

B. Add -s or -es to the words that can mean more than one. Write the new words on the lines.

1. Who has ham and egg?

2. Pam has six cat.

3. Jan got kiss.

4. Sam has bat.

fan cat miss kiss

fans

eggs

kisses

misses

cats

cats

kisses

bats

2 Grade 2/Unit 1/Week 1


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Practice

A. Vocabulary Words: Cloze Paragraph Write the missing words to complete the sentences.

look she the who

Vocabulary: Dictionary

is Jill? Jill is cat.

is sad. , Dad will pat Jills

back.

B. Vocabulary Strategy: Dictionary Write the following words in alphabetical order.

No Order ABC Order

who

the

she

look

Who the

LookShe

look

she

the

who



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Practice

Comprehension: Character and Setting

The setting is where the story happens.

The characters are the people or animals in the story.

As you read The Hat, fill in the Character and Setting Chart.

Character Setting



The Hat

Pig can

fit in it.

It is a big h

at!

High-Frequency W

ords:C

ircle the words look, the,

and who in the story.

At H

ome:

Ask your child

to read the book aloud to you.

Look at the h

at.W

ho ca

n fit in

it?

5

Macmillan/McGraw-Hill

4

Grade 2/Unit 1/Week 1


Rat

ca

n f

it in

it.

Cat

ca

n f

it in

it.

Pho

nics

: Circ

le th

e sh

orta

wor

ds in

the

stor

y. U

nder

line

the

shor

ti w

ords

.C

om

pre

hen

sio

n: W

ho a

re th

e ch

arac

ters

in

this

sto

ry?

23



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Name

pot pen bug

A. Read the word. Circle the picture that it names.

1. jet

2. cup

3. top

B. Read each word. Then write a word from above that has the same vowel sound.

1. net

2. up

3. mop

Practice

Phonics: Short e, o, and u

10

jet

cup

top


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Practice

A. Add the -ed ending to make the word in bold.

Example: Dad mixed the eggs.

mix + =

1. Sam fixed the cab.

fix + =

2. I spelled it well.

spell + =

3. Kit helped Ted.

help + =

4. Matt acted mad.

act + =

B. Write two sentences about something that happened in the past. Use the word acted in one sentence. Use the word fixed in the other.

1.

2.

Structural Analysis: Inflectional Ending -ed

You can add -ed to words to make new words that tell about the past.

ed mixed

ed fixed

ed spelled

ed helped

ed acted



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Practice


said you eat help

Vocabulary:Word Parts

The pup is sick. Mom and I the pup.

Can get ham? The pup will

it, Mom .

B. Vocabulary: Word Parts Read the words in each row. Circle the word that tells about something that happened in the past.

1. fix fixed 2. looks looked

3. helped helps

4. kiss kissed

help

said

eatyou

helped



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Practice

Comprehension: Plot

Every story has a beginning, a middle, and an end.

As you read Yum! Yum!, fill in the Story Map.

Beginning

Middle

End



Nuts

Dog h

ad ten n

uts.

Cat h

ad ten n

uts.

Du

ck had ten

nu

ts.Yu

m, Yu

m, Yu

m! It is a

mess!

High

-Frequency W

ords:C

ircle the words help, said,

and eat in the story. A

t Hom

e:A

sk your child to read the book aloud to you.

Dog h

ad a lot of n

uts.

Yum

, Yum

, Yum

, said D

og.I w

ill eat a big bag of n

uts.

11


4



Ca

n I

hel

p?

said

Cat

.Y

es,

sa

id D

og.

Ca

n I

hel

p?

said

Du

ck.

Yes

, s

aid

Dog

.

Pho

nics

: Circ

le th

e sh

orte

, sho

rto,

and

sh

ortu

wor

ds in

the

stor

y.C

om

pre

hen

sio

n: W

hat i

s th

e fir

st th

ing

that

hap

pens

in th

is s

tory

? W

hat h

appe

ns

next

? W

hat h

appe

ns a

t the

end

?2

3



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B. Partners Use the chart to check your partners reading.

Speed too slow too fast just right

Paid attention to periods, commas, end punctuation

never sometimes always

Accuracy skipped words self-corrected read every word

Read with feeling never sometimes always

Name

Practice

Fluency

At Home: Reread aloud and talk about cats. Reread aloud with your child several times.

A. Read aloud the story. As you read, pay attention to the words and your reading speed.

5

12

15

Cam is a fat cat.

She can fit in a big bag.

Look at Cam!

That cat can nap in a lap. 22

Mid-Unit Additional InstructionGrade 2/Unit 1/Week 1 13

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Practice

Fluency

At Home: Reread aloud and talk about pets and the food they eat. Reread aloud with your child several times.


4

9

17

Todd had an egg.

It fell on the mat.

Todd said, Pup, can you fix this mess?

Yes, I will eat the egg, said Pup. 25







Mid-Unit Additional InstructionGrade 2/Unit 1/Week 214


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fl ag crib sled

A. Underline the consonant blend at the beginning of each word.

swim plan frog spill grass drop sled

B. Say each picture word. Write the consonant blend you hear at the beginning of each word to help you.

1.

2.

3.

4.

5.

6.

Practice

Phonics: Beginning Blends

sk

bl

tr

cr

gr

cl



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Practice

You can add -ing to words to make new words that tell about an action.

A. Add the -ing ending to make the word in bold.

Example: Pat is kissing the cat.

kiss + =

1. I am missing my TV show.

miss + =

2. Dad is yelling at Kim.

yell + =

3. Ken is fixing the cap.

fix + =

4. Pam is helping her mom.

help + =

B. Write two sentences that tell about an action. Use the word telling in one sentence and helping in the other.

1.

2.

Structural Analysis: Inflectional Ending -ing

ing kissing

ing missing

ing yelling

ing fixing

ing helping



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Practice

A. Vocabulary Words: Cloze Paragraph Write the missing words to correctly complete the sentences.

do some this what

Vocabulary: Word Parts

Greg asked, is in the glass?

Mom said, is milk.

you want to drink ?

Greg said, Yes. Mmmmmm!

B. Vocabulary: Word Parts Choose the best word from the box to complete each sentence. Write the word.

rehem relock remap repot

1. Ted will the box.

2. Dad can the trip.

3. Matt will the plant.

4. Kim can get Mom to the dress.

WhatThis

Do some

relock

remap

repot

rehem



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Practice

Detail

Comprehension: Main Idea and Details

The main idea is the most important idea in a selection. Details in the selection tell more about the main idea.

As you read Frogs, Frogs, Frogs! fill in the Main Idea and Details Chart.

Main Idea

Detail Detail



Frogs

Th

is frog can

sit still.It ca

n n

ap.It n

aps in

the h

ot sun

.

High

-Frequency W

ords:C

ircle the words som

e, this, w

hat, and do in the story.

At H

ome:

Ask your child


Wh

at ha

s spots?

Th

is frog ha

s spots.

19


4



Wh

at c

an

fro

gs d

o?T

his

fro

g ca

n s

wim

.So

me

frog

s ca

n f

lip.

Flip

! Flo

p! F

lip! F

lop!

Pho

nics

: Circ

le th

e w

ords

in th

e st

ory

that

be

gin

with

fl,f

r, s

p, o

r st.

Co

mp

reh

ensi

on:

Tell

the

mos

t im

port

ant

idea

in th

e st

ory.

The

n na

me

thre

e de

tails

.

23



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Name

cake cap

Circle the word that completes each sentence. Then write the word on the line. Mark each answer S for short a or L for long a.

1. The frog will hop in the . lap lake late

2. Did you see a ? bake bat bad

3. Dad fixed the rip in the map with . tape tap trap

4. Dad and Ted can . rate rat rake

5. Pat will get a . gate gum game

PracticePhonics:

Long a (a_e) and Short a

lakelake

L

bat

tape

rake

bat

tape

rake

game game

S

L

L

L



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Practice

Structural Analysis: Plurals with -s, -es

The letters -s or -es can be added to a word to mean more than one.

A. Add -s or -es to these words to name the pictures. Then write the new words on the lines.

1.

2.

3.

4.

B. Add -s or -es to the words that should mean more than one. Write the new words on the lines.

1. Six fox sit in a den.

2. She will fill ten box.

3. Jed has frog.

4. I got ten glass.

box dog boot bus

dogs

foxes

buses

boxes

flags

boxes

frogs

glasses



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with see and he


Jake Stan hop in the sun. I

a frog, said Jake. hops

to the frog. Lets hop the frog, said

Jake.

B. Vocabulary Strategy: Dictionary Write the number of the correct meaning for the underlined word in each sentence.

1. I will tape up the rip.

2. A cat is a fun pet.

3. Will the tape stick?

4. Mom can pet the dog.

pet/pig

pet (pet) noun 1. an animal that is tame: Ted hops with his pet rabbit.

verb 2. to pat: I will pet the cat.

tape/tell

tape (tap) noun 1. thin plastic that sticks: I can make it stick with tape.

verb 2. to stick: Kate will tape this pad to that pad.

and

He

withsee

2

1

1

2



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As you read Kids Can Make It!, fill in the Main Idea and Details Chart.

Detail

Main Idea

Detail Detail



25


4


A sn

ake h

as skin

an

d scales.

Scales h

elp sn

akes slip

an

d slide.A

sna

ke can

shed its skin

w

hen

it gets big.

High

-Frequency W

ords:C

ircle the words and, w

ith, and see in the story.

At H

ome: A

sk your child to read the book aloud to you.

Wh

at do you see? It is a

sna

ke!T

his sn

ake is h

ot. It slip

s back in its den

.

Snake Tales


Sna

kes

dwel

l in

den

s.T

his

den

is

fille

d w

ith

sn

ake

s.

Pho

nics

: U

nder

line

the

shor

t a

wor

ds in

th

e st

ory.

Circ

le t

he lo

nga

wor

ds in

the

st

ory.

Sna

kes

can

sw

im i

n l

ake

s.Sn

ake

s ca

n s

wim

fa

st.

Co

mp

reh

ensi

on:

How

do

scal

es h

elp

snak

es?

23



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bike pig

A. Draw a line under the i in the words below. Circle the words with the long i sound.

B. Read the clues. Choose a word from above as your answer. Fill in the missing letters to spell the word.

Practice

Phonics: Long i (i_e), Short i

Down

1. S is less than seven.

2. Jack and Jill went up a h l.

3. I d n at six.

Across

1. I went down the sl d .

2. The pig is b . 3. The dog will sn f . 4. N is less

than ten.

big dine six nine sniff

vine hill slide pig kite

5

2 4

2

4

1 3

3

4. See the grapes on the v .

5. The wind takes the k t up.

b i g

h

lls

i

x

i d eniv

ins i f f

i n et

ik

e

i gi f

i e

i n e

i x

i li e

i n ei e



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PracticeStructural Analysis: Inflectional Endings

-s, -es

You can add -s or -es to words to make new words that tell about an action.

A. Add the -s or -es ending to the word in bold.

Example: I ride. She .

1. I bake a cake. He a cake.

2. I beg Dad. Peg Dad.

3. I fuss a lot. Sam a lot.

4. I kiss Mom. Mom Jill.

5. I sell a cup. Sue a cup.

6. I yell at the cat. Kate at the cat.

7. I like a ring. Ike a ring.

8. I mess up the bed. Jake up the bed.

rides

bakes

begs

fusses

kisses

sells

yells

likes

messes



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Practice


down of to yellow


Mike sat on the grass. A chick

came sit with him. The chick was

. It had a lot fluff.

B. Vocabulary Strategy: Word Parts Circle the word that tells about the past. Then write the word in the sentence.

1. Rick his drum. tapped tap

2. Dad a cake.bake baked

3. Tess the dress. rip ripped

4. Bill his dog. pat patted

down

to

ofyellow

tapped

baked

ripped

patted



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PracticeComprehension:

Make and Confirm Predictions

When you predict what will happen in a story, you tell what you think will happen. Then at the end of the story, you can see if you were right.

As you read Pig on His Bike, fill in the Predictions Chart.

What I Predict What Happens



Pig Dives In

High-Frequency W

ords:C

ircle the words

down, of,

to, and yellow in the story.

At H

ome:

Ask your child


Pig rides his yellow

bike.Pig h

as a

lot of fun

.Pig ca

n race on

his bike.

Pig rides to the la

ke.You

look hot, sa

id Du

ck to Pig. D

ive in!

Pig did.

31


4



Pig

ride

s u

p t

he

hil

l.Pi

g ri

des

back

dow

n.

Pig

ride

s a

lot.

Pig

gets

hot

.Pi

g ca

n n

ot s

top!

Pig

wil

l rid

e to

see

Du

ck.

Pho

nics

: Circ

le th

e lo

ng i

wor

ds in

the

stor

y. U

nder

line

the

shor

ti w

ords

.C

om

pre

hen

sio

n: W

hat d

o yo

u th

ink

Pig

w

ill d

o ne

xt?

Che

ck a

nd s

ee a

t the

end

if

you

are

right

. 2

3



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Practice

Fluency








8

12

18

A frog hops up on a slick rock.

Will the frog slip?

Will it drop in the pond?

Yes! This frog can swim. 23

At Home: Reread aloud and talk about frogs and their behavior. Reread aloud with your child several times. 33

End-of-Unit Additional InstructionGrade 2/Unit 1/Week 3

RI11_A_2_PB_U1_EUAI.indd 33RI11_A_2_PB_U1_EUAI.indd 33 6/16/10 4:19 PM6/16/10 4:19 PM

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Fluency

At Home: Reread aloud and talk about weather. Reread aloud with your child several times.


6

12

17

20

This sun is hot! said Jane.

I can help you, said Dale.

He gave Jane a fan.

She waved it.

It is not so hot now, said Jane. 28







End-of-Unit Additional InstructionGrade 2/Unit 1/Week 434


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22

Pig had a bike. Ant liked it.

Ant, you can not ride on this bike, said Pig.

Yes, I can, said Ant.

I can sit on you. 27







Name

Practice

Fluency

At Home: Reread aloud and talk about Ant and Pig. Reread aloud with your child several times.

End-of-Unit Additional InstructionGrade 2/Unit 1/Week 5 35


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PracticeVocabulary:

High-Frequency WordsReview

A. Circle the word that best completes each sentence.

1. put on her new dress. She He

2. wants to go to the store with me? What Who

3. My glasses help me to . do see

4. Do you want to go the slide? down with

5. Please lunch with me. help eat

B. Complete the letter with words from the box.

eat look what yellow

Dear Luis,

at the picture I made! It is

something tasty to . It is the color

. It is on a cob. Do you know

it is?

Your friend,

Maria

Who

see

down

eat

Lookeat

yellowwhat

She

36End-of-Unit Additional InstructionGrade 2/Unit 1


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bone block

Circle the word that completes the sentence. Then write the word on the line. Mark each answer S for short o or L for long o.

1. Grandpa makes lunch in a big . pole pot poke

2. Do you see an ice-cream ? code cob cone

3. Jake swings on the . rope rot robe

4. Look at my . not nose note

5. Can you see my ? son some sock

Practice

Phonics: Long o (o_e), Short o

pot pot

S

cone

rope

nose

rope

nose

sock

L

L

L

S



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PracticeStructural Analysis:

Comparative Endings -er, -est

The suffix -er compares two things. The suffix -est compares three or more things.

A. Add the suffix -er or -est in the boxes below.

1. My kite went fast

than Glens kite.

2. She is the quick

in my class.

3. My dog is the long

dog on my block.

4. My hat is small

than Caras.

5. Is this drink cold

than that drink?

B. Write two sentences that compare. Use the word faster in one sentence. Use the word safest in the other.

1.

2.

er

er

est

er

est



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my away good four

Vocabulary: Context Clues

Roses hen had yellow chicks. The

hen is a mom. She will not let the

chicks run . I like hen,

said Rose.

B. Vocabulary Strategy: Context Clues Underline the context clues that help you figure out the meaning of each word in dark print.

1. The fox hid in a pile of sticks and twigs.

2. His pups kept still in the den, until the fox got back home.

3. The fox was clever. It snuck up to the chicks.

4. The hen kept its chicks safe and snug in the nest.

four

good

myaway



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PracticeComprehension:

Character, Setting, Plot

End

Middle

Beginning

Setting

Character

The setting is where the story happens.

The characters are the people or animals in the story.

The plot is what happens in the beginning, middle, and end of the story.

As you read Rose the Duck, fill in the Character, Setting, and Plot Chart.



Tom At Hom

e

My n

am

e is Jon, sa

id a bird.

Tom sm

iled. He felt good.

He felt at h

ome.

High

-Frequency W

ords:C

ircle the high-frequency w

ords my and good.

Hipp

os like to swim

.B

ut Tom

did n

ot.Tom

did n

ot like it a bit.

At H

ome:

Ask your child


Grade 2/Unit 2/Week 1 41


4


Tom

got

in

.I

hop

e I

can

sw

im,

sa

id T

om.

You

ca

n!

Wh

o is

th

at?

ask

ed T

om

Th

is p

ond

is m

y h

ome,

sa

id

Tom

.I

mu

st s

wim

.To

m g

ot c

lose

to

it.

Pho

nics

: Circ

le lo

ngo

wor

ds in

the

stor

y.

Und

erlin

e sh

orto

wor

ds.

Co

mp

reh

ensi

on:

Wha

t doe

s To

m w

ant t

o do

?

23



Name

Ma

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cube cub

Circle the word that completes the sentence. Then write the word on the line. Mark each answer S for short u and Lfor long u.

1. Some things come in a . tub tuck tube

2. I hope you do not slip on that . rude rug rub

3. Ted can use my in the band. flute fluke flub

4. This is a big . June just jug

5. Fran likes to sing that ! tube tune tub

Practice

Phonics: Long u (u_e), Short u

tubeL

tube

rug

flute

jug

flute

jug

tunetune

rug

S

L

S

L



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Structural Analysis: Prefixes re-, un-, dis-

Prefixes are word parts added to the beginning of wordsto change their meanings. The prefix re- means again. The prefixes un- and dis- mean not or the opposite of.

A. Make words with the prefixes re-, un-, and dis-.

Example: lock un unlock

1. make re

2. dis like

3. safe un

4. re tell

5. zip un

B. Fill in each blank with a word from above. Circle the prefixes in your answers.

1. I want to that tale.

2. It is to ride with no hands.

3. I long rides in the car.

4. She will my jacket.

5. I will my bed.

retell

unsafe

dislike

unzip

remake

remake

dislike

unsafe

retell

unzip

uns

ret

disl

unz

rem



Name

Practice

Ma

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have play show we


Drake and Cole will make up a .

Cole will the drums. can

sell tickets, said Drake.

I to ask my mom, said Cole.


1. Kent can act in a show.

2. Can I show you my trick?

3. Jenna played in the band.

4. Dads hat had a red band.

playshow

We

have



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Practice

Comprehension: Cause and Effect

To find an effect in a story, ask What happened?

To find a cause in a story, ask Why did that happen?

As you read A Home Made Band, fill in the Cause and Effect Chart.

Cause Effect



Play a Tun

e!

Yes, Bu

d can

! We ca

n play a

tu

ne!

It is a fu

n tu

ne. W

e play it a lot.

We w

ill have a

good show

!W

e have a

club.

It is a lot of fu

n!

At H

ome:

Ask your child


High

-Frequency W

ords:C

ircle the words w

e, have, play, and show

in the story.



4


Jun

e h

as

a b

ig b

ell.

Luke

ha

s a

hu

ge d

rum

.B

ud

ha

s a

nic

e fl

ute

.

Jun

e ca

n t

ap t

he

big

bell

.Lu

ke c

an

hit

his

hu

ge d

rum

.B

ut

can

Bu

d pl

ay h

is n

ice

flu

te?

Pho

nics

: Circ

le th

e w

ords

with

long

u in

th

e st

ory.

Und

erlin

e th

e w

ords

with

sho

rtu

.C

om

pre

hen

sio

n: W

hat w

ill c

ause

the

child

ren

to h

ave

a go

od s

how

?

23



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Fluency

At Home: Reread aloud and talk about what ducks eat. Reread aloud with your child several times.








8

17

25

35

My duck Rose had four eggs. Ducks eat

plants and bugs. I take plants and bugs to

Rose. Yum! Ducks quack a lot. Rose quacks

at my dog. Sit! My dog is good and sits

down! 36

49Mid-Unit Additional Instruction



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Fluency

At Home: Reread aloud and talk about the show Reread aloud with your child several times.








8

17

26

35

We will have a show. Rose will play

drums. Jane and I have flutes. We will use

drums in the show. Luke will sing cute tunes.

You can sing with him. Will you see the

show? If you do, you will have fun! 43

50Mid-Unit Additional InstructionGrade 2/Unit 2/Week 2


Name

Ma

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A. Circle the word that completes the sentence. Then write the word on the line.

1. I made a vase with . clap clay play

2. Mom hit the into the wall. nail mail late

3. Dad served the meal on a . treat tray trait

4. We will take a long ride on the . tote take train

B. Find the ai or ay spelling pattern in the answers above. Then circle it.

Practice

Phonics: Long a (ai, ay)

play rain

clay

nail

tray

train

c

nail

tray

t

ayy

nai

rain

rayy



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Practice

Structural Analysis: Compound Words

Some long words are made up of two shorter words. These are called compound words.

A. Put the short words together to make compound words. Write each word on the line.

Example:

1. sun rise

2. man mail

3. pack back

4. lands wet

5. dog bull

B. Fill in each blank with a word from above.

1. came at five a.m.

2. I put my pens in my .

3. My likes bones.

4. I step in mud in the .

5. The gave us the mail.

cakes pan pancakes

wetlands

bulldog

mailman

backpack

Sunrise

sunrise

mailman

backpack

wetlands

bulldog



Name

Practice

Ma

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A. Vocabulary Words: Cloze Sentences Write the missing words to complete the sentences.

where under live warm


can I see a bug? I will look

the rocks. This is the place

bugs . Some bugs like to sit in

the sun.

B. Vocabulary: Word Parts Read the words in each row. Then choose a word part from the box to complete the last word. Make a word family.

op ag im ip

1. swim slim tr

2. brag drag fl

3. stop flop dr

4. flip slip sk

Whereunder

livewarm

i m

a g

o p

i p



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Detail


As you read Trains, Trains, Trains!, fill in the Main Idea and Details Chart.

Main Idea

Detail Detail



It Is Raining

Lets dress to stay w

arm

.Lets play in

the ra

in.

Ra

in ca

n m

ake a

fun

day.

High

-Frequency W

ords:C

ircle the words w

hereand w

arm in the story.

It is rain

ing.

Plan

ts get a big d

rink.

Plan

ts like rain

.

At H

ome:

Ask your child




4


It i

s ra

inin

g.M

ust

we

stay

in a

nd

wa

it?W

her

e ca

n w

e pl

ay?

Pho

nics

: Circ

le th

e w

ords

that

hav

e th

e lo

ng a

sou

nd.

Co

mp

reh

ensi

on:

Wha

t is

the

stor

y m

ostly

ab

out?

It i

s ra

inin

g.Po

nd

s fi

ll u

p.Po

nd

s li

ke r

ain

.

23



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PracticePhonics: Long e

(e, ee, ea)

A. Circle the word that completes each sentence. Then write the word on the line.

1. We ate from the vine. pens peas peek

2. I clean my in the bathtub. feel feast feet

3. The big fell on the street. leaf like left

4. will win. It She Me

5. The cat got stuck in the . trick treat tree

B. Circle the letters that spell long e in the answers above.

bee seal he

peas

feet

leaf

She

tree



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PracticeStructural Analysis: Inflectional Endings

-s, -es

When a word ends with a consonant and a -y, change the -y to i when adding -es.

A. Fill in the missing parts to make the word in bold.

Example: Dad dries the cups.

dry + + =

1. The kite flies up.

fly + + =

2. He cries a lot.

cry + + =

3. Mom babies the cat.

baby + + =

4. Matt tries to play the game.

try + + =

B. Circle the words that tell about an action happening now.

played plays helped helps

fried fries jumps jumped

y i es dries

plays

y

y

y

y

i

i

i

i

es

es

es

es

cries

babies

tries

flies

jumps fries



Name

Practice

Ma

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girl were was know


Do you who lived on my

street? A named Jane lived on

my street. She fun and nice. We

best pals.

ful less or

B. Vocabulary Strategy: Word Parts Choose a suffix from the box to complete each word. Write the suffix.

1. This box is use to keep things in.

2. The act plays a role in a show.

3. The lost chick was help .

4. We were help and picked up the mess.

girl

was

were

know

ful

or

less

ful



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Comprehension: Make Inferences

You can use what you already know about a topic and what you learn from reading to make inferences.

As you read Queen Bea and the Pea, fill in the Inference Chart.

What I Know What I Read

My Inference



A Fine M

eal

Kin

g Lee cam

e to eat.W

e hop

e you w

ill be plea

sed, said Tim

. A

nd K

ing Lee w

as!

High

-Frequency W

ords:C

ircle the words know

and w

as in the story.

We got a

note from

Kin

g Lee! Tim

said.

He w

ill eat with

us! W

e need

to fix a

fine m

eal!

At H

ome:

Ask your child


4



4


Bu

t w

e ju

st h

ave

bea

ns!

Je

an

wep

t.

Add

th

is s

wee

t cr

eam

, s

aid

Peg

.A

dd t

his

mea

t, s

aid

Bob

.I

kn

ow it

is g

ood

beef

.T

ha

nks

! s

aid

Tim

an

d Je

an

.

Pho

nics

: Circ

le th

e lo

ng e

wor

ds in

the

stor

y.

Co

mp

reh

ensi

on:

Mak

e an

infe

renc

e ab

out

why

Jea

n w

ept w

hen

they

onl

y ha

d be

ans.

23



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A. Underline the letters that stand for long i in the words below.

Practice

Phonics: Long i (i, igh, y)

light child fl y

fly kind tight try night find

Down

1. What k d of snacks do you like?

2. The jet will f . 3. We sleep at n t.

1

1 4

2 3

3

B. Read each clue. Choose a word from above as your answer. Fill in the missing letters to spell the word.

Across

1. My pants are t t.

2. Did you f d my sock?

3. Did you t to skate?

kin

dnifight r y

t g h t

ly

i g

i

li

i

r

h

n

yg h

n

y



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Structural Analysis: Inflectional Ending -ing


1. We like to go swimming in the lake.

Example: swim + + =

2. I am petting the dog.

pet + + =

3. Tom is running five miles.

run + + =

4. The duck is getting wet.

get + + =

For words like setting, double the final consonant before adding -ing.

m ing swimming


1. The baby is taking a nap.

take + =

2. Will Ned go skating with Ted?

skate + =

For words like wave, remove the silent e before adding -ing to make waving.

petting

running

getting

ing

ing

t

n

t ing

skating

taking

ing

ing

e

e



Name

Practice

Ma

cmill

an

/McG

raw

-Hill

My class has fun pets. Our new

pet is a rabbit. What

the rabbit eat? The rabbit eats greens.

does the rabbit know us? It uses its nose!

B. Vocabulary Strategy: Word Parts Choose a suffix from the box to complete each word. Write the suffix.


how little does many


ful less

1. I feel hope that it will be a nice day.

2. My dress was clean and spot .

3. The use fan needs to be fixed.

4. If I keep trying to do it, I will be skill at it.

many

little does

How

ful

less

less

ful



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Comprehension: Compare and Contrast

To compare two or more things, think about how they are alike. To contrast two or more things, think about how they are different.

As you read Night Animals, fill in the Compare and Contrast Chart.

Animal Animal Animal

Behavior Behavior Behavior



Bobcats at Night

Bobcats like to sleep

in th

e day.W

ill a bobcat h

un

t in

the day?

It migh

t, but n

ight is best.

Bobcats like th

e nigh

t.

High

-Frequency W

ords:C

ircle the words how

, does, m

any, and little in the story

Bobcats like th

e nigh

t.N

ight is th

e best time

to hu

nt.

At H

ome:

Ask your child




4


How

doe

s a

bobc

at f

ind

thin

gs to

eat

?A

n a

nim

al m

igh

t ru

n b

y.A

bob

cat

wil

l ju

mp

to

get

it.

Bob

cats

hav

e m

an

y lit

tle

cubs

.T

he

cubs

sta

y d

ry in

a d

en.

Mom

bob

cat

brin

gs t

hem

th

ings

to

eat.

Pho

nics

: Fin

d lo

ngi w

ords

in th

e st

ory.

C

ircle

the

lette

rs th

at s

tand

for t

he lo

ngi

soun

d.

Co

mp

reh

ensi

on:

Com

pare

and

con

tras

t w

hat b

obca

ts d

o in

the

day

and

nigh

t.

23



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Fluency

At Home: Reread aloud and talk about trains. Reread aloud with your child several times.








9

21

30

42

Do you like to ride on trains? Trains ride

fast on tracks. But a train is not as fast as a

plane. A train may stop where you live. You

can get on at a stop. You can get off at a

stop. 43

69End-of-Unit Additional Instruction



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Fluency

At Home: Reread aloud and talk about peas.Reread aloud with your child several times.








12

23

30

39

A pea is like a green bean. I like to eat peas.

When I plant peas, the vines can get to be six

feet. Then I pick the ripe peas.

My peas were a sweet treat. The treat was

good to eat. I will eat peas next week! 48

70End-of-Unit Additional InstructionGrade 2/Unit 2/Week 4


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Fluency

At Home: Reread aloud and talk about three things that Mike sees at night. Reread aloud with your child several times.








7

16

19

27

32

42

Mike likes night time. He sees many

bright lights high up in the sky. What makes

the lights bright?

Mike sees little bats fly by. How does

a bat see at night?

Look! Mike sees a firefly. It has a light that

blinks! It is quite a sight. 48

71End-of-Unit Additional Instruction



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PracticeVocabulary:

High-Frequency WordsReview

A. Draw a line from each word in the first column to its definition in the second column.

1. warm a. small

2. play b. to own

3. little c. one more than three

4. four d. more hot than cold

5. have e. to do something for fun

B. Circle the word that has the same or almost the same meaning as the underlined word or words in the sentence.

1. Fish make their home in the sea. play live under

2. The book is below the desk. under away where

3. Dan did a nice job of cleaning up. little warm good

4. I could eat a lot of these grapes. many where little

5. What way do you go home from school?Were How Have

72End-of-Unit Additional InstructionGrade 2/Unit 2

RI11_A_2_PB_U2_EUAI_B.indd 72RI11_A_2_PB_U2_EUAI_B.indd 72 8/26/10 2:17 PM8/26/10 2:17 PM

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coat toe crow go

A. Draw a line under the word that best completes each sentence. Write the word on the line.

Practice

Phonics: Long o (o, oa, ow, oe)

1. Tads boat will not . flame float fan

2. The snail is so . slow some soap

3. Kate was sick, she went home. soak snow so

4. The hopped into the pond. tow toad top

5. Mac will a lot of beans. groan go grow

6. The ran into the trees. doe do dome

B. Go back and circle the letters that spell long o in the answers above.

float

slow

so

toad

grow

doe


RI11_A_2_PB_U3W1.indd 73RI11_A_2_PB_U3W1.indd 73 6/17/10 7:25 AM6/17/10 7:25 AM

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Structural Analysis: Inflectional Endings -ed


Example: Todd tapped the drums.

tap + + =

1. She stopped the truck.

stop + + =

2. May rubbed her back.

rub + + =

3. The fish flopped in the lake.

flop + + =

4. He hugged the dog.

hug + + =

B. Circle the words that have the correct ending.

helpped helped poped popped

traped trapped grabbed grabed

jumped jumpped

For words like hop, double the final consonant before adding -ed to make hopped.

p ed tapped

stopped

rubbed

flopped

hugged

ed

ed

p

b

p

g

ed

ed



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A. Vocabulary Words Check true or false for each statement.

1. The first letter in the alphabet is A. true false

2. You eat lunch after dinner. true false

3. Chicks hatch from eggs. true false

4. If it is spring today, it will be winter soon. true false

Vocabulary: Thesaurus

B. Vocabulary: Thesaurus Draw lines between words with opposite meanings.

from sad

first get

send to

up down

glad last



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Practice

Comprehension: Summarize

To summarize a selection, tell about the main ideas, or what the selection is mostly about, in your own words.

As you read What Grows?, fill in the Summarize Chart.

Main Idea

Main Idea

Main Idea

Summary



Finches Grow Up

Finch

es grow bigger a

nd soon

ca

n fly from

the n

est.G

o on! Fly aw

ay!

High

-Frequency W

ords:C

ircle the words after, from

, first, and soon i n the story.

Finch

es ma

ke nests to h

old eggs. Som

e nests a

re in big

oak trees.

At H

ome:

Ask your child




4


Som

e n

ests

are

in o

dd t

hin

gs.

Fin

ches

may

ma

ke n

ests

in

pot

s a

nd

bow

ls.

A f

inch

may

ma

ke a

nes

t in

an

old

coa

t!

Aft

er a

nes

t is

mad

e, t

he

mom

lays

egg

s. T

he

eggs

cr

ack

an

d th

e ba

bies

gro

w.

At

firs

t, g

row

n-u

p f

inch

es

hel

p t

he

babi

es.

Pho

nics

: Und

erlin

e th

e lo

ngo

wor

ds in

the

stor

y.

C

om

pre

hen

sio

n: W

hy d

o gr

own-

up

finch

es h

elp

the

baby

finc

hes

at fi

rst?

23



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1. Some glue is in . tubes tulips tunes

2. I can ride on the . music mug mule

3. It is to yell in class. rub rule rude

4. I had a sandwich for lunch. tuna tune tub

5. The plane in the sky. flute flew few

6. The sea looks . blue blew bug

B. Go back and circle the letters that spell long u in the answers above.

PracticePhonics: Long u

(u, u_e, ew, ue)

blew cube glue tuba

tubes

flew

blue

mule

rude

tuna



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Structural Analysis: Suffixes -ful, -less, -er

Suffixes are word parts added to the end of words to change their meanings.

-er means a person who -less means without -ful means full of


Example: Kate is the best singer in the class.

+ =

1. Can you be the class helper today?

+ =

2. Kent felt hopeful.

+ =

3. The puppy is so playful!

+ =

4. The snowman is hatless.

+ =

B. Write two sentences about animals. Use the word fearless in one sentence. Use the word playful in the other.

1.

2.

sing er singer

play

hope

hat

help er

ful

ful

less

hopeful

playful

hatless

helper



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1. What do you to do today?

2. We make something.

3. Lets make a plate from clay and paint it with brushes.

4. Yes! I will help you on it.

B. Vocabulary Strategy: Context Clues Underline the context clues that help you figure out the meaning of each idiom in dark print.

1. I needed to understand the rules of camp. Tom helped me know the ropes.

2. Shells are a dime a dozen and easy to get on this beach.

3. The spelling test was so easy it was a piece of cake.

4. Meg acts fast. She does what Mom asks at the drop of a hat.

want our work could

want

could

work

our



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Comprehension: Summarize

To summarize a story, tell about the main events, or the most important things that happen.

As you read A Talking Mule, fill in the Summarize Chart.

Beginning

Middle

End

Summary



At H

ome:

Ask your child


June and Lulu

I work w

ell with

you Lu

lu.

We h

ave fun

. Bu

t I wish

you

could ta

lk, sighed Ju

ne.

I can

! yelped Lu

lu. You

h

ave not a

sked me to!

High

-Frequency W

ords:C

ircle the words our, w

ant, w

ork, and could in the story.

Jun

e ha

s an

old dog. Th

e dogs n

am

e is Lulu

. Lulu

does w

hat Ju

ne a

sks. Lulu

is a

good dog.



4


Wil

l you

pla

y ou

r tu

ne

Lulu

? a

sked

Ju

ne.

So J

un

e pl

ayed

th

e fl

ute

, an

d Lu

lu t

app

ed t

he

dru

m.

I w

an

t to

pic

k tu

lips,

Lu

lu. W

ill

you

hel

p m

e?

ask

ed J

un

e.Lu

lu h

elp

ed J

un

e pi

ck lo

ts o

f n

ew t

ulip

s.

Pho

nics

: Fin

d lo

ngu

wor

ds in

the

stor

y.C

ircle

eac

h w

ord.

C

om

pre

hen

sio

n: D

escr

ibe

the

thin

gs th

at

Lulu

can

do.


23


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Fluency

At Home: Reread aloud and talk about plants that grow.Reread aloud with your child several times.








8

18

28

32

44

A plant is a living thing. Plants grow.

Grass is a plant. The grass by my home grows

fast. It can grow high. First, I mow it. Soon

it grows right back!

A rose is a plant. It grows. First, it is a bud.

After the bud, it is a big, yellow rose. 53

85Mid-Unit Additional Instruction



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Fluency

At Home: Reread aloud and talk about jobs to do aroundthe house. Reread aloud with your child several times.








4

11

19

28

37

46

A Good Worker Needed

Could you feed our cute pup, Ruth?

Will you take hay to our mule, Jed?

Do you want to play with our kids, Joan?

If so, we want you to help us with

our work! We could use a good worker to

help us five days a week. 52

86Mid-Unit Additional InstructionGrade 2/Unit 3/Week 2


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Practice

Phonics: r-Controlled Vowel ar

car park


1. A lot of snow fell in the . yes yard yell

2. Beans and peas grow on our . fan frame farm

3. I cannot see in the . dark drag dash

4. It is fun to go to the . pack park play

5. Is it time to the game? stand strap start

B. Go back and circle ar in the words you wrote on the lines above.

yard

farm

dark

park

start



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Closed syllables end with a consonant sound: nap kin

Structural Analysis: Closed Syllables

Put the two syllables together to form a word that matches the picture. Then write the word on the line.

1. rib bon

2. kit ten

3. rab bit

4. but ton

5. rack ket

6. muf fin

ribbon

kitten

rabbit

button

racket

muffin



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1. I a bunch of stray pups.

2. tried to lick my hand.

3. The pups so cute.

4. They make little barks.


1. Sam will open the can of beans.

2. I am sleepy, so I will rest.

3. Can you lift this box?

4. I ate some, and you can have the rest.


found funny they are

found

They

funny

are



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Comprehension: Authors Purpose

Understanding the authors purpose means understanding why the author wrote something.

As you read A Funny Trip to Mars, fill in the Authors Purpose Chart.

Clue Clue

Authors Purpose



91


4


At H

ome:

Ask your child


Mars Is Far Aw

ay

We ca

nn

ot visit Ma

rs yet. Bu

t at som

e poin

t they w

ill go. I w

an

t to go, do you?

High

-Frequency W

ords:C

ircle the words found,

funny, they, and are in the story.

Liz an

d Cla

rk wen

t on a

fu

nn

y trip to Mars. I w

ish w

e cou

ld go there. But I fou

nd

that w

e cann

ot take a

real

trip to M

ars yet.


23

Ma

rs is

far

away

. It

mig

ht

take

abo

ut

220

days

just

to

get

to M

ars

. Th

at is

a lo

ng

trip

in

sp

ace.

We

can

not

go

that

fa

r ye

t.

Ma

rs i

s co

ld a

nd

rock

y. I

ts

pol

es a

re d

ark

. Th

e pl

an

et

Ma

rs is

nex

t to

us,

bu

t it

is

far

from

th

e Su

n. W

e ca

nn

ot

live

on M

ars

.

Pho

nics

: Circ

le t

Documents

Annotated Teacher’s Edition - nis-egypt.comnis-egypt.com/asbooks/english/Grade 2 - READING... · Annotated Teacher’s Edition. B ... 4 Grade 2/Unit 1/Week 1 RI11_A_2_PB_U1W1.indd