or, ore, and oar you hear in for more, and board Circle

Name

Phonics: /ôr/ or, ore, oar

The letters or, ore, and oar make the /ôr/ sounds you hear in for, more, and board.

Circle the word that answers each riddle. Then underline the letters that spell the /ôr/ sounds.

1. You need to buy things.

Where do you go? store star

2. I put on my hat.

What did I do? give wore

3. There is rain and wind!

What is it? storm steam

4. We go out and see new things.

What do we do? explore bore

5. Rex ripped my book!

What did Rex do? fetch tore

store

Copy

right

© T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Beginning/Intermediate Read the first riddle and point to the picture. Read the two answer choice words. Prompt children by asking, “Do you go to a store or a star when you have to buy things?” Emphasize the /ôr/ sounds. Guide partners to complete items 2-5.

235Grade 1Unit 5 • Week 3

Name

High-Frequency Words

1. Can you what is in the box?

2. I am I will do well on my test.

3. Mom to cut the cake.

4. We will to plant a tree.

5. Get some rest and you will feel .

6. This is the way to ride a bike.

Use a word from the box to complete each sentence.

began better guess learn right sure

guess

Copyright © The M

cGraw

-Hill Com

panies, Inc.

236 Grade 1Unit 5 • Week 3

Beginning/Intermediate Review the words in the box with children. Read the first sentence frame. Ask, “Which word best completes this sentence?” Guide children to locate the word guess in the box. Have partners complete items 2-6 and then practice reading the sentences.

Name

Vocabulary

B. Circle the word that completes the sentence. Write the word.

3. The coa t had a zipper in the back.

idea unusual

4. Do you have a good for a story?

idea unusual

idea: I have an idea for my class project.

unusual: I have never seen a food that color. It is unusual.

A. Match each sentence to the picture.

1. I have an idea for a present for Jim.

2. Tom’s hat is very tall. It is an unusual hat.

a.

b.

Copy

right

© T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Beginning/Intermediate Read the example sentences, using gestures to demonstrate word meanings. Read the first sentence. Point to the pictures. Ask, “Which shows an idea for a present?” Have partners complete items 2-4. Have them discuss an idea and unusual things.


Name

Comprehension: Problem and Solution Chart

Fill in the Problem and Solution Chart. Use words from the story.

Problem

Steps to Solution

Solution

Copyright © The M

cGraw

-Hill Com

panies, Inc.


41

KK made the cuff better. KK’s idea was a hit! Soon, lots of people wore the cuff.

This is Ben Franklin. H

e invented lots of great things.Kids can invent great things, too!H

ere is one kid’s true story.

Go

od

Idea

sCo

pyrig

ht ©

The

McG

raw

-Hill

Com

pani

es, I

nc.


KK is

a rea

l girl

. KK

like

d to

play

in th

e sn

ow.

But h

er h

ands

got

too

cold.

So K

K ma

de a

cuf

f. It

was

supp

osed

to

keep

sno

w ou

t.A

t fir

st, i

t di

d no

t wo

rk w

ell.

23

Copyright © The M

cGraw

-Hill Com

panies, Inc.


Name

Comprehension: Problem and Solution

1. KK’s hands got cold. problem solution

2. KK made a cuff. problem solution

3. The cuff did not work well. problem solution

4. KK made a better cuff. problem solution

B. Work with a partner. Read the passage aloud. Pay attention to intonation. Stop after one minute. Fill out the chart.

A. Reread “Good Ideas.” Then circle “problem” or “solution.”

Words Read –Number of

Errors=

Words Correct Score

First Read – =

Second Read – =

Copy

right

© T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Beginning/Intermediate Pair children of different language abilities to reread the selection. Model using the selection to label each sentence as a problem or solution. Say, “KK invented cuffs because her hands got too cold in the snow. KK having cold hands was the problem.”


Name

Vocabulary Strategy: Prefixes

A prefix is a word part added to the beginning of a word. A prefix changes the meaning of the word.

I read a book last week. I will reread the book today. The prefix re- means “again.”

re + read = reread

The word reread means “to read again.”

A. Add the prefix to the word. Write the new word on the line. Then match the new word to a picture.

1. re + write =

2. un + tie =

B. Add re- or un- to a word in the box to make a new word. Write a sentence for each new word.

3.

4.

sure send

Copyright © The M

cGraw

-Hill Com

panies, Inc.


Beginning/Intermediate Review prefixes. Model completing item 1 by adding re- to write. Say, “I will rewrite the number.” Point to the pictures and ask, “Which picture shows this?” Guide children to complete item 2. Then have partners say and share oral sentences for part B.

Name

Phonics: /ôr/ or, ore, oar

1. Baseball is a fun .

2. Taking out the trash is my .

3. Max and Bev puppies.

4. We meet on the every night.

5. Did you hear the lion ?

Use the words in the box to complete the sentences.

chore porch sport roar adore

sport

Copy

right

© T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Beginning/Intermediate Read the words in the box and have children repeat. Read the first sentence frame and point to the picture. Ask, “What are these children doing?” Guide children to locate the word sport and read the completed sentence. Continue for items 2-5.


Name

Structural Analysis: Abbreviations

Write the abbreviation for each word. Remember to use a period.

1. Monday 2. February

3. August 4. Wednesday

5. Thursday 6. March

7. November 8. October

9. Tuesday 10. January

An abbreviation is a short way of writing a word. Most abbreviations end with a period.

Saturday Sat. September Sept.

Mon.

Copyright © The M

cGraw

-Hill Com

panies, Inc.


Beginning/Intermediate Review abbreviations with children using addresses on envelopes or states on a map. Then pair children of different language abilities to write the abbreviations for the days and months above. Have partners share the abbreviations with the class.

Name

Literary Element: Alliteration

A. Read the sentences out loud. Circle words that begin with the same sound.

1. The bees buzz at the big brown bear.

2. Clang! Clatter! Cups crash and shatter.

B. Say the words. Circle words that start with the same sound. Then use them to make a sentence.

3. cats dot can back catch

4. hid dogs dig good down

In poems, some words that are close together all start with the same sound. This is called alliteration.

Sailor Sally sails across the sea.

Sometimes the words sound like what they tell about.

The whishing wind wheezed and whistled.

Copy

right

© T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Beginning/Intermediate Share poems with alliteration to help children understand how to identify it. Read item 1, emphasizing the beginning sounds. “Ask, what beginning sound do you hear over and over in the sentence?” Have children read the sentences to a partner.


Name

Write About Reading: Plot: Problem and Solution

A. Reread “Good Ideas.” Think about how the author used Problem and Solution. Write “problem” or “solution” to complete the sentence.

1. On page 2, the author tells about a

KK has.

2. On page 3, the author tells us about KK’s

.

B. Complete each sentence with details from the story.

3. KK’s problem is that

.

4. KK solved her problem by

.

Copyright © The M

cGraw

-Hill Com

panies, Inc.


Beginning/Intermediate Pair ELL children with another child who is more language proficient to reread the selection. Review problem and solution with children. Guide them in using the text to identify items 1-2 as a problem or solution. Then have partners complete items 3-4.

Documents

or, ore, and oar you hear in for more, and board Circle