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APublished 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 printform for non-profit educational use with Macmillan/McGraw-Hill Treasures provided such reproductions bear copyrightnotice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-HillCompanies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.Printed in the United States of America1 2 3 4 5 6 7 8 9 10 xxx 12 11 10 09 08
ContentsUnit 1 Let’s LearnTeachersFirst Day JittersPhonics: Short Vowels . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Character, Setting, Plot . . . . .Comprehension: Story Map . . . . . . . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . .Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . .Vocabulary Strategy: Word Parts: Prefixes. . . .Spelling: Short Vowels . . . . . . . . . . . . . . . . . . . .Grammar: Statements and Questions . . . . . . .Writing: Single Moment in Time. . . . . . . . . . . . .Learning to Read9101112131415161820The Power of BooksAmazing GracePhonics: Final e . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Cause and Effect . . . . . . . . . .Comprehension: Cause and Effect Chart. . . . .Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . .Literary Element: Personification. . . . . . . . . . . .Vocabulary Strategy: Word Families . . . . . . . . .Spelling: Words with Final e. . . . . . . . . . . . . . . .Grammar: Commands and Exclamations. . . . .Writing: Single Moment of Action . . . . . . . . . . .21222324252627283032Building Schools Macmillan/McGraw-HillEarth SmartPhonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Main Ideas and Details . . . . .Comprehension: Main Ideas andDetails Chart . . . . . . . . . . . . . . . . . . . . . . . . . .Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . .Study Skill: Using a Dictionary. . . . . . . . . . . . . .Comprehension: Writing Frame. . . . . . . . . . . . .Vocabulary Strategy: Thesaurus:Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words With a Long a. . . . . . . . . . . . . .Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . .Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . .333435Wolf!Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Compare and Contrast . . . . .Comprehension: Compare andContrast Chart. . . . . . . . . . . . . . . . . . . . . . . . .Fluency: Expression . . . . . . . . . . . . . . . . . . . . . .Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Multiple-Meaning Words . . . . . . . . . . . . . . . .Spelling: Long o . . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Predicates . . . . . . . . . . . . . . . . . . . . .Writing: A Single Object . . . . . . . . . . . . . . . . . . .46474849505152535557BooksMy Very Own RoomPhonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Make andConfirm Predictions . . . . . . . . . . . . . . . . . . . .Comprehension: Predictions Chart . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . .Text Feature: Guide Words, Headings, andCaptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Word Parts:Suffixes -er, -est . . . . . . . . . . . . . . . . . . . . . . .Spelling: Long i . . . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Compound Sentences . . . . . . . . . . .Writing: Setting . . . . . . . . . . . . . . . . . . . . . . . . . .5859606162636465676936373839404143453
Unit 2 Neighborhoods and CommunitiesBirth of a TownBoom TownPhonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Sequence . . . . . . . . . . . . . . . .Comprehension: Sequence Chart. . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . .Text Feature: Calendar. . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Word Parts:Compound Words. . . . . . . . . . . . . . . . . . . . . .Spelling: Long e . . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Common and Proper Nouns . . . . . .Writing: A Single Moment. . . . . . . . . . . . . . . . . .Banding Together70717273747576777981Starting a Local BusinessHome Grown ButterfliesPhonics: Silent Letters . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Draw Conclusions . . . . . . . . .Comprehension: Conclusion Map . . . . . . . . . . .Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . .Literary Element: Personification andAssonance . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Multiple-Meaning Words . . . . . . . . . . . . . . . .Spelling: Silent Letters . . . . . . . . . . . . . . . . . . . .Grammar: Singular and Plural Nouns . . . . . . . .Writing: An Emotion . . . . . . . . . . . . . . . . . . . . . .Contents82838485868788899193CommunitiesHere’s My DollarPhonics: Digraphs . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Author’s Purpose . . . . . . . . .Comprehension: Author’s Purpose Chart . . . .Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . .Literary Element: Rhyme Scheme andRepetition . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Context Clues:Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Digraphs (all) . . . . . . . . . . . . . . . . . . .Grammar: Possessive Nouns . . . . . . . . . . . . .Writing: Strong Verbs for CommonActions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107108109110111112113114116118Building HomesA Castle on Viola StreetPhonics: Contractions with Pronouns andVerbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Theme . . . . . . . . . . . . . . . . .Comprehension: Theme Map . . . . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . .Text Feature: Features in a Textbook . . . . . . .Vocabulary Strategy: Paragraph Clues. . . . . .Spelling: Contractions . . . . . . . . . . . . . . . . . . .Grammar: Sentence Combining withNouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Writing: Strong Verbs . . . . . . . . . . . . . . . . . . . .119120121122123124125126128130Phonics: Three-Letter Blends . . . . . . . . . . . . . . 94Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Comprehension: Main Ideas and Details . . . . . 96Comprehension: Main Ideas andDetails Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 97Fluency: Pronunciation and Phrasing . . . . . . . . 98Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 99Comprehension: Writing Frame. . . . . . . . . . . . 100Vocabulary Strategy: Context Clues:Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Spelling: Words with Three-Letter Blends . . . 102Grammar: Irregular Plural Nouns . . . . . . . . . . 104Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 1064 Macmillan/McGraw-HillCoasting to California
ContentsUnit 3 Express YourselfBeing a WriterAuthor: A True StoryPhonics: r-Controlled Vowels er, ir, ur . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Author’s Purpose . . . . . . . . .Comprehension: Author’s Purpose Chart . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . .Literary Analysis: Onomatopoeia, Rhythm . . .Vocabulary Strategy: Context Clues:Word Clues . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: r-Controlled Vowels er, ir, ur . . . . . . .Grammar: Action Verbs . . . . . . . . . . . . . . . . . .Writing: Capitalization. . . . . . . . . . . . . . . . . . . .Being an Artist131132133134135136137138140142Writing LettersDear JunoPhonics: r-Controlled Vowels ar, or . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Character, Setting, Plot . . . .Comprehension: Character Web . . . . . . . . . . .Fluency: Expression and Intonation . . . . . . . .Text Feature: Time Line . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Context Clues:Sentence Clues. . . . . . . . . . . . . . . . . . . . . . .Spelling: r-Controlled Vowels ar, or . . . . . . . . .Grammar: Present-Tense Verbs . . . . . . . . . . .Writing: End Punctuation . . . . . . . . . . . . . . . . .What Do Illustrators Do?Phonics: Diphthong /oi/ oi, oy. . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Sequence . . . . . . . . . . . . . . .Comprehension: Sequence Chart. . . . . . . . . .Fluency: Phrasing and Pacing . . . . . . . . . . . . .Text Feature: Interviews. . . . . . . . . . . . . . . . . .Vocabulary Strategy: Context Clues:Sentence Clues. . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with oi, oy . . . . . . . . . . . . . . . .Grammar: Future-Tense Verbs . . . . . . . . . . . .Writing: Sensory Details to Setting . . . . . . . . .168169170171172173174175177179My Art143144145146147148149150152154Let’s CommunicateThe Jones Family ExpressPhonics: Variant Vowel: oo, u e, ue, ew . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Make Inferences . . . . . . . . .Comprehension: Inference Chart . . . . . . . . . .Fluency: Intonation and Expression . . . . . . . .Text Feature: Directions . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Homophones. . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Word with oo, u e, ue, ew. . . . . . . . .Grammar: Sentence Combining withVerbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Writing: Sensory Detail. . . . . . . . . . . . . . . . . . .180181182183184185186187189191 Macmillan/McGraw-HillMessage ManiaPhonics/Word Study: Prefixes re-, un-,pre-, mis- . . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Problem and Solution . . . . .Comprehension: Problem andSolution Chart . . . . . . . . . . . . . . . . . . . . . . . .Fluency: Pronunciation and Phrasing . . . . . . .Study Skill: Using the Library. . . . . . . . . . . . . .Comprehension: Writing Frame. . . . . . . . . . . .Vocabulary Strategy: Homographs . . . . . . . . .Spelling: Prefixes re-, un-, pre-, mis- . . . . . . . .Grammar: Past-Tense Verbs . . . . . . . . . . . . . .Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . .1551561571581591601611621631651675
ContentsUnit 4 Our TeamsWorking as OneSeven Spools of ThreadPhonics: Diphthong ou, ow . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Draw Conclusions . . . . . . . .Comprehension: Conclusion Map . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . .Text Feature: Rules. . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Multiple-Meaning Words . . . . . . . . . . . . . . .Spelling: Words with ou, ow . . . . . . . . . . . . . . .Grammar: Verbs Be, Do, Have . . . . . . . . . . . .Writing: Replacing “That” Statements withDialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . .Family Teams192193194195196197198199201203Unique TalentsNacho and LolitaPhonics: Plurals . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Theme . . . . . . . . . . . . . . . . .Comprehension: Theme Map . . . . . . . . . . . . .Fluency: Expression . . . . . . . . . . . . . . . . . . . . .Literary Element: Consonance andMetaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Thesaurus:Related Words . . . . . . . . . . . . . . . . . . . . . . .Spelling: Plurals . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Linking Verbs . . . . . . . . . . . . . . . . .Writing: Replacing Telling Statements withDialogue That Shows . . . . . . . . . . . . . . . . . .Ramona and Her FatherPhonics/Word Study: Homophones . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Problem and Solution . . . . .Comprehension: Problem andSolution Chart . . . . . . . . . . . . . . . . . . . . . . . .Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . .Literary Element: Speaker and Alliteration . . .Vocabulary: Word Parts: Prefixes re- un-,mis-, pre- . . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Homophones . . . . . . . . . . . . . . . . . . .Grammar: Main and Helping Verbs . . . . . . . . .Writing: Dialogue Format . . . . . . . . . . . . . . . . .229230231232233234235236238240Teams at Work204205206207208209210211213Out of This World! The Ellen Ochoa StoryPhonics: Soft c and g . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Sequence . . . . . . . . . . . . . . .Comprehension: Sequence Chart. . . . . . . . . .Fluency: Pronunciation and Phrasing . . . . . . .Literary Element: Imagery . . . . . . . . . . . . . . . .Vocabulary Strategy: Thesaurus:Related Words . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Soft c and g . . . . . . . . . .Grammar: Irregular Verbs . . . . . . . . . . . . . . . .Writing: Punctuating Dialogue . . . . . . . . . . . . .241242243244245246247248250252215Working TogetherA Solution to Pollution6216217218219220221222223224226228 Macmillan/McGraw-HillPhonics: Variant Vowels au, aw, alt, alk, all,ough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Problem and Solution . . . . .Comprehension: Problem andSolution Chart . . . . . . . . . . . . . . . . . . . . . . . .Fluency: Pronunciation and Phrasing . . . . . . .Study Skill: Media Center. . . . . . . . . . . . . . . . .Comprehension: Writing Frame. . . . . . . . . . . .Vocabulary Strategy: Word Parts:Suffixes -ful, -ly . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Variant Vowels au, aw,alt, alk, all, ough . . . . . . . . . . . . . . . . . . . . . .Grammar: Contractions with Not . . . . . . . . . . .Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 5 Those Amazing AnimalsAntarctic LifePenguin ChickPhonics/Word Study: Compound Words . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Main Idea and Details . . . . .Comprehension: Main Idea andDetails Chart . . . . . . . . . . . . . . . . . . . . . . . . .Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . .Literary Element: Imagery . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Homographs . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Compound Words . . . . . . . . . . . . . . .Grammar: Pronouns. . . . . . . . . . . . . . . . . . . . .Writing: Logical Structure:Chronological Order . . . . . . . . . . . . . . . . . . .253254255256257258259260262264Animal HomesAnimal HomesPhonics/Word Study: Inflectional Endings . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Description . . . . . . . . . . . . . .Comprehension: Description Web. . . . . . . . . .Fluency: Pacing and Phrasing . . . . . . . . . . . . .Text Feature: Directions . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Context Clues:Homophones. . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Inflectional Endings . . . . . . . . . . . . .Grammar: Subject and Object Pronouns . . . .Writing: Logical Structure:Chronological Order . . . . . . . . . . . . . . . . . . .ContentsSpidersWilbur’s Boast (Charlotte’s Web)Phonics/Word Study: Inflectional Endings . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Make Judgments . . . . . . . . .Comprehension: Judgment Chart . . . . . . . . . .Fluency: Pacing and Phrasing . . . . . . . . . . . . .Literary Element: Personification andMoral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Prefixes re-, un-,dis-, pre-. . . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Inflectional Endings. . . .Grammar: Possessive Pronouns. . . . . . . . . . .Writing: Logical Structure:Distinguishing Moments . . . . . . . . . . . . . . . .290291292293294295296297299301Survival and Adaptation265266267268269270271272274276Unique Animals of the SouthwestPhonics/Word Study: Open Syllables . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Compare and Contrast . . . .Comprehension: Venn Diagram . . . . . . . . . . .Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . .Literary Element . . . . . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Unfamiliar Words . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Open Syllables . . . . . . .Grammar: Pronoun-Verb Contractions . . . . . .Writing: Logical Structure:Distinguishing Moments . . . . . . . . . . . . . . . .302303304305306307308309311313Animals on the Move Macmillan/McGraw-HillCall of the WildPhonics: Closed Syllables . . . . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Cause and Effect . . . . . . . . .Comprehension: Cause and Effect Chart. . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . .Study Skill: Skim and Scan . . . . . . . . . . . . . . .Comprehension: Writing Frame. . . . . . . . . . . .Vocabulary Strategy: Context Clues:Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Closed Syllables . . . . . .Grammar: Pronoun-Verb Agreement . . . . . . .Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . .2772782792802812822832842852872897
ContentsUnit 6 StorytellersFolk TalesStone SoupPhonics/Word Study: Prefixes . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Make Inferences . . . . . . . . .Comprehension: Inference Map . . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . .Text Feature: Charts. . . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Context Clues:Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Prefixes . . . . . . . . . . . . .Grammar: Adjectives and Articles. . . . . . . . . .Writing: Character Development:Believable . . . . . . . . . . . . . . . . . . . . . . . . . . .Telling Tales314315316317318319320321323325PlaysThe Strongest OnePhonics: Consonant le Syllables . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Summarize . . . . . . . . . . . . . .Comprehension: Story Map . . . . . . . . . . . . . . .Fluency: Expression and Intonation . . . . . . . .Text Feature: Diagram . . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Context Clues:Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Consonant leSyllables . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Adjectives That Compare. . . . . . . .Writing: Character Development:Believable . . . . . . . . . . . . . . . . . . . . . . . . . . .Cock-a-Doodle-Doo!Phonics: r-Controlled Vowel Syllables . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Compare and Contrast . . . .Comprehension: Venn Diagram . . . . . . . . . . .Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . .Text Feature: Diagrams . . . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary: Idiom . . . . .Spelling: Words with r-Controlled VowelSyllables . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . .Writing: Character Development:Shows Change and Growth . . . . . . . . . . . . .351352353354355356357358360362Fairy Tale326327328329330331332333335337One Riddle, One AnswerPhonics/Word Study: Suffixes . . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Character, Setting, Plot . . . .Comprehension: Setting Web . . . . . . . . . . . . .Fluency: Phrasing and Intonation . . . . . . . . . .Literary Element: Imagery . . . . . . . . . . . . . . . .Vocabulary Strategy: Dictionary:Unfamiliar Words . . . . . . . . . . . . . . . . . . . . .Spelling: Words with Suffixes . . . . . . . . . . . . .Grammar: Sentence Combining withAdjectives and Adverbs . . . . . . . . . . . . . . . .Writing: Character Development:Shows Change and Growth . . . . . . . . . . . . .363364365366367368369370372374Tales of the TricksterPhonics: Vowel Team Syllables . . . . . . . . . . . .Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . .Comprehension: Compare and Contrast . . . .Comprehension: Venn Diagram . . . . . . . . . . .Fluency: Pronunciation and Phrasing . . . . . . .Study Skill: Functional Documents . . . . . . . . .Comprehension: Writing Frame. . . . . . . . . . . .Vocabulary Strategy: Word Parts:Prefixes and Suffixes . . . . . . . . . . . . . . . . . .Spelling: Words with Vowel TeamSyllables . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . .Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . .8338339340341342343344345346348350 Macmillan/McGraw-HillTrickster Tales
PracticeNamePhonics:Short VowelsComplete each list with words with short vowel sounds.Short e soundShort o soundShort u soundShort i sound Macmillan/McGraw-HillShort a soundR 1.1 Know and use complex word families when reading (e.g., -ight)to decode unfamiliar words.First Day Jitters Grade 3/Unit 19
PracticeNameVocabularyThe vocabulary words are in italics in the story below.Read the story and answer the questions.My First Day in a New HouseRRRR-ING! When the alarm rang I fumbled to shut it off. I didn’tknow where it was at first. This was the first day in our new house. I shutoff the alarm clock and trudged down the hall to take a shower. After I gotdressed I went downstairs to have breakfast.“Well,” I told my mother, “today is my first day in a new school. I ama little nervous about going.” “That’s nonsense, Jenna,” Mom chuckled.“You will still be going to the same school. We moved only two blocksfrom our old house!”1. What is Jenna clumsy with?2. How did Jenna walk down the hallway to the shower?3. What is Jenna worried about?5. Use two of the vocabulary words in one sentence about Jenna. Macmillan/McGraw-Hill4. What does Mom think is foolish?R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development10First Day Jitters Grade 3/Unit 1
PracticeComprehension:Character, Setting,PlotNameMake up a new story. Complete the story frame below by fillingin names of characters, descriptions of a setting, and importantevents in the beginning, middle, and end. Use the elements inparentheses to complete each blank.(character)’s First Day at(setting)It was a (setting)day. (character)was feeling (character’s feeling)about going to (setting). It didn’t help when(important event). Now the time had come.(character)set off for (setting)All week (character).had been thinking aboutthis moment. (Character)walked to the (setting). The (setting)was (important. (Character)event)could notbelieve it and felt (character’s feeling). So, after Macmillan/McGraw-Hillsome thinking, (character)event)began to (important. After a minute, (important event). Then (character)(important event). Finally, (character)was at (setting)(important event)R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales,legends, and fables from around the world.R 3.3 Determine what characters are like by what they say or do and byhow the author or illustrator portrays them.and.First Day Jitters Grade 3/Unit 111
PracticeNameComprehension:Story MapAs you read First Day Jitters, fill in the Story Map.CharactersSettingBeginning Macmillan/McGraw-HillMiddleEndHow does the information you wrote in this Story Map help youanalyze story structure in First Day Jitters?12First Day Jitters Grade 3/Unit 1R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales,legends, and fables from around the world.R 3.3 Determine what characters are like by what they say or do and byhow the author or illustrator portrays them.
PracticeNameFluency:PhrasingAs I read, I will pay attention to phrasing.11213241475969748698103115128141“Come on, lazy bones! What are you doing inside on thisbeautiful day?” Mom said, as she walked into Nicky’s room.Nicky was lying on her bed, turning the pages of amagazine. She looked up at her mother and sighed.“What’s there to do?” she asked.“Let’s hop in the car and go explore our new town,” saidMom. She watched as Nicky rolled slowly off the bed.Then they both headed downstairs.“I can’t believe we have to drive every time we want tobuy something!” Nicky said. “I used to be able to walk toall the stores by myself!”Mom nodded her head a little sadly. “I know this is verydifferent from living in the city. It will take awhile for us toget used to being in a new place, but maybe this little townwill surprise us.” 144Comprehension Check Macmillan/McGraw-Hill1. How does Nicky feel about living in a new town? Plot Development2. What advice does Nicky’s mom give her? Plot DevelopmentWords Read–Number ofErrors First Read– Second Read– R 1.3 Read aloud narrative and expository text fluently and accuratelyand with appropriate pacing, intonation, and expression.First Day Jitters WordsCorrect ScoreGrade 3/Unit 113
PracticeNameText Feature:Bar GraphsRead Bar Graph 1. Use the information from Bar Graph 1 tocomplete Bar Graph 2.AVhi NZVg¾h HX]dda EdejaVi dc %*%)%CjbWZg (%d[ HijYZcih'%&%%&'()* gVYZhShow the correct number of students in each grade for the newschool year if the population changed as follows.1. Grade 3 increased by 5 students.2. Grade 1 has 10 fewer students than last year.3. Grade 2 has the same number of students.4. Grade 4 has 5 more students.5. This year Grade 5 moved into the school with 45 students.CZl HX]dda NZVg HX]dda EdejaVi dc %)%CjbWZg (%d[ HijYZcih'%&%%&'()* gVYZh14First Day Jitters Grade 3/Unit 1R 2.1 Use titles, tables of contents, chapter headings,glossaries, and indexes to locate information in text. Macmillan/McGraw-Hill*%
PracticeNameclearstopVocabulary Strategy:Prefixes un-, non-satisfiedawareslipstickablesureRead each sentence. Add the prefix un- or non- to a word in thebox, and use the new word to complete each sentence.1. Our class was2. It was3. We worked4. We used5. We set outthat we would be done on time.whether or not we could finish by noon.all morning to try to cook all the food.pans to cook the eggs.place mats for the parents.6. Mrs. Hays wasthat so many parents would come.7. So many parents came that we wereenough chairs. Macmillan/McGraw-Hill8. But none of the parents leftto findR 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-)and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words.First Day Jitters Grade 3/Unit 115
PracticeFold back the paperalong the dotted line.Use the blanks towrite each word as itis read aloud. Whenyou finish the test,unfold the paper. Usethe list at the right tocorrect any spellingmistakes.161.1. crops2.2. snacks3.3. messy4.4. head5.5. shut6.6. stamp7.7. click8.8. pond9.9. bathtub10.10. anthill11.11. clammy12.12. slump13.13. tunnel14.14. gushed15.15. chuckledReview Words 16.16. cat17.17. can18.18. manChallenge Words 19.19. fumbled20.20. trudgedFirst Day Jitters Grade 3/Unit 1 Macmillan/McGraw-HillSpelling:Short VowelsNameLC 1.8 Spell correctly one-syllable words that have blends, contractions,compounds, orthographic patterns (e.g., qu, consonant doubling, changingthe ending of a word from -y to -ies when forming the plural), and commonhomophones (e.g., hair-hare).
PracticeSpelling:Short VowelsNameLook at the words in each set below. One word in each setis spelled correctly. Look at Sample A. The letter next to thecorrectly spelled word in Sample A has been shaded in. DoSample B yourself. Shade the letter of the word that is spelledcorrectly. When you are sure you know what to do, go on withthe rest of the page.Sample A:Sample B:𝖠 iffif𝖢 ihf𝖣 If𝖤 tel𝖥 telletell𝖧 tehl1. 𝖠 chouckled𝖡 chuhkledchuckled𝖣 chukled6. 𝖤 snucks𝖥 sneckssnacks𝖧 snocks11.2.7.crops𝖡 cropes𝖢 crups𝖣 crupes12. 𝖤 anthille𝖥 aunthill𝖦 anthilanthill8. 𝖤 hed𝖥 hede𝖦 headehead13. 𝖠 clamyclammy𝖢 clemy𝖣 clemmystamp𝖥 stampe𝖦 stanp𝖧 stamnp9. 𝖠 shute𝖡 sheteshut𝖣 shet14.5. 𝖠 mesymessy𝖢 messey𝖣 meassy10. 𝖤 cleckclick𝖦 clik𝖧 clekslump𝖥 slemp𝖦 slimp𝖧 slamp3. 𝖠 bahtub𝖡 bathtuhb𝖢 bethtubbathtub Macmillan/McGraw-Hill4.LC 1.8 Spell correctly one-syllable words that have blends, contractions,compounds, orthographic patterns (e.g., qu, consonant doubling, changingthe ending of a word from -y to -ies when forming the plural), and commonhomophones (e.g., hair-hare).pond𝖡 ponde𝖢 pind𝖣 pindetunnel𝖥 tunnle𝖦 tennel𝖧 tennle15. 𝖠 gushd𝖡 geshdgushed𝖣 geshedFirst Day Jitters Grade 3/Unit 117
PracticeGrammar:Statements and
Practice Complete each list with words with short vowel sounds. Short a sound Short o sound Short e sound Short u sound Short i sound Phonics: Short Vowels R 1.1 Know and use complex word families when reading (e.g.,
