Reproducibles: Grade 2

Grade 2
ELL
Reproducibles
Practice
Grade 2
ELL
Reproducibles
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Contents
Unit 1 • Friends and Family
Week 1 Week 4
Friends Help Friends Animals Need Care
Vocabulary 1 Vocabulary 31
Phonics/Structural Analysis 2 Phonics/Structural Analysis 32
Comprehension: Visualize 3 Comprehension: Ask and Answer
Comprehension: Key Details 5 Questions 33
Graphic Organizer 6 Comprehension: Key Details 35
Genre 7 Graphic Organizer 36
Vocabulary Strategy: Inflectional Endings 8 Genre 37
Writing Traits: Ideas 9 Vocabulary Strategy: Root Words 38
Write to Sources 10 Writing Traits: Organization 39
Write to Sources 40
Week 2
Families Around the World Week 5
Vocabulary 11 Families Working Together
Phonics/Structural Analysis 12 Vocabulary 41
Comprehension: Visualize 13 Phonics/Structural Analysis 42
Comprehension: Character, Setting, Comprehension: Ask and Answer
Events 15 Questions 43
Graphic Organizer 16 Comprehension: Key Details 45
Vocabulary Strategy: Root Words 18 Genre 47
Writing Traits: Organization 19 Vocabulary Strategy: Inflectional
Write to Sources 20 Endings 48
Writing Traits: Sentence Fluency 49
Write to Sources 50
Week 3
Pets Are Our Friends

Vocabulary 21
Phonics/Structural Analysis 22
Comprehension: Ask and Answer
Questions 23
Comprehension: Character, Setting,
Events 25
Graphic Organizer 26
Genre 27
Vocabulary Strategy: Context Clues 28
Writing Traits: Word Choice 29
Write to Sources 30
Scaffolded Support The Teacher notes that appear on most pages support English learners at the iii
Beginning/Emerging and Intermediate/Expanding levels of proficiency.
Contents
Unit 2 • Animal Discoveries
Week 1 Week 4
Animals and Nature Baby Animals
Comprehension: Make, Confirm, Revise Comprehension: Reread 83
Predictions 53 Comprehension: Main Topic and
Comprehension: Character, Setting, Plot 55 Key Details 85
Graphic Organizer 56 Graphic Organizer 86
Genre 57 Genre 87
Vocabulary Strategy: Prefixes 58 Vocabulary Strategy: Multiple-Meaning
Writing Traits: Ideas 59 Words 88
Write to Sources 60 Writing Traits: Word Choice 89
Write to Sources 90
Week 2
Animals in Stories Week 5
Vocabulary 61 Animals in Poems
Comprehension: Make, Confirm, Revise Phonics/Structural Analysis 92
Predictions 63 Comprehension: Reread 93
Comprehension: Plot: Problem and Comprehension: Key Details 95
Solution 65 Graphic Organizer 96
Graphic Organizer 66 Genre/Literary Element 97
Genre 67 Vocabulary Strategy: Multiple-Meaning
Vocabulary Strategy: Suffixes 68 Words 98
Writing Traits: Ideas 69 Writing Traits: Word Choice 99
Write to Sources 70 Write to Sources 100

Week 3
Animal Habitats
Vocabulary 71
Comprehension: Make, Confirm, Revise
Predictions 73
Comprehension: Key Details 75
Genre 77
Vocabulary Strategy: Suffixes 78
Writing Traits: Organization 79
Write to Sources 80
iv Scaffolded Support The Teacher notes that appear on most pages support English learners at the
Contents
Unit 3 • Live and Learn
Week 1 Week 4
The Earth’s Forces Weather Alert!
Comprehension: Reread 103 Comprehension: Ask and Answer
Comprehension: Author’s Purpose 105 Questions 133
Graphic Organizer 106 Comprehension: Main Idea and Details 135
Vocabulary Strategy: Similes 108 Genre 137
Writing Traits: Organization 109 Vocabulary Strategy: Antonyms 138
Write to Sources 140
Week 2
Look at the Sky Week 5
Vocabulary 111 Express Yourself
Comprehension: Reread 113 Phonics/Structural Analysis 142
Comprehension: Plot: Sequence 115 Comprehension: Ask and Answer
Graphic Organizer 116 Questions 143
Genre 117 Comprehension: Main Idea and
Key Details 145
Vocabulary Strategy: Compound Words 118
Genre 147
Vocabulary Strategy: Prefixes 148
Week 3 Write to Sources 150
Ways People Help
Vocabulary 121
Comprehension: Ask and Answer
Questions 123
Comprehension: Author’s Purpose 125
Genre 127
Vocabulary Strategy: Synonyms 128
Writing Traits: Voice 129
Scaffolded Support The Teacher notes that appear on most pages support English learners at the v
Contents
Unit 4 • Our Life/Our World
Week 1 Week 4
Different Places Folktales About Nature
Comprehension: Reread 153 Comprehension: Visualize 183
Comprehension: Connections Within Comprehension: Theme 185
a Text: Compare and Contrast 155 Graphic Organizer 186
Graphic Organizer 156 Genre 187
Genre 157 Vocabulary Strategy: Root Words 188
Vocabulary Strategy: Compound Writing Traits: Ideas 189
Words 158 Write to Sources 190
Writing Traits: Ideas 159
Week 5
Poems About Nature
Week 2
Vocabulary 191
Earth Changes Phonics/Structural Analysis 192
Vocabulary 161 Comprehension: Visualize 193
Phonics/Structural Analysis 162 Comprehension: Theme 195
Comprehension: Reread 163 Graphic Organizer 196
Comprehension: Connections a Within Genre/Literary Element 197
a Text: Cause and Effect 165
Vocabulary Strategy: Similes 198
Genre 167
Vocabulary Strategy: Context Clues 168

Week 3
Our Culture Makes Us Special
Vocabulary 171
Comprehension: Visualize 173
Comprehension: Plot: Compare and
Contrast 175
Genre 177
Vocabulary Strategy: Similes 178
Writing Traits: Voice 179
vi Scaffolded Support The Teacher notes that appear on most pages support English learners at the
Contents
Unit 5 • Let’s Make a Difference
Week 1 Week 4
Being a Good Citizen Preserving Our Earth
Comprehension: Summarize 203 Comprehension: Make, Confirm,
Comprehension: Point of View 205 Revise Predictions 233
Graphic Organizer 206 Comprehension: Plot: Problem and
Genre 207 Solution 235
Vocabulary Strategy: Suffixes 208 Graphic Organizer 236
Writing Traits: Ideas 209 Genre 237
Write to Sources 210 Vocabulary Strategy: Homophones 238
Week 2
Cooperation Works!
Week 5
Vocabulary 211
Rights and Rules
Comprehension: Summarize 213 Vocabulary 241
Comprehension: Point of View 215 Phonics/Structural Analysis 242
Graphic Organizer 216 Comprehension: Make, Confirm,
Revise Predictions 243
Genre 217
Comprehension: Connections Within
Vocabulary Strategy: Idioms 218
a Text: Cause and Effect 245
Genre 247
Vocabulary Strategy: Multiple-Meaning
Week 3 Words 248
Our Heroes Writing Traits: Voice 249

Vocabulary 221
Comprehension: Summarize 223
Comprehension: Connections Within
a Text: Sequence 225
Genre 227
Vocabulary Strategy: Synonyms 228
Writing Traits: Organization 229
Scaffolded Support The Teacher notes that appear on most pages support English learners at the vii
Contents
Unit 6 • How on Earth?
Week 1 Week 4
Plant Myths and Facts Money Matters
Comprehension: Reread 253 Comprehension: Summarize 283
Comprehension: Theme 255 Comprehension: Connections Within
Graphic Organizer 256 a Text: Problem and Solution 285
Vocabulary Strategy: Context Clues 258 Genre 287
Writing Traits: Organization 259 Vocabulary Strategy: Paragraph Clues 288
Week 2
We Need Energy Week 5
Vocabulary 261 The World of Ideas
Comprehension: Reread 263 Phonics/Structural Analysis 292
Comprehension: Author’s Purpose 265 Comprehension: Summarize 293
Graphic Organizer 266 Comprehension: Point of View 295
Vocabulary Strategy: Paragraph Clues 268 Genre/Literary Element 297
Writing Traits: Word Choice 269 Vocabulary Strategy: Metaphors 298
Write to Sources 270 Writing Traits: Word Choice 299
Week 3
Team Up to Explore

Vocabulary 271
Comprehension: Summarize 273
Comprehension: Main Idea and
Key Details 275
Genre 277
Vocabulary Strategy: Greek and
Latin Roots 278
Writing Traits: Ideas 279
viii Scaffolded Support The Teacher notes that appear on most pages support English learners at the
Vocabulary
Name
Use the word chart to study this week’s vocabulary words.

Work with a partner to take turns reading each word and
sentence. Then write a sentence using each word in your
writer’s notebook.
Word Context Sentence Illustration

The puppy is
afraid afraid of loud
noises.
The boy acts

nervously nervously before
his speech.
I peered into the

peered closet to find my
shoes.
I scored perfectly
perfectly on the test!
He will rescue the

rescue cat from the tree.
The girl tells her

secret secret to her sister.
Review vocabulary. Use gestures to demonstrate meaning. Ask children to identify Grade 2
cognates. Have partners write sentences, or draw pictures, to illustrate the meaning of Unit 1 • Week 1 1
the newly acquired vocabulary.
Short a, i /Plurals -s, -es
Name
Listen to each short vowel sound as you say the words

pan and fit.
A. Say the name of each picture. Draw a line from a picture

to the word that names it.
cap
1.
six
2.
3.
pig
4.
fan
The endings -s or -es can be added to a noun to make it

mean more than one.
B. Read each word. Circle the base word and write it.
5. cans 6. bags
7. kisses 8. mats
Grade 2 For Phonics, point to and name the pictures. Have partners practice saying the words.
2 Unit 1 • Week 1 For Structural Analysis, read each word and ending before having partners work
together to write the new words.
Comprehension and Fluency
Vocabulary
Name
Read the passage. Use the visualize strategy to picture in

your mind what is happening in the story.
A Bicycle Built for Two

It was a beautiful fall day. Squirrel wanted to go for a
12 bike ride, but his bike was broken.
19 Squirrel thought, “I can’t fix this by myself. I will need
30 some help.”
32 Squirrel went to see Fox. Squirrel asked, “Will you help
42 me fix my bike?”
46 Fox said, “I can’t help. I’m busy cooking soup.”
Practice • Grade 2 • Unit 1 • Week 1 3

Name
55 Squirrel went to see Bear. Squirrel asked for help.

64 Bear said, “I can’t help right now. I’m busy washing
74 clothes.”
75 Squirrel felt sad. Then he saw Rabbit. He asked Rabbit
85 for help.
87 Rabbit looked at the bike. He turned a wire. He oiled a
99 wheel. Rabbit said, “Let’s see if the bike works now.”
109 Rabbit and Squirrel got on the bike. They went for a
120 long ride. They enjoyed the beautiful day.
4 Practice • Grade 2 • Unit 1 • Week 1

Comprehension: Key Details and Fluency
Name
A. Reread the passage and work with a partner to answer

the questions. Read the answers you choose.
1. What is wrong with Squirrel’s bike?
2. Point to the first picture. Who does Squirrel ask first to help
fix his bike?
Fox Bear
3. Why can’t Fox help fix Squirrel’s bike?
Fox is washing clothes Fox is cooking.
4. Point to the second picture. Who fixes the bike?
Bear Rabbit
B. Work with a partner. Read the passage aloud. Pay

attention to how you use your voice to show feelings. Stop
after one minute. Fill out the chart.
Number of Words Correct

Words Read – =
Errors Score
First Read – =
Second Read – =
Reread the passage and read the questions. Pair children of different
language abilities to answer the questions. Have them share answers Practice • Grade 2 • Unit 1 • Week 1 5
with the group.
Comprehension: Key Details
Name
Read the selection. Complete the Key Details chart.
Detail Detail Detail

Genre/Visual Elements
Vocabulary
Name
Thanks, Friend!
Mouse says, “I’m planting a garden. It’s hard work.
I dig each hole. It takes a long time.”
“I can help!” says Mole.
Mole digs holes and Mouse plants seeds.
Answer the questions about the text.
1. Fantasy is a made-up story. Circle the sentence that helps you

know this text is fantasy.
Mouse and Mole are animals. Mouse and Mole talk.
2. Look at the picture. Why is it easy for Mole to dig holes?

Circle the answer.
Mole has a tool. Mole wears clothes.
3. What job does Mouse do? Circle the answer.

Mouse plants seeds. Mouse digs holes.
Read the passage and questions. Have children work with partners Practice • Grade 2 • Unit 1 • Week 1 7
of different language abilities to answer the questions.
Vocabulary Strategy: Inflectional Endings
Name
To figure out new words, look at word parts. A root word

may have the ending -s, -es, -ed, or -ing. The endings
-s, -es, and -ing mean the action is happening now. The
ending -ed means the action happened in the past.
Works and working mean “is doing a job now.”
Worked means “did a job in the past.”
Read each sentence. Work with a partner to figure out the

meaning of the underlined word. Circle the answer to each
question. Read your answers.
1. Fox said, “I’m too busy cooking soup.”

is making food now made food in the past
2. Squirrel asked for help.

is saying a question now said a question in the past
3. Bear said, “I’m too busy washing clothes.”

is cleaning now cleaned in the past
4. Rabbit looked at the bike.
is seeing something now saw something in the past
5. They went for a long ride and enjoyed the beautiful day.
is liking something now liked something in the past
8 Practice • Grade 2 • Unit 1 • Week 1 Read the directions and model the first item. Have children work
with partners of different language abilities to complete the items.
Ideas
Vocabulary
Writing Traits:
Name
A. Read the draft model. Use the questions that follow the
draft to help you add details that describe the event.
Draft Model
Ronnie and Kevin went on a picnic. When the friends got
there, they set out all the food on a blanket. Then it started
to rain. The two friends quickly put everything back into the
basket. They went home.
1. Where did the two friends go on their picnic?
2. What did they pack for their picnic?
3. How did the friends get home?
B. Now revise the draft by adding details that clearly

describe what happened at the picnic.
Read the directions and the questions. Review meaning. Pair children
of different language abilities to complete the page. Have them read Practice • Grade 2 • Unit 1 • Week 1 9
the revised draft aloud to each other.
Write to Sources
Name
Anita used text evidence to answer the prompt: Write a

short poem about Mouse and Snake’s friendship.
Friends
Gossip from Skunk
made me doubt my friend Snake.
But all of my doubts
only hurt me as I nervously peeped around
looking for Snake, I fell into a hole.
I got stuck.
I couldn’t climb out.
And in the end,
all I had was my friend
Who helped me, and he wasn’t upset
even though I didn’t trust him.
Reread the passage. Follow the directions below.
1. Circle the event that was important to Mouse and Snake’s

friendship.
2. Draw a box around a supporting detail that tells why Mouse

was sorry.
3. Underline a descriptive detail that describes how

Mouse felt.
4. Write a complete sentence from Anita’s poem.
10 Practice • Grade 2 • Unit 1 • Week 1 Read the directions and give simple examples. Pair students of
different language abilities to complete the page. Have them
read their answers to each other.
Vocabulary
Name
Use the word chart to study this week’s

vocabulary words. Work with a partner to take
turns reading each word and sentence. Then
write a sentence using each word in your

She pulled aside
aside the curtain to look
out the window.
It’s fair for

fair everyone to get a
turn on the slide.
I invited my friend
invited to the party.
I plead to go to
the beach.
plead
The squirrel
scurries scurries up the
tree.
We share an
share apple.
Short e, o, u /Inflectional Endings -s, -es
Name
Listen to each short vowel sound as you say the words

bed, top, and sun.
A. Say each picture name. Circle the word that names each
picture. Write the word.
1. 2. 3.
pen hog sun web cup net
The endings -s or -es can be added to a verb to show action

that is taking place now.

B. Read each word. Circle the base word and write it.
4. pets 5. buses
6. mops
12 Unit 1 • Week 2 For Structural Analysis, pronounce each base word, pause, and then pronounce the
ending. Have partners work together to complete the activity.
Comprehension and
Vocabulary
Fluency
Name
Read the passage. Use the visualize strategy to picture in

your mind what is happening in the story.
The Food Festival

Van and his family went to a food festival. The quiet
11 street had really changed. There were food booths on
20 each side. Each booth was showing a colorful flag. Van
30 followed his family down the street.
36 People were selling Greek salad at the first booth.
45 Van’s family had a salad.
50 They had beef noodle soup at the next booth. Then
60 they had hot curry and they had tamales.

Name
FREE
68 The family reached the end of the street. Everyone was

78 full. Dad asked, “Which food did you like the best?”
88 Everyone spoke at once.
92 Van said, “The curry.”
96 His sister said, “The tamales.”
101 Mom said, “The beef noodle soup.”
107 Dad said, “I liked the Greek salad best. All the food
118 here is delicious.”

Comprehension: Character, Setting, Events, and Fluency
Name

1. The characters are the people in a story. Point to the first

picture. Who are the four characters in this story?
2. The setting tells where the story takes place. What is the
setting of this story?
the family’s home a food festival
3. What is one food the family eats?
beef noodle soup peanut butter sandwiches
4. What does Dad say at the end of the story?
“All the food here is delicious.” “I liked the curry best.”



Words Read – =
Errors Score
First Read – =
Second Read – =
Reread the passage and read the questions. Pair children of

different language abilities to answer the questions. Have them Practice • Grade 2 • Unit 1 • Week 2 15
share answers with the group.
Comprehension: Charracter, Setting, Events
Name
Read the selection. Complete the Character, Setting,

Events chart.
Character Setting Events

Vocabulary
Name
Two Kinds of Football

Tim and Victor liked football. They wanted to play with
their families. Tim said, “I have a football.” Victor said,
“I have a soccer ball. Soccer is called football in many
countries.” They played two kinds of football.
1. Realistic fiction has events that could happen in real life. Circle
the sentence that helps you know this text is realistic fiction.
Tim has a football. The football can fly.
2. What do Tim and Victor want at the beginning of the story?

Circle the answer.
They want to go to the park. They want to play football.
3. What happens in the middle of the story? Circle the answer.

Each boy plays. Each boy has a ball.
4. What do the boys do at the end of the story? Circle the answer.
They play football. They go home.
Vocabulary Strategy: Root Words
Name
To figure out a new word, separate the root word from

the ending. The endings -s, -es, and -ing mean the action
is happening now. The ending -ed means the action
happened in the past.
A. Read the sentence. Look at the underlined word.

Write the root word and the ending. Say the word.
1. Van followed his family down the street.
2. People were selling Greek salad at the first booth.
3. Dad asked, “Which food did you like the best?”
B. Read the sentence. Look at the underlined word.

Circle the meaning. Read your answer.
4. The quiet street had really changed.
The quiet street was different. The quiet street did not change.
18 Practice • Grade 2 • Unit 1 • Week 2 Read the directions for each section and model the first item.
Have children work with partners of different language abilities to
complete the items.
Writing Traits: Organization
Name
draft to help you write a strong beginning for the story.
Draft Model
She went to the store to get some milk. It was a long walk.
When she got there she was upset. She forgot her money.
The store owner was very kind. He said she could take the
milk and bring the money later.
1. Who is the character in the story?
2. Where does the story take place?
3. What information will make readers want to continue

reading?
B. Now revise the draft by adding a strong beginning

that grabs the reader’s attention and tells the character
and setting.
Write to Sources
Name
Alex used text evidence to answer the prompt: Write a

paragraph that describes a meal that Rubina’s family shares
with friends.
On Saturday, we invited our friends, the Garcias, to share

a meal with us. Ami wanted to serve foods from our culture.
However, I begged and she agreed to serve an American meal.
I searched for recipes, and Ami and I talked about what we
should serve. We decided on pizza topped with vegetables, a
big salad, and ice cream. Sana and I helped to set the table.
We used a red cloth with blue napkins. With our white plates,
the table looked like an American flag! Mrs. Garcia brought
us fresh strawberries from the market. Maryam ate two slices
of pizza and two servings of salad. The sauce was all over her
face! Sana was a little mad because Maryam took the last slice
of pizza. She was happier, though, when Ami served her a big
bowl of strawberries!

1. Circle the event that Alex uses at the beginning of his model.
2. Draw a box around the words that describe the meal.
3. Underline a detail that tells how Sana acted during

the meal.
4. Write an exclamation that Alex included in his response.
Vocabulary
Name


I must decide what
decide to wear.
We have different
different pets.
I glance at the net

glance before I kick the
ball.
This is the proper

way to walk a dog.
proper
The man stares at

stares the painting.
I will trade an
trade apple for your
orange.
Two-Letter Blends/Closed Syllables
Name
Two letters can be blended together, such as cl, dr, sk, sl,
and st. Listen to the beginning sounds in slip and the ending
sounds in best.
A. Say each picture name. Circle the missing blend and write
it on the line.
1. 2.
dr st st mp
ick ca
3. 4.
sk bl lt dr

ma ess
When two consonants come between two vowels, you divide

the word between the two consonants.
B. Circle the correct syllable break. Read the word.
5. mitt en mit ten 6. sun set suns et
7. ra bbit rab bit
For Phonics, emphasize each consonant blend. For Structural

22 Practice • Grade 2 • Unit 1 • Week 3 Analysis, pronounce each word division before children decide on
the correct one.
Comprehension and
Vocabulary
Fluency
Name
Read the passage. Ask and answer questions as you read to

check your understanding.
A Pet of His Own

Jeff lived with his family. They had three pets. His
10 sister Kim had a bird. His brother Rick had two mice.
21 Jeff wanted his own pet. He asked his parents, “May I
32 get a snake?”
35 Kim shouted in a loud voice, “A snake will eat
45 my bird.”
47 Jeff had another idea. He asked, “May I get a cat?”
58 Rick said, “A cat will eat my mice.”

Name
66 Jeff had a confusing pet problem that was hard to

76 solve. He couldn’t get a snake or a cat. They would upset
88 and disturb the other pets.
93 Then one day Jeff saw a rabbit. This was a different
104 kind of pet, not like the others.
111 Jeff’s parents got him the rabbit. He was so excited
121 that he shouted for joy.

Comprehension: Character, Setting, Events and Fluency
Name

1. The characters are the people in a story. Point to the first

picture. Who are the characters in the picture?
2. The setting tells where the story takes place. What is the
setting of this story?
a park Jeff’s home
3. What does Jeff want at the beginning of the story?
a pet a bike
4. What kind of pet does Jeff get at the end of the story?
a mouse a bird a rabbit


attention to how your voice rises and falls as you speak
naturally. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
ComprehensionC: om areh
Chp acteer
ns,ion anndg,FlEuven
Setti encts
y
Name
Read the selection. Complete the Character, Setting ,

Events chart.
Character Setting Events

Genre/Literary Element
Name
The Perfect Reading Partner

Reading was not easy for Lizzie.
One day, Lizzie read a book.
Lizzie’s cat Gumbo jumped in her
lap. Lizzie read aloud to Gumbo.
She made no mistakes. Gumbo
listened very well!
1. Fiction has made-up characters and events. Circle the

sentence that helps you know this text is fiction.
Lizzie is a made-up charcter. Lizzie is a real character.
2. What does Gumbo do at the beginning of the story? Circle

the answer.
Gumbo walks away. Gumbo jumps in Lizzie’s lap.
3. What does Lizzie do in the middle of the story? Circle the

answer.
Lizzie takes a walk. Lizzie reads to Gumbo.
4. What does Lizzie do at the end of the story? Circle the answer.
Lizzie makes no mistakes. Gumbo jumps up.
Vocabulary Strategy: Context Clues
Name
Look at this example of context clues. The underlined

words explain what polite means.
He was polite because he knew good manners were
important.
Read the sentences. Look at the word in bold print. Write

the word. Work with a partner. Use context clues that help
you figure out the meaning of the word. Write the meaning.
1. Kim shouted in a loud voice, “A snake will eat my bird.”
2. Jeff had a confusing problem that was hard to solve.
3. They would upset and disturb the other pets.

4. This was a different kind of pet, not like the others.
5. He was so excited that he shouted for joy.
Writing Traits: Word Choice
Name
draft to help you use more precise words.
Draft Model
My kitten is a good size for my family’s small apartment.
She can sleep on my lap. She has nice fur. My kitten likes to
be outside and so do I.
1. What size is the kitten?
2. What color is the kitten’s fur? How does it feel?
3. What does the kitten like to do outside?
B. Now revise the draft by replacing general words with more

precise, interesting words about the kitten.
Read the directions and the questions. Review meaning and point out cognates: Grade 2
family/familia, apartment/apartamento. Pair children of different language abilities to Unit 1 • Week 3 29
complete the page. Have them read the revised draft aloud to each other.
Write to Sources
Name
James used text evidence to answer the prompt: Add an

event to the end of the story in which the boy gets a puppy.
I finally got a puppy! Mom and Dad told me I had taken

good care of Norman, so they thought I could take care of a
puppy! We went to an animal shelter where there were lots of
animals. I chose a little puppy with floppy ears. He is mostly
white with patches of black and brown. I call my puppy
Patches.
At first, Patches and Norman didn’t get along. I think
Norman was jealous. He would swim around his bowl and
just look at Patches. Then one day, I left Norman on the table
in the sun. Patches pulled at my sleeve until I moved Norman.
Now Norman and Patches are best friends! I miss them both
when I’m at school. When I get home, we all go to the park!
1. Circle the event that James uses to begin his answer.

2. Draw a box around the precise words that James uses to
describe his puppy.
3. Underline a descriptive detail that shows the boy’s feelings

about his pets.
4. Write the subject of this sentence: I call my puppy Patches.
Vocabulary
Name


Dogs are allowed
allowed in this store.
Our family is
excited excited to have a
new pet.
The deer roam

roam everywhere in the
woods.
My hamster is safe
in its cage.
safe
The raccoon
wandered wandered into the
yard.
A wolf lives in the

wild wild.
Short a, Long a (a_e)/Inflectional Endings -ed, -ing
Name
The letter a can stand for the short a sound you hear in can.
The long a sound you hear in cane can be spelled a_e.
A. Say each picture name. Circle then write the word that
names the picture.
1. 2.
hate hat cat cake
3. 4.
pan pane van vase
The ending -ing can be added to a verb to show that an

action is happening now. The ending -ed can be added to a
verb to show action that has already happened.
B. Add each ending and write the new word.
5. hand + ed 6. miss + ing
7. help + ing 8. pack + ed

For Phonics, point to and name the pictures. Have children repeat
32 Practice • Grade 2 • Unit 1 • Week 4 the words. For Structural Analysis, read each word and ending
before having partners work together to write the new words.
Name

A Fire Dog
Wilshire is a fire dog. He lives in the city. Wilshire was
12 three months old when he went to the fire station. He
23 lived with the firefighters. They took care of Wilshire.
32 They gave him food and water.
38 The firefighters hired a dog trainer. The trainer helped
47 Wilshire learn to live in the fire station. The trainer
57 showed Wilshire where he could go.
63 Wilshire didn’t have to go outside to run. He was
73 trained to run on a treadmill inside.
Susan Kuklin/Photo Researchers/Getty Images
A fire dog may ride with firefighters in the fire truck.

Name
Fire dogs like Wilshire are often a breed called Dalmatians.
80 Wilshire and one firefighter became pals. Now

87 Wilshire and the firefighter work at the fire station
96 together. Then the firefighter takes Wilshire home. This
104 gives Wilshire a break from the station. He likes meeting
114 and playing with other dogs.
119 Wilshire got more training. Now he does fire safety
128 tricks. Wilshire visits schools. He shows children how to
137 “Stop, Drop, and Roll.” This keeps Wilshire very busy!

John Connell/Corbis

Name

1. Look at the first photo. Read the caption. What breed of dog
is Wilshire?
2. One detail tells about Wilshire when he went to the fire

station. How old was Wilshire then? Circle your answer.
three years old three months old
3. Where does Wilshire run when he is at the fire station? Circle

your answer.
inside on a treadmill outside at a park

attention to how your voice rises and falls as you speak
naturally. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Name

Genre/Text Feature
Name
Name
The Foster Pet

Amy’s family has a foster pet.
They feed and play with Rocky.
They train him and take him to
the vet. Soon Rocky will grow
bigger. Then he will go to another
family. The new family will give
him a lasting home.
Amy trains Rocky to walk on a leash.
Answer the questions about the selection.
1. A nonfiction narrative is about real people. It is told by a

narrator. Circle the sentence that helps you know this text
is a nonfiction narrative.
Amy’s family and Rocky Amy’s family and Rocky

are not real. are real.
2. Look at the photo. What kind of pet is Rocky?

3. Look at the photo. What is Rocky doing? Circle the answer.
Rocky is walking on a leash. Rocky is getting in the car.

Juice Images/age fotostock
Name
To figure out a new word, separate the root word from

the ending. The endings -s, -es, and -ing mean the action
is happening now. The ending -ed means the action
Lives and living mean “is staying in a place now.”
Lived means “stayed in a place in the past.”
A. Look at the underlined word. Write the root and the ending.
1. The trainer helped Wilshire learn to live in the fire station.
2. Then the firefighter takes Wilshire home.
3. He likes meeting and playing with other dogs.

B. Circle the correct meaning.
4. The firefighters hired a dog trainer.

is paying for a job now paid for a job in the past
5. The trainer showed Wilshire where he could go.

is pointing things out now pointed things out in the past
6. Wilshire visits schools.

goes to places now went to places in the past
38 Practice • Grade 2 • Unit 1 • Week 4 Read the directions for each section and model the first item.
Have children work with partners of different language abilities to
complete the items.
Name
A. Read the draft model. Use the questions that

follow the draft to help you think about how to use
sequence words.
Draft Model
Here’s how to give a dog a bath. Fill the tub with warm
water. Get the dog in the tub and wash her with soap. Rinse
her with plenty of fresh water. Dry the dog with a towel.
1. To give a dog a bath, what do you do first?
2. What do you do next? Then what?
3. What is the last thing you do?
B. Now revise the draft by adding sequence words such as

first, next, then, and last to help readers understand the
order of ideas.
Write to Sources
Name
Sophie used text evidence to answer the prompt: In your

opinion, is it easier to care for a baby rhino or a dog?
In my opinion, it would be easier to care for a dog than a

baby rhino. I can see on page 86 that rhinos are large animals.
They need plenty of space to play. There is a park near my
house, but a rhino would need more room. I also read on page
89 that Lola drank more than a gallon of milk five times a
day! I think that would be a lot of work.
Caring for a dog would be much easier. I know that dogs
need food and water. I could do that before I go to school.
When I got home from school, I could walk a dog in the park.
After that, I could brush a dog. Then I would feed a dog its
dinner. I think caring for a dog would be much more fun and
easier than caring for a rhino.
1. Draw a box around the sentence in which Sophie introduces

the topic and states her opinion.
2. Underline the sentences that tell the sequence, or order, in Copyright © McGraw-Hill Education
which Sophie would care for a dog each day.
3. Circle a linking word that shows Sophie’s opinion about

caring for a dog and a rhino.
4. Write a predicate from any sentence in Sophie’s model.
Vocabulary
Name


Dad checks to
checks see if the baby is
sleeping.
I can choose a book

choose at the library.
One of my chores is
chores making my bed.
The customers buy

fish at the store.
customers
I spend my money
spend to buy some juice.
He keeps his tools

tools in a box.
Short i, Long i (i_e)/Possessives
Name
The letter i can stand for the short i sound you hear in fit.
The long i sound you hear in fine can be spelled i_e.
picture. Write the word on the line.
1. kite kid 2. pig pine
3. side six 4. hive hit
A singular possessive noun ends with an apostrophe (’) and

an s to show who owns something.

B. Read the words in each row. Circle the possessive noun.
5. ducks crabs bug’s
6. dogs pet’s cats
7. kid’s pals girls
8. wives man’s boys
Grade 2 For Phonics, point to and name the pictures. Read the word choices. Have partners
42 Unit 1 • Week 5 practice saying the words with a partner. For Structural Analysis, read the words in
each row. Then have partners identify the possessive nouns.
Name

Family Business
Families may start a business together. Family
7 members all work to help the business. Let’s read about
17 one family business.
20 The year was 1916. Two families started a coffee
29 company. They roasted coffee beans by hand. There
37 were few cars then. The coffee was loaded onto wagons.
47 Horses pulled the wagons and delivered the coffee.
55 The coffee business grew. More family members
62 worked for the company. The company bought its first
71 truck in 1918.

Name
Family Business Then and Now

1916 Today
Roasted coffee beans by Sell coffee in stores,
hand. Delivered coffee restaurants, and online.
using a horse and wagon. Make ads for TV.
74 Then it was the 1940s. The owners’ sons worked

83 in the business. The company grew. It sold coffee
92 to restaurants.
94 Then it was the 1990s. The third generation worked
103 for the company. They sold coffee in food stores. They
113 made ads for TV. They opened an online store in 2007.
124 These family members worked hard. They made
131 a good business. New family members can keep the
140 business running.

Name

the questions. Read the answers you choose. Circle them.
1. Point to the first picture. How did wagons move in the past?
Wagons were pulled by horses.
Wagons were run on gas.
2. What key detail happened in 1916?
The company sold coffee in food stores.
Two families started a coffee company.
3. What key detail happened in 1918?
The company made ads for TV.
The company bought its first truck.
4. Point to the chart. What does the chart compare?
two different companies

one company in the past and now

attention to how you pause and group words together.
Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
Reread the passage and read the questions. Have partners answer Practice • Grade 2 • Unit 1 • Week 5 45
the questions. Have them share their answers.
Name

Genre/Text Feature
Name
Family Business
Some families own a pizza shop. Kids and adults can
both help in the shop. The adults make the food. The
adults also help customers. Kids can clean tables and
windows.
Adults’ Jobs Kids’ Jobs

make food clean tables
help customers clean windows
1. Informational text gives facts and information about a

topic. Circle the sentence that helps you know this is
informational text.
It tells about a family business.
It tells a made-up story about a pizza shop.
2. Look at the chart. What two kinds of jobs does the chart tell
about? Circle the answer.

customers’ jobs and cooks’ jobs
adults’ jobs and kids’ jobs
3. Write two jobs that adults do in a pizza shop.
to answer the questions.
Vocabulary Strategy: Inflectional Endings
Name
To figure out new words, look at word parts. A root word

may have the ending -s, -es, or -ed. The endings -s and
-es mean a noun is plural. The ending -ed means an action
Read each sentence. Work with a partner. Circle the

meaning of each word in bold.
1. Families may start a business together.
more than one group of people who live together
one group of people who live together
2. Two families started a coffee company.
began doing something in the past is doing something now
3. Horses pulled the wagons and delivered the coffee.
one vehicle for carrying loads

more than one vehicle for carrying loads
4. The owners’ sons worked in the business.
did jobs in the past is doing jobs now
5. It sold coffee to restaurants.
one place that serves food and drinks
more than one place that serves food and drinks
Writing Traits: Sentence Fluency
Name
draft to help you think about using sentences of different
types and lengths.
Draft Model
I like to help my family get chores done. It makes our
house clean. It also gives us free time together. That’s what I
love best.
1. Where could you add a question?
2. Where could you add an exclamation?
3. Which sentences could you make longer? Which sentences

could you make shorter?
B. Now revise the draft by writing some questions or

exclamations and by writing some long sentences and some
short sentences.
Read the directions and the questions. Review meaning and point out cognates such Grade 2
as family/familia. Have partners complete the page. Have them read the revised draft Unit 1 • Week 5 49
aloud to each other.
Write to Sources
Name
Lee used text evidence to answer the prompt: How are

Families Working Together and “Why We Work” similar?
The Gelders make goods and provide a service. I read on

page 105 that they grow fruits and vegetables. On page 106, I
read that they plant strawberries and they make jam with the
extra berries. I can also see that they grow apples. These clues
tell me that the Gelders produce food and things made from
food. These are goods like the baked goods I see on page 108.
In “Why We Work,” I learned that services are actions that
people do. On page 109, I read that teachers provide a service.
They help students learn. The Gelders also provide a service.
On page 105, I read that they sell fruits and vegetables. I can
see in the photo on page 107 that they sell honey and jam.
The Gelders make goods and provide services by selling
their goods.
1. Circle two sentences that show how Lee varies his writing.
2. Underline text evidence that supports Lee’s response to the
prompt.
3. How does Lee sum up his response? Draw a box around his
conclusion.
4. Write an example that shows expanding a sentence by

combining ideas.
Vocabulary
Name

write a sentence using each word in your writer’s
notebook.

I am eager to open
eager the gift.
An eagle has the

freedom freedom to fly
where it likes.
Mom picked fresh

fresh flowers.
The boy feels a

sense of pride
sense
when he learns
to skate.
The trees made
shadows shadows on the
ground.
We read in the
silence silence of the
library.
Review vocabulary. Use gestures to demonstrate meaning. Ask

children to identify cognates. Have partners write sentences, or draw Practice • Grade 2 • Unit 2 • Week 1 51
pictures, to illustrate the meaning of the newly acquired vocabulary.
Short o, Long o /Inflectional Endings -ed, -ing
Name
The letter o can stand for the short o sound you hear in not.
The long o sound you hear in note can be spelled o_e.
A. Say each picture name. Circle the word that names

each picture.
1. 2.
bone box five fox
3. 4.
rope run dog dime

Before adding -ed or -ing to some verbs with short vowels,
double the final consonant. Before adding -ed or -ing to some
verbs with long vowels ending in e, drop the final e.
B. Add each ending and write the new word. Read the
new word.
5. pin + ed 6. tag + ed
7. hope + ing 8. cut + ing
Grade 2 For Phonics, point to and name the pictures. Read the word choices. Have children
52 Unit 2 • Week 1 practice saying the words with a partner. For Structural Analysis, read each word and
ending before having partners work together to write the new words.
Name
Read the passage. Use the make predictions strategy to

predict what will happen in the story.
Looking for Animals

Ms. Lee takes her class to the woods for a hike. She
12 tells her students to look for animals. All the children
22 carry notebooks. They plan to sketch and take notes
31 about the animals they will see.
37 Birds sing high up in the trees. One boy points to
48 what he thinks is a robin. The others disagree. They say
59 it is just a leaf.
64 The children hear hooting. It is unlike the other
73 sounds. The children are unable to see anything. An
82 owl looks down. Its brown feathers blend in with the
92 leaves. The children can not see the owl.

Name
100 A deer is drinking at a small pond. It stands still as

112 the group walks by. Its brown coat makes it seem to
123 disappear into the woods. The deer slips away unseen.
132 One girl looks down at the uneven path. She sees
142 some small lumps of dirt. Then she stops watching. The
152 lumps jump away. No one saw the tiny toads that blend
163 in with the ground.
167 The hike is over. The students retrace their steps back
177 to the bus. Maybe the class can come back again to look
189 for more animals!

Comprehension: Character, Setting, Plot and Fluency
Name

1. Point to the picture. What characters are in the picture?
Ms. Lee and the class
a fox and a bear
2. The plot is the key events that happen in a story. What

happens at the beginning of the story?
Ms. Lee and the class walk by a pond.
Ms. Lee and the class go to the woods.
3. What happens in the middle of the story?
Ms. Lee and the class look for animals.
Ms. Lee and the class ride the bus.
4. What happens at the end of the story?
Ms. Lee and the class hear birds.

Ms. Lee and the class go back to the bus.

attention to where you pause as you read. Stop after one
minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
different language abilities to answer the questions. Have Practice • Grade 2 • Unit 2 • Week 1 55
them share answers with the group.
Comprehension: Character, Setting, Plot
Name
Name
Read the selection. Complete the Plot chart.
Beginning
Middle
End

Genre/Visual Elements
Name
Surviving the Winter

It was summer. Jerry saw a family of chipmunks.
What would the chipmunks do in the winter? Jerry
looked up chipmunk habits. He learned that chipmunks
hibernate in winter.
1. Realistic fiction is an invented story that could happen in real

life. Circle the sentence that tells why this text is realistic fiction.
Jerry is a boy who sees chipmunks.

The chipmunks talk to Jerry.
2. How does the picture help you know this text is realistic fiction?
3. Look at the picture. How does Jerry learn about chipmunks?

Circle the answer.
Jerry asks his mother. Jerry uses a computer.
Vocabulary Strategy: Prefixes
Name
To figure out a new word, look for a prefix, or word part at the
beginning of the word.
re- = “again” reuse (use again)
un- = “not” untrue (not true)
dis- = “opposite of” dislike (do not like)
Read each sentence. Circle the prefix in the underlined word.

Work with a partner to figure out the meaning. Write the
meaning of the word.
1. It is unlike the other sounds.
2. The children are unable to see anything.
3. Its brown coat makes it seem to disappear into the woods.
4. One girl looks down at the uneven path.
5. The class retraces their steps back to the bus.
Writing Traits: Ideas
Name
A. Read the draft model. Use the questions that follow

the draft to help you add descriptive details.
Draft Model
Meg and Tom go to the beach. They swim in the water. Meg
sees birds flying in the sky. Tom finds shells on the beach. Then
they see a crab near the water!
1. What kind of beach is this? What kind of day is it?
2. What details can tell more about the birds, shells, and crab
that Meg and Tom see?
3. What details might tell how Meg and Tom feel about their
day at the beach?
B. Now revise the draft by adding descriptive details

that help readers learn more about the setting and
characters.
Write to Sources
Name
Olivia used text evidence to support the prompt: Pretend

you are the girl in Sled Dogs Run. You are telling your
mother what you learned about fennec foxes in school.
Today in school I learned about an animal that is very

different from my sledding dogs. They are called Fennec
foxes. I had so many questions about Fennec foxes. I
wondered if they were anything like my dogs.
First, I found out that they live in the desert. They never
have to get used to snow like my huskies. They also don’t
get the fun of running to pull a sled. Fennec foxes look
similar to small dogs. They have thick fur to protect them
from heat. Their special ears keep sand out.
Both animals use their tails to cover their faces when
they sleep. Both animals also have special body parts that
help them survive in difficult places.

1. Draw a box around an event that tells the girl’s feelings for
her sled dogs.
2. Underline a sentence that tells how Fennec foxes and

Siberian huskies are alike.
3. Circle a detail that tells how Fennec foxes are different.
4. Write a noun that Olivia used in the first sentence.
Vocabulary
Name

vocabulary words. Work with a partner to
take turns reading each vocabulary word and
sentence. Then write a sentence using each
word in your writer’s notebook.

I believe I can
believe climb to the top.
This ice cream

delicious tastes delicious!
Our family will

feast feast on good
food.
I am fond of
puppies.
fond
That is a
remarkable remarkable jump!
I snatch my book
snatch bag as I leave the
house.

Short u, Long u /CVCe Syllables
Name
The letter u can stand for the short u sound you hear in cut.
The long u sound you hear in cute can be spelled u_e.
A. Circle each picture that has the short u sound. Put a

box around each picture that has the long u sound.
1. 2.
mule cube
3. 4.
tub cub
Vowel consonant e syllables often have the long sound of

the vowel.
B. Read each word. Circle the final e syllable in

each word.
5. awoke 6. combine
7. behave 8. donate
For Phonics, point to and name the pictures. Have partners practice
62 Practice • Grade 2 • Unit 2 • Week 2 saying the words. For Structural Analysis, read each word. Have
partners work together to complete the activity.
Name

predict what will happen in the story.
Fox Gets Help

One day, Fox was walking in the woods. He saw a
11 bunch of grapes high up in a tree. Fox thought, “Those
22 will make a healthful snack.” He jumped up to get
32 the grapes.
34 Fox nearly reached the grapes. They were too high.
43 Fox really wanted those grapes. So he made a plan. He
54 got a ladder. He leaned it on the tree. He thought he
66 could reach the grapes easily.

Name
71 Fox stepped up to the ladder. The wind blew strongly.

81 The wind blew the ladder down on the ground. This
91 happened over and over. Fox sighed loudly. He was
100 ready to give up. Then Turtle walked up slowly.
109 Turtle had a helpful idea. He would hold the ladder
119 tightly. Then Fox could climb up. Fox went right up the
130 ladder and picked the bunch of grapes.
137 When Fox was safely back on the ground, he shared
147 the grapes with Turtle. Fox was thankful for his friend’s
157 help. Sometimes a friend can help you reach a goal.

Comprehension: Problem and Solution and Fluency
Name

1. The problem is described at the beginning of the story. What

problem does Fox have?
Fox can’t reach the grapes.
Fox likes grapes.
2. Point to the second picture. Why is the ladder on the ground?

The wind blew the ladder down on the ground.
Fox decided to take a nap.
3. Fox takes two steps to solve the problem. What are they?
Fox gets a ladder and Turtle holds it.
Fox puts the ladder down and gives up.
4. The solution is described at the end of the story. How does

Fox solve the problem?
Fox walks away from the grapes.

Fox climbs the ladder and gets the grapes.
B. Work with a partner. Read the passage aloud. Use good

expression. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Problem and Solution
Name
Read the selection. Complete the Problem and

Solution chart.
Problem
Steps to Solution

Solution

Name
The Fox and the Grapes

One day the fox saw some grapes. They were up in a
tree. He could not reach the grapes. The fox walked away.
He said, “Those grapes must be sour.” Sometimes we don’t
like things we can’t get.
Circle the answer to the questions about the text.
1. A fable teaches a lesson. How do you know this text is a fable?
It tells about a fox that learns a lesson.
It gives facts about a fox.

2. What does the fox do at the end of the fable?
The fox tries to reach the grapes.
The fox says the grapes must be sour.
3. Find the sentence in the fable that tells the lesson. Write it.
Vocabulary Strategy: Suffixes
Name
To figure out a new word, look for a suffix, or word part added
to the end of the word.
-ful = “full of” careful (full of care)
-ly = “in a way that is” gladly (in a way that is glad)
Read each sentence. Circle the suffix in the underlined word.

Work with a partner to figure out the meaning. Write the
meaning of the word.
1. Fox nearly reached the grapes, but they were too high.
2. Then Turtle walked up slowly.
3. Turtle had a helpful idea.
4. He would hold the ladder tightly. Copyright © McGraw-Hill Education
5. Fox was thankful for his friend’s help.
Name

the draft to help you add supporting details.
Draft Model
Every day a shepherd boy thought he saw a wolf. “Wolf!” he
cried. The villagers came running. They felt sorry for the boy.
1. How does the shepherd boy feel?
2. What is he thinking about when he thinks he sees a wolf?
3. What details could explain more about the actions of the

shepherd boy and the villagers?
B. Now revise the draft by adding supporting details that

explain your ideas about how the shepherd boy and the
villagers act, think, and feel.
Read the directions and the questions. Review meaning.

Pair children of different language abilities to complete the Practice • Grade 2 • Unit 2 • Week 2 69
page. Have them read the revised draft aloud to each other.
Write to Sources
Name
Mia used text evidence to answer the prompt: Add an

event to Wolf! Wolf! in which the old wolf and the goat
help Cinderella go to the ball.
The wolf and the goat are now good friends. They are
always together. One day they were picking vegetables
when Cinderella visited. She was sad because she had no
friends. The wolf and the goat said she could help them
pick vegetables. After that, they became good friends.
One day Cinderella said she wanted to go to the town
dance, but she didn’t have a dress. The wolf and the
goat wanted to help. They made a beautiful dress out of
dandelion flowers.
Cinderella danced with the handsome king. She was so
excited, she ran to tell her friends. On the way, she lost a
slipper. The king returned it to her, and they fell in love.

1. Circle the reason that the wolf and the goat became
Cinderella’s friend.
2. Draw a box around a sentence that Mia wrote that includes

a time-order word or phrase.
3. Underline an idea that shows how the wolf and the goat
are such good friends to Cinderella.
4. Write a plural noun that is used in the first paragraph.
.
Vocabulary
Name

notebook.

The shell was
buried buried in the sand.
The bird will escape

escape if you leave the
cage door open.
We went on a
journey journey to the
mountains.
A chipmunk peeks
out of the hole.
peeks
We run when we
restless feel restless.
My friend spies
spies the missing game
piece.

Soft c and g/Prefixes re-, un-, dis-
Name
The c in cent stands for the /s/ sound. It is soft c.

The g in germ stands for the /j/ sound. It is soft g.
A. Say each picture name. Circle the word that names

each picture.
1. 2. 3.
mice gem cent cage race rice
A prefix is a word part added to the beginning of a word to

make a new word.
• The prefix re- means “again.”
• The prefixes un- and dis- mean “not” or “opposite of.”

B. Circle the prefix in each word in bold print. Then circle
the meaning of the word. Read the answer you choose.
4. distrust trust again not trust
5. remake make again not make
6. unopen open again not open
7. retell not telling tell again
72 Unit 2 • Week 3 practice saying the words. For Structural Analysis, read each word and the definitions.
Have partners work together to complete the activity.

Name

predict what you will learn.
Two Kinds of Tundra

The Arctic Tundra
3 Dr. Jones went to the Arctic tundra. It was very cold.
14 There were no trees. There were grasses and flowers. Dr.
24 Jones was hopeful about seeing some animals. He made
33 a careful study of what he saw.
40 He saw playful ravens and gulls in the sky. He saw
51 gray wolves and Arctic hares on the ground. Some
60 of these animals slept during the cold winter. Others
69 went south.
Michael S. Nolan/age fotostock/Getty Images

Name
71 The Alpine Tundra

74 Then Dr. Jones took a trip to the alpine tundra. He
85 was greatly interested in how the two places were alike
95 and different. The alpine plants were almost like the
104 Arctic plants. The animals were clearly different.
111 Dr. Jones saw birds such as jays and grouse. He saw
122 sheep and elk. He knew that some of these animals
132 had extra fat. It kept them warm. Some of these animals

143 slept through the winter. Others went south.
Brand X Pictures/Gett y Images

Name

1. The main topic is what a selection is about. What is the main

topic of this passage?
2. What does the first picture show? Circle the answer.
The picture shows an Arctic hare.
The picture shows an elk.
3. What kinds of animals live in the Arctic tundra?
4. What does the second picture show? Circle the answer.
The picture shows an Arctic hare.

The picture shows an elk.

attention to how you group words together as you read.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Main Topic and Key Details
Name
Read the selection. Complete the Main Topic and Key

Details chart.
Main Topic

Genre/Text Features
Name
In the Cave
In the cave a scientist sees shrimp and cave beetles.
These animals never leave the cave. Then she sees a snail.
The snail may leave the cave sometimes.
Cave Animals
Always live in caves: cave shrimp, Sometimes live in caves: snail,

cave beetle, and cave fish. spider, and worm.
1. Narrative nonfiction tells about people, events or things.

A narrator tells in sequence. How do you know this text is
narrative nonfiction?
It teaches a lesson about a scientist.
It tells about animals that a scientist sees.

2. What does the scientist do first? Circle the answer.
She sees a shrimp. She sees a snail.
3. Write the animal words from the text that are in bold print.
4.Write the name of one animal that always lives in a cave.
Name
To figure out a new word, look for a suffix, or word part

added to the end of the word.
-ful = “full of” joyful (full of joy)
-ly = “in a way that is” quickly (in a way that is quick)
Circle the meaning of each underlined word. Read the

answers you chose.
1. Dr. Jones was hopeful about seeing some animals.
without hope full of hope
2. He made a careful study of what he saw.
full of care without care
3. Dr. Jones saw playful ravens and gulls in the sky.
full of play play again
4. He was greatly interested in how the two places were alike and

different.
in a way that is great not great
5. The animals were clearly different.
not clear in a way that is clear
Name

the draft to help you add sequence words.
Draft Model
I saw a white tiger when I visited the zoo last summer. It was
a very hot day, and the white tiger was panting. He splashed
around in a lake that surrounded his pen. Caretakers threw him
giant ice cubes. He licked and ate the cubes that contained
fruit. He moved to a shady area of his pen.
1. What does the white tiger do first? What does he do next?
2. What event happens last?
3. What words can you add to make the writing easier to

understand?
B. Now revise the draft by adding sequence words, such

as first, next, then, and last, to help readers understand
the order of events.
Read the directions and the questions. Review meaning and point
out cognates: tiger/tigre, zoo/zoo, fruit/fruta. Have partners Practice • Grade 2 • Unit 2 • Week 3 79
complete the page. Have them read the revised draft aloud.
Write to Sources
Name
Stella used text evidence to answer the prompt: How are

the turtles in both selections alike and different? Use details
from both texts.
The turtles in Turtle, Turtle, Watch Out! and “At Home

in the River” are similar in many ways. They are also
different in some ways.
On page 166 of Turtle, Turtle, Watch Out!, I read that the
mother turtle covers her eggs with sand from the beach.
The mother turtle from “At Home in the River” also covers
her eggs. She covers them with dirt to protect them.
The turtles are different too. In Turtle, Turtle, Watch
Out!, I read that the turtles are born in the sand and then
swim to the ocean. The turtles in “At Home in the River”
are born in the dirt, and then swim in the river.
The turtles are similar, and they are also different.

1. Underline the order of events from the ocean’s turtle’s birth
to its return to the ocean.
2. Draw a box around text evidence from either selection.
3. Circle the sentence in which Stella sums up her ideas.
4. Write a common noun that is used in the third paragraph.
Vocabulary
Name

notebook.

An adult can drive
adult a car.
Animals need food

alive to stay alive.
The bed is covered

covered with a blanket.
My cat has long

fur.
fur
Look at this giant

giant flower!
A mother monkey
groom will groom her
baby.
cognates. Have partners write sentences, or draw pictures, to illustrate the Unit 2 • Week 4 81
meaning of the newly acquired vocabulary.
Consonant Digraphs ch, tch, sh, ph, th, ng, wh /Suffixes -ful, -less
Name
A consonant digraph is two consonants together that stand for

only one sound.
A. Read the word. Circle the consonant digraph in each

word. The consonant digraph may be at the beginning or
the end of the word.
1. phone 2. whale
3. chop 4. ring
5. fish 6. thin
A suffix is a word part added to the end of a word to make a

new word.
• The suffix -ful means “full of.”
• The suffix -less means “without.”
B. Read each word in bold print. Circle the suffix in each

word in bold print. Then circle the meaning of the word.
Read the answers you choose.
7. restful without rest full of rest
8. spotless without spots full of spots
9. timeless full of time without time
10. hopeful full of hope without hope
Grade 2 For Phonics, read each word, emphasizing the consonant digraph. Have partners
82 Unit 2 • Week 4 practice saying the words. For Structural Analysis, read each word and the definitions.
Have partners of work together to complete the activity.

Name
Read the passage. Use the reread strategy to make sure you
understand the information.
Opossums
An adult opossum is about the size of a big cat. A
12 mother opossum can have seven babies or more. She
21 has a pouch like a kangaroo.
27 Each baby opossum is the size of a honeybee. The
37 babies stay inside the mother’s pouch at first. The babies
47 leave the mother’s pouch after two months. The mother
56 carries the babies on her back. The baby opossums
65 grow up quickly.
S. J. Krasemann/Peter Arnold/Getty Images

Name
Opossum
ear
nose
tail
whiskers
thumb
68 An adult opossum has long gray fur. Its face is white.

79 It has black ears. The opossum has a pointed snout. It
90 has a pink nose, tail, and feet. It has fifty sharp teeth
102 in its mouth.
105 An opossum has a useful tail. The tail is almost a
116 foot long. The opossum can grab tree branches with its
126 tail. An opossum has a thumb on each back foot. These
137 thumbs also help it grab onto things.

1996 PhotoDisc, Inc./Getty Images

Comprehension: Main Topic and Key Details and Fluency
Name
A. Reread the passage. Work with a partner to answer the

questions. Read the answers you choose.
1. The main topic is what a selection is about. What is the main

topic of this passage?
2. What size is an adult opossum?
3. Point to the first picture. What is the mother opossum doing?

Circle the answer.
The picture shows a mother opossum carrying her babies.

attention to pronunciation. Stop after one minute.
Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Main Topic and Key Details
Name
Read the selection. Complete the Main Topic and Key

Details chart.
Main Topic

Genre/Text Features
Name
Name
Leopards and Their Cubs

Leopard cubs are born with closed eyes. A cub is
different from its parents. Its fur is more long, thick, and
gray. Its spots are hard to see.
Leopard
yellow eyes
long tail
whiskers
claws
black spots
Circle the sentence that answers the question about the text.
1. Expository text gives facts about a topic. How do you know

this is expository text?
It tells a made-up story about leopards.

It gives facts about leopards.
2. Look at the photo. What does the photo show?
It shows where a leopard lives.
It shows the parts of a leopard.

Sigi Kolbe/Moment Open/Gett y Images
3. Read the labels. What do the labels tell you?
They name the parts of a leopard.
They tell the size of a leopard.

Vocabulary Strategy: Multiple-Meaning Words
Name
Multiple-meaning words have more than one meaning. Use

other words in the sentence to figure out which meaning is
being used.
Read each sentence. Circle the meaning of the underlined

word that best fits the sentence. Read the answers
you chose.
1. The mother carries the babies on her back.
the part of the body opposite the front
to move away from something
2. The opossum has a pointed snout.
showed where something is
having a sharp end
3. The tail is almost a foot long.

a length of twelve inches
the body part at the end of the leg
4. The opossum grabs tree branches with its tail.
the body part at the end of the opossum
to follow around
Name

the draft to help you add linking words.
Draft Model
A puppy is the name for a baby dog. A puppy is much smaller
than its parent. It is the same shape as its parent. It has fur like
its parent. It cannot do many things for itself.
1. What are some ways you can connect the ideas in the draft?
2. How is a puppy different from its parent?
3. How is a puppy the same as its parent?
B. Now revise the draft by adding and replacing words to

connect ideas with linking words, such as and, so, also,
but, or however.
Write to Sources
Name
Nick used text evidence to answer the prompt: Which

selection is presented in a more clear and understandable
manner?
I think that Baby Bears presents information more

clearly than “From Caterpillar to Butterfly.” Both
selections tell how baby animals become adults, but they
are organized in different ways. I like the pictures in Baby
Bears to see the differences between bear cubs and adults.
Both passages use diagrams to show how the animals
change, but Baby Bears has more information to share.
For example, it tells about the eight kinds of bears on
page 190. On the next page, the text gives more detailed
information about one kind of bear, the panda. In “From
Caterpillar to Butterfly” the butterfly and its offspring
are the only topic. The focus is the life cycle, with little
information on the kinds of butterflies.

1. Nick states his opinion in the topic sentence. Underline the
topic sentence.
2. Nick includes facts about bears and butterflies in his

response. Draw a box around one of the facts.
3. Circle a linking word that Nick uses to connect ideas.

4. Write a noun from the model that changes its spelling from
singular to plural.
.
Vocabulary
Name
A. Use the word chart to study this week’s

vocabulary words. Work with a partner to read
each word and sentence. Then write a sentence
using each word in your writer’s notebook.

The bird’s feathers
feathers help it stay warm.
The butterfly is
flapping flapping its wings
to fly.
B. Work with your partner. Read each direction. Do the

activity. Take turns.
1. Point to the picture that shows feathers.
2. Show what flapping means. Use actions.

3. Talk about birds with your partner. Use the words feathers and
flapping.
cognates. Pair children of different abilities to write one or two sentences, or draw Unit 2 • Week 5 91
3-Letter Blends scr, spr, str, thr, spl, shr/Compound Words
Name
Three letters can be blended together, such as scr, spl, spr, str,
shr, and thr. Listen to the beginning sounds in scrap and split.
A. Read the words in each row. Circle the word with the
three-letter blend. Write the word on the line.
1. think test throne
2. shop shred slide
3. scrape sub stem
4. spin sock splash
A compound word is a word that is made up of two

smaller words.
B. Read the two smaller words. Put the words together.

Write the compound word. Read the new compound
word aloud.
5. back + pack
6. hand + shake
7. sun + shine
8. pan + cake
Grade 2 For Phonics, read the words in each row. Have partners practice saying the words
92 Unit 3 • Week 1 with a partner. For Structural Analysis, read each pair of words. Have partners work
together to write the compound words.

Name
Read the poem. Use the reread strategy to check your

understanding.
A Tortoise
A tortoise is a kind fellow,
6 It lives a life that’s calm and mellow.
14 A tortoise can live for quite a long span,
23 In fact it may even live longer than a man.
33 You’ll never find a tortoise at sea,
40 It lives on land—that’s where it should be.

Name
49 It has four short legs and four tortoise feet.

58 It eats plants for a favorite treat.
65 A tortoise wears a hard outer shell,
72 That always works to cover it well.
79 When a tortoise doesn’t know where to hide,
87 It just pulls its head and four limbs inside.
96 A tortoise is a marvel of the animal pack,
105 It carries its home right on its back.

Name
A. Reread the poem and work with a partner to answer the

1. Point to the first picture. Which animal does a tortoise look

like? Circle the answer.
a turtle a frog
2. How long can a tortoise live? Circle the answer.
longer than a man for three years
3. Where does a tortoise live? Circle the answer.
in water on land
4. How does a tortoise use its shell? Circle the answer.
to hide food as a place to hide
B. Work with a partner. Read the poem aloud. Pay attention

to how you pause and group words together. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =
Reread the poem and read the questions. Pair children of different
with the group.
Name

Name
The Robin
A robin gathers fluff,
And twigs and other stuff.
She takes things she likes best,
And weaves them in her nest.
1. A poem has rhythm, or a pattern of repeating beats. Circle

the sentence that helps you know this is a poem.
It has a title. It has rhythm.
2. Clap the beats in the first line. How many beats do you hear?
3. Why do you think the poet uses rhythm? Circle the answer.
to tell what is in a robin’s nest with a poem
to tell what the robin looks like
Read the poem and questions. Have children work with partners to Practice • Grade 2 • Unit 2 • Week 5 97
answer the questions.
Name

being used.
Read the lines from the poem. Work with a partner to figure
out the meaning of the word in bold print. Circle the meaning
of the word.
1. A tortoise is a kind fellow,

It lives a life that’s calm and mellow.
a group of the same things helpful and nice
2. You’ll never find a tortoise at sea,

It lives on land—that’s where it should be.
the ground to come down from flying
3. It has four short legs and four tortoise feet.
measurements of 12 inches parts of the body

4. A tortoise wears a hard outer shell,
That always works to cover it well.
a deep hole with water in a good way
5. A tortoise is a marvel of the animal pack,

It carries its home right on its back.
returned not the front
Name

the draft to help you think about what precise words you
can add.
Draft Model
I went outside one night.
Something moved, so I turned on the light.
It was a little toad,
Hopping across the road.
1. What kind of night is it?
2. What does the toad look like?
3. How does the toad move?
B. Now revise the draft by adding precise words to give

readers a clearer picture about the night and the toad.
Read the directions and the questions. Review meaning.Have

partners complete the page. Have them read the revised draft Practice • Grade 2 • Unit 2 • Week 5 99
aloud to each other.
Write to Sources
Name
Martin used text evidence to answer the prompt: Write a

poem about an animal that is very busy. Use precise words
and rhyme.
Noisy Fly
A noisy fly flew into my room.
Just like an airplane’s motor, it went zoom zoom zoom.
It buzzed by my nose and landed on the wall.
Then it swooshed up to the ceiling and started to fall.
Down it went to the floor with a boom.
Buzzing, buzzing…
“Noisy fly, get out of my room!”
1. Draw a box around a specific word that Martin uses that

tells how the fly was busy.
2. Circle two words from the poem that rhyme.
3. Martin adds details about how the fly sounded. Underline a

detail that tells how it sounded.
4. Write an example of a possessive noun from the model.
Vocabulary
Name

notebook.

That is an amazing
amazing sand castle!
Mom will measure

measure the water using
the cup.
We use these
objects objects for art
class.
The girl proved

proved she knew how to

swim.
It is true that an
true umbrella can keep
you dry.
The vet checked

weight the cat’s weight on
the scale.

Name
The letters a, ai, ay, ea, ei, eigh, and ey can stand for the
long a sound. Listen to the long a vowel sound as you say the
words baby, pail, day, great, eight, and they.
A. Say each picture name. Circle two pictures in the box

whose names have the long a sound.
flag hay
cat
A contraction is a short way to write two words. An apostrophe

takes the place of the missing letters. I have I’ve.
B. Read each contraction. Draw a line to the two words it

stands for.
1. I’ll that is
2. we’re you have
3. that’s I will
4. you’ve we are
102 Unit 3 • Week 1
For Structural Analysis, read each word before having children circle the contraction.

Name
Read the passage. Use the reread strategy to check your

understanding of new information or difficult facts.
Roller Coaster Science

Riding a roller coaster can feel like flying. The cars
10 race along the track. How does a roller coaster work?
20 The Ride Begins

23 There is a long chain. It runs under the track. A motor
35 moves this chain in a loop. It is like the moving belt
47 at the store checkout. The roller coaster cars grab the
57 chain. The chain pulls the train up the hill.
Ingram Publishing/SuperStock
Riding a roller coaster can feel like flying.

Name
Roller Coaster
cars
track
Gravity moves the cars down the hill.
66 Moving Along the Track

70 The train reaches the top of the hill. The chain is
81 unhooked. Then gravity pulls the train down the hill.
90 Gravity is a force. It pulls things toward the earth.
100 The train’s speed gets faster as it goes down the hill.
111 The train goes so fast that it moves up the next hill.
123 Then it all happens again.
128 The Ride Ends

131 The roller coaster train must stop at the end of the
142 ride. The track has brakes. The brakes stop the train.
152 The roller coaster ends at the same place it started.

162 That is roller coaster science. Think about these forces
171 the next time you take a ride!

Comprehension: Author’s Purpose and Fluency
Name

questions. Read the answers you chose. Circle them.
1. Point to the first picture. What does it show?

It shows a roller coaster.
2. An author’s purpose is the main reason an author writes the

text. What does the author want you to know in the section
called “The Ride Begins”?
how the roller coaster moves who rides on a roller coaster
up the track
3. Point to the second picture. It is a diagram. What does it show?

the parts of a roller coaster who invented the roller coaster
4. What is the author’s purpose for writing this passage?

to tell how a roller coaster
works

attention to how your voice rises and falls. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =

different language abilities to answer the questions. Have Practice • Grade 2 • Unit 3 • Week 1 105
Comprehension: Author’s Purpose
Name
Read the selection. Complete the Author’s Purpose chart.
Clue Clue
Author’s Purpose

Genre/Text Feature
Name
How a Yo-Yo Works

Let a yo-yo go. It spins down as the string unwinds.
The yo-yo keeps spinning at the end of the string. Tug
the string. The yo-yo rewinds and climbs back up.
The yo-yo goes down.
A tug pulls it back up.
yo-yo
string
1. Expository text gives facts about a topic. Circle the sentence

that helps you know this is expository text.
It tells how a yo-yo works. It tells a funny story about a yo-yo.
2. Write the words from the text that are in bold print.
These words tell how .
3. Look at the diagram. What does the diagram show? Circle

the answer.
It shows the parts of a yo-yo. It shows how to do yo-yo tricks.
Vocabulary Strategy: Similes
Name
A simile compares two unlike things. It uses the word like or as

to make the comparison.
The people are as busy as bees.
Read the sentences. The author compares two things. The

first thing is underlined. Circle the word like or as. Write the
second part of the comparison.
1. Riding a roller coaster can feel like flying.
2. A motor moves this chain in a loop. It is like the moving belt at

the store checkout.
3. The roller coaster’s sound is as loud as thunder.

4. The roller coaster’s wheels squeak like a mouse.
5. Then the roller coaster train’s movement is as slow as a turtle.
Name
draft to add words that tell the order of the ideas.
Draft Model
You can try this. A ball falls to the ground. That is after you
throw the ball in the air. Does the ball stay up? No! That’s
because gravity is pulling the ball down.
1. What would you do first in this experiment? What would

happen next?
2. What words could you add to make the order of ideas

more clear?
3. How could you put the sentences in a better order?
B. Now revise the draft by adding words and writing the ideas
in an order that makes sense.
Read the directions and the questions. Review meaning and point out cognates: air/ Grade 2
aire, gravity/gravedad. Pair children of different language abilities to complete the Unit 3 • Week 1 109
Write to Sources
Name
Paul used text evidence to answer the prompt: How are

motion and gravity related?
Motion and gravity are related because they both cause

things to move. Gravity is a force that pulls things towards
Earth. On page 215 of “I Fall Down,” the author explains,
“gravity is always pulling things” and they always fall down. In
“Move It!,” I read that motion is a change in position.
In “Move It!,” I learned that things need the “push or pull
of a different force” to move. On page 231, I read that a soccer
ball needs to be kicked or thrown if it is going to move.
Because of gravity, if you kick a soccer ball up in the air, it will
always fall back to Earth. Motion and gravity work together
all the time to move things and bring them back to Earth.
1. Draw a box around a sentence that tells how gravity words

when you kick a soccer ball in the air.
2. Circle a fact from “I Fall Down” that supports Paul’s answer.
3. Underline the sentence that sums up Paul’s response.
4. Write an action verb that Paul uses.
Vocabulary
Name

notebook.

The man found
adventure adventure in a
hot-air balloon.
I am delighted by
delighted your gift.
My brother
dreamed dreamed of sailing
a boat.
We enjoyed our
enjoyed day at the fair.
She grumbled
grumbled about doing her
chore.
I wave to my
neighbor neighbor across
the street.

Name
The letters i, y, igh, and ie can stand for the long i sound.
Listen to the vowel sound as you say the words kind, why,
might, and skies.
A. Circle the word that names each picture.
1. 2.
tip tie
cry crib
3. 4.
pie pin list light

When a syllable ends in a vowel, it is an open syllable. The
vowel sound is usually long. Divide the word after the open
syllable. Divide the word final into the syllables fi and nal.
B. Read the syllables. Put the syllables together to write the

word. Read the word.
5. li on 6. day time
7. pi lot 8. si lent
112 Unit 3 • Week 2 practice saying the words. For Structural Analysis, read each syllable before having
partners work together to combine the syllables into a word.

Name

understanding of story events.
A Shooting Star
Carla’s family got to the park in the late afternoon.
10 Carla and her sister Rosa were excited. They ran around
20 the campsite. They saw lots of evergreen trees. A
29 chipmunk ran on a branch overhead.
35 Mama said, “Let’s get things set up.”
42 Papa added, “We will be able to hike before nightfall.”
52 The family set up the tents. Then they hiked. Daylight
62 was almost gone when they returned to the campsite.
71 Carla said, “Look! There are fireflies here.”

Name
78 Everyone looked up to see the fireflies. Just then, they

88 saw a shooting star cross the dark night sky.
97 Rosa asked, “What is that?”
102 Papa said, “It’s a shooting star. Some people say
111 you can wish on a shooting star. Then your wish will
122 come true.”
124 Carla and Rosa quickly made wishes.
130 Mama explained, “It looks like a shooting star. But
139 it’s not a star. It’s just dust flying close to the earth. The
152 dust glows. That’s what we see.”
Carla said, “No matter what we call it, I hope our
158
169 wishes come true!”

Comprehension: Plot: Sequence and Fluency
Name

questions. Read the answers you chose.
1. The sequence tells the order of events in a story. What does

Carla’s family do first in the story? Circle the answer.
The family sees fireflies. The family gets to the park.
2. What happens after the family’s hike? Circle the answer.

The family sees fireflies The family sets up their tents.
and a shooting star.
3. What is the last thing that happens in the story? Circle the
answer.
Carla hopes the sisters’ Carla and Rosa see
wishes will come true. evergreen trees.

attention to how your voice rises and falls. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Sequence
Name
Read the selection. Complete the Sequence chart.
First
Next
Then
Last

Name
Shapes in the Sky

One day, two friends looked at clouds. They saw
shapes.
Grace said, “I see a cloud. The cloud looks like a lion.”
Marco said, “That cloud looks like a train.”
1. Fiction has made-up characters and events. It may have

dialogue. Circle the sentence that helps you know this text is
fiction.
It tells how clouds are made. It tells a made-up story about
clouds.
2. What is dialogue? Circle the answer.

The actions the characters do. The words the characters say.
3. Which character says that a cloud looks like a lion?
4. Which character says that a cloud looks like a train?
Vocabulary Strategy: Compound Words
Name
A compound word is a word made of two smaller words. The

compound word sunset is made of the words sun and set.
Read each sentence. Write the underlined compound word.

Draw a line between the two smaller words.
1. Carla’s family got to the park in the late afternoon.
2. They ran around the campsite.
3. They saw lots of big evergreen trees.
4. A chipmunk ran on a branch overhead.
5. Papa added, “We will be able to hike before nightfall.”
6. There are fireflies here.
Name
draft to help you add words to connect ideas.
Draft Model
James and Dad were camping. The moonlight was bright. It
shone on their tent. He saw the Big Dipper because the night
was so dark. James dreamed he took a rocket ship so he could
see more stars.
1. Which sentence already has a linking word in it?
2. What sentences can be combined to connect ideas?
3. What are some words you can use to show how the ideas are
connected?
B. Now revise the draft by adding and replacing words to

connect ideas with linking words, such as and, so, but, or
because.
Write to Sources
Name
Amelia used text evidence to answer the prompt: Write a

descriptive piece where Mr. Putter and Mrs. Teaberry watch
a sunset together.
Fluffy clouds fill the sky. The sun is just beginning to set,
and the clouds turn soft orange, then pink, then deep red.
The sun is a glowing ball, disappearing behind the clouds.
The two friends talk about the sunset, admiring its beauty.
Mr. Putter tells how the sun is just a lot of hot gases. It looks
like it moves all day, he says, but it is really Earth that moves.
They talk of how much they like watching the sky. Then Mrs.
Teaberry tells him she has always wanted to travel into space.
Mr. Putter listens quietly. He thought of the things he
would miss if he traveled into space, including Mrs. Teaberry.
1. Underline the order of events in the sunset.
2. Draw a box around a detail that tells about the sun.

3. Circle a linking word that tells more about the sun.
4. Write a present-tense verb that Amelia used.

Name

notebook.

The man walks
across across the bridge.
You can borrow

borrow my markers.
The farm is in the

countryside countryside.
Dad insists on
insists using the map.
The dog felt lonely

lonely in the yard by
itself.
Here is one of
villages the villages in the
country.

Name
The letters o, oa, ow, and oe can stand for the long o sound.
Listen to the vowel sound as you say the words so, road, low,
and woe.
Circle the word that names each picture.
1. road rice 2. cat coat
3. fold fox 4. club crow
A contraction is a short way to write two words. An apostrophe

takes the place of the missing letters. The contraction of have
not is haven’t.

B. Read each contraction. Draw a line to the two words it
stands for.
5. won’t are not
6. isn’t do not
7. don’t will not
8. aren’t is not
122 Unit 3 • Week 3 practice saying the words. For Structural Analysis, read each word before having
children choose the contraction.

Name

understanding.
Helping Out in the Community

Doug Long has been riding bikes for a long time. He
11 took a solo bike trip at age 16. Doug rode alone. He rode
24 his bike across the United States. That’s a big journey!
34 Now Doug often rides with a group of children. He
44 works with a volunteer group. The group sets up bike
54 rides for city kids. The children get bikes to ride and
65 helmets to wear. Then they go to a park or a nature
77 area. The children get time to appreciate and
85 enjoy nature.
Photo Courtesy of Doug Long and Trips for Kids
Doug Long sets up bike rides for city kids.

Name
Doug Long helps children learn more about nature.
87 The children saw a caterpillar on one trip. They

96 weren’t sure if it was safe to touch it. Doug picked it up.
109 Then the children were certain it was harmless. They all
119 took turns holding it.
123 The children can learn how to fix bikes. They can
133 work at a bike workshop. This earns them points. They
143 can use the points to get their own bike.

152 Doug Long likes to ride his bike. And he likes to help
164 out. He makes his community a better place.
Courtesy of Doug Long and Trips for Kids

Name
A. Reread the passage. Work with a partner to answer

the questions. Circle the answers.
1. An author’s purpose is the main reason an author writes the

text. What does the author want you to know about Doug Long
when he was 16?
Doug rode his bike in the city. Doug rode his bike across
the United States alone.
2. What does the author want you to know about Doug’s work
with a volunteer group?
Doug rides bikes Doug fixes cars.
with children
3. Point to the first picture. What does it show?

children riding bikes children reading books
4. What is the author’s purpose for writing this passage?

to tell how Doug Long to tell about Doug Long’s
helps his community bike trip

attention to how you show feelings with your voice. Stop

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Name
Clue Clue
Author’s Purpose

Genre/Text Feature
Name
Name
A Friendly City for Bikes

Sara Krause lives in Austin,
Texas. The mayor called Sara. He
asked her how to make bike riding
safer. Sara and many other people
had ideas. They helped make bike
riding safer in Austin.
Answer the questions about the text. Sara Krause was the leader of
the bike safety group in Austin.
1. In narrative nonfiction, a narrator tells a story about a real

person. Circle the sentence that helps you know this text is
narrative nonfiction.
Sara Krause is a made-up Sara Krause is a real person.
character.
2. Why did the mayor call Sara? Circle the answer.

He wanted to make bike He wanted to ride bikes
riding safer. together.
3. Look at the photo. What does it show? Circle the answer.

Sara Krause the mayor of Austin
4. Read the caption. What does it tell you about Sara? Circle the
answer.
Sara was the mayor. Sara was the group leader.
John Krause
Vocabulary Strategy: Synonyms
Name
Synonyms are words that have almost the same meaning. Big
and large are synonyms.
Read each sentence. Circle the word that is a synonym

for the underlined word. Write the word. Read the answer
you chose.
1. He took a solo bike trip. alone fun
2. That’s a big journey! sound trip
3. Doug often rides with children. friends kids
4. They weren’t sure if it was safe. certain happy
5. Children knew it was harmless. safe quiet Copyright © McGraw-Hill Education
Writing Traits: Voice
Name

the draft to help you add opinion words and phrases.
Draft Model
Last week my family went to the park. There was trash on
the ground. We told friends and neighbors. We all helped
clean it up. Now the park is nicer.
1. How do you think the writer feels about seeing trash

at the park?
2. Why does everyone help clean up the trash?
3. How does everyone feel once the park is cleaned up?
B. Now revise the draft by adding opinion words and

phrases to show how the writer feels about the topic.
Read the directions and the questions. Review meaning and point out cognates: family/ Grade 2
familia, park/parque. Pair children of different language abilities to complete the page. Unit 3 • Week 3 129
Have them read the revised draft aloud to each other.
Write to Sources
Name
Timmothy used text evidence to answer the prompt: Who

do you think had the bigger problem to solve, Luis or the
farmer?
I think Luis had the bigger problem to solve. His idea of

sharing his books with people in faraway lands was difficult.
He had to travel far. He had to leave his wife. Although two
burros carried the books, one burro would not cross a stream.
Luis had to pull and pull on the reins to get the burro to move.
The farmer in “The Enormous Turnip” had grown a huge
turnip. His problem was that he cannot pull it out of the
ground. In the end, the villagers helped the farmer and his
family solve his problem. They all pulled the turnip out of the
ground.
I think I will have a job like Luis one day, traveling to
faraway lands to help people. That will be a good problem!
1. Circle the sentence that states Timmothy’s opinion. Copyright © McGraw-Hill Education
2. Draw a box around a reason that support Timmothy’s

opinion.
3. Underline a sentence that Timmothy added to sum up his

opinion.
4. Write a future-tense verb on the line.
.

Name

notebook.

One car did
damage damage to the
other car.
A lion is a
dangerous dangerous animal.
Dad will destroy

destroy the old papers.
You need to dress

harsh warmly for harsh

winter weather.
Fences prevent
prevent the cows from
running away.
The fire bell rings

warning to give a warning.
cognates. Have partners write sentences, or draw pictures, to illustrate the meaning Unit 3 • Week 4 131
of the newly acquired vocabulary.

Name
The letters e, ee, ea, ie, y, ey, and e_e can stand for the long
e sound. Listen to the vowel sound as you say the words me,
see, leap, piece, happy, money, and eve.
A. Say each picture name. Circle three pictures in the

box whose names have the long e sound.
chief bee
eggs pony
When a word ends in y, change the y to i before adding -es

to make the word mean more than one. The plural of lady is
ladies.
B. Circle the correct way to write each plural.

1. puppy puppys puppies
2. fly flys flies
3. pony ponies ponys
132 Unit 3 • Week 4
For Structural Analysis, read each word and point out the spelling of the plural ending.

Name
Read the passage. Ask and answer questions as you

read to check your understanding.
Ice Hotels
What Is an Ice Hotel?
5 Would you like to stay in an ice hotel? An ice hotel is
18 like a big igloo. It is made of snow and ice.
29 How Is an Ice Hotel Built?

35 People build ice hotels in the cold winter. It is too warm
47 in the summer. Workers build walls out of ice blocks.
57 They use snice to keep the blocks from coming apart.
67 Snice is a mix of snow and ice. It holds things together.

Name
79 The workers finish the outside walls. Then they start

88 inside. They carve furniture from ice blocks. They
96 carve artwork, too. It can take five to six weeks to build
108 an ice hotel.
111 Staying in an Ice Hotel

116 People have to wear warm clothes in an ice hotel. The
127 temperature inside must stay below freezing. The ice
135 will melt if it gets above freezing.
142 People sleep in thick sleeping bags on top of ice beds.
153 They sit on ice chairs. They drink from ice glasses.

163 What Happens to an Ice Hotel?
169 An ice hotel only stands while it is cold. The ice hotel
181 melts in the spring. The water returns to the river.
191 Builders must wait until winter. Then the water freezes.
200 The builders can begin the next ice hotel.

Comprehension: Main Idea and Key Details and Fluency
Name

questions. Read the answers you chose.
1. Point to the first picture. What does it show? Circle the answer.
who lives in the ice hotel what an ice hotel looks like
2. Key details tell about the main idea. What two things do
workers use to build the walls of an ice hotel?
3. Point to the second picture. What is in an ice hotel room?

Circle the answer.
furniture and artwork a swimming pool
4. The main idea is the most important point an author makes.

What is the main idea of this passage? Circle the answer.
People get cold inside ice People make hotels
hotels. out of ice and snow.

attention to where you pause. Stop after one minute.
Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Main Idea and Key Details
Name
Read the selection. Complete the Main Idea and Key

Details chart.
Main Idea

Name
Drought
A drought is a long period of dry weather. There is
little or no rain. The farmers’ crops can’t grow without
water. The water supply for people gets low, too.
What to Do in a Drought
1. Use less water.
2. Fix leaks.
3. Take shorter showers.
4. Water plants outside when it is cool.
Circle the answers to the questions about the text.
1. Expository text gives facts about a topic. Which sentence

helps you know this is expository text?
It tells a made-up story about It tells facts about a drought.
a drought.
2. Why are the words drought and water supply in bold print?
The words are The words take the place of

important ideas. pictures.
3. Look at the sidebar. What can you learn from it?

what to do in a drought how to stop a drought
Vocabulary Strategy: Antonyms
Name
Antonyms are words that have opposite meanings. Hot and

cold are antonyms.
Read each sentence. Circle the word that is an antonym

for the underlined word. Write the word.
1. An ice hotel is like a big igloo.

glass small
2. They build in the winter.

forest summer
3. They use snice to keep the blocks from coming apart.

together nearby
4. The temperature inside must stay below freezing.

beside above
5. The ice hotel melts in the spring.

freezes shines
Name

the draft to help you add a strong conclusion.
Draft Model
A weather forecaster tells people about the weather in the
area. He or she tells how hot or cold it is. He or she can also
warn about bad weather.
1. What is the topic of the writing?
2. What is the main idea?
3. What information could you include in a conclusion sentence?
B. Now revise the draft by adding a strong conclusion to

sum up the writing and tell the main idea.
thermometer /termómetro, temperature/temperatura, direction/dirección. Have Unit 3 • Week 4 139
partners complete the page. Have them read the revised draft aloud to each other.
Write to Sources
Name
Andrew used text evidence to answer the prompt: Write

about how scientists can predict a blizzard.
Blizzards are winter storms with heavy snow and cold

temperatures. They can be very dangerous. I see on page 288
of “Wild Weather” that snow in a blizzard can be very deep.
Meteorologists are the first scientists to track a blizzard.
They have many tools, including radar, to track the storms.
Meteorologists can see a storm that is coming on radar. In
“Can You Predict the Weather?” I read that radar can warn
people of the speed and direction of a storm.
Weather forecasters warn of big storms like blizzards on the
radio, television, and even the Internet. Weather is all around
us, but scientists can help us stay safe.
1. Circle an event that Andrew learned from a photo. Copyright © McGraw-Hill Education
2. Underline a fact about a blizzard.
3. Draw a box around the ending that Andrew used to

organize his writing.
4. Write a sentence on the line that includes the verb have.
.

Name

notebook.

The people
cheered cheered for the
winner.
My brother plays
concert his trumpet at the
concert.
They put their

instruments instruments in
cases.
He made hand
movements to lead
movements
the band.
We clap to the
rhythm rhythm of the
music.
I use a dictionary
understand to understand new
words.
cognates. Have partners write one or two sentences, or draw pictures, to illustrate the Unit 3 • Week 5 141
meaning of the newly acquired vocabulary.

Name
The letters u_e, ew, ue, and u can stand for the long u sound.
Listen to the vowel sound as you say the words use, mew, hue,
and menu.
A. Read aloud the words in each row. Circle the word

that has the long u sound.
1. music mud much
2. under unit us
3. fun feel fuel
4. could cube cut
The ending -er is added to an adjective to compare two nouns.

The ending -est is added to an adjective to compare more than
two nouns.

B. Add the ending and write the new word. Read the
new word.
5. light + er 6. few + er
7. neat + est 8. old + est
Grade 2 For Phonics, read the words in each row. Have partners practice saying the words. For
142 Unit 3 • Week 5 Structural Analysis, read each word and ending. Have partners work together to write
and read the new words.

Name
Read the passage. Ask and answer questions to check

your understanding.
Making Music
Let’s learn about some musical instruments. Some
7 might be in your school band.
13 Piano
14 A piano has 88 keys. Press the keys on the keyboard.
25 This action moves wooden hammers. The hammers
32 then hit steel strings. The strings vibrate and make
41 sound. The sound is discontinued when the strings
49 stop moving.

Name
School Band
Number of Instruments in Band

10
9
8
7
6
5
4
3
2
1
Piano Flute Trumpet
51 Flute
52 A flute is a narrow tube with finger holes on the
62 side. Blow across the hole near one end. This makes
72 sound. Cover and uncover finger holes using the keys.
81 This changes the sound.

85 Trumpet
86 A trumpet is a long metal tube. It has a loop. One end
99 is shaped like a bell. There is an uneven number of
110 valves. Buzz your lips into the mouthpiece. This makes
119 sound. Move the three valves. This changes the sound.
128 Let’s review the instruments. Now you know about
136 the piano, flute, and trumpet. Which would you like
145 to play? No one can disagree. There is a whole world of
157 music to be made!

Name

1. Point to the first picture. What part of the body is used to

play the piano? Circle the answer.
the mouth the hands
2. Key details tell about the main idea. How do you play the
piano? Circle the answer.
You blow into it. You press the keys.
3. The main idea is the most important point an author makes.

What is the main idea of this passage? Circle the answer.
The piano is the best instrument for making music.
People make music with different instruments.
4. Point to the chart. What details does it show? Circle the answer.
the number of instruments in one school’s band

how to play the instruments in a school band
B. Work with a partner. Read the passage aloud. Use good

pronunciation. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Name
Read the selection. Complete the Main Idea and Key

Details chart.
Main Idea

Name
Warm Up to Sing
Singers warm up their voices. They do this before they
sing. Warming up stretches the voice muscles. Singers
can hum. They can blow air through their lips. They
can sing the scales, too. These are ways to warm up
the voice.
Minutes
15
10
5
Warm-Up Exercise Humming Lips Scales

It gives facts about warming up to sing.
It tells a story about a singer.
2. Look at the bar graph. What does it show? Circle the answer.
how many people sing at a concert
how much time singers spend on warm-up exercises
3. Look at the bar graph. How many minutes do singers spend

humming?
Vocabulary Strategy: Prefixes
Name
To figure out a new word, look for a prefix, or word part, at

the beginning of the word.
The prefix re- means “again.”
The prefix un- means “not.”
The prefix dis- means “opposite of.”
Read each sentence. Work with a partner find each word with
a prefix. Underline the word. Then write the word and circle
the prefix.
1. The sound is discontinued when the strings stop moving.
2. Cover and uncover the finger holes using the keys.
3. There is an uneven number of valves.
4. Let’s review the instruments.
5. No one can disagree.
Name

the draft to help you think about using sentences of
different lengths.
Draft Model
The musician gets her fiddle. She gets ready to play. She
tunes up the fiddle. She sets up her sheet music. She plays a
lively song.
1. Which sentences could you make longer?
2. Which sentences could you combine?
3. How can you make the sentences flow from one to the next?
B. Now revise the draft by writing sentences of different

lengths.
Read the directions and the questions. Review meaning and point out cognates such as Grade 2
music/música. Pair children of different language abilities to complete the page. Have Unit 3 • Week 5 149
them read the revised draft aloud to each other.
Write to Sources
Name
Danny used text evidence to answer the prompt: What

different sounds can a person hear at a concert?
A person can hear many different sounds at a concert.

On page 295 of “Many Ways to Enjoy Music,” I read that at a
concert, there is loud music coming from the stage. People can
hear guitars, drums, and other instruments. People can also
hear the sounds of people clapping and singing along to the
music.
I learned in “Energy You Hear” how people hear these
sounds. On page 299, I read that sound is energy that makes
things vibrate. When the musicians at the concert play their
instruments, they make the instruments vibrate. These
vibrations are like waves that make the air vibrate. When the
vibrations reach people’s ears, they can hear the music.
1. Underline the sentence in which Danny introduces the topic.

2. Draw a box around a long sentence and a short sentence
that Danny uses.
3. Circle a fact about sound that Danny includes.
4. Write a sentence on the line in which Danny combined

ideas.
.

Name


An owl hooting
eerie can sound eerie.
There is a new
growth growth of plants
in the garden.
She made a cake

layers with three layers.
The lively music

lively made us feel like

dancing.
I think winter and

seasons summer are the
best seasons.
Palm trees
temperate can grow in a
temperate climate.

Silent Letters wr, kn, gn, mb, sc Prefixes/Suffixes
Name
In some letter pairs, one of the letters is silent.

In wr, the w is silent as In kn, the k is silent as
in wrong. in know.
In gn, the g is silent as In mb, the b is silent as
in gnat. in crumb.
In sc, the c is silent as
in scene.
A. Read the words below. Underline the silent letter in each

word.
1. sign 2. knife 3. wrap 4. lamb
• The prefix re- means “again.”

• The prefixes un- and dis- mean “not” or “opposite of.”
• The suffix -ful means “full of.”
• The suffix -less means “without.”
B. Read the word. Circle the prefix or suffix in the word in

bold print. Then circle the meaning of the word.
5. unlike not like like again
6. hopeless full of hope without hope
7. useful not of use full of use
8. remix mix again opposite of mix
152 Unit 4 • Week 1 practice saying the words. For Structural Analysis, read each word and ending before
having partners work together to write the new words.

Name

In a Redwood Forest
A forest is land where trees grow close together. There
10 are different kinds of forests. One of the most amazing
20 forests is the redwood forest.
25 What Is a Redwood Tree?

30 Some of the tallest trees in the world are redwoods. A
41 redwood tree can grow over 300 feet tall. That’s as tall
52 as a 35-story building.

Name
57 Some of the oldest trees in the world are redwoods.

67 A redwood tree can live 2,000 years. These trees can
77 survive fire. They have thick bark. The bark keeps
86 them from burning.
89 Where Are Redwoods Found?

93 Redwood forests are not found everywhere. They only
101 grow in California. The California seacoast has fog
109 almost every day. The fog helps redwood trees grow. The
119 trees soak up water from the fog. The water goes right
130 into their leaves.
133 People cut down many redwood trees in the past. Now
143 most redwood trees are protected in parks. People can’t
152 cut down trees in the parks. People can visit the parks to
164 see redwood trees.

Comprehension: Compare and Contrast and Fluency
Name

1. To compare, tell how things are alike. Point to the first

picture. How is a redwood tree like a 35-story building?
They are both found in cities.
They can both be 300 feet tall.
2. To contrast, tell how things are different. How is the life of a

redwood tree different from other trees?
A redwood tree can grow in a forest.
3. People cut down redwood trees. When did this happen?
It happened in the past. It is happening now.
4. People protect redwood trees in parks. When did this happen?
It happened in the past. It is happening now.

B. Work with a partner. Read the passage aloud.

Use good pronunciation. Stop after one minute. Fill out
the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Compare and Contrast
Name
Read the selection. Complete the Compare and

Contrast chart.

Name
The Oasis of Mara

The Oasis of Mara is in the dry Mojave desert. The oasis
has water. The water comes from underground. Plants
can grow in the oasis. Native Americans lived there in
the past.
1. Expository text gives facts and information about a topic. Circle

the sentence that helps you know this is expository text.
It tells facts about an oasis.

It tells a made-up story about an oasis.
2. What is the Oasis of Mara? Circle the answer.
a place in the desert that has water
a dry place that has sand
3. Look at the map. Write the two things the map shows.
Vocabulary Strategy: Compound Words
Name
A compound word is a word made of two smaller words.

The compound word treetop is made of the words tree
and top.
Read each sentence. Write the underlined compound

word. Work with a partner to draw a line between the two
smaller words.
1. One of the most amazing forests is the redwood forest.
2. Redwood forests are not found everywhere.
3. The California seacoast is wet and that is what redwoods need.
4. The water goes right into their leaves.
5. They can’t be cut down anymore.
Name
A. Read the draft model. Use the questions that follow the draft
to help you think about the topic and ideas connected to it.
Draft Model
2. Which ideas connect to the topic?
3. Which ideas do not tell about the topic?
B. Now revise the draft by deleting sentences that do not

connect to the topic. Add a new sentence that does connect
to the topic.
Read the directions and the questions. Review meaning and point out cognates: animal/ Grade 2
animal, different/diferente, caribou/caribou, temperature/tempuratura. Have partners Unit 4 • Week 1 159
Write to Sources
Name
Name
Ángela used text evidence to answer the prompt: How are rain
forests similar to and different from African savannas?
Rain forests and African savannas are similar and different.

They are similar because of where they are on Earth and their
temperature. In “Rain Forests,” I read that most rain forests grow
in hot places near the equator. I learned that African savannas are
also very warm, and they are near the equator. Both rain forests and
African savannas have many different types of animals and plants.
But rain forests and African savannas are also different. I read
that rain forests have many trees and they are close together. African
savannas also have trees, but they are spread out. I also learned that
rain forests are very wet because it rains there all year long. African
savannas only have a few hours of rain each day in the rainy season.
Then there may not rain at all in the dry season.
Rain forests and savannas share some of the same features, but
they both have unique features too.

1. Rain forests and savannas are very different places. Circle the topic
sentence that tells how.
2. Underline a fact about rain forests and a fact about savannas.
3. Draw a box around the sentence that sums up the answer to the
prompt.
4. Write an example of a linking verb that Ángela used in the model.

Name


He stays active by
active playing basketball.
The fireworks
explode explode in the sky.
The boat takes

island people to the
island.
We get fruit at a
local local shop on our

street.
The ice on the

solid pond is solid.
It is not easy to
steep walk up the steep
hill.


Name
The letters er, ir, ur, and or can stand for the same sound.
You can hear the sound as you say the words fern, third,
burn, and world.
picture. Write the word.
1. 2. 3.
fern girl turn worm herd nurse
Before adding -s, -es , -ed or -ing to some verbs with short
vowels, double the final consonant.
Before adding -s, -es , -ed or -ing to some verbs with long

vowels ending in e, drop the final e.
Before adding -s, -es , -ed or -ing to some verbs ending in y,
change y to i.
B. Circle the word with the ending added correctly.
4. carry + es carryes carries
5. make + ing making makeing
6. slip + ed slipped sliped


Name

Tsunamis
What Is a Tsunami?
4 Tsunamis are a set of ocean waves that rush over
14 land. The waves look like huge walls of water. They can
25 reach a height of over 100 feet tall!
33 Tsunamis have different causes. Sometimes an
39 undersea earthquake shakes the ocean floor. Sometimes
46 there is an underwater landslide or volcano. These

54 things can cause tsunami waves. The waves head
62 for shore.

Name
64 At first, the tsunami waves may be just one foot high.

75 They extend deep down into the ocean. The waves move
85 closer to shore. Then the waves reach shallow water near
95 land. The water is less deep here. The waves slow down.
106 They squeeze together and they get higher. Then these
115 big waves hit the shore.
120 Damage from a Tsunami

124 Tsunamis cause lots of damage and harm. They
132 can hurt people. They can smash houses and knock
141 down trees.
143 Tsunami Warnings

145 There are systems that warn, or tell, people about
154 tsunamis. People find out the big waves are coming.
163 Then they move to higher ground. This keeps them safe
173 from the tsunamis.

Comprehension: Cause and Effect and Fluency
Name

1. Point to the first picture. What is a tsunami? Circle the answer.
a big storm a huge ocean wave
2. A cause is an action that makes something happen. What is

one cause of a tsunami? Circle the answer.
an undersea earthquake huge walls of water
3. An effect is what happens because of an action. What is one

effect of a tsunami when it reaches land? Circle the answer.
It hurts people. The waves get smaller.
4. People get a tsunami warning. What is the effect?

Circle the answer.
People listen for more warnings.
People go to higher ground.


attention to where you pause and how you group words
together. Stop after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Cause and Effect
Name
Read the selection. Complete the Cause and Effect chart.
Cause Effect

Name
Avalanche
An avalanche is
a snow slide.
A big chunk
of snow sits
at the top of
a mountain.
The snow breaks
loose. It slides down the slope. It moves fast.
It lands in a pile at the bottom of the mountain.
1. Expository text gives facts about a real event. Circle the

sentence that helps you know this selection is expository text.
It tells a story about a snowstorm.
It tells facts about an avalanche.
2. Why are the words avalanche, chunk, and slope in bold print?
The words are subheads in the text.
The words point out important ideas.
3. A cause is what makes something happen. What is the cause

of an avalanche? Circle the answer.
A chunk of snow breaks loose on a mountain.
Snow melts on a mountain.
4. An effect is what happens. What is the effect of an avalanche?

Snow covers the top of the mountain.
Snow lands at the bottom of the mountain.
Name
Look at this example of context clues in a sentence. The

underlined words explain what height means.
The waves can reach a height of over 100 feet tall!
Read the sentences. Work with a partner to circle the

meaning of the word in bold print that makes sense.
Underline the context clues in the sentences that helped you.
1. Tsunamis are a set of ocean waves that rush over land.
waves that go from the ocean onto land
waves in the middle of the ocean
2. Sometimes an undersea earthquake shakes the ocean floor.
a storm above the Earth a shaking of the Earth
3. The waves extend deep down into the ocean.
to stretch out long to get smaller

4. Then the waves reach shallow water near land. The water is
less deep here.
not deep very deep
5. Tsunamis cause lots of damage and harm. They can hurt

people. They can smash houses and knock down trees.
calm ruin
Name
draft to help you add time-order words.
Draft Model
Some beaches have steep cliffs of rock. Waves crash into
the rock. Tiny pieces of rock wash away. The top of the cliff
can fall into the sea.
1. What happens first in the process of beach erosion, or

washing away? What happens next?
2. What event can happen last?
3. What time-order words can you add to make the order of

events more clear?
B. Now revise the draft by adding time-order words such as

first, next, after, and last to help readers understand the
order of events.
out the cognate, rock/roca. Have partners complete the page. Have Practice • Grade 2 • Unit 4 • Week 2 169
Write to Sources
Name
Madison used text evidence to answer the prompt: Why are

volcanoes and wildfires proof that Earth is always changing?
Volcanoes and wildfires both cause Earth to change. They are

proof that Earth is always changing.
I read on pages 325 and 326 of “Volcanoes” that lava has formed
mountains and islands as it spread out on Earth’s surface and cooled.
Lava has destroyed entire forests because it is so hot. It has burned
some forests to the ground. On page 331, I read that the ash from
volcanoes has helped some plants grow.
In “To the Rescue,” I read on page 334 that wildfires burn trees
and plants. This happens right away. Later, new plants may grow
back where the wildfire happened.
Volcanoes and wildfires prove that Earth is always changing.
1. Draw a box around the sentence that introduces the topic.

2. Underline the text evidence that tells how lava can reshape Earth.
3. Circle a time-order word that Madison uses to tell when plants grow
back after a wildfire.
4. On the line, write an example of a helping verb.

Name


I wear a costume
costume when I dance.
His favorite toy is a

favorite truck.
There are many

parades parades on the
Fourth of July.
She is surrounded
surrounded by books in the

library.
The plane travels

travels in the sky.
I wonder how birds

wonder learn to fly.


Name
The letters or, ore, and oar can make the same sound.
You can hear the sound in the words short, chore, and soar.
The letters ar can stand for the sound you hear in the
word arm.
A. Say each picture name. Circle the picture name. Underline

the letters that make the vowel sound.
1. 2. 3.
hard horn board chore car
Some nouns change their spelling to name more than one,

as in man and men.
B. Read each word in the first column. Draw a line from each
word to its plural form in the second column.
5. woman feet
6. mouse mice
7. foot teeth
8. tooth women

Name
Read the passage. Use the visualize strategy to form

pictures in your mind about what happens in the story.
Giving Thanks Two Times
It was a cool November day. The dim sun hung like

11 a nickel in the sky. My friend Riku and I were walking
23 home from school. I hugged my arms when I felt a
34 breeze as sharp as a knife.
40 We had studied Thanksgiving at school. We learned
48 about the early settlers. They had made a big feast to
59 give thanks for the harvest and for all they had.
69 I said, “My dad bought a turkey as big as a pillow.”
81 Riku said, “We’ll have a turkey, too. And we’ll
90 have rice!”

Name
92 Riku explained that his family was celebrating Labor

100 Day Thanksgiving. It was a holiday in Japan. He told
110 me that it was a harvest celebration, like American
119 Thanksgiving.
120 I said, “Both holidays are in November, too!”
128 Riku told me that last year he had been in Japan
139 for Labor Day Thanksgiving. He was visiting his
147 grandparents. He saw parades. He saw displays of fruits
156 and vegetables. They looked like rainbows.
162 Riku explained, “That was to give thanks for
170 good crops.”
172 I said, “You’re lucky. You can have two
180 Thanksgivings.”
181 Riku said, “Come to my house for Labor Day
190 Thanksgiving. Then you can have two Thanksgivings
197 also!”
Comprehension: Compare and Contrast and Fluency
Name

1. Point to the first picture. How many characters are in this

story? Circle the answer.
There are two characters. There are three characters.
2. To compare, tell how characters or events are alike. What is

one way that Thanksgiving and Labor Day Thanksgiving are
alike? Circle the answer.
They are summer holidays. They are harvest holidays.
3. To contrast, tell how characters or events are different. What

is one way that Thanksgiving and Labor Day Thanksgiving
are different? Circle the answer.
They are celebrated in different countries.
They are celebrated in different months.

attention to how you use your voice to show feelings.


Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Compare and Contrast
Name
Read the selection. Complete the Compare and

Contrast chart.

Name
Going to School
My name is
Alba. I go to
school in Mexico
and I study six
subjects. I learn
Spanish and
English. I buy food
for my lunch at the
school store. Then
I eat outside with
my friends.
1. Realistic fiction has made-up characters and events that

could be real. It can be written in the first person. Circle the
sentence that helps you know this text is realistic fiction.
It tells facts and information about Mexico.
It tells a made-up story about a girl going to school.
2. The character who is telling the story is .

Circle the pair of words that show the story is written in the
first person.
study, buy my, I go, to
3. One event from the story that could happen in real life is
.
Vocabulary Strategy: Similes
Name
A simile compares two unlike things. It uses the word like

or as to make the comparison.
The ice is as smooth as glass.
A. Work with a partner. Read the sentences. The author

compares two things. The first thing is underlined. Circle the
word like or as. Underline the second part of the comparison.
1. The dim sun hung like a nickel in the sky.
2. I hugged my arms when I felt a breeze as sharp as a knife.
3. I said, “My dad bought a turkey as big as a pillow.”
4. The displays of fruits and vegetables looked like rainbows.
B. Explain each simile. Circle the answer to complete each

sentence.
5. The author compares a turkey to a big pillow because they

are both .
the same size the same shape the same weight
6. The author compares fruits and vegetables to rainbows

because they are .
all round many colors found outside
Name
draft to help you add words, descriptions, and punctuation to
show the writer’s feelings.
Draft Model
Dear Frank,
Last week I went to a Cinco de Mayo celebration. There
was music and dancing. Bands played Mexican music.
People wore costumes. There was even Mexican food.
Your friend,
Maxine
1. How does the writer feel about the celebration?
2. What words might describe the music, dancing, and

costumes?
3. Where can you add punctuation to show how the writer feels?
B. Now revise the draft by adding words, descriptions, and

punctuation to show how the writer feels about the Cinco de
Mayo celebration.
out cognates: celebration/celebración, music/música. Have partners Practice • Grade 2 • Unit 4 • Week 3 179
complete the page and read the revised draft aloud.
Write to Sources
Name
Kevin used text evidence to answer the prompt: Write a letter from
Carlitos to Charlie about a new game he learned called Snail.
Dear Primo Charlie,

Today I learned a new game called Snail. I think you’ll like it.
I remember you told me that you play games with your friends after
school. You can play this game anywhere. All you need is some
concrete and chalk.
Anyway, Snail is a lot like hopscotch. First, you draw a big snail
with numbers in the shell on the ground. Then you try to hop to the
center on one foot. You take turns with your friends. If you put two
feet down, you lose a turn.
I played Snail at school, but tomorrow is Saturday and I will be at
home. I’m going to draw the snail in the dirt with a stick.
I want to play it with my little sister. It’s going to be so much fun!
I can’t wait to see you! You had better practice!
Your friend,
Carlitos
1. Circle an event that tells Carlitos’s thoughts about the game.
2. Draw a box around two words that show the order of the game.
3. Underline a sentence that shows Carlitos’s voice.
4. Write an example of an irregular verb.


Name


He felt ashamed for
ashamed not sharing his toys
with his brother.
The girl will boast

boast about her prize.
Mom was late so

dash she had to dash
for the bus.
The children holler

holler when the piñata

breaks.
There is plenty of
plenty fruit in the bowl.
It was a victory for

victory our team when we
won the game.

r-Controlled Vowels eer, ere, ear/Abbreviations
Name
The letters eer, ere, and ear can stand for the same
sound. Listen to the sound as you say the words steer,
here, and clear.
A. Read each word. Circle the word with the same vowel
sound as in steer. Write the word on the line.
1. cheap cheer charm
2. deer dart deal
3. neat north near
4. heel here herd
An abbreviation is a short way to write a word. It begins

with a capital letter and ends with a period.
B. Circle the correct abbreviation for each

underlined word.
5. Doctor Stone 6. West Street

Mr. Dr. Ave. St.
7. Valley Road 8. Mister Lok

Rd. St. Dr. Mr.

Name
Read the passage. Use the visualize strategy to form

pictures in your mind about what happens in the play.
Coyote Brings Fire
Characters
Narrator Coyote Squirrel
Chipmunk Two Fire Beings
Narrator: Long ago, people did not have fire. Coyote

9 wanted to bring it to them.
15 (Coyote speaks to Squirrel and Chipmunk.)
21 Coyote: The Fire Beings have fire at their camp. I have a
32 plan to get fire. Will you help?
40 Squirrel: Is your plan doable? We’ll help if you tell us
51 what to do.
54 Coyote: Follow me. Step quietly.

59 (The animals creep up to the Fire Beings’ camp.
69 Coyote grabs a stick of fire. He runs.)

Name
76 Chipmunk: Coyote, look out! The Fire Beings are

84 chasing you. Run quickly!
88 Squirrel: Coyote, toss the fire to me. I can catch it.
99 (Coyote tosses the fire to Squirrel.)
105 Coyote: Squirrel, you caught the fire with your tail. The
115 fire made your tail curl up over your back.
124 Chipmunk: Squirrel, toss the fire here to me.
132 (Squirrel tosses the fire to Chipmunk.)
138 Coyote: Chipmunk, watch out! A Fire Being is right
147 behind you.

149 (The Fire Being scratched Chipmunk’s back.)
155 Coyote: Here comes another Fire Being. I am tossing the
165 fire gently onto Wood.
169 Narrator: Now Wood had fire. Coyote showed the
177 people a useful skill. He rubbed two sticks together. That
187 made fire. Now the people had fire.

Comprehension: Theme and Fluency
Name

1. Coyote can’t get fire by himself. What does he do? Circle

the answer.
He asks the Fire Beings to share fire.
He asks the animals to help.
2. Point to the second picture. What does Coyote do in the end?
He loses the fire.
He shows people how to make fire.
3. The theme is the main message of a text. What is the theme

of this story? Circle the answer.
Working together gets things done.
Give up when something is hard to do.



Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Comprehension: Theme
Name
Read the selection. Complete the Theme chart.
Clue
Clue
Clue
Theme

Name
Bear’s Stumpy Tail

Fox: Bear, you can catch fish with your tail. Put your tail
in this hole in the ice.
(Bear sits and puts his tail in the ice.)
Bear: My tail is cold. I’m getting up now.
(Bear gets up. His tail snaps off. Now he has a stumpy tail.)
1. A drama is a play with parts for characters. A drama may

have a lesson to be learned. Circle the sentence that helps
you know this text is a drama.

It is a play with two characters. It gives facts about two animals.
2. Bear puts his tail in the hole in the ice. Why does he do that?
Circle the answer.
He wants to catch fish. He wants to sit down.
3. Bear learns a lesson. What does he learn about Fox? Circle

the answer.
He can catch fish with his tail. He should not trust Fox.
Name
A root word is a word to which other word parts are

added. Use the ending or suffix to figure out the meaning
of the whole word.
slowly = in a way that is slow
listened = heard sounds in the past
A. Read each sentence. Look at the underlined word. Work

with a partner to write the root word and the ending.
1. Step quietly.
2. The Fire Being scratched Chipmunk’s back.
3. Coyote showed the people a useful skill.
B. Read each sentence. Circle the correct meaning for each Copyright © McGraw-Hill Education
underlined word. Read your answer.
4. Is your plan doable?
do something again able to do something
5. Coyote grabs a stick of fire.
took something in the past takes something now
Name

the draft to help you add details about the characters’
experiences and thoughts.
Draft Model
Sun and Moon were friends. They were nice to each other.
Every day they had fun and did things together.
1. What might Sun and Moon think about being friends?
2. How might Sun and Moon be nice to each other?
3. What kind of fun might they have together? What are some
things they might do?
B. Now revise the draft by adding details that tell about

what Sun and Moon are like.
Read the directions and the questions. Review meaning. Pair

children of different language abilities to complete the page. Practice • Grade 2 • Unit 4 • Week 4 189
Write to Sources
Name
Lily used text evidence to answer the prompt: If you were one of the
birds from “How the Finch Got its Colors,” which design do you think
you would choose if you won the race?
If I were one of the birds from “How the Finch Got Its Colors,”
I would choose a colorful design with dots and circles. In the folktale
about the Finch, the birds quickly began fighting over the colors.
The hummingbird wanted the very best colors for herself. She chose
bright, beautiful colors of “purple, green, and black.” Those colors
would look fantastic when I am flying through the blue sky and the
white clouds. Those are the colors I would choose.
In “How the Beetle Got Her Colors,” Agouti describes “shiny
designs” on Arrow Frog’s skin. The designs are very unique. They
would make my feathers looks very special. No one would confuse
me with anyone other animal. So, bright colorful feathers with a
shiny design on them would be my prize for winning the race.

1. Circle a detail from the story that tells about hummingbird’s
character.
2. Draw a box around a detail from the story that supports Lily’s
opinion.
3. Underline the conclusion that sums up Lily’s response.
4. Write one of the irregular verbs that Lily uses on the line.

Name


I feel drops of rain
drops on my head.
The boy’s pale

pale shoes got very
dirty.

1. Point to the picture that shows drops.
2. Name things in your classroom that are pale.

3. Talk about weather with your partner. Use the words drops
and pale.
r-Controlled Vowels /âr/ are, air, ear, ere/ r-Controlled Vowel Syllables
Name
The letters are, air, ear, and ere can stand for the vowel
sound you hear in air.
A. Circle the word with vowel sound in air. Write the word.
1. chair chime
2. where when
3. pear pail
4. bean bear
5. dare date
When a vowel or a pair of vowels is followed by the letter r,

it changes the vowel sound. The vowels and the r stay in the
same syllable.

B. Put the two syllables together. Write the word and read it.
Then match the word to the picture it names.
6. pitch er
7. re pair
8. tur tle
9. hair brush
Grade 2 For Phonics, read the word choices. Have partners practice saying the words. For
192 Unit 4 • Week 5 Structural Analysis, read the syllables. Point to and name the pictures. Then have
partners work together to write the words and match them to pictures.

Name
Read the poem. Use the visualize strategy to form

pictures in your mind about what happens in the poem.
The First Skate

The temperature has been below freezing for days.
8 The pond is frozen now,
13 The ice is as smooth as glass.
20 I can ice skate outdoors
25 For the first time this winter.
31 I put on my skates,
36 Then I step onto the ice and push off.
45 Right foot, left foot, right foot, left foot.

Name
53 I look up,
56 The sky curves like a blue bowl.
63 I look down,
66 Frozen bubbles under the ice look like crystal beads.
75 My cheeks turn as red as apples.
82 I skate round and round the pond,
89 Then one last time and I step off the ice.

Name

1. Point to the first picture. What is the girl doing?
She is putting on ice skates. She is making a snowman.
2. Where and when does the poem take place?
at the ocean in summer on a frozen pond in winter
3. What does the girl do?
She sleds down a hill. She ice skates on the pond.
4. Point to the second picture. Who is skating with the girl?
her father her sister
5. The theme is the main message of a poem. What is the

theme of this poem?
The world seems the The world seems different when
same whatever we do. we do something exciting.

to how you pause and group words together. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Name
Clue
Clue
Clue
Theme

Name
A Rainy Day
The rain is pouring, pouring down,
So I have to stay inside.
The rain is dripping, dripping slowly,
Will it rain all day?
The rain is stopping, stopping now,
I can play outside!
1. A poem tells a poet’s thoughts and often has repeated words.

Circle the sentence that helps you know this is a poem.

It has a question. It has repeated words.
2. Write the three words that are repeated in the poem.
3. Why do you think the poet uses repeated words? Circle

the answer.
to tell how the rain moves to make the poem longer
Vocabulary Strategy: Simile
Name
A simile compares two different things using the word

like or as.
A. Read the lines from the poem. The author compares two
things. The first thing is underlined. Work with a partner
to find what the author compares the underlined word to.
Circle it.
1. The ice is as smooth as glass.
2. The sky curves like a blue bowl.
3. Frozen bubbles under the ice look like crystal beads.
4. My cheeks turn as red as apples.
B. Work with a partner. Explain each simile. Circle the

answer to complete each sentence.
5. The author compares the ice to glass because they are

both .
sharp smooth soft
6. The author compares the girl’s cheeks to apples because

they are both .
red tiny bumpy
Name

the draft to help you think about what sensory words
you can add.
Draft Model
A butterfly flies by.
Its wings are like bright jewels.
It stops at a flower.
1. How does the butterfly move?
2. How do its wings look?
3. What does the flower look like? How does it smell?
B. Now revise the draft by adding sensory words about the

butterfly and the flower.
Read the directions and the questions. Review meaning and point out cognates such Grade 2
as flower/flor. Pair children of different language abilities to complete the page. Have Unit 4 • Week 5 199
Write to Sources
Name
Ryan used text evidence to answer the prompt: In your opinion, which
poem, “Rain Poem” or “Windy Tree,” best helps you to picture what
the poem is talking about?
The poem “Windy Tree” gives me the clearest picture. I read that
the tree’s trunk is very strong. It’s like a leg with many muscles.
It holds on with its foot and “its wide-spread toes” while the wind
blows hard. These words help me visualize the tree. I can see
its strong branches and feel the rough bark of the tree trunk.
I understand how strong it is.
The author of “Rain Song” compares the rain to a little gray
mouse. She says that the rain found an open window and “left tracks
across the sill.” I can picture a furry gray mouse, and I know how
shy some mice are. I think the rain is not a storm, but gentle drops.
However, the description the author uses in “Windy Tree” gives me
a clearer picture of the strong tree blowing in the wind than the
description of the rain falling in “Rain Song.”

1. The weather is very different in these poems. Underline a detail that
supports the child’s opinion.
2. Draw a box around the text evidence that helps you describe what
you see in your mind.
3. Circle the text evidence that sums up Ryan’s opinion.
4. Write an example of a contraction that is used in the model.

Vocabulary
Name

notebook.

The champion won
champion the race and got a
prize.
I determined it
determined would rain when I
saw dark clouds.
The doctor talks

issues about health
issues.
We keep our
promises promises to help

with the chores.
Dad volunteered to
volunteered help with our field
trip.
Our teacher
votes counted votes for
class leader.
cognates. Pair children of different language abilities to write one or two sentences, Unit 5 • Week 1 201
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Diphthongs ou, ow /Irregular Plurals
Name
Two letters blended together can stand for one vowel

sound. The letters ou and ow can stand for the vowel
sound in south and down.
A. Circle the word that names each picture.
1. 2. 3.
mouse mop ox owl cone cloud
Some nouns have special plural forms. They change their

spelling to name more than one.
B. Read each word in the first column. Draw a line from each
word to its plural form in the second column. Read the word
in the second column.
4. mouse children
5. deer men
6. child deer
7. man mice
For Phonics, point to and name the pictures. Read the word choices.
202 Practice • Grade 2 • Unit 5 • Week 1 Have partners practice saying the words. For Structural Analysis, read
the words in each column. Have partners complete the activity.
Name
Read the passage. Use the summarize strategy to tell the

important events in your own words.
The Lost Kitten

My friend Cora and I saw a sign on our street.
11 The sign had a photo of a kitten and the words, LOST
23 KITTEN. Please call Sally at 555-0505 if you find my
33 kitten, Boots.
35 Cora said sadly, “Sally is our neighbor, Pam. Her new
45 kitten is missing. I wish we could do something.”
54 I said, “It’s not hopeless. We can ask our neighbors for
65 help. We can all look for Boots.”

Name
72 We went to see Sally. She said, “I was careless. I left

84 the back door open. Boots ran out and now he is gone.”
96 I said, “Don’t worry. We have a plan to help. Come
107 with us.”
109 We went to Mrs. Lowe’s house. She listened to our
119 plan. Then she said, “It’s very thoughtful of you to
129 help Sally. I’ll help search for Boots too.” She joined our
140 group. The other neighbors joined too.
146 Cora and I started looking. We called loudly, “Boots!”
155 Then we heard a soft mewing sound. Boots was hiding
165 under a bush. I held out my hand and softly called
176 Boots’s name. He came right to me and I picked up the
188 tiny kitten.
190 Sally was thankful that we found Boots. She said,
199 “The neighborhood search plan worked. Thank you,
206 everyone!”

Comprehension: Point of View and Fluency
Name

1. Point to the first picture. How do the girls find out about the
missing kitten? Circle the answer.
They see a sign. They hear it on TV.
2. To figure out a character’s point of view, look for clues. How

does Cora feel about the missing kitten? Circle the answer.
Cora feels excited and glad. Cora feels sad and upset.
3. How does the narrator feel? Circle the answer.
She has hope that they She doesn’t want to look

can find the kitten. for the kitten.
4. How does Sally feel when her kitten is found? Circle

the answer.
Sally feels happy and thankful. Sally feels tired and bored.

attention to how you raise and lower your voice. Stop after
one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Comprehension: Point of View
Name
Read the selection. Complete the Point of View chart.
Character Clue Point of View

Name
Reading Volunteers
My name is Derek. I’m in the second grade. All the
children in my class know how to read. We visit Ms.
Snow’s first-grade class every Friday. I sit with Jack and
help him practice reading. It feels good to help others.
1. Realistic fiction has made-up characters and events that could

be real. It can be written in the first person. Circle the sentence
that helps you know this text is realistic fiction.
It tells facts about how It tells a made-up story about

to read. two boys reading together.
2. The character who is telling the story is .

Circle the pair of words that show the story is written in
the first person.
my, I
all, every we, him
3. Derek helps Jack practice reading. How do you think Derek

feels about that?
Derek enjoys helping Jack. Derek doesn’t want to help Jack.

Name
To figure out a new word, look for a suffix, or word part,

added to the end of the word.
-ly = “in a way that is” loudly (in a way that is loud)
-ful = “full of” thankful (full of thanks)
-less = “without” harmless (without harm)
Read each sentence with a partner. Circle the suffix in the

underlined word. Then write the word and read it.
1. Cora said sadly, “Sally is our neighbor, Pam.”
2. I said, “It’s not hopeless.”
3. Sally said, “I was careless.”

4. It’s very thoughtful of you to help Sally.
5. We called loudly, “Boots!”
Name
draft to help you add descriptive details.
Draft Model
Our class helped at the park. We planted a lot of things.
I used a shovel to dig holes for trees. Other kids helped, too.
The park looked great at the end of the day.
1. What kind of class is helping in the park?
2. What does the park look like?
3. What details might describe the kinds of things the class

planted? What details might tell how the park looks at the
end of the day?
B. Now revise the draft by adding descriptive details that help

readers learn more about the characters, setting, and events.
out cognates: class/clase, park/parque. Have partners complete the Practice • Grade 2 • Unit 5 • Week 1 209
Write to Sources
Name
Jordan used text evidence to answer the prompt: In your opinion, are
Grace and Matthew responsible members of their communities?
I think Grace and Matthew are both responsible members of

their communities. Grace listens to the issues that are important
to other students. She makes promises to make her school a better
place, like making bullying and littering against the rules. She even
keeps some of her promises before she is elected. Grace organized
a beautification committee, volunteered in the school cafeteria,
and joined the safety squad. She does a lot of hard work for her
community without being asked.
Matthew also helps other kids. He feels lucky that he is able to go
to Camp Smiles. He thinks other kids with disabilities should have
the same opportunity. Like Grace, he is involved in his community.
He asks for help to raise money for kids who can’t afford to go to
Camp Smiles. He helps make other kids smile! This is why Grace
and Matthew are both responsible members of their communities.
They are good citizens.

1. Circle the topic sentence.
2. Draw a box around a detail that tells how Matthew is a responsible

member of his community.
3. Underline the conclusion.
4. Write a plural pronoun Jordan used on the line.
Vocabulary
Name

notebook.

The funny pictures
amused in the book
amused the boy.
I describe a book
describe to my class.
We were
entertained entertained at the
puppet show.
I use my
imagination imagination to tell

stories.
We had to be
patient patient waiting in
line.
I like to rest in a
peaceful peaceful place.
Review vocabulary. Use gestures to demonstrate meaning. Ask children

to identify cognates. Have partners write sentences, or draw pictures, Practice • Grade 2 • Unit 5 • Week 2 211
to illustrate the meaning of the newly acquired vocabulary.
Diphthongs oy, oi/Consonant + le
Name
Two letters blended together can stand for one vowel

sound. The letters oy and oi can stand for the vowel sound
in boy and foil.
A. Say and circle the word that names each picture.
1. coins card 2. boy box
3. toast toy 4. point pond
When a word ends in -le, the consonant before it plus

the letters le form the last syllable. This sound in an end
syllable can also be spelled -al or -el.
B. Read each syllable. Put the syllables together to write the

word. Read the whole word aloud.
5. tum ble 6. tun nel
7. pud dle 8. to tal
Grade 2 For Phonics, point to and name the pictures. Read the word choices. Have
212 Unit 5 • Week 2 partners practice saying the words. For Structural Analysis, read each word
before having partners work together to complete the activity.
Name

The Class Play

Mr. Webb’s class was going to put on a play. They
11 would act out “Henny Penny.”
16 Mr. Webb said, “Everyone will have a job to do.”
26 The class read the play. Luz said, “I’ll play the part of
38 Henny Penny. That’s the most important part.”
45 Jade said, “No, I want to play that part.”
54 Stacy said, “I think I would be the best Henny Penny.”

Name
65 Mr. Webb spoke up. He did not want the talk to

76 get out of hand. “We will have a try-out. I will be
89 the judge.”
91 Mr. Webb told the children to practice the lines.
100 Then he would decide who would play each part.
109 The class agreed that this was fair. They needed to
119 pull together. Then they could put on a great play.
129 Luz made up her mind to play Henny Penny. She
139 practiced her lines. She knew the lines by heart.

148 It was the day of the try-out. Three children read the
160 part of Henny Penny. Other children tried out for other
170 parts. At the end, Mr. Webb said, “Luz, you will play
181 Henny Penny. Here are the other parts and jobs.”
190 The class worked hard. The play was a big hit!

Name

1. Point to the first picture. Where are the children?

Circle the answer.
at home at school
2. To figure out a character’s point of view, look for clues.

How does Luz feel about the part of Henny Penny?
Circle the answer.
Luz thinks she should play Luz does not want to play
Henny Penny. Henny Penny.
3. How does Stacy feel about the part of Henny Penny?

Circle the answer.
Stacy thinks Luz should Stacy thinks she will be

play the part. best for the part.



Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Name
Sharing the Class Pet

Marta’s class has a pet rabbit.
Everyone wants to take the rabbit home
on Friday. Mrs. Jones writes the children’s
names on papers. She mixes up the
papers. She will pick a name and that
child will take the rabbit home today.
1. Fiction has made-up characters and events. It has a beginning,

middle, and end. It often has a problem and a solution. What
is one thing that helps you know this text is fiction? Circle the
answer.
It is a made-up story about It tells how to take care

a class pet. of a rabbit.
2. A problem is something that is difficult or hard to figure out.

What is the problem in this story? Circle the answer.
The rabbit does not have All the children want to take
a name. the rabbit home.
3. A solution is a way to fix a problem. What is the solution in this

story? Circle the answer.
Marta takes the rabbit Mrs. Jones chooses a child

home on Friday. to take the rabbit home.
Vocabulary Strategy: Idioms
Name
An idiom is a word or a phrase that has a different meaning

than the real meaning of the words.
Our plans for camping fell through. (did not work out)
Read the sentences. Look at the idiom in bold print. Work

with a partner to figure out the meaning. Circle the meaning
of each idiom. Read your answer.
1. He did not want the talk to get out of hand.
inside the classroom out of control
2. They needed to pull together. Then they could put on

a great play.
waited in line worked as a team
3. Luz made up her mind to play Henny Penny.
understood decided

4. She practiced her lines. She knew the lines by heart.
memorized the lines forgot the lines
5. The play was a big hit!
was a success was very long
Name
draft to help you use sentences of different lengths.
Draft Model
Jake had to do a project. It was for science. He and his
friends worked together. It made the work go faster. They built
a toy rocket ship. Soon they were done.
1. Which sentences could you make longer?
2. Which sentences could you combine?
3. How can you make the sentences flow from one to the next?
B. Now revise the draft by writing sentences of different

lengths.
out cognates: project/proyecto, science/ciencia. Have partners Practice • Grade 2 • Unit 5 • Week 2 219
Write to Sources
Name
Rachel used text evidence to answer the prompt: In your opinion,

what are the benefits of cooperating with others?
I think that there any many benefits of cooperating with others,

but there are two that I think are very important. Cooperating with
others makes people happier. It also makes communities safer.
At the beginning of Once Upon a Baby Brother, Lizzie couldn’t wait
to go to school each morning so that she could get away from her
brother, Marvin. At the end, she learned how to cooperate with him.
She used him as a character in her comic book. She read the story to
Marvin and she even hugged him. In the illustrations, I can see she
looks much happier.
In “Bully-Free Zone,” students in Seattle worked together to stop
bullying. They learned how to be good friends to each other. After
this, students didn’t pick on each other very much. The students
cooperated and the schools in Seattle were safer for everybody.
I think cooperating with others is always a good idea!

1. Circle Rachel’s topic sentence.
2. Draw a box around two linking words.
3. Underline one short sentence and one long sentence.
4. Write a sentence with the pronoun / on the line.

Vocabulary
Name

notebook.

We agree that
agree dancing is fun!
This big puzzle

challenging is challenging to
finish!
The boy has an

interest interest in horses.
The woman
perform will perform by

singing.
We study math in
study school.
I succeed in flying
succeed my kite.
Review vocabulary. Use gestures to demonstrate meaning. Ask children

to identify cognates. Have partners write sentences, or draw pictures, to Practice • Grade 2 • Unit 5 • Week 3 221
illustrate the meaning of the newly acquired vocabulary.
Variant Vowels/Contractions with not
Name
The letters oo, u_e, u, ew, ue, and ui can stand for the
vowel sound you hear in the words moon, tune, flu, chew,
blue, and suit. The letters oo, ou, and u can also stand for
the vowel sound you hear in look, would, and push.
A. Say each word in the box below. Circle the word if it has
the same vowel sound as blue. Underline the word if it has
the same vowel sound as look.
flute push pool

wood suit book
A contraction is a short way to write two words. The

apostrophe takes the place of the letter o in the word not.
B. Replace the crossed out letter with an apostrophe (’). Write

the contraction. Read the contraction.

1. should nøt 2. would nøt
3. could nøt 4. are nøt
Grade 2 For Phonics, point to and name the pictures. Read the words. Have partners practice
222 Unit 5 • Week 3 saying the words. For Structural Analysis, read the pairs of words before having
partners work together to write the contractions.
Name

Dr. Elizabeth Blackwell

Today many women are doctors. Long ago, only
8 men could be doctors. Elizabeth Blackwell changed that.
16 Early Life
18 Elizabeth Blackwell was born in England in 1821. Her
27 family moved to America when Elizabeth was eleven.
35 Elizabeth grew up. She became a teacher. Many women
44 had careers as teachers at that time. That was their job.
55 Becoming a Doctor
58 Then one of Elizabeth’s friends got very ill. The sick
68 friend wished her doctor had been a woman. Elizabeth
77 made a plan to become a doctor.
Dr. Elizabeth Blackwell

Name
Name
Hobart and William Smith Colleges Archives and Special Collections
Elizabeth Blackwell went to Geneva Medical College in

Geneva, New York.
84 Men doctors told Elizabeth that women could not go

93 to medical school. Elizabeth did not agree with or
102 accept that. She kept looking for a school that would
112 take her.
114 At last, Elizabeth went to a school in New York. She
125 studied and learned medicine. She became the first

133 woman doctor in America. The year was 1849.
141 Elizabeth opened her own medical office in New York
150 City. She and two other doctors took care of sick women
161 and children. They ran a school to train and teach other
172 women as doctors.
175 Elizabeth Blackwell helped people her whole life.
182 Many women became doctors because of her.

Comprehension: Sequence and Fluency
Name

1. Point to the first picture. How do you know Elizabeth Blackwell

lived long ago? Circle the answer.
She is sitting down.
2. Think about the events in Elizabeth Blackwell’s life. What event

happened first? Find the sentence in the text and write it.
3. What event happened when Elizabeth was eleven? Find the

sentence in the text and write it.

attention to how you pause and group words together.

Words Read – =
Errors Score
First Read – =
Second Read – =
Comprehension: Sequence
Name
Read the selection. Complete the Sequence chart.
First
Next
Then
Last

Genre/Text Feature
Name
Jesse Owens
Jesse Owens joined the track team in junior high
school. He set records in running. Jesse won races in
the Olympics. He was just 22 years old. He showed that
everyone can do great things.
1913 1928 1936 1976

Jesse Owens His athletic career He wins 4 He wins the U.S.
is born began during Olympic Medal of Freedom
junior high school gold medals
Circle the answer the questions about the text.
1. A biography is a true story about a person written by another

person. What helps you know this text is a biography?
It is a true story about It is a made-up story about

a real person. running races.
2. Why are the words records and Olympics in bold print?
The words are captions The words point out important

in the text. ideas.
3. Look at the time line. What does the time line help you learn?
It shows the running It shows events in Jesse’s life.

records that Jesse set.
Vocabulary Strategy: Synonyms
Name
Synonyms are words that have almost the same meaning.

Shout and yell are synonyms.
Read the sentences with a partner. Circle a synonym for the

underlined word. Write the two synonyms on the lines. Then
read them.
1. Many women had careers as teachers at that time. That was

their job.
2. Then one of Elizabeth’s friends got very ill. The sick friend
wished her doctor had been a woman.
3. Elizabeth did not agree with or accept that.

4. She studied and learned medicine.
5. They ran a school to train and teach other women as doctors.
Name
draft to help you think about the correct sequence of events.
Draft Model
Doug grew up in the city. When Doug got older, he helped
out at the library. Today he helps students with their reading.
He liked to read when he was a boy.
1. What happens first in Doug’s life?
2. What happens next?
3. What does Doug do today?
B. Now revise the draft by including events in the correct

sequence in which they happened in Doug’s life.
Read the directions and the questions. Review meaning. Pair

children of different language abilities to complete the page. Practice • Grade 2 • Unit 5 • Week 3 229
Write to Sources
Name
Ahmed used text evidence to answer the prompt: How are Bessie
Coleman and Kate Shelley both heroes?
Bessie Coleman and Kate Shelley are both heroes because they
changed people’s lives.
Bessie Coleman was determined to learn to fly, but she faced
many challenges. Not many women became pilots in the early 1900s.
She worked in Chicago and saved her money. Then she traveled
to France to learn to fly in 1920. On June 15, 1921, she became the
first African-American woman to become a lady pilot. Her dream of
opening a school to teach others to fly came true after her death.
She inspired other people to fly and follow their dreams.
On July 6, 1881, Kate Shelley stopped a train in the middle of
the night. She crawled in the middle of the night to warn a station
master that a bridge was out. If the train had continued, many people
would have died. She did not think of herself, but of other people.
Both women were brave and faced many challenges. They are
true heroes.
Reread the passage. Follow the directions below. Copyright © McGraw-Hill Education
1. Circle the sentence in which Ahmed introduces the topic.
2. Draw a box around the sequence, or order, in which Bessie became

a pilot.
3. Underline a detail about the challenges that Kate faced.
4. Write a possessive pronoun that Ahmed used.
Vocabulary
Name

notebook.

He is curious
curious about the
caterpillar.
She will climb that

distance mountain in the
distance.
An elephant is an
enormous enormous animal.
She holds the

gently baby gently.
He proudly shows
proudly off his rabbit.
I rarely have ice

rarely cream so it is a
real treat.

a, aw, au, augh, al, ough /Vowel Team Syllables
Name
The letters a, aw, au, augh, al, and ough can stand for
the vowel sound you hear in call, dawn, sauce, caught,
salt, and thought.
A. Read the words in each row. Circle the word with the vowel
sound you hear in tall. Write the word on the line.
1. sauce sail sleep
2. badge ball best
3. watch walk weight
4. tape treat taught
5. paw prey peek
In a long word, the letters that make up a vowel team

stay together in the same syllable.

B. Put the two syllables together. Write the word and read it.
6. en + joy = 7. weath + er =
8. be + cause = 9. tooth + paste =
For Phonics, read the words in each row. Have partners

232 Practice • Grade 2 • Unit 5 • Week 4 practice saying the words. For Structural Analysis, read the
syllables. Then have partners work together to write the words.
Name
Read the passage. Use the make predictions strategy to tell

what you think might happen next.
The Recycling Contest

Ms. Hines was the principal at Grover School. She saw
10 lots of paper being thrown away. She had a meeting.
20 She talked about recycling.
24 Ms. Hines said, “Let’s help save the Earth. We can all
35 make a difference.”
38 Ms. Hines continued to watch the students. They were
47 not recycling! So Ms. Hines made another plan.

Name
55 She said, “Our school will have a contest. The class

65 that recycles the most paper will win a prize. The contest
76 begins tomorrow. You have one week.”
82 Eric said, “Our class can win.” He was in
91 second grade.
93 Mrs. Park, his teacher, said, “Let’s try our best.”
102 Ms. Hines gave each class a recycling bin. She made
112 a big wall chart. She kept track of the paper that
123 was recycled.
125 Eric was good at recycling. He would tell his
134 classmates, “Put that paper in the bin.” He never forgot
144 to recycle.
146 One week went by. Ms. Hines had another meeting.
155 Eric’s class had won the contest!
161 Ms. Hines said, “You get an extra ten minutes at
171 recess for one week. Enjoy the Earth you are helping
181 to save!”

Name

1. Point to the first picture. How does Ms. Hines feel about what
the girl is doing?
She doesn’t care about it. She is unhappy about it.
2. The problem is described at the beginning of the story. What is

the problem at Grover School?
The students are throwing The students are always late

away too much paper. for school.
3. What is the solution to the problem?
The students bring paper The contest helps the

from home. students recycle.
4. Point to the second picture. Where does Eric put the paper?
in the recycling bin in his desk


attention to how you raise and lower your voice. Stop after

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Solution chart.
Problem
Steps to Solution

Solution

Name
Let’s Ride!
Mom said, “Let’s drive to
the park.”
Joan said, “We can hurt
the Earth if we drive. Let’s
ride our bikes instead.”
Mom liked the idea. It was a way to protect the Earth.
1. Fiction has made-up characters and events. It may have a

problem and a solution and dialogue. What is one thing that
helps you know this text is fiction? Circle the answer.
It gives facts about It tells a made-up story about

riding bikes. going to the park.
2. Dialogue is the words that characters say. Write Mom’s dialogue.

3. A problem is something that is difficult or hard to figure out.

What is the problem in this story? Circle the answer.
Driving in a car can hurt The park is too far away to ride
the Earth. bikes there.
4. A solution fixes a problem. What is the solution? Circle the

answer.
Mom and Joan ride bikes Mom and Joan don’t go

to the park. to the park.
Vocabulary Strategy: Homophones
Name
Homophones are words that sound the same but have

different spellings and meanings. No and know are
homophones.
Read each sentence with a partner. Circle the meaning

of the homophone in bold print.
1. They were not recycling!
in no way where two things are tied together
2. You have one week.
finished in first place the number before two
3. So Ms. Hines made another plan.
helper created
4. One week went by.

seven days not strong
5. He would tell his classmates, “Put that paper in the bin.”
be able to from a tree
Name
draft to help you add linking words to connect ideas.
Draft Model
My family and I went to the park for a picnic. We sat in one
area. We were not happy. People had left a lot of trash there.
We moved to another area. We were happy there. People had
cleaned up their trash.
1. Why does the family move from the first area?
2. Why is the family happy with the second area?
3. What are some words you can use to show how ideas
are connected?
B. Now revise the draft by adding words that connect ideas

and help readers understand why things happen.
out cognates: family/familia, park/parque. Have partners complete Practice • Grade 2 • Unit 5 • Week 4 239
the page. Have them read the revised draft aloud.
Write to Sources
Name
Hannah used text evidence to answer the prompt: Add a scene to The
Woodcutter’s Gift where the community needs to decide whether to
fix the town’s community center or to build a new one.
“This community center is falling apart,” said the house painter.

“We need a new one.”
“Yes,” agreed the gardener. “Let’s tear it down and build a new,
beautiful center for our community.”
“Wait!” said Marta, a little girl who was playing with her friends
on the zoo in the town center near where the men were talking.
“Don’t you remember what Tomás told us about the mesquite tree?
He reminded us that the beauty of the tree wasn’t on the outside, but
it was on the inside.”
“Yeah,” said her friend Julio. “We need to reuse the things we have
so we can protect our resources for the future.”
“She’s right,” said the painter. “We should work together to fix up
the building.”
All at once, they said, “Let’s get started

Reread the scene. Follow the directions below.
1. Circle a detail from The Woodcutter’s Gift that tells you where the
scene takes place.
2. Draw a box around a linking word.
3. Underline the text evidence that tells why reusing things is a good
idea.
4. Write a contraction Hannah used on the line.

Name

notebook.

“Wow!” the girl
exclaimed exclaimed when
she saw her gift.
We finally finished
finally the big art project.
They learn about

history history at the
museum.
Everyone can use

the public park.
public
The neighbors
united united to clean up
trash.
These writers write

writers stories.

Name
The letters ea can stand for the vowel sound you hear in bread.
The letters ou can stand for the vowel sound you hear in touch.
The letter y can stand for the vowel sound you hear in myth.
A. Circle the word that tells about each picture.
1. 2.
yawn young bring bread
3. 4.
thread three gnat gym
When two words begin with the same letter, you can look at
the second letter to put the words in alphabetical order.
B. Read each pair of words. Circle the word that comes

first in alphabetical order.
5. away ahead 6. patch purse
7. couple carton 8. bread bike

242 Unit 5 • Week 5 practice saying the words. For Structural Analysis, read each word before having
partners decide on alphabetical order.

Name

tell what you think you might read about.
Sports Rules
Rules are important in sports. They tell players what
9 they can and cannot do. All players must play by the
20 same rules.
22 Basketball Rules
24 Basketball is played with a ball. It is played on a
35 basketball court. Players score points by throwing the
43 ball through a basket.
47 There are rules for moving the ball. Players must
56 dribble the ball. That means they bounce the ball. They
66 may also pass the ball to a teammate. That means they
77 throw the ball. They may not hold the ball and run
88 with it.

Name
Number of Moving
Sport Scoring
Players the Ball
baseball 9 throw and hit cross home plate
for one run
basketball 5 dribble and shoot basket for
pass points
90 Baseball Rules
92 Baseball has different rules than basketball. The
99 pitcher throws the ball to the batter. The batter tries to
110 hit the ball with a bat. The batter gets three chances to
122 hit the ball. Sometimes the batter misses. This is called
132 a strike. The batter is out after three strikes. Then it is
144 another batter’s turn.
147 A batter who hits the ball runs around four bases.
157 The last base is home plate. The batter scores a run by
169 crossing home plate. The other team tries to tag the
179 batter with the ball. If they do, the batter is out. The
191 batter cannot score.

194 Sports would be confusing without rules. No one
202 would know how to play. Rules make every player a
212 good sport!

Comprehension: Cause and Effect and Fluency
Name

1. Point to the first picture. Why is the girl wearing a uniform?
She is going to school. She is playing on a team.
2. A cause is what makes something happen. What is the cause

of scoring points in basketball?
passing the ball to a teammate
throwing the ball through the basket
3. An effect is what happens. What is the effect of a batter

getting three strikes in baseball?
The batter is out. The batter runs to home plate.
4. What would be the effect of sports without rules?
Players would win every game.

Players would be confused.

attention to pronunciation. Stop after one minute. Fill out
the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =
Reread the passage and read the questions. Pair children
of different language abilities to answer the questions. Have Practice • Grade 2 • Unit 5 • Week 5 245
Comprehension: Cause and Effect
Name
Read the selection. Complete the Cause and

Effect chart.
Cause Effect

Name
Safety Rules
Wear a helmet when you ride a bike. Wear a helmet
and pads when you skateboard. Wear a seat belt when
you ride in a car.
Activity Safety Equipment
bike ride
skateboarding
boat ride
car ride


It tells a story about skateboarding.
It gives facts about safety rules.
2. Look at the chart. What does it show? Write the answer.
3. Write the activity for which you should wear a life jacket.
Name

being used.
Read each sentence. Work with a partner to figure out the

meaning of the word in bold print. Circle the meaning of
the word.
1. All players must play by the same rules.
to take part in a sports game a story that is acted out
2. Players score points by throwing the ball through a basket.
a container with handles a hoop with a net
3. The pitcher throws the ball to the batter.
a container for holding water a player who throws a baseball
4. The batter tries to hit the ball with a bat.
a stick used to hit a ball a small flying animal Copyright © McGraw-Hill Education
5. Then it is another batter’s turn.
to spin around a chance to do something
Name

the draft to help you think about how to make the writing
more informal.
Draft Model
We have a great school because everyone follows the rules!
Here are some of the rules. Walk in the halls. Do not run.
Respect teachers and students. Enjoy learning every day.
1. Where could you use contractions?
2. Where could you add exclamations?
3. Which sentences could you change to make the writing sound

more like natural speaking?
B. Now revise the draft by using a more informal voice,

one that sounds like natural speaking.
school/escuela, respect/respeto, students/estudiantes. Pair children of different language Unit 5 • Week 5 249
abilities to complete the page. Have them read the revised draft aloud to each other.
Write to Sources
Name
Dean used text evidence to answer the prompt: What do the symbols
of our country tell about what is important to us? Use a formal voice.
The symbols of our country tell us about what is important to

us. The Liberty Bell, the Statue of Liberty, and the Constitution
stand for freedom. Freedom is very important to Americans. In
the selection “Setting the Rules” on page 483, the text says that the
Constitution “gives rights, or privileges, to all the people.” It also
explains the Constitution gives Americans the right to express their
ideas. On page 483, I read that Americans are even free to change
their Constitution.
On page 485 of “American Symbols,” I read the Statue of Liberty is
a “symbol of freedom and hope.” In “Setting the Rules” it says rules
are added to the Constitution to help make a better life for people.
The freedom to believe and to live the way you want is important to
Americans. In “Visiting the Past” I read that the Liberty Bell rang
for freedom when the Declaration of Independence was read for the
first time. The Liberty Bell is in Philadelphia for people to visit. The
symbols of America remind us about what our country stands for.
Reread the paragraphs. Follow the directions below.
1. Circle a word that Dean used to show formal voice.
2. Draw a box around a detail Dean included from “American Symbols.”
3. Underline Dean’s concluding sentence.
4. Write an example of pronoun-verb agreement on the line.


Name


A rainbow
appeared appeared after the
storm.
The farmer uses a

crops machine to pick
the crops.
The bird sat at the

edge edge of the cliff.
The sun looked

golden golden in the sky.
The pages of the

rustled book rustled as I
turned them.
The sun is shining

shining in his eyes.


Name
A syllable must always have a vowel. When a syllable ends

in a vowel, it is an open syllable and usually has a long
vowel sound, as in frozen, fro / zen. When a syllable ends
in a consonant, it is a closed syllable and usually has a short
vowel sound, as in kitten, kit / ten.
A. Read each syllable. Write the syllables as a word on the

line below. Read the word.
1. tick + et 2. pa + per
3. la + dy 4. pen + cil
A compound word is a word that is made up of two

smaller words.
B. Write a word from the box to make a compound word.

Write the new word and read it.
set foot mail tub
5. bath + tub = bathtub
6. sun + =
7. + box =
8. + ball =
For Phonics, read the pairs of syllables. Have children repeat. For
252 Practice • Grade 2 • Unit 6 • Week 1 Structural Analysis, read the words in the box and in each item. Have
partners work together to write the compound words.

Name

understanding of story events.
The Contest of Athens

Long ago, the city of Athens needed a patron. The
10 people needed someone to watch over the city. Two
19 great beings wanted to be the patron. One was Poseidon
29 who ruled the seas. The other was Athena who had
39 great wisdom.
41 The king of Athens had to select one of these two. So
53 he asked each one for a gift. He said, “Your gift must be
66 valuable and useful for Athens.”

Name
71 Poseidon hit the ground with his spear, a blade with

82 a long handle. A well appeared in the ground and water
92 began to flow.
95 The king tasted the water. It was as salty as the sea.
107 The king said, “This is not a good gift for Athens!”
118 Then Athena hit the ground with her spear. She
127 buried an olive branch there in the ground. It made an
138 olive tree. The olive tree would give the people of Athens
149 food, oil, and wood.
153 The king was very happy with Athena’s gift. He said,
163 “Athena, you will be the patron of Athens.”

171 Athena was pleased, but Poseidon felt mad about
179 losing the contest. He flooded the land with seawater.
188 Then he calmed down. He drained the floodwater away.

Name

1. Point to the first picture. Where is Poseidon? Circle the answer.
in the sky in the sea
2. Which gift did the king like? Circle the answer.
Poseidon’s well Athena’s olive tree
3. What did the king do after he saw the two gifts?

Circle the answer.
He asked Poseidon for He made Athena the

a new well. patron of Athens.
4. The theme is the main message of a text. What is the theme

of this myth? Circle the answer.
You will be rewarded if You shouldn’t give gifts

you help others. to a king.


Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Clue
Clue
Clue
Theme

Name
Clytie and Apollo

Apollo ruled the sun. Clytie watched Apollo move
across the sky for so long that she turned into a sunflower.
That is why sunflowers turn to the sun today.
1. A myth is a made-up story that explains things in nature.

Circle the sentence that tells why this text is a myth.
It tells a story about how It tells facts about how

sunflowers came to be. to grow sunflowers.
2. Who is Apollo? Circle the answer.

the king of the sunflowers the ruler of the sun
3. What does Clytie do? Circle the answer.
She watches Apollo She meets Apollo

move across the sky. in the sky.
4. What does the myth explain about nature? Circle the answer.
It explains why sunflowers It explains why sunflowers

turn to the sun. are so tall.
Read the passage and questions. Have children work with Practice • Grade 2 • Unit 6 • Week 1 257
partners to answer the questions.
Name
Look at this example of context clues in a sentence. The

underlined words help explain what select means.
The king of Athens had to select one of these two.
Read the sentences. Work with a partner to figure out

the meaning of the word in bold print. Circle the meaning.
1. Long ago, the city of Athens needed a patron. The people

needed someone to watch over the city.
a person who is a person who looks

mean to others after others
2. He said, “Your gift must be valuable and useful for Athens.”
something that something that

can be used is not important
3. Poseidon hit the ground with his spear, a blade with a long
handle.
a kind of weapon a kind of clothing
4. She buried an olive branch there in the ground.
gave a loud shout put in the ground
5. Athena was pleased, but Poseidon felt mad about losing the
contest.
unhappy happy
Name
draft to help you write a strong opening.
Draft Model
Once there was a flower. It was in a forest. It needed rain.
1. What does the flower look like? How does it feel and appear?
2. What does the forest look like?
3. What problem might the flower have?
B. Now revise the draft by writing a strong opening that tells

about the character, the setting, and a problem.
out cognates such as flower/flor. Have partners complete the page. Practice • Grade 2 • Unit 6 • Week 1 259
Write to Sources
Name
Andre used text evidence to answer the prompt: Would you

prefer to have a seed for the pumpkin in The Golden Flower
or a seed for the pumpkin in “A Pumpkin Plant”?
I would prefer to have a seed for the kind of pumpkin

described in “A Pumpkin Plant.” The pumpkin in A Golden
Flower shines like the sun, but there are no seeds inside.
It is filled with water and sea creatures. I would like to
have a pumpkin that has seeds inside it so that I can grow
more pumpkins. I would plant the seeds in my garden.
My garden is in a sunny spot in the backyard. The pumpkin
plant’s flowers would make my garden really colorful!
In the fall, I would decorate some of the pumpkins and
leave them outside for everybody to see. Then, I would take
some seeds from inside those pumpkins and plant them in
my garden, too. This is why I prefer to have a seed from the
kind of pumpkin in “A Pumpkin Plant.”

Reread the paragraphs. Follow the directions below.
1. Circle the sentence where Andre states his opinion.
2. Draw a box around two linking words.
3. Underline text evidence Andre included about why his

garden would be a good place for a pumpkin seed.
4. Write an adjective that tells “what kind” on the line.

Name


A toaster runs on
electricity electricity.
A big truck uses a

energy lot of energy.
The river flows

flows under the bridge.
The horses haul

haul the wagon.
I was silent
silent when we played
hide-and-seek.
A mole lives
underground underground.


Name
A syllable that has the vowel consonant e pattern often has

the long vowel sound. In the word excite, the syllable cite has
the long i sound.
A. Read the words below. Then circle the vowel consonant e

syllable pattern in each word.
1. escape 2. ninety
3. outside 4. replace
A prefix is added to the beginning of a word. A suffix is

added to the end of a word.
Prefixes Suffixes
re- = “again” -ful = “full of”
un- and dis- = “not” or “opposite of” -less = “without”
B. Circle the meaning of the word in bold print to complete

each sentence.
5. The word playful means _____.
full of play without play
6. The word unclean means _____.
not clean clean again
7. The word refill means _____.
not filled fill again

For Phonics, read the words. Have partners practice saying the
262 Practice • Grade 2 • Unit 6 • Week 2 words. For Structural Analysis, read the sentences and answer
choices. Have partners complete the activity.

Name

Ocean Energy
We use energy every day to do work. We use energy to
12 turn on a light, heat a home, and cook food. Energy can
24 come from coal, oil, gas, sun, or wind. One day, energy
35 might come from the ocean. The ocean is a big source of
47 energy.
48 Tidal Energy
50 The ocean has high and low tides. This means the
60 water rises and falls every twelve hours. This is tidal
70 energy. It can be used to make power.
78 The high tide flows in to shore. The water is trapped
89 behind a dam. At low tide, water behind the dam
99 is let out. The rushing water runs a machine that
109 makes electricity.

Name
111 Ocean Wave Energy

114 Moving ocean waves can run a machine built to
123 make power. The waves move up and down inside
132 the machine. They spin parts inside. The machine
140 makes electricity.
142 Heat Energy

144 The water temperature on the ocean’s surface is
152 warm. It is warmer than the water below. That’s because
162 the sun heats the water on top. The water deep below is
174 very cold.
176 This difference in temperature makes heat energy. A
184 power plant uses this heat energy to make electricity.
193 The ocean is a big source of energy. Maybe one day
204 the ocean will power the world.

Name

1. Point to the first picture. How is energy being used?

Circle the answer.
Energy is being used Energy is being used

for cooking. for cleaning.
2. What does the author want you to know in the section called
“Tidal Energy?” Circle the answer.
how the tides can why the tides

make energy are so powerful
3. The author’s purpose is the reason an author writes. What

is the author’s purpose for writing this passage? Circle the
answer.
to give facts about to tell about different

energy from the ocean oceans around the world

attention to how you use intonation. Stop after one minute.

Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Clue Clue
Author’s Purpose

Name
Each Can Counts

Let’s recycle a can. The can will be used to make
something new. New materials are not needed to make a
new can. That saves energy. Recycle one can. The saved
energy may run a TV for three hours.
Recycle one can Less energy is used Saved energy runs a TV
Circle the correct answer to the questions about the text.
1. Expository text gives facts and information about a topic.

Why is this expository text?
It tells a made-up story It gives facts and information

about using cans. about recycling cans.
2. What is one reason to recycle cans?

It saves energy. It makes money.
3. Look at the diagram. What does the diagram show?
how many cans people how energy from a

recycle each year recycled can runs a TV
4. Read the first label. What action does the label tell about?
It tells how much It tells about

energy a TV uses. recycling one can.
Vocabulary Strategy: Paragraph Clues
Name
Look at this example of context clues in a paragraph. The

underlined words help explain what energy means.
We use energy every day to do work. We use energy to
turn on a light, heat a home, and cook food.
Read each paragraph. Work with a partner to figure out

Underline the context clues in the paragraph that helped you.
1. We use energy every day. We use energy to do work. Energy

can come form coal, oil, gas, sun, or wind. It might even come
from the ocean one day. The ocean is a big source of energy.
the place where the place where

something is used something comes from
2. The ocean has high and low tides. This means the water rises
and falls every twelve hours. This is tidal energy.
the rising and falling the place where the

of ocean water ocean meets the land
3. Moving ocean waves can run a machine built to make power.
The waves move up and down inside the machine. They spin
the parts inside. The machine makes electricity.
the power to run things the name of a machine
4. The water temperature on the ocean’s surface is warm. It is

warmer than the water below.
the size of something the top part of something
Name
draft to help you think about adding content words.
Draft Model
A radio needs something to make it work. It can run on
electricity. It can also run on a battery. Some radios have a
sun panel to charge the battery.
1. What content words can you add to tell about a radio?
2. What content words can you add to tell about electricity?
3. What content words can you add to tell about a battery?
B. Now revise the draft by adding content words that are

related to radios, electricity, and batteries.
Read the directions and the questions. Review meaning and point out cognates: radio/ Grade 2
radio, electricity/electricidad, battery/batería, panel/panel. Have partners complete Unit 6 • Week 2 269
the page and read the revised draft aloud.
Write to Sources
Name
Héctor used text evidence to answer the prompt: How do

people depend on Earth for energy?
People depend on the sunlight and the water on Earth

for energy. The Sun’s energy goes into the water on
Earth. People trap the energy in dams and use it to make
electricity. The electricity travels through power lines to
help light our towns and cities. Water is recycled in the
water cycle. It never disappears, so it is always there to
use. People also depend on Earth for water to drink. And
the Sun gives us food to eat. Plants use the Sun’s energy
to grow. We eat the plants then the energy is in us! People
depend on Earth to give us electricity, water to drink, and
food to eat.
1. Circle one fact Héctor used from “The Power of Water.”
2. Draw a box around one content word that Héctor used.

3. Underline a detail Héctor used to develop his point.
4. Write the article that appears twice in the first sentence

on the line.

Name


It is important to
important wear your seatbelt
to stay safe.
A computer is one
machine kind of machine.
I prepare for rain

prepare by putting on a
raincoat.
Can you repair

repair these broken

glasses?
We had no school
result as a result of the
snowstorm.
The scientific
scientific study found a new
medicine.

Consonant + le Syllables/Contractions/Possessives
Name
When a word ends in a consonant plus -le, -el, or -al, the

consonant and the letters -le, -el, or -al often make the last
syllable in the word, as in nee|dle, ba|gel, and lo|cal.
A. Read each word. Divide the word into syllables. Write the
syllables on the lines.
1. little
2. final
3. paddle
4. nickel
5. middle
A contraction is used to combine two words. An apostrophe

takes the place of a missing letter or letters: do not = don’t.

A possessive noun has an apostrophe and the letter s to
show ownership: Mom’s car.
B. Read the sentence. Circle the meaning of the underlined

word.
6. I know you’ll have fun.
you will you could
For Phonics, read the words. Have partners practice saying the
272 Practice • Grade 2 • Unit 6 • Week 3 words. For Structural Analysis, read the sentences and answer
choices. Have partners complete the activity.

Name

important ideas in your own words.
An Antarctic Team
The Antarctic is an incredible place to explore. Teams
9 travel there to study the region. Each person on the
19 team has an important job.
24 One job is setting up a research station. This base
34 camp is where people live and work. Some team
43 members construct the camp’s buildings. Another job
50 is getting people to the camp. Pilots fly planes and
60 helicopters. They transport people and equipment
66 to the camp.
Courtesy of Keith Vanderlinde/National Science Foundation
A plane flies team members home from the camp.

Name
Team members work together to gather ice samples.
69 Scientists work as part of the team. Each scientist

78 conducts a different project. Some study the animals
86 and plants. Some study the climate and weather. Some
95 study the glaciers.
98 Other team members take care of buildings and
106 vehicles. Some people inspect the camp’s electric system.
114 They make sure it is working.
120 A doctor and a nurse take care of sick team members. Copyright © McGraw-Hill Education
131 Firefighters work to prevent fires.

136 Exploring the Antarctic takes a team. Each team
144 member must do the job he or she knows best.
National Science Foundation

Name
A. Reread the passage. Circle each correct answer.
1. Point to the first picture. How can people get to the base camp?
They travel by bus. They travel by plane.
2. Key details tell about the main idea. What is a key detail
about team members at the base camp?
They bring people They put up the

to the camp. camp’s buildings.
3. What is a key detail about team members who work as

scientists?
They study animals They take care of

and plants. sick people.
4. The main idea is the most important point an author makes

about a topic. What is the main idea of the passage?
The Antarctic is It takes a team to

not worth exploring. explore the Antarctic.

attention to how you pronounce the words. Stop after

Words Read – =
Errors Score
First Read – =
Second Read – =

Name
Read the selection. Complete the Main Idea and Key Details
chart.
Main Idea

Genre/Text Feature
Name
A Baby Mammoth
A reindeer herder made a discovery. He found a baby
mammoth’s body. She was taken to a museum. Scientists
came from all over the world. They studied the baby. She
went to Japan. Scientists did tests. They wanted to learn
about the baby.
Ru s s ia
The baby
mammoth
Yamal
was Peninsula
discovered in
Russia.
1. Expository text gives facts about a topic. Why is this

expository text?
It gives facts about It tells a made-up story

a baby mammoth. about a mammoth family.
2. Scientists came from all over the world. What did they do?
They studied the They found the baby

baby mammoth. mammoth’s body.
3. Look at the map. What does the map help you learn?
how old the baby where the baby

mammoth was mammoth was found
Vocabulary Strategy: Greek and Latin Roots
Name
You can figure out the meaning of unfamiliar words by

looking for word roots. Some English words have Greek or
Latin roots.
cred = to believe spect = to look
duc = to lead sta = to stand
port = to carry struct = to build
Read each sentence. Circle the word root in each bold print
word. Work with a partner to figure out the meaning of the
word. Circle the meaning.
1. The Antarctic is an incredible place to explore.
carry a long way hard to believe
2. One job is setting up a research station.
a place to stand as a base a leader of a team
3. Some team members construct the camp’s buildings.
to look inside to build by putting parts Copyright © McGraw-Hill Education
together
4. They transport people and equipment to the camp.
to carry from one to believe in one idea

place to another
5. Some people inspect the camp’s electric system.
to look over carefully to lead the way
Name
draft to help you think about details you can add to support
the main idea.
Draft Model
Teamwork is important for jungle explorers. There are many
different jobs for team members. One team member reads
maps so that the other team members know where they are.
1. Why does the team need maps?
2. What other kinds of jobs might team members have?
3. What other details can you add to show why teamwork is

important?
B. Now revise the draft by adding details that support and

explain the main idea of teamwork.
important/importante; explorers/exploradors, exploradoras; different/diferente; map/ Unit 6 • Week 3 279
mapa. Have partners complete the page and read the revised draft aloud.
Write to Sources
Name
Melissa used text evidence to answer the prompt: Would

you rather be an astronaut or a mountain climber?
I would rather be an astronaut than a mountain climber.

They both seem like hard work, but I think being an
astronaut looks more exciting. I read that different kinds of
people can become astronauts. I could become an astronaut,
too! I would learn how to fly so that I can be the pilot of
the space shuttle. I would get to wear a space suit with a
TV camera in it, but I think I would have to wait until I’m
older. The space suit is heavier than I am. It weighs 280
pounds! I could also float in a special plane called the Vomit
Comet. I hope I don’t get sick. To be a mountain climber,
you have to do a lot of exercise to prepare. Team Jordan ran
long distances carrying heavy backpacks and pulling tires.
When they were near the top of the mountain, they had
to wear oxygen masks so that they didn’t get sick. I would
rather float in space than have to pull tires!

1. Circle the sentence that tells the topic of the paragraph.
2. Draw a box around a supporting detail about why Melissa

will have to wait to be an astronaut.
3. Underline Melissa’s strong conclusion.
4. Write on the line an adjective that compares.
Vocabulary
Name


The man invented
invented a new medicine.
The cash register

prices adds up the prices
of things we buy.
The school keeps

record a record of every
student.
The town has

system a system for

recycling.
Dad can find the

value value of the car on
the computer.
This ring is worth a

worth lot of money.

Vowel Team Syllables/Comparative Endings -er, -est
Name
Vowel teams such as ai, ay, oa, ow, oi, oy, oo, and ew can
help you read longer words with more than one syllable.
A. Read the words. Underline the vowel team in each word.
1. crayon 2. 3. 4.
The ending -er is added to an adjective to compare two

nouns. The ending -est is added to an adjective to compare
more than two nouns. Make these spelling changes before
adding an ending:
• words ending in y: change y to i
• words with final e: drop the final e
• words ending with a vowel and a consonant: double the
final consonant
B. Add the ending and write the new word. Read the new
word with a partner.
5. close + est 6. funny + est
7. wet + er 8. brave + er
Grade 2 For Phonics, read each word. Have partners practice saying the words. Point to and
282 Unit 6 • Week 4 name the pictures. For Structural Analysis, read each word and ending. Have partners
work together to write the new words.

Name

important ideas in your own words.
Make a Budget
You get some money, but you spend it all. Now there is
12 nothing left. How can you take control? You can make a
23 budget. It will help you manage your money. A budget
33 is a plan to keep track of money coming in and money
45 going out.
47 Income
48 How do you get money? You might get an allowance.
58 You might earn money from a job. You might get money
69 as a gift. All the money you get is called income.

Name
80 Expenses
81 How do you spend money? You might buy food or
91 pay for travel. The money you have to spend is called
102 expenses.
103 Spending Money

105 Subtract the expenses from the income. This amount
113 is money you can spend the way you want. You may not
125 have enough money left to buy what you want, though.
135 Then you can set a savings goal. Set aside a portion,
146 or part, of your money each time you get it. Keep saving

158 until you reach your goal. Then you can buy what
168 you want.
170 Many people make a budget to manage their money.
179 You can make a budget, too. A budget will help you pay
191 expenses and save money. It will help you buy things you want.

Name
A. Reread the passage and answer the questions.
1. Point to the first picture. What job did the boy do to earn
money? Circle the answer.
He shoveled snow. He walked a dog.
2.
You don’t know how

much money you need.
3.
You can save You can ask a

some money. friend for money.
4.
You can get a job. You can make a budget.


attention to how you use intonation. Stop after one minute.
Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Name

Solution chart.
Problem
Steps to Solution
Solution

Name
How We Pay
Money Now
How do people pay for things? Now they pay with bills
and coins. That may change.
Future Money
People may not use
bills or coins in the
future. They may all
pay using only a
computer or a cell phone.

that tells why this is expository text.
It gives facts about how It tells a funny story

people pay for things. about kinds of money.
2. Read the first subheading. What is this section of text about?

Circle the answer.
It tells what people It tells how people

like to buy. pay now.
3. Read the second subheading. What is this section of text

about? Circle the answer.
It tells how people may It tells where people

pay in the future. go shopping.
Vocabulary Strategy: Paragraph Clues
Name
Look at this example of context clues in a paragraph. The

underlined words help explain what subtract means.
Subtract the expenses from the income. The amount that
is left is money you can spend on things you want.
Read each paragraph. Work with a partner to figure out

1. You get some money, but you spend it all. Now there is
nothing left. How can you take control? You can make a
budget. It will help you manage your money. A budget is a
plan to keep track of money coming in and money going out.
to take charge of something to waste something
2. How do you get money? You might get an allowance. You

might earn money from a job. You might get money as a gift.
All the money you get is called income.
money that you get money in the bank

3.
money that you count money that you spend
4.
the whole amount part of a larger amount
Name

the draft to help you think about a strong conclusion you
can add.
Draft Model
People can save money at a bank. They can get money from
the bank’s ATM. People also use banks for paying their bills.
2. What is the main idea?
3. What information could you include in a conclusion sentence?
B. Now revise the draft by writing a strong conclusion that

sums up the main idea.
out cognates: bank/banco, save/salvar, pay/pagar. Have partners Practice • Grade 2 • Unit 6 • Week 4 289
Write to Sources
Name
Farah used text evidence to answer the prompt: How do

the authors of “Money Madness” and “King Midas and the
Golden Touch” use sequence to organize the text?
The authors of “Money Madness” and “King Midas and

the Golden Touch” both use sequence to organize the text.
They both start with the earliest event and tell the stories
in the order the events happen. In “Money Madness,” the
author begins by describing what life was like before money
existed. Then he tells all about early kinds of money, like
cows and rocks. After that, he describes how the money we
use today was invented.
The author of “King Midas and the Golden Touch” also
uses sequence. The author uses words like “Many years
ago” and “one day” to let the reader know when events took
place. The author tells about King Midas’s day in order. It
starts in the garden during the day and ends at dinnertime.
The authors of both selections used sequence to help me
understand the events in the order they took place.
Reread the passage. Follow the directions below. Copyright © McGraw-Hill Education
1. Circle a fact Farah included from “Money Madness.”
2. Draw a box around two sequence words Farah used.
3. Underline the conclusion.
4. Write a prepositional phrase Farah used in the second

paragraph.
Vocabulary
Name


He wears
dazzling sunglasses in the
dazzling sunlight.
The clock shows

seconds ten seconds.

1. Look at the picture of the boy. Point to the thing that is

dazzling.
2. Point to the clock. Count 10 seconds. Count 30 seconds.
3. Talk with your partner about a time you played outside.

Use the words dazzling and seconds.
r-Controlled Vowel Syllables /Three (or more) Syllable Words
Name
When a vowel or a pair of vowels is followed by the letter r,

it changes the vowel sound. The vowels and the r stay in the
same syllable.
A. Put the two syllables together. Write the word and read it.
Then match the word to the picture it names.
1. cur tain
2. for ty
3. squir rel
4. mar ble
When you divide a longer word into syllables, each syllable

must have a vowel sound.
B. Read each word in bold print. Circle the example that

shows the word divided into syllables correctly.
5. gardener gar den er gard ene r
6. tablespoon table sp oon ta ble spoon
7. marketplace marke tp lace
8. afternoon aftern oo n af ter noon

Grade 2 For Phonics, read the syllables. Point to and name the pictures. Have partners practice
292 Unit 6 • Week 5 saying the words. For Structural Analysis, read each word before having partners work
together to divide the word into syllables.

Name
Read the poem. Use the summarize strategy to retell the

poem in your own words.
Growing Up in One Day

If I could grow up in just one day,
9 how would I work to get my pay?
17 I could be a chef in a busy kitchen,
26 I’d have helpers to always pitch in.
33 If a diner’s stomach was a bottomless pit,
41 My cooks and I would never sit.

Name
48 I could be a firefighter in a truck,

56 putting out fires and helping cats that are stuck.
65 My legs would be machines.
70 I would climb so fast.
75 I would bring the cat down. Safe at last.
84 I won’t grow up for quite awhile,
94 but I have some ideas that make me smile.

Name
A. Reread the poem and work with a partner to answer the

1. The boy thinks about being a chef when he grows up. How
would he feel about being a chef? Circle the answer.
He would not like working in a kitchen.
2. Point to the first picture. What is one job the boy could do as
a chef? Circle the answer.
He could cut up vegetables. He could paint a picture.
3. The boy thinks about being a firefighter when he grows up.

How would he feel about being a firefighter? Circle the answer.

to how you use your voice to show feelings. Stop after one

Words Read – =
Errors Score
First Read – =
Second Read – =
with the group.
Name

Name
My Imagination
I dive with a whale into the sea,
I climb with a monkey up a tree.
I fly with an eagle and off we zoom,
I have adventures right here in my room.
ZZZZZ
ZZZ Z
1. A poem has rhythm and sometimes rhyming words. Circle the

sentence that helps you know this is a poem.
It is about animals. It has rhyming words.
2. Write the two pairs of words at the end of the lines that rhyme.
3. What do rhyming words add to the poem? Circle the answer.

They make it fun to read the poem aloud.
They are the most important words in the poem.
Vocabulary Strategy: Metaphors
Name
A metaphor compares two different things, but it does not

use the word like or as.
A. Read the lines. The author compares two things. The first
thing is underlined. Work with a partner to find what the
author compared the underlined words to. Circle it.
1. A diner’s stomach was a bottomless pit.
2. My legs would be machines, I would climb so fast.
3. His smile was sunlight that lit up the room.
4. The runner was lightning in the race.
B. Work with a partner. Explain each metaphor. Circle the

answer to complete each sentence.
5. The author compares a diner’s stomach to a bottomless pit

because they both .

have plenty of room inside move in circles
6. The author compares the boy’s legs to machines because

they both .
work hard
Name
draft to help you think about how to make the writing better
by using strong words.
Draft Model
I paint the adventures in my mind.
I make pictures of every kind.
1. Where could you add strong adjectives?
2. Where could you add strong adverbs?
3. Which words could you replace with stronger words?
B. Now revise the draft by adding strong words.

adventures/aventuras. Have partners complete the page. Have them read the revised Unit 6 • Week 5 299
draft aloud to each other.
Write to Sources
Name
Thomas used text evidence to answer the prompt: Write a

free verse or rhyming poem about how books and art let
you use your imagination. Include a metaphor in the poem.
My Moods
Whenever I am feeling blue,
Looking for something to do,
I grab paper, paints, and brush,
And quietly, without a hush
I find a corner in my room,
And plant a garden in full bloom.
No matter how I feel,
make-believe will help me heal.
It is better to let my imagination soar
Because then, my spirit will roar roar roar!
Reread the poem. Follow the directions below.

1. Underline the metaphor Thomas uses to describe what
he paints.
2. Thomas uses strong rhyming words in his poem. Circle two

rhyming words in the first stanza.
3. Draw a box around how Thomas chases his moods away.
4. On the line, write an adjective that Thomas uses.

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Pets Are Our Friends

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Write to Sources 250

Copyright © McGraw-Hill Education

Use the word chart to study this week’s vocabulary words.

Word Context Sentence Illustration

The boy acts

I peered into the

He will rescue the

The girl tells her

Listen to each short vowel sound as you say the words

A. Say the name of each picture. Draw a line from a picture

Copyright © McGraw-Hill Education

The endings -s or -es can be added to a noun to make it

Read the passage. Use the visualize strategy to picture in

A Bicycle Built for Two

Practice • Grade 2 • Unit 1 • Week 1 3

55 Squirrel went to see Bear. Squirrel asked for help.

Copyright © McGraw-Hill Education

4 Practice • Grade 2 • Unit 1 • Week 1

A. Reread the passage and work with a partner to answer

1. What is wrong with Squirrel’s bike?

3. Why can’t Fox help fix Squirrel’s bike?

Fox is washing clothes Fox is cooking.

4. Point to the second picture. Who fixes the bike?

B. Work with a partner. Read the passage aloud. Pay

Number of Words Correct

Read the selection. Complete the Key Details chart.

Detail Detail Detail

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6 Practice • Grade 2 • Unit 1 • Week 1

Answer the questions about the text.

1. Fantasy is a made-up story. Circle the sentence that helps you

Mouse and Mole are animals. Mouse and Mole talk.

2. Look at the picture. Why is it easy for Mole to dig holes?

3. What job does Mouse do? Circle the answer.

To figure out new words, look at word parts. A root word

Read each sentence. Work with a partner to figure out the

1. Fox said, “I’m too busy cooking soup.”

2. Squirrel asked for help.

3. Bear said, “I’m too busy washing clothes.”

1. Where did the two friends go on their picnic?

2. What did they pack for their picnic?

3. How did the friends get home?

B. Now revise the draft by adding details that clearly

Anita used text evidence to answer the prompt: Write a

Reread the passage. Follow the directions below.

1. Circle the event that was important to Mouse and Snake’s

2. Draw a box around a supporting detail that tells why Mouse

3. Underline a descriptive detail that describes how

4. Write a complete sentence from Anita’s poem.

Use the word chart to study this week’s

Word Context Sentence Illustration

It’s fair for