Reading Vocabulary Gr. 1

A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 HES 14 13 12 11 10

Table of Contents Using Vocabulary Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Vocabulary Words Section 1 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Vocabulary Words: Kindergarten, Unit 1 Vocabulary Words: Kindergarten, Unit 1 Vocabulary Words: Kindergarten, Unit 2 Vocabulary Words: Kindergarten, Unit 2 Section 1 Review . . . . . . . . . . . . . . .

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Section 2 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Vocabulary Words: Kindergarten, Unit 3 Vocabulary Words: Kindergarten, Unit 3 Vocabulary Words: Kindergarten, Unit 4 Vocabulary Words: Kindergarten, Unit 4 Section 2 Review . . . . . . . . . . . . . . .

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Vocabulary Words: Kindergarten, Unit 5 Vocabulary Words: Kindergarten, Unit 5 Vocabulary Words: Kindergarten, Unit 6 Vocabulary Words: Kindergarten, Unit 6 Section 3 Review . . . . . . . . . . . . . . .

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Vocabulary Words: Kindergarten, Unit 7 Vocabulary Words: Kindergarten, Unit 7 Vocabulary Words: Kindergarten, Unit 8 Vocabulary Words: Kindergarten, Unit 8 Section 4 Review . . . . . . . . . . . . . . .

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22 24 26 28 30

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42 Vocabulary Words: Kindergarten, Unit 9 . Vocabulary Words: Kindergarten, Unit 9 . Vocabulary Words: Kindergarten, Unit 10 Vocabulary Words: Kindergarten, Unit 10 Section 5 Review . . . . . . . . . . . . . . . .

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Section 6 Lesson 26 Lesson 27 Lesson 28 Lesson 29 Lesson 30 Lesson 31 Lesson 32 Lesson 33

.12 .14 .16 .18 20

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Section 5 Lesson 21 Lesson 22 Lesson 23 Lesson 24 Lesson 25

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Section 4 190 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20

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Section 3 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15

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52 Vocabulary Words: Grade 1, Unit 4, Week 1 Vocabulary Words: Grade 1, Unit 4, Week 2 Vocabulary Words: Grade 1, Unit 4, Week 3 Vocabulary Words: Grade 1, Unit 4, Week 4 Vocabulary Words: Grade 1, Unit 4, Week 5 Vocabulary Words: Grade 1, Unit 5, Week 1 Vocabulary Words: Grade 1, Unit 5, Week 2 Vocabulary Words: Grade 1, Unit 5, Week 3

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Vocabulary Words: Grade 1, Unit 5, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Vocabulary Words: Grade 1, Unit 5, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Section 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Section 7 Lesson 37 Lesson 38 Lesson 39 Lesson 40 Lesson 41 Lesson 42

74 Vocabulary Words: Grade 1, Unit 6, Week 1 Vocabulary Words: Grade 1, Unit 6, Week 2 Vocabulary Words: Grade 1, Unit 6, Week 3 Vocabulary Words: Grade 1, Unit 6, Week 4 Vocabulary Words: Grade 1, Unit 6, Week 5 Section 7 Review . . . . . . . . . . . . . . . . .

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Section 8 Lesson 43 Lesson 44 Lesson 45 Lesson 46 Lesson 47 Lesson 48 Lesson 49 Lesson 50 Lesson 51 Lesson 52 Lesson 53

Vocabulary Words: Grade 2, Unit 1, Week 1 Vocabulary Words: Grade 2, Unit 1, Week 2 Vocabulary Words: Grade 2, Unit 1, Week 3 Vocabulary Words: Grade 2, Unit 1, Week 4 Vocabulary Words: Grade 2, Unit 1, Week 5 Vocabulary Words: Grade 2, Unit 2, Week 1 Vocabulary Words: Grade 2, Unit 2, Week 2 Vocabulary Words: Grade 2, Unit 2, Week 3 Vocabulary Words: Grade 2, Unit 2, Week 4 Vocabulary Words: Grade 2, Unit 2, Week 5 Section 8 Review . . . . . . . . . . . . . . . . .

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. 86 . 88 . 90 . 92 . 94 . 96 . 98 .100 . 102 .104 .106

108 Vocabulary Words: Grade 2, Unit 3, Week 1 Vocabulary Words: Grade 2, Unit 3, Week 2 Vocabulary Words: Grade 2, Unit 3, Week 3 Vocabulary Words: Grade 2, Unit 3, Week 4 Vocabulary Words: Grade 2, Unit 3, Week 5 Vocabulary Words: Grade 2, Unit 4, Week 1 Vocabulary Words: Grade 2, Unit 4, Week 2 Vocabulary Words: Grade 2, Unit 4, Week 3 Vocabulary Words: Grade 2, Unit 4, Week 4 Vocabulary Words: Grade 2, Unit 4, Week 5 Section 9 Review . . . . . . . . . . . . . . . . .

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Section 10 Lesson 65 Lesson 66 Lesson 67 Lesson 68 Lesson 69 Lesson 70 Lesson 71 Lesson 72 Lesson 73 Lesson 74 Lesson 75

.74 76 78 80 82 84

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Section 9 Lesson 54 Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 60 Lesson 61 Lesson 62 Lesson 63 Lesson 64

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Vocabulary Words: Grade 2, Unit 5, Week 1 Vocabulary Words: Grade 2, Unit 5, Week 2 Vocabulary Words: Grade 2, Unit 5, Week 3 Vocabulary Words: Grade 2, Unit 5, Week 4 Vocabulary Words: Grade 2, Unit 5, Week 5 Vocabulary Words: Grade 2, Unit 6, Week 1 Vocabulary Words: Grade 2, Unit 6, Week 2 Vocabulary Words: Grade 2, Unit 6, Week 3 Vocabulary Words: Grade 2, Unit 6, Week 4 Vocabulary Words: Grade 2, Unit 6, Week 5 Section 10 Review . . . . . . . . . . . . . . . .

Vocabulary Intervention

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. 130 . 132 . 134 . 136 . 138 . 140 . 142 .144 . 146 . 148 . 150

© Macmillan/McGraw-Hill

Lesson 34 Lesson 35 Lesson 36

Vocabulary Strategies: Word Part Clues Section 11 Lesson 76 Lesson 77 Lesson 78 Lesson 79 Lesson 80 Lesson 81 Lesson 82 Lesson 83 Lesson 84 Lesson 85 Lesson 86

Compound Words . . . . Word Families . . . . . . . Prefixes un-, dis- . . . . . . Prefixes re-, pre- . . . . . . Endings -s, -es . . . . . . . Endings -ed, -ing . . . . . Inflectional Nouns -s, -es Suffixes -ful, -less, -ly . . . Suffixes -or, -er, -est . . . Word Parts/Roots . . . . Section 11 Review . . . .

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Vocabulary Strategies: Context Clues and Using a Dictionary Section 12

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. 174 . 176 . 178 .180 . 182 .184 .186 .188 . 190 . 192 . 194 . 196 . 198 .200 .202 .203 .204

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Lesson 87 Using Sentence Context . . . . . . . . . . . . . . . . . Lesson 88 Using Definition Clues . . . . . . . . . . . . . . . . . . Lesson 89 Using Example Clues . . . . . . . . . . . . . . . . . . . Lesson 90 Using Synonym Clues . . . . . . . . . . . . . . . . . . . Lesson 91 Using Antonym Clues . . . . . . . . . . . . . . . . . . . Lesson 92 Using Paragraph Context Clues . . . . . . . . . . . . . Lesson 93 Using Context Clues: Multiple-Meaning Words . . . Lesson 94 Using Context Clues: Idioms . . . . . . . . . . . . . . . Lesson 95 Using Context Clues: Homophones . . . . . . . . . . Lesson 96 Using Context Clues: Syntactic and Semantic Cues Lesson 97 Finding a Word in a Dictionary . . . . . . . . . . . . . Lesson 98 Using a Dictionary Entry . . . . . . . . . . . . . . . . . Lesson 99 Finding the Right Entry . . . . . . . . . . . . . . . . . . Lesson 100 Section 12 Review . . . . . . . . . . . . . . . . . . . . . Teaching Useful Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . Routine for Teaching Useful Words . . . . . . . . . . . . . . . . . . . . . Useful Words List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Using Vocabulary Intervention Purpose and Use Treasures provides a set of strategic intervention materials, one set for each of the key technical skill domains of beginning reading (phonemic awareness and phonological awareness, phonics and decoding, oral reading fluency, vocabulary, and reading comprehension skills) plus writing and grammar. Each set of materials contains over ninety 15-minute lessons. These lessons

• focus on children in Kindergarten through Grade 2 who need reteaching and • • • • •

practice in one or more of the technical skill domains (e.g., vocabulary); provide explicit, sequential, and systematic needs-based instruction of standards taught in the target grade or previous grade that have not been mastered by children; are connected to the basic program and consistent with the key instructional routines used; are designed for efficient and effective use in tutorial or small-group instructional settings; can be administered by a teacher’s aide but are also great for after-school programs or one-on-one tutoring sessions; contain a periodic progress-monitoring assessment for determining attainment of skills taught after approximately every ten lessons.

Contents and Resources Vocabulary Intervention organizes instruction and practice on two-page spreads for ease of use. A short, 15-minute lesson provides targeted instruction in a discrete strategy or skill. A Practice Reproducible provides scaffolded practice. LESSON

43

Name Name

Vocabulary

Practice Reproducible V43

Date Date

GRADE 2, UNIT 1, WEEK 1

Vocabulary Words

Use Vocabulary Words

TEACH/MODEL

Fill in the blanks for each Vocabulary Word.

Yes

No

If you draw carefully, you will

If you do NOT draw carefully, you will .

© Macmillan/McGraw-Hill

Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE If you do something carefully, you take your time and think about what you are doing. EXAMPLE Fill the glass carefully so that the milk does not spill. ASK What do you try to do carefully? • Two things are different from each other if they are not the same. A red crayon and a blue crayon are different in color. How is today different from yesterday? • To be excited is to be thrilled and happy about something. We feel excited before a party. How do people act when they feel excited?

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• When you groan, you make a deep, unhappy sound. If I have to do something I •

don’t want to do, I might say “Oh, no!” and groan. What makes you groan? Show how you groan. When I whisper, I talk very softly. It is hard to hear people when they whisper. When might you whisper? Show how you whisper.

have different shapes.

do NOT have different shapes. I do NOT feel excited about

I feel excited about

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V43. Help children complete the first example. Then have children work individually to complete the remaining examples.

.

.

Quick Check Can children provide examples for each word?

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): carefully Yes: make a good picture, No: make a messy picture; different Yes: An orange and a banana, No: An orange and a baseball; excited Yes: playing with friends, No: a rainy day; groan Yes: Bad news, No: Good news; whisper Yes: we are in the library, No: we cheer for our team

86

RI11_A_K2_ITEVOC_S08.indd 86

vi

Vocabulary Intervention

We do NOT whisper when .

.

Practice Reproducible

Vocabulary Intervention: Section 8

Sample Lesson

does NOT make me groan.

We whisper when © Macmillan/McGraw-Hill

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

© Macmillan/McGraw-Hill

If No

If Yes

makes me groan.

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• Vocabulary Words lessons review and •

reinforce vocabulary taught in the core program at Kindergarten–Grade 2. Vocabulary Strategies lessons strengthen children’s use of vocabulary strategies, such as using word part clues, using context, and using a dictionary.

Assessment Placement To assess which children need Vocabulary Intervention, monitor how much difficulty they have with the vocabulary in the literature in Treasures, as well their performance on vocabulary assignments and weekly and unit assessments.

Weekly and Unit Assessment

Each section in Vocabulary Intervention teaches a defined set of Vocabulary Words or a limited number of vocabulary strategies. You can place children in one of the following ways:

• You can teach a discrete lesson or a discrete group of lessons as a prescription

Progress Monitoring Vocabulary Intervention provides both informal and formal assessments to monitor children’s progress. • A Quick Check box supports progress monitoring at the end of each lesson on Vocabulary Words. • At the end of every section, a formal review supports progress monitoring. Each review samples knowledge of representative Vocabulary Words or measures mastery of the word-learning strategies taught in that section.

Name

Practice Reproducible V53

Date

Vocabulary Words Review 1. I try to

carefully.

2. A

is a wonderful thing to see. .

3. My favorite machines are 4. People celebrate

.

5. A patient person is able to

.

6. I would like a collection of

.

7. There was a commotion when

.

8. A famous landmark in the United States is . 9. A clever person can © Macmillan/McGraw-Hill

© Macmillan/McGraw-Hill

•

for specific skills that children have not yet mastered. You can provide sequential and systematic instruction over a longer period of time, perhaps as a regular part of additional instruction that you provide a group of struggling readers.

10. I am glad that

. were invented.

Practice Reproducible 107

Sample Review RI11_A_K2_ITEVOC_S08.indd 107

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Using Vocabulary Intervention

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Instructional Routines Highly explicit and narrow in focus, Vocabulary Intervention follows a scope and sequence that is consistent with the Treasures core program.

• In Section 1–Section 10, Vocabulary Words lessons use the Define/Example/

•

Ask routine to reteach the meaning of the vocabulary words from each week of instruction in Kindergarten–Grade 2. The Practice Reproducible uses a variety of formats to reinforce and extend understanding. In Section 11 and Section 12, Vocabulary Strategy lessons use explicit instruction, teacher modeling, and guided and independent practice to teach independent word-learning strategies. The Practice Reproducible for each lesson scaffolds practice applying the strategy to words in sentences and paragraphs.

Instructional Modifications Children who can decode texts but have difficulty with comprehension may also struggle with a vocabulary deficit. These children need more time and practice to master both individual word meanings and independent word-learning strategies. The lessons in the Vocabulary Intervention are ideal for these children.

• The fewer vocabulary words children know, the harder it is for them to use •

context to understand the meanings of unfamiliar words. Children with limited vocabularies need direct instruction in word meanings. Children with vocabulary deficits might also benefit from instruction in additional word meanings, using read alouds and a research-based word list. See Teaching Useful Words on page 202. See Useful Words List on pages 204–222.

Useful Words List

© Macmillan/McGraw-Hill

B

© Macmillan/McGraw-Hill

absence being away absolute certain, positive absorb take in abuse treat badly accent way of speaking accept take willingly accident unexpected injury accompany go with accomplish get done ache steady pain achieve gain by effort acre a measure of land act law passed address to speak adjective a modifying word adjust arrange adopt take as one’s own after chasing after following after close by against not in favor of agenda things to be done alert give warning allegiance loyalty allergy body sensitivity alone only alternate one and then another among with amuse make smile or laugh ancient very old angle slant angle a point of view anniversary yearly event announce make known annoy to trouble anti against antibiotic disease-killing drug anxious eager any one of several

apology saying you are sorry appetite desire to eat applaud give praise apply to put on appointment a set date appreciate to value highly approach come near appropriate proper approve to accept arch to curve are plural of is area surface argue discuss for and against around here and there around circling arrange prepare beforehand arrest to take prisoner arthritis inflammation of joints article story in newspaper or magazine as at the same time assign give assist help assume accept as true astonish surprise attach fasten attack strike with force attend accompany attract draw attention attractive nice looking audience those watching or listening avalanche sliding snow avenger one who punishes in return for an injury average ordinary avoid keep away from await wait for, expect awake alert awake conscious aware knowing

Useful Words List

viii

Vocabulary Intervention

bluff to fool blush turn red from shame or confusion board wall slate for a classroom board to get on boast brag body the main part bolt lightning streak bone hard frame of body bonus something extra boost lift by pushing bother disturb bow front part of ship braid twist together brave fearless brave to face boldly break make an escape break stop suddenly bright cheerful brim edge broil make very hot broke without money bruise to injure or hurt brutal cruel burrow dig bury put into grave business personal interest busy at work busy now in use but nevertheless but yet by at by through the means of

C calculate figure out call give name to calm quiet camouflage disguise can a metal container cancel to destroy the force or effect cap to cover capture take by force care worry Useful Words List 205

204 Vocabulary Intervention

RI11_A_K2_ITEVOC_EM.indd 204

back around behind back go the other way backward in reverse order backward toward the back bacteria germs bad in poor condition bad without worth balance keep equal or even bald without hair ball big dance ball make a wad of ballot used to vote ban law that prohibits band musical group bare without clothing barely only just bargain sold cheaply bash hit bay sheltered water area beast a cruel person beat tired out beat flap wings because for the reason that before some time ago beverage drink beware be careful beyond farther than bin storage place binocular for both eyes bit a small part bitter sharp tasting blast a rush of wind blast sudden sound blast a good time blizzard cold, snowy storm block something that stops you block a solid piece bloodshot red-eyed blow to explode blow make a sound blow cause heavy wind blue feeling of unhappiness

© Macmillan/McGraw-Hill

(Source: Words Worth Teaching by Andrew Biemiller, SRA/McGraw-Hill, 2008)

A

6/1/10 11:25 AM

RI11_A_K2_ITEVOC_EM.indd 205

6/1/10 11:25 AM

Research and Guiding Principles Research on vocabulary has shown the following:

• Hearing texts read aloud and then discussing them greatly benefits childen’s • •

vocabulary. Independent reading also helps develop children’s vocabulary. You do not need to directly teach all the words a child might not know, but it is important to explain and discuss some unfamiliar words. Children cannot learn more than eight or ten new word meanings a week, so you should carefully choose the words you do teach explicitly. Teach words that are important to the selection that children are reading, as well as words that they are likely to see often in their reading.

• Children learn a new word in phases. Initially, they have only a vague sense

© Macmillan/McGraw-Hill

of what a word means and when it is used; their understanding of the word becomes more specific with instruction and practice. Children are able to generate definitions only of words they know quite well. • It is often easiest for children to learn new words for concepts they understand. Learning swift as another word for fast is relatively easy for many children. It is often hardest for children to learn new words for new concepts they don’t yet understand. This is true of a lot of content area words, such as hemisphere and plateau. • Children need additional instruction in multiple-meaning words and idioms. • You can also support children’s vocabulary development by fostering word consciousness. You can lead discussions about why an author chose one word over another (such as twig instead of stick, for example). You can explore and discuss word histories and etymologies with children. Children also benefit from simple word games that play with both the meanings and the structures of words. For additional information on teaching vocabulary, as well as routines for using read alouds to teach word meanings, see Teaching Useful Words on page 202 and Routine for Teaching Useful Words on page 203.

Using Vocabulary Intervention

ix

Skills Correlations This chart will help you identify practice pages for skills taught in this book.

Context Clues Context Clues: Antonyms Context Clues: Homophones Context Clues: Idioms Context Clues: Multiple-Meaning Words Context Clues: Possessive Nouns Context Clues: Synonyms Context Clues: Syntactic and Semantic Cues Use a Dictionary Use a Dictionary: Alphabetical Order Use a Dictionary: Homophones Use a Dictionary: Multiple-Meaning Words Use a Dictionary: New Meanings for Known Words Use a Dictionary: Unfamiliar Words Word Parts: Compound Words Word Parts: Inflected Nouns (endings -s, -es) Word Parts: Inflected Verbs Word Parts: Inflected Verbs and Base Words Word Parts: Inflectional Endings -ed and -ing Word Parts: Prefixes Word Parts: Roots Word Parts: Suffixes Word Parts: Word Families

* Practice for these skills can also be found in the Teacher’s Edition for:

C = Comprehension Intervention F = Fluency Intervention PWS = Phonics/Word Study Intervention V = Vocabulary Intervention

x

Vocabulary Intervention

Pages where skill is taught 174–193 182–183 190–191 188–189 186–187 174–175, 184–185 180–181 192–193 194–199 194–199 198–199 198–199

*

198–199 194–199 152–153 164–165 160–163 160–163 160–163 156–159 170–171 166–169 154–155

F F, PWS F, PWS F, PWS F, PWS F, PWS F, PWS F, PWS

© Macmillan/McGraw-Hill

Skill

© Macmillan/McGraw-Hill

Skills Correlations (continued)

Skills Correlations

xi

LESSON

1

Vocabulary

KINDERGARTEN, UNIT 1

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE If something is big it is large. Say the word with me. EXAMPLE There is a big lake in our town. ASK What big thing can you see in our classroom? • Something small is little. Say the word with me. The mouse is small. What is something small you use every day?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V1. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of big and small and have children identify each.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

2

Vocabulary Intervention: Section 1

Name

Date

Practice Reproducible V1

Use Vocabulary Words Say each word. Write each word.

big

small

big small

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

3

LESSON

2

Vocabulary

KINDERGARTEN, UNIT 1

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Short things are small in height. Say the word with me. EXAMPLE A baby is short. ASK What kinds of animals are short? • Tall things have a lot of height. Say the word with me. The tree is tall. Who do you know that is tall?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V2. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of short and tall and have children identify each.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

4

Vocabulary Intervention: Section 1

Name

Date

Practice Reproducible V2

Use Vocabulary Words Say each word. Write each word.

short

tall

short tall

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

5

LESSON

3

Vocabulary

KINDERGARTEN, UNIT 2

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE Red is a color. Many apples and tomatoes are red. Fire engines are red, too. Say the word with me. EXAMPLE I put on a red sweater. ASK What red things do you see in your classroom?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V3. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of red and have children identify what is red in each photo.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

6

Vocabulary Intervention: Section 1

Name

Date

Practice Reproducible V3

Use Vocabulary Words Say the word. Write the word.

red

red

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

7

LESSON

4

Vocabulary

KINDERGARTEN, UNIT 2

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Yellow is a color. Bananas and baby chicks are yellow. Say the word with me. EXAMPLE I got a yellow balloon at the fair. ASK What yellow things do you see in your classroom? • Blue is a color. The sky often looks blue. Say the word with me. My book has a blue cover. What blue things do you see in your classroom?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V4. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of yellow and blue and have children identify each color in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

8

Vocabulary Intervention: Section 1

Name

Date

Practice Reproducible V4

Use Vocabulary Words Say each word. Write each word.

yellow

blue

yellow blue

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

9

LESSON

5

Vocabulary

VOC ABULARY WORDS

Review PREPARING THE REVIEW

• Copy and distribute Practice Reproducible V5. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Read the first direction line and allow children time to draw their answer. • Read the second direction line and allow children time to draw their answer. SCORING THE REVIEW

• Children should draw to show the meaning of each word. • Two items from particular lessons in this book have been provided. • If children struggle with either item, use the review format and ask children to

© Macmillan/McGraw-Hill

•

draw to show the meaning of other Concept Vocabulary from Units 1 and 2: Unit 1: big, small (Lesson 1); short (Lesson 2) Unit 2: red (Lesson 3); yellow (Lesson 4) Reteach those lessons for which the child’s drawing did not convey word meaning.

10

Vocabulary Intervention: Section 1

Name

Practice Reproducible V5

Date

Use Vocabulary Words Draw a picture about the word tall. all

© Macmillan/McGraw-Hill

Draw a picture about the word blue lue.

Practice Reproducible

11

LESSON

6

Vocabulary

KINDERGARTEN, UNIT 3

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE A square is a shape with four sides. All of the sides are the same length. Say the word with me. EXAMPLE I put a square sticker on my drawing. ASK Where have you seen a square?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V6. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of square and have children identify each example.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

12

Vocabulary Intervention: Section 2

Name

Date

Practice Reproducible V6

Use Vocabulary Words Say the word. Write the word.

square

square

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

13

LESSON

7

Vocabulary

KINDERGARTEN, UNIT 3

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE A circle is a shape. A circle is round with no straight sides. Say the word with me. EXAMPLE The red ball had the shape of a circle. ASK What else has the shape of a circle? • A triangle is a shape. A triangle has three straight sides. Say the word with me. The roof on our house has the shape of a triangle. What else do you know that has the shape of a triangle?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V7. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of circle and triangle and have children identify each shape in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

14

Vocabulary Intervention: Section 2

Name

Practice Reproducible V7

Date

Use Vocabulary Words Say each word. Write each word.

circle

triangle

circle triangle

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

15

LESSON

8

Vocabulary

KINDERGARTEN, UNIT 4

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE An apple is a fruit. Apples grow on trees. Say the word with me. EXAMPLE I ate an apple for snack. ASK When would you eat an apple?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V8. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of apple and have children identify the fruit.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

16

Vocabulary Intervention: Section 2

Name

Date

Practice Reproducible V8

Use Vocabulary Words Say the word. Write the word.

apple

apple

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

17

LESSON

9

Vocabulary

KINDERGARTEN, UNIT 4

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE A banana is a fruit. A banana is yellow on the outside when it is ready to eat. Say the word with me. EXAMPLE I like to cut up a banana and put it on my cereal. ASK How would you eat a banana? • A carrot is a vegetable. Most carrots are orange in color. Say the word with me. I ate a carrot with my dinner. When would you eat a carrot?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V9. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of banana and carrot and have children identify each food in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

18

Vocabulary Intervention: Section 2

Name

Practice Reproducible V9

Date

Use Vocabulary Words Say the word. Write the word.

banana

carrot

banana carrot

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

19

LESSON

10

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy and distribute Practice Reproducible V10. Make one copy for •

each child. Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Read the first direction line and allow children time to draw their answer. • Read the second direction line and allow children time to draw their answer. SCORING THE REVIEW

• Children should draw to show the meaning of each word. • Two items from particular lessons in this book have been provided. • If children struggle with either item, use the review format and ask children to

© Macmillan/McGraw-Hill

•

draw to show the meaning of other Concept Vocabulary from Units 3 and 4: Unit 3: square (Lesson 6); triangle (Lesson 7) Unit 4: apple (Lesson 8); carrot (Lesson 9) Reteach those lessons for which the child’s drawing did not convey word meaning.

20

Vocabulary Intervention: Section 2

Name

Practice Reproducible V10

Date

Use Vocabulary Words Draw a picture about the word circle.

© Macmillan/McGraw-Hill

Draw a picture about the word banana. anana

Practice Reproducible

21

LESSON

11

Vocabulary

KINDERGARTEN, UNIT 5

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE Behind is a position word. It means that something is not in front of something else. Say the word with me. EXAMPLE I stood behind Jon in line. ASK What do you see that is behind something else?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V11. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of behind and have children identify what object is behind another object in the photos.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

22

Vocabulary Intervention: Section 3

Name

Date

Practice Reproducible V11

Use Vocabulary Words Say the word. Write the word.

behind

behind

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

23

LESSON

12

Vocabulary

KINDERGARTEN, UNIT 5

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Under is a position word. It means that something is below something else. Say the word with me. EXAMPLE The paper was under the book. ASK What can you put under something else? • On is a position word. It means that something was above, touching, and held up by, something else. Say the word with me. I put the book on the shelf. What is something you see in your classroom that is on something else?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V12. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of under and on and have children identify the objects that are under or on other objects in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

24

Vocabulary Intervention: Section 3

Name

Date

Practice Reproducible V12

Use Vocabulary Words Say each word. Write each word.

under

on

under on

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

25

LESSON

13

Vocabulary

KINDERGARTEN, UNIT 6

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE First is a number word. When something is first it means that nothing comes before it. Say the word with me. EXAMPLE I was the first person on the bus this morning. ASK What letter comes first in the alphabet? What day comes first in the week?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V13. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of first and have children identify who or what is first in the photos.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

26

Vocabulary Intervention: Section 3

Name

Date

Practice Reproducible V13

Use Vocabulary Words Say the word. Write the word.

first

first

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

27

LESSON

14

Vocabulary

KINDERGARTEN, UNIT 6

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Next means something that comes after something else. Say the word with me. EXAMPLE Sue went first, and I went next. ASK What is the next number after three? What month is next after this month? • When something is last, nothing comes after it. Say the word with me. I was the last one to finish my lunch. What is the last letter in the alphabet? What is the last thing you do before going to bed?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V14. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of next and last and have children identify who or what is next or last in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

28

Vocabulary Intervention: Section 3

Name

Date

Practice Reproducible V14

Use Vocabulary Words Say each word. Write each word.

next

last

next last

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

29

LESSON

15

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy and distribute Practice Reproducible V15. Make one copy for •

each child. Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Read the first direction line and allow children time to draw their answer. • Read the second direction line and allow children time to draw their answer. SCORING THE REVIEW

• Children should draw to show the meaning of each word. • Two items from particular lessons in this book have been provided. • If children struggle with either item, use the review format and ask children to

© Macmillan/McGraw-Hill

•

draw to show the meaning of other Concept Vocabulary from Units 5 and 6: Unit 5: behind (Lesson 11); on (Lesson 12) Unit 6: first (Lesson 13); next (Lesson 14) Reteach those lessons for which the child’s drawing did not convey word meaning.

30

Vocabulary Intervention: Section 3

Name

Practice Reproducible V15

Date

Use Vocabulary Words Draw a picture about the word under nder.

© Macmillan/McGraw-Hill

Draw a picture about the word last st.

Practice Reproducible

31

LESSON

16

Vocabulary

KINDERGARTEN, UNIT 7

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE The word taller tells you that something has more height than something else. It is used to compare two things. Say the word with me. EXAMPLE I am tall, but my brother is taller. ASK What are you taller than? What is taller than you? • The tallest thing has the most height. It is used to compare more than two things. Say the word with me. I am tall, my brother is taller, and my sister is the tallest of us all! What is the tallest thing you can see? Who is the tallest person in your class?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V16. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find examples of two or more people or objects of varying heights. Then have children use taller and tallest to identify the examples in each of the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

32

Vocabulary Intervention: Section 4

Name

Date

Practice Reproducible V16

Use Vocabulary Words Say each word. Write each word.

taller

tallest

taller tallest

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

33

LESSON

17

Vocabulary

KINDERGARTEN, UNIT 7

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Smallest means having the least amount of size. Nothing can be smaller. Say the word with me. EXAMPLE I chose the smallest peach for a snack. ASK What is the smallest thing you can see? What is the smallest animal you can think of? • Something that is the longest has the most length. Nothing can be longer. Say the word with me. The python is the longest snake in the world. It can be 33 feet long! Who has the longest name in your class? What is the longest word you can spell on your own?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V17. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of smallest and longest and have children identify examples of each in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

34

Vocabulary Intervention: Section 4

Name

Date

Practice Reproducible V17

Use Vocabulary Words Say each word. Write each word.

smallest

longest

smallest longest

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

35

LESSON

18

Vocabulary

KINDERGARTEN, UNIT 8

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE Top is a position word. It means something at the highest point or place. Say the word with me. EXAMPLE I put a hat on top of my head. ASK What can you put on top of a shelf? What are you on top of right now?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V18. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of top and have children identify examples of what is on top in the photos.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

36

Vocabulary Intervention: Section 4

Name

Date

Practice Reproducible V18

Use Vocabulary Words Say the word. Write the word.

top

top

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

37

LESSON

19

Vocabulary

KINDERGARTEN, UNIT 8

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Middle is a position word. It means that something is between two other things. Say the word with me. EXAMPLE I put cheese in the middle of two pieces of bread to make a sandwich. ASK What number comes in the middle of six and eight? What can you put in the middle of two other things? • Bottom is a position word. It means to be at the lowest point or place. Say the word with me. When it rained I got mud on the bottom of my shoes. What is at the bottom of you school bag? What could you put in the bottom of a drawer?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V19. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of things that are in the middle or at the bottom, and have children identify examples of each in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

38

Vocabulary Intervention: Section 4

Name

Date

Practice Reproducible V19

Use Vocabulary Words Say each word. Write each word.

middle

bottom

middle bottom

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

39

LESSON

20

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy and distribute Practice Reproducible V20. Make one copy for •

each child. Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Read the first direction line and allow children time to draw their answer. • Read the second direction line and allow children time to draw their answer. SCORING THE REVIEW

• Children should draw to show the meaning of each word. • Two items from particular lessons in this book have been provided. • If children struggle with either item, use the review format and ask children to

© Macmillan/McGraw-Hill

•

draw to show the meaning of other Concept Vocabulary from Units 7 and 8: Unit 7: taller (Lesson 16); smallest, longest (Lesson 17) Unit 8: top (Lesson 18); bottom (Lesson 19) Reteach those lessons for which the child’s drawing did not convey word meaning.

40

Vocabulary Intervention: Section 4

Name

Practice Reproducible V20

Date

Use Vocabulary Words Draw a picture about the word tallest. lest

© Macmillan/McGraw-Hill

Draw a picture about the word middle dle.

Practice Reproducible

41

LESSON

21

Vocabulary

KINDERGARTEN, UNIT 9

Vocabulary Words TEACH/MODEL Teach each pair of Concept Words using the Define/Example/Ask routine. • DEFINE Big and small are opposite words. Big means large. Small means not large. Say the words with me. EXAMPLE I saw a big dog and a small cat at my friend’s house. ASK What are some big things you can see? What are some small things? • Short and tall are opposite words. Short means having little height. Tall means having more height. Say the words with me. My brother is short and my sister is tall. What can you see that is short? What can you see that is tall?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V21. Read aloud the directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Provide additional practice by having children select a word and draw about it. Quick Check Do children know the meaning of each word? Reteach Vocabulary Words Lessons 1 (big/tall) and 2 (short/tall) on pages 2–5.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

42

Vocabulary Intervention: Section 5

Name

Date

Practice Reproducible V21

Use Vocabulary Words Say each word. Write each word.

big

small

short

© Macmillan/McGraw-Hill

tall

big small short tall Practice Reproducible

43

LESSON

22

Vocabulary

KINDERGARTEN, UNIT 9

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Thin is a size word. It means that something does not have a big size. Say the word with me. EXAMPLE A piece of grass is thin. ASK What is more thin: a piece of hair or a piece of yarn? • Fat is also a size word. It means that something has a big size. Say the word with me. The tree had a fat trunk. What animals have fat body parts? Tell children that thin and fat are also opposite words. They mean exactly the opposite things.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V22. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of thin and fat and have children identify each.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

44

Vocabulary Intervention: Section 5

Name

Date

Practice Reproducible V22

Use Vocabulary Words Say each word. Write each word.

thin

fat

thin fat

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

45

LESSON

23

Vocabulary

KINDERGARTEN, UNIT 10

Vocabulary Words TEACH/MODEL Teach the Concept Word using the Define/Example/Ask routine. • DEFINE Two is a number word. It is the number that comes after one, and it means more than one. Say the word with me. EXAMPLE I had two books in my bag. ASK What can you see two of in your classroom? What body parts do you have two of?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V23. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word. Quick Check Do children know the meaning of the word? Use the Photo Cards to find additional examples of two and have children identify what there are two of in the photos.

If Yes

Have children say a sentence using the word.

© Macmillan/McGraw-Hill

If No

46

Vocabulary Intervention: Section 5

Name

Date

Practice Reproducible V23

Use Vocabulary Words Say the word. Write the word.

two

two

© Macmillan/McGraw-Hill

Draw a picture about the word.

Practice Reproducible

47

LESSON

24

Vocabulary

KINDERGARTEN, UNIT 10

Vocabulary Words TEACH/MODEL Teach each Concept Word using the Define/Example/Ask routine. • DEFINE Four is a number word. Four comes after three. Say the word with me. EXAMPLE There are four sides on a square. ASK What do you see four of in your classroom? What number comes after four? • Five is also a number word. Five comes after four. Say the word with me. I saw five birds sitting in a tree. What number comes after five? What body parts do you have five of?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V24. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word. Quick Check Do children know the meaning of each word? Use the Photo Cards to find additional examples of four and five and have children identify what there are four or five of in the photos.

If Yes

Have children say a sentence using each word.

© Macmillan/McGraw-Hill

If No

48

Vocabulary Intervention: Section 5

Name

Date

Practice Reproducible V24

Use Vocabulary Words Say each word. Write each word.

four

five

four five

© Macmillan/McGraw-Hill

Choose one word. Draw a picture about the word.

Practice Reproducible

49

LESSON

25

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy and distribute Practice Reproducible V25. Make one copy for •

each child. Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Read the first direction line and allow children time to draw their answer. • Read the second direction line and allow children time to draw their answer. SCORING THE REVIEW

• Children should draw to show the meaning of each word. • Two items from particular lessons in this book have been provided. • If children struggle with either item, use the review format and ask children to

© Macmillan/McGraw-Hill

•

draw to show the meaning of other Concept Vocabulary from Units 9 and 10: Unit 9: big/small, short/tall (Lesson 21); fat (Lesson 22) Unit 10: two (Lesson 23); five (Lesson 24) Reteach those lessons for which the child’s drawing did not convey word meaning.

50

Vocabulary Intervention: Section 5

Name

Practice Reproducible V25

Date

Use Vocabulary Words Draw a picture about the word thin in.

© Macmillan/McGraw-Hill

Draw a picture about the word four our.

Practice Reproducible

51

LESSON

26

Vocabulary

GRADE 1, UNIT 4, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine.

• DEFINE If you borrow something, you use something that belongs to someone •

else for a short amount of time. EXAMPLE Henry likes to borrow books from the library. ASK Name something that you would like to borrow from a friend. When people go on a trip, they travel somewhere. The family went on a trip to the beach. Where would you like to go on a trip?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V26. Help children complete the first example. Then have children work individually to complete the remainder of the examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): borrow Yes: a toy, No: homework; trip Yes: a plane, No: a slide

52

Vocabulary Intervention: Section 6

Name

Practice Reproducible V26

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

You can borrow

You CANNOT borrow .

.

© Macmillan/McGraw-Hill

People can take a trip on People CANNOT take a trip on . .

Practice Reproducible

53

LESSON

27

Vocabulary

GRADE 1, UNIT 4, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine.

• DEFINE To concentrate, a person must focus all of his or her attention on •

something. EXAMPLE I need to concentrate when I am playing the piano. ASK What is something you concentrate on? Something that is splendid is very good. Dad cooked a splendid dinner for the holiday. If you saw a splendid painting, how would it look?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V27. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. TRUE; 2. FALSE

54

Vocabulary Intervention: Section 6

Name

Date

Practice Reproducible V27

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. It is easy to concentrate when it is quiet. TRUE

FALSE

2. An old pair of boots is splendid. FALSE

© Macmillan/McGraw-Hill

TRUE

Practice Reproducible

55

LESSON

28

Vocabulary

GRADE 1, UNIT 4, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something that is difficult is not easy. EXAMPLE Dan worked hard to solve the difficult math problem. ASK How do you feel when you are able to do something that is difficult? • When fruit is ripe, it is ready to be picked and eaten. The farmer picked the ripe pears from the trees. What kind of ripe fruit do you like to eat?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V28. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. ice skating; 2. pear; 3. smile; 4. shoe

56

Vocabulary Intervention: Section 6

Name

Practice Reproducible V28

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1.

is difficult. ice skating

2. A

breathing can turn ripe.

pear

pizza

3. It is not difficult to smile 4. A

. swim cannot turn ripe. shoe

© Macmillan/McGraw-Hill

strawberry

Practice Reproducible

57

LESSON

29

Vocabulary

GRADE 1, UNIT 4, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE A meadow is an open field of grassy land. EXAMPLE The cows eat grass in the meadow. ASK Name something you could do in a meadow. • Perhaps means “maybe” or “possibly.” If Gina runs fast, perhaps she will win the race. If a teacher tells the class perhaps they will have recess outside, what could happen?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V29. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): 1. rabbit; 2. whale; 3. go to the movies; 4. sleep over

58

Vocabulary Intervention: Section 6

Name

Practice Reproducible V29

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. What is something you might see in a meadow?

2. What is something you would not see in a meadow?

3. Perhaps you and your friend will do this together.

© Macmillan/McGraw-Hill

4. Perhaps your friend will not do this.

Practice Reproducible

59

LESSON

30

Vocabulary

GRADE 1, UNIT 4, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something that is beautiful is very nice to look at. EXAMPLE The colorful sunset was beautiful. ASK What have you seen that is beautiful? • Danger is something that can hurt a person. Not looking both ways when you cross the street can put you in danger. What can people do to stay out of danger?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V30. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): beautiful Yes: Music, No: Yelling; danger Yes: A tornado, No: A breeze

60

Vocabulary Intervention: Section 6

Name

Practice Reproducible V30

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No is NOT a beautiful sound.

might put someone in danger.

would NOT put someone in danger.

© Macmillan/McGraw-Hill

is a beautiful sound.

Practice Reproducible

61

LESSON

31

Vocabulary

GRADE 1, UNIT 5, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE A person or animal that leaped jumped quickly. EXAMPLE The frog leaped into the pond. ASK Show how you can leap straight up. • Someone who is lucky has good things happen. Nancy was lucky to find a penny on the ground. Name a time when you have been lucky.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V31. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. FALSE; 2. TRUE

62

Vocabulary Intervention: Section 6

Name

Date

Practice Reproducible V31

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. It is easy for a turtle to have leaped into the air. TRUE

FALSE

2. Winning a contest is lucky. FALSE

© Macmillan/McGraw-Hill

TRUE

Practice Reproducible

63

LESSON

32

Vocabulary

GRADE 1, UNIT 5, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE A curious person wants to know or learn things. EXAMPLE The puppy was curious about its new toy. ASK What are you curious about? • An idea is a picture or thought in your mind. Paul had a great idea for a Halloween costume. What was the best idea you ever had?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V32. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): curious Yes: the zoo, No: the grocery store; idea Yes: a helmet, No: a baseball cap

64

Vocabulary Intervention: Section 6

Name

Practice Reproducible V32

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No If you are curious about tigers, you would NOT go . to .

Riding your bike wearing

Riding your bike wearing

is a good idea.

is NOT a good idea.

© Macmillan/McGraw-Hill

If you are curious about tigers, you would go to

Practice Reproducible

65

LESSON

33

Vocabulary

GRADE 1, UNIT 5, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something that is extreme is very different from the ordinary. EXAMPLE The flowers drooped in the extreme heat. ASK How would someone dress for extreme cold? • When you predict something, you tell something you think will happen. Kim likes to predict which team will win the game. Why is it helpful to predict the weather?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V33. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. A tornado; 2. the weather; 3. Rain; 4. what happened last night

66

Vocabulary Intervention: Section 6

Name

Practice Reproducible V33

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1.

is extreme weather. A cloud

A tornado

2. People predict

.

the weather 3.

the past is not extreme weather.

A hurricane

Rain

4. People cannot predict what happened last night

© Macmillan/McGraw-Hill

what will happen next

.

Practice Reproducible

67

LESSON

34

Vocabulary

GRADE 1, UNIT 5, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Each year is divided into four seasons. EXAMPLE Spring is the season when new leaves grow on trees. ASK In what season do you have school vacation? • A person who wondered about something thought about what it was like. Marla wondered what it would be like to travel in space. If you wondered about something, were you using your hands or your mind? Why?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V34. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): 1. winter and spring; 2. the grocery store; 3. cabbage; 4. a baseball cap

68

Vocabulary Intervention: Section 6

Name

Practice Reproducible V34

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. What are the names of two seasons?

2. Write something that is not a season.

3. What is a food you have wondered about eating?

© Macmillan/McGraw-Hill

4. What is something that you have not wondered about eating?

Practice Reproducible

69

LESSON

35

Vocabulary

GRADE 1, UNIT 5, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE A cub is a very young bear, wolf, lion, or tiger. EXAMPLE The lion cub stayed close to its mother. ASK Would a bear cub be playful? Why do you think so? • If a plant or an animal is wild, then it lives on its own without help from people. The flowers grew wild in the field. What wild animal would you like to see? Why?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V35. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. animal; 2. lion; 3. duck; 4. kitten

70

Vocabulary Intervention: Section 6

Name

Practice Reproducible V35

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. A cub is a baby animal 2. A

. human is a wild animal.

lion 3. A baby

hamster is not a cub.

bear 4. A

duck is not a wild animal. tiger

© Macmillan/McGraw-Hill

kitten

Practice Reproducible

71

LESSON

36

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy Practice Reproducible V36. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • Sample Answers are shown below. Each item focuses on one word from a •

particular lesson in this book. If necessary, read sentences together with children and record their answers. 1. Sample Answer: bus (Lesson 26: Grade 1, Unit 4, Week 1) 2. Sample Answer: write a story (Lesson 27: Grade 1, Unit 4, Week 2) 3. Sample Answer: hard (Lesson 28: Grade 1, Unit 4, Week 3) 4. Sample Answer: flying a kite (Lesson 29: Grade 1, Unit 4, Week 4) 5. Sample Answer: flower garden (Lesson 30: Grade 1, Unit 4, Week 5) 6. Sample Answer: horse (Lesson 31: Grade 1, Unit 5, Week 1) 7. Sample Answer: learn (Lesson 32: Grade 1, Unit 5, Week 2) 8. Sample Answer: blizzard (Lesson 33: Grade 1, Unit 5, Week 3) 9. Sample Answer: sunshine (Lesson 34: Grade 1, Unit 5, Week 4)

10. Sample Answer: cave (Lesson 35: Grade 1, Unit 5, Week 5)

SCORING THE REVIEW

• •

at least 80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

Percentage Table 10 correct 9 correct 8 correct 7 correct 6 correct 72

Vocabulary Intervention: Section 6

100% 90% 80% 70% 60%

5 correct 4 correct 3 correct 2 correct 1 correct

50% 40% 30% 20% 10%

© Macmillan/McGraw-Hill

• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get

Name

Practice Reproducible V36

Date

Vocabulary Words Review 1. Traveling on a take a trip.

is one way to

2. You must concentrate when you

.

3. If something is difficult to do, it is

.

4. A meadow is a good place for

.

5. A

would be a beautiful thing

to see. 6. The

leaped over the fence.

7. A person who is curious wants to

© Macmillan/McGraw-Hill

8. A

.

is a kind of extreme weather.

9. Spring is a season for 10. A wild animal sleeps in a

. .

Practice Reproducible

73

LESSON

37

Vocabulary

GRADE 1, UNIT 6, WEEK 1 G

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you are firm with someone, you show him or her that you will not change your mind. EXAMPLE We were firm with them about not changing the rules. ASK When have you been firm with someone? • If you are supposed to do something, you are expected to do it. My sister and I are supposed to dry the dishes. What is something you are supposed to do every day?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V37. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): firm Yes: doing homework early, No: sleeping late on Saturday; supposed Yes: my vegetables, No: the cat

74

Vocabulary Intervention: Section 7

Name

Practice Reproducible V37

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

They are firm with her about

They are NOT firm with her about .

I am supposed to eat

. I am NOT supposed to eat .

© Macmillan/McGraw-Hill

.

Practice Reproducible

75

LESSON

38

Vocabulary

GRADE 1, UNIT 6, WEEK 2 G

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE An errand is a short trip you take to do some necessary activity. EXAMPLE My last errand was mailing a letter at the post office. ASK What is one kind of errand that you do? • Something that happens suddenly takes place before you even know it, without warning. We jumped suddenly when the loud music started. When has something happened so suddenly that you were surprised?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V38. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): 1. going to the mall; 2. getting a heavy bag of dog food; 3. falling down; 4. pouring thick honey

76

Vocabulary Intervention: Section 7

Name

Practice Reproducible V38

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. What is an errand you like to do?

2. What is an errand you do not like to do?

3. This is something that could happen suddenly.

© Macmillan/McGraw-Hill

4. This is something that could not happen suddenly.

Practice Reproducible

77

LESSON

39

Vocabulary

GRADE 1, UNIT 6, WEEK 3 G

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something that is interesting holds your attention. EXAMPLE This book about bats is very interesting. ASK What animal is interesting to you? • Something ordinary is regular or not different at all. An ordinary morning is like every other morning. What is an ordinary part of your morning?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V39. Help children choose the correct answer for the first example. Then have children work individually to complete the remaining examples. Quick Check Can children choose the best answer for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. TRUE; 2. FALSE; 3. FALSE; 4. TRUE

78

Vocabulary Intervention: Section 7

Name

Practice Reproducible V39

Date

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. A trip to the zoo can be interesting. TRUE

FALSE

2. An ordinary tree is really special and different. TRUE

FALSE

3. If you think something is interesting, you do not want to learn more about it. TRUE

FALSE

4. On an ordinary day nothing special happens. FALSE

© Macmillan/McGraw-Hill

TRUE

Practice Reproducible

79

LESSON

40

Vocabulary

GRADE 1, UNIT 6, WEEK 4 G

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Clues are things that help you answer a question or solve a problem. EXAMPLE The chewed toy and footprints were clues to where our dog had gone. ASK What clues might help you find a missing toy? • Something is invisible if it is not able to be seen. When my cat hides, he becomes invisible to me. In a game of hide-and-seek, where could you hide to be invisible to your friends?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V40. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children choose the best answer for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key: 1. a treasure; 2. cannot be seen; 3. your leg; 4. can see you

80

Vocabulary Intervention: Section 7

Name

Date

Practice Reproducible V40

Use Vocabulary Words Circle the best answer to complete the sentence. 1. You might need clues to find your nose

a treasure

2. Something that is invisible cannot be seen

.

a hidden book

4. Since you are not invisible, people

.

can see you

© Macmillan/McGraw-Hill

cannot see you

.

is easy to see

3. You would not need clues to find your leg

.

Practice Reproducible

81

LESSON

41

Vocabulary

GRADE 1, UNIT 6, WEEK 5 G

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you cancel doing something you have planned with someone, you call off doing the activity. EXAMPLE I had to cancel going to the game because I had the flu. ASK What kind of event have you ever had to cancel with a friend? • When people are awake, they may daydream, or think about the future in a wishful way. I like to daydream about being an actor. What is something you daydream about doing or being?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V41. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check Can children provide examples for each word? If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

© Macmillan/McGraw-Hill

Answer Key (Sample answers): cancel Yes: the hospital, No: the ball game; daydream Yes: a pleasant wish, No: a nightmare

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Vocabulary Intervention: Section 7

Name

Practice Reproducible V41

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

We were happy to cancel our trip to

We were NOT happy to cancel our trip to .

A daydream is

. A daydream is NOT .

© Macmillan/McGraw-Hill

.

Practice Reproducible

83

LESSON

42

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy Practice Reproducible V42. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • If necessary, read sentences together with children and record their answers. • Sample Answers are shown below. Each item focuses on one word from a particular lesson in this book. 1. Sample Answer: brush our teeth (Lesson 37: Grade 1, Unit 6, Week 1) 2. Sample Answer: windy and cold (Lesson 38: Grade 1, Unit 6, Week 2) 3. Sample Answer: my ride to school (Lesson 39: Grade 1, Unit 6, Week 3) 4. Sample Answer: find the answer (Lesson 40: Grade 1, Unit 6, Week 4) 5. Sample Answer: our trip to the movies (Lesson 41: Grade 1, Unit 6, Week 5)

SCORING THE REVIEW

• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get • •

at least 80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

Percentage Table

84

Vocabulary Intervention: Section 7

2 correct 40% 1 correct 20% © Macmillan/McGraw-Hill

5 correct 100% 4 correct 80% 3 correct 60%

Name

Practice Reproducible V42

Date

Vocabulary Words Review 1. First thing in the morning, we are supposed to . 2. The day suddenly became

.

3. Something ordinary that happens every day is . 4. The clues in the story helped us .

© Macmillan/McGraw-Hill

5. I do not want to cancel

.

Practice Reproducible

85

LESSON

43

Vocabulary

GRADE 2, UNIT 1, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE If you do something carefully, you take your time and think about what you are doing. EXAMPLE Fill the glass carefully so that the milk does not spill. ASK What do you try to do carefully? • Two things are different from each other if they are not the same. A red crayon and a blue crayon are different in color. How is today different from yesterday?

• To be excited is to be thrilled and happy about something. We feel excited • •

before a party. How do people act when they feel excited? When you groan, you make a deep, unhappy sound. If I have to do something I don’t want to do, I might say “Oh, no!” and groan. What makes you groan? Show how you groan. When I whisper, I talk very softly. It is hard to hear people when they whisper. When might you whisper? Show how you whisper.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V43. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): carefully Yes: make a good picture, No: make a messy picture; different Yes: An orange and a banana, No: An orange and a baseball; excited Yes: playing with friends, No: a rainy day; groan Yes: Bad news, No: Good news; whisper Yes: we are in the library, No: we cheer for our team

86

Vocabulary Intervention: Section 8

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Can children provide examples for each word?

Name

Practice Reproducible V43

Date Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

If you draw carefully, you will

If you do NOT draw carefully, you will .

.

have different shapes.

do NOT have different shapes.

I feel excited about

I do NOT feel excited about

© Macmillan/McGraw-Hill

.

.

makes me groan.

does NOT make me groan.

We whisper when

We do NOT whisper when .

.

Practice Reproducible

87

LESSON

44

Vocabulary

GRADE 2, UNIT 1, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When I have company, my friends are visiting. EXAMPLE When company comes, Grandmother cooks a big meal. ASK What are some things you like to do with company? • When you are delighted, you are very pleased. Ben clapped and smiled to show he felt delighted. What makes a person feel delighted? • If I enjoyed something, that means that I got joy or pleasure from it. Maria enjoyed watching the TV show, but Nick did not like it. What was the last thing you enjoyed doing? • To share is to give some of what one has to others. Children learn to share their toys with each other. What do people do to share their ideas? • When something is thinning, it is becoming thin. The leaves on the tree were thinning, and by winter the tree would be bare. What happens when an animal’s fur begins thinning? Why does that happen?

• Something that is wonderful is very good. I hope you have a wonderful time at the party! If you were having a wonderful time, would you feel happy? Why do you think that?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V44. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): 1. offer a snack; 2. When I see a good friend; 3. When I had a cold; 4. going to the zoo; 5. toys; 6. the dog is old; 7. strawberry ice cream; 8. melted ice cream

88

Vocabulary Intervention: Section 8

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Can children provide examples for each word?

Name

Practice Reproducible V44

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. You might do this when company comes.

2. When are you delighted?

3. Write about a time when you weren’t delighted.

4. What is something you have enjoyed doing?

5. What do you like to share with friends?

© Macmillan/McGraw-Hill

6. Why might a dog’s hair be thinning?

7. What is one thing you think is wonderful?

8. Tell about something that is not wonderful.

Practice Reproducible

89

LESSON

45

Vocabulary

GRADE 2, UNIT 1, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE To harvest means to gather a crop. EXAMPLE We will harvest the pumpkin crop in the fall. ASK What other crops do you know that farmers harvest? • Plants that farmers grow to be eaten or sold are called crops. Potatoes, beans, and rice are all types of crops. What types of crops grow in the area where you live? • Farmers irrigate their land by bringing water to it. They use streams, pipes, and channels. Farmers can irrigate their land with water from a stream. What type of land would a farmer need to irrigate? • Machines are man-made things that do particular jobs. Trucks and plows are both machines. What other machines do you know? • Something that can regrow can develop again. The plant was able to regrow the flower that got cut off. What is something you’ve seen regrow?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V45. Help children choose the correct answer for crops. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. corn and tomatoes; 2. pumpkins; 3. a dry field; 4. planes and computers; 5. grow again

90

Vocabulary Intervention: Section 8

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Can children choose the best answer for each word?

Name

Practice Reproducible V45

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. Two crops are

.

corn and tomatoes shoes and socks 2. Farmers can harvest pencils

. pumpkins

3. A farmer would irrigate a wet field 4.

.

a dry field

are machines. cups and plates

planes and computers

5. Something that can regrow can not grow

© Macmillan/McGraw-Hill

grow again

.

Practice Reproducible

91

LESSON

46

Vocabulary

GRADE 2, UNIT 1, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you celebrate, you honor a special event by doing something fun. EXAMPLE We celebrate a birthday with cake and presents. ASK What are some events to celebrate? • The ways people live, including their ideas, customs, and traditions, are their cultures. In some cultures, rice is a main food. What is one way to learn about other cultures? • Someone who is deaf cannot hear anything or can hear very little. Many people who are deaf use their hands to talk. What must a deaf child learn that a hearing child does not have to learn? • Your relatives are the members of your family. My relatives invited me to stay with them. A mother, a cousin, and a brother are relatives—who are other relatives?

• To use sign language is called signing. I am signing the word for “think.” (Place index finger above eyebrow.) How is signing the same or different from speaking?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V46. Help children choose the correct answer for celebrate. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. FALSE; 2. FALSE; 3. TRUE; 4. TRUE; 5. FALSE

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Vocabulary Intervention: Section 8

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Can children choose the best answer for each word?

Name

Date

Practice Reproducible V46

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. Crying is a good way to celebrate. TRUE

FALSE

2. All cultures have the same language. TRUE

FALSE

3. A deaf child cannot hear. TRUE

FALSE

4. My aunt and uncle are my relatives. TRUE

FALSE

5. Signing uses your feet. FALSE

© Macmillan/McGraw-Hill

TRUE

Practice Reproducible

93

LESSON

47

Vocabulary

GRADE 2, UNIT 1, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you cuddle something, you hold it closely in your arms. EXAMPLE Teresa likes to cuddle her stuffed bear as she falls asleep. ASK How do babies probably feel when their parents cuddle them? Show how you would cuddle a baby. • A favorite is a person or thing you like best. Of all the ice cream flavors, vanilla is my favorite. What is your favorite season? Why is it your favorite? • If you are patient, you are good at waiting calmly. Please be patient as you wait for your turn in the game. How would a patient person stand in line? • If you have practiced something, you have done it many times to be good at it. Jacob practiced throwing a ball until he could throw it fast and far. What have you practiced so you could get better at it? • If you’ve settled in somewhere, you’ve made yourself at home. The sisters settled into their new room by putting away their toys and clothes. How would you describe the feeling of being settled in?

• When something is wrinkled, it gets creases or lines in it. The shirt got wrinkled when Sally stuffed it in her bag. What are some things that can be wrinkled?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V47. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): cuddle Yes: kitten, No: cactus; favorite Yes: soccer, No: hide-and-seek; patient Yes: sit quietly, No: jump up and down; practiced Yes: might get better, No: might forget what you learned; settled Yes: my bedroom, No: a doctor’s office; wrinkled Yes: A piece of paper, No: A piece of wood 94

Vocabulary Intervention: Section 8

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V47

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

I would like to cuddle a

I would NOT like to cuddle a .

.

Of all games,

Of all games,

is my favorite.

is NOT my favorite.

A patient child will

A patient child will NOT .

If you have practiced, you

. If you have NOT practiced, you

.

© Macmillan/McGraw-Hill

A place where I feel settled is

. A place where I do NOT feel settled is

.

.

can be wrinkled easily.

CANNOT be wrinkled easily.

Practice Reproducible

95

LESSON

48

Vocabulary

GRADE 2, UNIT 2, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE If you have a collection, you have a group of objects that belong together. EXAMPLE Kyla picked up seashells to add to her collection. ASK What kinds of things do people put in a collection? • If something is your concern, it is important to you. A teacher’s concern is to make sure students learn. What is a doctor’s main concern? • If you exclaimed, you cried out or shouted suddenly with strong feeling. “Our team won!” exclaimed Alex. Have you exclaimed in delight about something? What was it? • A figure is a shape. I made a figure of a cat out of clay. What could you use to make a figure of an animal? • Vendors are people who sell things. We bought hotdogs and popcorn from food vendors at the fair. What is the difference between vendors and buyers?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V48. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): collection Yes: pennies, No: streets; concern Yes: A hug, No: Turning away; exclaimed Yes: the lizard got loose, No: there was a test; figure Yes: an apple, No: a dragon; vendors Yes: sell things, No: give things away

96

Vocabulary Intervention: Section 8

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Can children provide examples for each word?

Name

Practice Reproducible V48

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

I can make a collection of

I CANNOT make a collection of .

.

is a way to show concern is NOT a way to show for someone. concern for someone. The class exclaimed when

The class did NOT exclaim when .

It is easy to make a figure of

. It is NOT easy to make a figure of

.

© Macmillan/McGraw-Hill

Vendors try to

. Vendors do NOT try to

.

.

Practice Reproducible

97

LESSON

49

Vocabulary

GRADE 2, UNIT 2, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you give people advice you tell them a good way to fix a problem or do something. EXAMPLE My mom gave me advice about how to ride my bike. ASK What advice would you give for how to grow a plant. • When there is a lot of loud noise and confusion it’s called a commotion. There was a commotion in the lunch room when a dog got in. What might cause a commotion in a library? • Something that rattled made sharp, quick noises. When he shook the jar the coins rattled inside. What have you heard that’s rattled? • If you respected someone, you looked up to that person. I’ve always respected my grandmother and grandfather. Who is someone you’ve respected? • When someone is shivering, he or she is shaking because they are cold or afraid. I was shivering while I waited for the bus this morning. What could you do to help someone who is shivering?

• A twisted-up mess is called a tangle. My dog’s hair was a big tangle of knots. What is something else that could be a tangle?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V49. Help children choose the correct answer for advice. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. friend; 2. the lizard got loose; 3. bag of coins; 4. saying nice things; 5. was playing in the snow; 6. knotted

98

Vocabulary Intervention: Section 8

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Can children choose the best answer for each word?

Name

Practice Reproducible V49

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. You can give advice to a friend

. pet

2. There was a commotion in the classroom when . the lizard got loose 3. The

the test began

rattled when I shook it.

pair of socks

bag of coins

4. I respected my teacher by saying nice things

.

saying angry things

© Macmillan/McGraw-Hill

5. The boy was shivering when he was playing in the snow

was sitting inside

6. If something is in a tangle it is smooth

.

.

knotted

Practice Reproducible

99

LESSON

50

Vocabulary

GRADE 2, UNIT 2, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Another word for freedom is independence. EXAMPLE Children have the independence to play whatever they’d like during recess. ASK Would a slave have independence? Why or why not? • A landmark is a place or building that is important. The Empire State Building is a famous landmark in the United States. What other landmark do you know? • The people who make the laws for a country or other place are called the government. The mayor is a member of our local government. Would you like to take part in the government? Why or why not? • A symbol is a picture or object that represents something else. A yellow rose is a symbol that represents friendship. What symbol would you use to represent love? • A state is something that has to do with one of the states in the United States. The state tree of Illinois is the white oak. What is your state tree?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V50. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): 1. go wherever you’d like; 2. the Statue of Liberty; 3. a pet; 4. The Mayor; 5. My little sister; 6. a smiling face; 7. an angry face; 8. a turtle

100 Vocabulary Intervention: Section 8

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V50

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. This is something you can do if you have independence. 2. What landmark would you like to visit?

3. What could not be used as a landmark?

4. Who is a person in your town’s government?

5. Who is not a person in the government?

© Macmillan/McGraw-Hill

6. What could you use as a symbol of happiness?

7. What is not a good symbol of happiness?

8. What should your state animal be?

Practice Reproducible 101

LESSON

51

Vocabulary

GRADE 2, UNIT 2, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE An amount is how much or how many. EXAMPLE Only a small amount of juice is left in the glass. ASK What is a small amount of money? What is a large amount? • Someone who is clever can think of smart ways to solve problems. The clever rabbits in the story came up with a plan to trick the fox. What can you remember about stories with clever people or animals? • Collectors are people who collect things—they pick the things and put them together. Doll collectors have dolls of all sizes and kinds. What do stamp collectors do? • Double means twice as much in number or size. The cup held a double scoop of ice cream. If I had five pennies, and now I have double that amount, what do I have?

• To reward is to give something for a job that is done well. Mr. Scott will reward •

Tonya with money for finding his lost dog. How do teachers sometimes reward students? When we store things, we put them in a safe place for later use. We store our winter coats in the closet. Where do we store things in this classroom?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V51. Help children choose the correct answer for amount. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. a large jar; 2. wrote a funny story; 3. many stamps; 4. pie; 5. coming when called; 6. the box

102 Vocabulary Intervention: Section 8

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V51

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1.

can hold a big amount of water. a large jar

a small bag

2. I felt clever when I lost my glasses

. wrote a funny story

3. Some collectors have many stamps

. many clouds

4. I would eat a double helping of pie

burnt toast

5. People may reward their dogs for

© Macmillan/McGraw-Hill

barking too much 6. We use the floor

.

.

coming when called to store toys. the box

Practice Reproducible 103

LESSON

52

Vocabulary

GRADE 2, UNIT 2, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Allowed means let happen, or made something able to happen. EXAMPLE The extra library time allowed Mara to finish her book. ASK What kinds of things have telephones allowed people to do? • A design is a plan for how something should be made. Greg drew a design for the tree house he wanted to build. Why should you draw a design for something before you build it? • An instrument is a tool or machine made for a special purpose. A doctor uses an instrument to look into eyes. What is an instrument used by a dentist? • If a person invented something, he or she made a new thing that did not exist before. A team of people invented the computer. What are some things around us that people invented? • If something is powerful, it is very strong. A powerful kick sent the ball flying. What things in nature are powerful?

• Products are things made by people or machines. Paper and furniture are products made from trees. What are some products made from metal?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V52. Help children choose the correct answer for allowed. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. FALSE; 2. TRUE; 3. TRUE; 4. TRUE; 5. FALSE; 6. TRUE

104 Vocabulary Intervention: Section 8

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V52

Date

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. Most children are allowed to ride bikes in the street. TRUE

FALSE

2. A design for a sandwich would be easy to draw. TRUE

FALSE

3. A fork is an instrument you can cook with. TRUE

FALSE

4. A person invented the computer. TRUE

FALSE

© Macmillan/McGraw-Hill

5. Gentle breezes can be powerful. TRUE

FALSE

6. People try to make products that are useful. TRUE

FALSE

Practice Reproducible 105

LESSON

53

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy Practice Reproducible V53. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • If necessary, read sentences together with children and record their answers. • Sample Answers are shown below. Each item focuses on one word from a particular lesson in this book. 1. Sample Answer: print (Lesson 43: Grade 2, Unit 1, Week 1) 2. Sample Answer: rainbow (Lesson 44: Grade 2, Unit 1, Week 2) 3. Sample Answer: computers (Lesson 45: Grade 2, Unit 1, Week 3) 4. Sample Answer: birthdays (Lesson 46: Grade 2, Unit 1, Week 4) 5. Sample Answer: wait quietly (Lesson 47: Grade 2, Unit 1, Week 5) 6. Sample Answer: coins (Lesson 48: Grade 2, Unit 2, Week 1) 7. Sample Answer: the bell rang (Lesson 49: Grade 2, Unit 2, Week 2) 8. Sample Answer: the White House (Lesson 50: Grade 2, Unit 2, Week 3) 9. Sample Answer: solve problems (Lesson 51: Grade 2, Unit 2, Week 4) 10. Sample Answer: radios (Lesson 52: Grade 2, Unit 2, Week 5)

SCORING THE REVIEW

• •

at least 80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

Percentage Table 10 correct 9 correct 8 correct 7 correct 6 correct 106 Vocabulary Intervention: Section 8

100% 90% 80% 70% 60%

5 correct 4 correct 3 correct 2 correct 1 correct

50% 40% 30% 20% 10%

© Macmillan/McGraw-Hill

• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get

Name

Practice Reproducible V53

Date

Vocabulary Words Review 1. I try to 2. A

carefully. is a wonderful thing to see.

3. My favorite machines are 4. People celebrate

. .

5. A patient person is able to

.

6. I would like a collection of

.

7. There was a commotion when

.

8. A famous landmark in the United States is .

© Macmillan/McGraw-Hill

9. A clever person can 10. I am glad that

. were invented.

Practice Reproducible 107

LESSON

54

Vocabulary

GRADE 2, UNIT 3, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you make an effort, you try very hard. EXAMPLE I make an effort when I study for a big test. ASK Why is it important to make an effort in school? • The mood is how something makes you feel. This poem about a beautiful day has a happy mood. What kind of mood does a joke create? • You perform when you do something onstage for people. Ben likes to watch musicians perform in a big auditorium. What kinds of things do people do when they perform? • When you are proud, you feel good about what you did or what someone else did. Malik’s parents were proud when he won the art contest. Does a person have to be the best at something to be proud of what he or she did? • To remember, you think about something from the past. I remember the first time I went to the zoo, when I was five. Which is harder for you to remember— something that happened yesterday, last week, or last year? Why?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V54. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): effort Yes: write a story, No: eat ice cream; mood Yes: pretty tune, No: sad story; perform Yes: onstage at school, No: in a closet; proud Yes: I do a good job, No: I don’t try hard; remember Yes: my first day of school, No: when I was born

108 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V54

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

I need to make an effort I do NOT need to make an when I effort when I . . A has a happy mood.

A does NOT have a happy mood.

A place someone could perform is

A place someone could NOT perform is .

I feel proud when

. I do NOT feel proud when

.

© Macmillan/McGraw-Hill

One thing I can remember is

. One thing I CANNOT remember is

.

.

Practice Reproducible 109

LESSON

55

Vocabulary

GRADE 2, UNIT 3, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE If you disagree loudly with someone, you argue. EXAMPLE Two friends got mad and began to argue about who should get the last slice of pizza. ASK Is it a good idea to argue with a friend? Why or why not? • You arrive when you come to the place that you were heading for. The party guests began to arrive at my house. Why is it important to arrive at school on time? • A cozy place is warm, snug, and nice. I wanted to read, so I sat in a cozy chair by the fire. Where do you think is the perfect cozy place to read a good book? • If something is medium, its size is not small or large but right in the middle. A beach ball is large, a golf ball is small, and a soccer ball is medium. In this group of three animals—a dog, an elephant, and a mouse—which one is medium? Why? • Something is noticed when you become aware of it. I noticed a spot of mud on my shirt. If you noticed lightning in the sky, what would you do?

• If you are acting stubborn, you won’t listen to others but will keep wanting to do or think only what you want. Danny is stubborn, so we always end up playing whatever game he wants to play. Is a stubborn person easy to play with? Why or why not?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V55. Help children choose the correct answer for argue. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. sad; 2. walk fast; 3. my bed; 4. an apple; 5. looking up; 6. fight

110 Vocabulary Intervention: Section 9

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Can children choose the best answer for each word?

Name

Practice Reproducible V55

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. I feel

when I argue with a friend. sad

2. If you

excited you might arrive on time.

get up late

walk fast

3. One place that is cozy is my bed

.

a busy street

4. A fruit that is a medium size is an apple

a watermelon

5. People who were rainbow.

© Macmillan/McGraw-Hill

asleep

noticed the looking up

6. A stubborn person would fight

.

.

give up

Practice Reproducible

111

LESSON

56

Vocabulary

GRADE 2, UNIT 3, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something that is impossible cannot be done. EXAMPLE It is impossible for me to walk up the wall. ASK Is it impossible to learn a new language? • We describe something as pleasant if we like it or it pleases us. Hannah thinks it is pleasant to walk on the beach. What do you think is a pleasant thing to do? • A talent is something you can do well. Some people have a talent for dancing. If you have a talent for music, does that mean you don’t have to practice? • Treasures can be gold or jewels, very old paintings or coins—anything people value very much. The divers found treasures inside a ship that had sunk two hundred years ago. Where might you go to see treasures?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V56. Point out words such as NOT and NO ONE in the second column. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): impossible Yes: fly, No: be kind; pleasant Yes: swim, No: get sick; talent Yes: be a soccer star, No: eat a sandwich; treasures Yes: Old coins, No: Broken crayons

112 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V56

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

People think it is impossible to

NO ONE thinks it is impossible to .

I think it is pleasant to

. I do NOT think it is pleasant to

. You need talent to

. You do NOT need talent to

. are NOT treasures.

© Macmillan/McGraw-Hill

are treasures.

.

Practice Reproducible 113

LESSON

57

Vocabulary

GRADE 2, UNIT 3, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you demand something, you ask for it firmly. EXAMPLE Everyone was talking at once, so I had to demand that we take turns speaking. ASK When might someone need to demand something instead of asking for it gently? • If something is an emergency, it is something that is so important, it must be taken care of right away. When a building is on fire, the fire department takes care of the emergency. Which of these is an emergency and why? A person takes a bad fall off the roof of a house. A person has a cold. • To be furious is to be very angry. The librarian was furious when she realized that the library book had been stolen. How does a furious person act? • Someone who is impatient is feeling easily annoyed. Lon got impatient when Lena kept interrupting him. What things make you feel impatient? • If you are neutral, you do not take sides in an argument. A judge listening to a court case has to stay neutral. Why is it helpful to have a neutral person listen to an argument? Who could be a neutral person if you argue with a friend?

• If you say something sincerely, then you really mean it. Ling was sincerely sorry that she had accidentally broken Marco’s toy. What would you say to someone if you were sincerely sorry?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V57. Help children choose the correct answer for demand. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. TRUE; 2. TRUE; 3. FALSE; 4. TRUE; 5. FALSE; 6. FALSE

114 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V57

Date

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. Our teacher might demand that we sit down. TRUE

FALSE

2. An emergency must be taken care of right away. TRUE

FALSE

3. I would be furious if my friend gave me a gift. TRUE

FALSE

4. Someone who is impatient is easily annoyed. TRUE

FALSE

© Macmillan/McGraw-Hill

5. If friends are fighting, a neutral person would take sides. TRUE

FALSE

6. A person who sincerely wants to cheer me up would make fun of me. TRUE

FALSE

Practice Reproducible 115

LESSON

58

Vocabulary

GRADE 2, UNIT 3, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When you are creating, you are making something new. EXAMPLE I like creating drawings to go along with the stories I write. ASK What do you think about when you are creating a drawing? • Something familiar is known because it has been heard or seen before. My best friend’s neighborhood is a familiar place. Which kind of place would you rather visit on a trip—a familiar place or a place that is not familiar? Why? • Something that is glamorous seems wonderful and exciting. I think a rock star must have a glamorous life. What qualities make someone seem glamorous? • When you use your imagination, you make pictures of things in your mind. An artist has a good imagination. What other jobs could a person do that would use his or her imagination? • Memories are persons, things, or events remembered from the past. Jarvis has good memories of summer camp. How do people share memories with others?

• Occasions are important or special events. On certain occasions, my whole family gets together at my grandparents’ house. What kinds of things do families and friends do when they all get together for special occasions?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V58. Help children choose the correct answer for creating. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. a class story; 2. happy; 3. gold rings; 4. tell stories; 5. last summer; 6. dress up

116 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V58

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. Our teacher likes it when we are creating big messes

.

a class story

2. When I am in a familiar place, I feel happy

.

scared

3. A glamorous person might wear gold rings

.

torn pants

4. I use my imagination when I tell stories

wash dishes

5. I have many memories of

© Macmillan/McGraw-Hill

being a baby 6. People dress up

.

.

last summer to prepare for occasions. play in the mud

Practice Reproducible 117

LESSON

59

Vocabulary

GRADE 2, UNIT 4, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When something is attached, it is stuck to something else. EXAMPLE Tran has a basket attached to his bike. ASK Can you name something else that could be attached to a bike? • Food that is delicious tastes very good. I’d like another serving of this delicious fruit salad. Name a word that means the opposite of delicious. • When you do something frantically, you are in a hurry and also worried. When Fran slipped on the ice, she tried frantically not to fall. How do people look when they do something frantically? • If you gasped, you took a fast and loud breath because you were scared or surprised. I gasped when my friend jumped out and yelled “Boo!” Think of a time when you or someone you know gasped. What did it sound like? How was it different from taking a deep breath?

• Something that swung moved back and forth. The boy swung out and back on the open gate. Think of when you have swung on a swing. What did you do to start the swing? How did it move?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V59. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): 1. a poster; 2. an apple; 3. mud; 4. When a monster was after me; 5. When I was having fun; 6. When I saw the space shuttle launch; 7. a swing

118 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V59

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. What can be attached to a wall?

2. What is something delicious?

3. What does not taste delicious to you?

4. When might you run frantically?

5. When wouldn’t you run frantically?

© Macmillan/McGraw-Hill

6. When have you gasped at something?

7. What is something that you have swung on?

Practice Reproducible 119

LESSON

60

Vocabulary

GRADE 2, UNIT 4, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE An accident happens by chance and can hurt someone. EXAMPLE Be careful when you cross a busy street or you could have an accident. ASK When you have an accident, is it always your fault? Why or why not? • When you pay attention, you watch and listen carefully. Our class paid attention to the guide in the dinosaur exhibit at the museum. Why should you pay attention when someone gives you directions?

• A buddy is a good friend. I don’t know Cal very well, but Nico is my buddy. Name • • •

something you like to do with a buddy. Something enormous is very, very big. That rock is big, but this rock is as enormous as a truck. What do you see outside the window that is enormous? When someone obeys, he or she does what he or she is told. My dog is well behaved and always obeys me when I tell him to sit or stay. How does a student in our school act when he or she obeys the fire-drill rules? A tip is a piece of advice that someone gives you. My friend gave me a tip to help me study for a test. What is a good bicycle-safety tip?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V60. Help children choose the correct answer for accident. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. TRUE; 2. FALSE; 3. TRUE; 4. TRUE; 5. FALSE; 6. FALSE

120 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V60

Date

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. An accident might make you feel upset. TRUE

FALSE

2. You need to pay attention when you go to sleep. TRUE

FALSE

3. A buddy might help you do something. TRUE

FALSE

4. A whale is enormous. TRUE

FALSE

© Macmillan/McGraw-Hill

5. A student who obeys class rules makes a lot of noise. TRUE

FALSE

6. One good safety tip is to run in the halls. TRUE

FALSE

Practice Reproducible 121

LESSON

61

Vocabulary

GRADE 2, UNIT 4, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE If you give aid, you help someone. EXAMPLE When I cut my leg in my yard, my mom gave me aid. ASK Who would give you aid if you hurt yourself at school? • After you get sick or hurt, your body begins to heal, or get better, until you are well again. The scrape on my knee began to heal, and it was almost gone a few days later. If you get a cut on your arm, what can you do to help it heal? • When someone informs you, he or she tells you something. The teacher informs the class that tomorrow there will be a test. Who informs you about what the weather will be like tomorrow? What might this person say? • Something that is personal has to do with you. I keep a personal journal in which I can write down my thoughts. Is it kind for someone to borrow something personal of yours without asking you first? Why or why not?

• Something that is serious is dangerous or important. The hole in the roof is a serious problem that needs to be fixed right away. Name a serious problem that we might have in our classroom.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V61. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): aid Yes: helping him or her up, No: ignoring him or her; heal Yes: a broken arm, No: a broken glass; informs Yes: laugh, No: cry; personal Yes: my toys, No: my sister’s toys; serious Yes: A fire, No: A game

122 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V61

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

You can aid someone who falls by

You CANNOT aid someone who falls by

© Macmillan/McGraw-Hill

.

.

One thing that could heal is

One thing that could NOT heal is . .

If a person informs me of something funny, I

If a person informs me of something funny, I do . NOT .

Some things at my home that are personal are

Some things at my home that are NOT personal . are .

is a serious thing at school.

is NOT a serious thing at school.

Practice Reproducible 123

LESSON

62

Vocabulary

GRADE 2, UNIT 4, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When a person examines something, he or she looks at it carefully. EXAMPLE After Jen cleans up the broken glass, she examines the floor to make sure she has picked up all of the pieces. ASK Does someone who examines something do it slowly or quickly? Why do you think so? • Someone who feels hunger feels a strong need to eat. My hunger made me feel bad until I had something to eat. What happens to you when you have feelings of hunger? • A mammal is a warm-blooded animal that drinks its mother’s milk and has hair. A kitten is a mammal. How can you tell if an animal is a mammal? Name one way you can tell. • Something that is normal happens in a regular or healthy way. It is normal to feel sleepy at the end of the day. What is the normal thing to do when you feel sleepy?

• Something that is rescued is saved from danger. The cat stuck up in the tree was •

rescued by the firefighter. Why might a person need to be rescued? When something is young, it is at an early time in its life. A baby is a very young person. How did you act when you were very young?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V62. Help children choose the best answer for examines. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. checks the breaks; 2. eat; 3. dog; 4. study math; 5. he is in trouble; 6. talk

124 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V62

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. When Julio examines his bike, he flies a kite

checks the brakes

2. When I feel hunger, I like to eat 3. A

.

sleep is a mammal.

dog 4. It is normal to watch cartoons

fish at school. study math

5. Someone needs to be rescued if he is in trouble

© Macmillan/McGraw-Hill

.

.

he is fine

6. When you are young, you learn how to . talk

drive

Practice Reproducible 125

LESSON

63

Vocabulary

GRADE 2, UNIT 4, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE If you assembled something, you put it together. EXAMPLE I assembled a model truck that came in a kit. ASK Is it important to read the directions even if you think you know how a toy should be assembled? • If you devoured something, you ate it really fast because you were very hungry. The dog hadn’t eaten all day, so it devoured its dinner. How would you feel after you devoured something? • When a dog goes to fetch something, it goes after it and brings it back. When I had a broken leg, people had to fetch things for me. Will all dogs fetch things for their owners? Why or why not? • When you plan a menu, you write a list of what foods will be served at a meal. I’m going to plan the menu for this year’s Thanksgiving dinner. If we had a class dinner party, what would you like to have on the menu?

• If something was simmered, it was cooked slowly for a long time. Dad simmered the spaghetti sauce for about an hour. Why is it important to be careful when something is being simmered on the stove?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V63. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): 1. a puzzle; 2. a person; 3. the salad; 4. when the dog and the owner are playing catch; 5. pizza; 6. rocks; 7. stew; 8. ice cream

126 Vocabulary Intervention: Section 9

© Macmillan/McGraw-Hill

Can children provide examples for each word?

Name

Practice Reproducible V63

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. What is one thing that could be assembled?

2. What could not be assembled?

3. What is a food you’ve devoured?

4. When might a dog fetch something?

5. What could you order from a menu?

© Macmillan/McGraw-Hill

6. What would you take off of a lunch menu?

7. What could be simmered?

8. What could not be simmered?

Practice Reproducible 127

LESSON

64

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy Practice Reproducible V64. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • If necessary, read sentences together with children and record their answers. • Sample Answers are shown below. Each item focuses on one word from a particular lesson in this book. 1. Sample Answer: big smile (Lesson 54: Grade 2, Unit 3, Week 1) 2. Sample Answer: blankets (Lesson 55: Grade 2, Unit 3, Week 2) 3. Sample Answer: fly (Lesson 56: Grade 2, Unit 3, Week 3) 4. Sample Answer: house fire (Lesson 57: Grade 2, Unit 3, Week 4) 5. Sample Answer: sparkling dress (Lesson 58: Grade 2, Unit 3, Week 5) 6. Sample Answer: ice cream (Lesson 59: Grade 2, Unit 4, Week 1) 7. Sample Answer: gets hurt (Lesson 60: Grade 2, Unit 4, Week 2) 8. Sample Answer: broken arm (Lesson 61: Grade 2, Unit 4, Week 3) 9. Sample Answer: old (Lesson 62: Grade 2, Unit 4, Week 4) 10. Sample Answer: soup (Lesson 63: Grade 2, Unit 4, Week 5)

SCORING THE REVIEW

• •

at least 80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

Percentage Table 10 correct 9 correct 8 correct 7 correct 6 correct 128 Vocabulary Intervention: Section 9

100% 90% 80% 70% 60%

5 correct 4 correct 3 correct 2 correct 1 correct

50% 40% 30% 20% 10%

© Macmillan/McGraw-Hill

• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get

Name

Date

Practice Reproducible V64

Vocabulary Words Review 1. A

shows that you are in a good mood.

2. It was cozy and warm under the

.

3. It is impossible for people to

.

4. A

is a kind of emergency.

5. A

would be a glamorous

thing to own. 6. The most delicious kind of food is

.

7. An accident is when someone

.

8. A

© Macmillan/McGraw-Hill

9. The word 10. The

is something that will heal. is the opposite of young. simmered on the stove.

Practice Reproducible 129

LESSON

65

Vocabulary

GRADE 2, UNIT 5, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Things that burst break open suddenly. EXAMPLE I blew bubbles that floated through the air and then burst. ASK What other things could burst? • Something that drifts is carried through the air or water. My kite drifts in the wind. If something drifts, does it move slowly or quickly? • A desert is a very dry place where few plants grow. A cactus can grow in a desert because it needs little rain. Would you like to live in the desert? Why or why not? • When something drowns, it is completely covered by water. The bug drowns in a puddle of water. If a plant in your house drowns, does that mean someone watered it too much or too little? Explain. • Something that moves gently moves in a soft and smooth way. The clothes on the line moved gently in the breeze. People can act gently, too. In what ways can people act gently? • A neighbor is one person or thing that is close to another. My neighbor has a child the same age as me. How could you help a neighbor? Has your family ever been helped by a neighbor? How?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V65. Help children choose the correct answer for the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. poke it with a pin; 2. boat; 3. sand; 4. plants; 5. a little kitten; 6. next door

130 Vocabulary Intervention: Section 10

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V65

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. A balloon might burst if you hold it still 2. A

.

poke it with a pin

is something that drifts in the water. rock

boat

3. In a desert, you could find a lot of sand 4. If a

.

water gets covered in water,

it drowns. fence

plant

5. An animal that moves gently is

© Macmillan/McGraw-Hill

a little kitten

a big bear

6. My neighbor is someone who lives next door

.

.

far away

Practice Reproducible 131

LESSON

66

Vocabulary

GRADE 2, UNIT 5, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE An aroma is often a pleasant smell. EXAMPLE The aroma of a baking cake filled the kitchen. ASK What might give off an aroma in your kitchen? • A plant that is blooming is flowering and growing. The plant in the sunny window is now blooming. What does a plant need in order to keep blooming? • Muscles are parts of our bodies that move our bones. Dad’s muscles were sore after he worked in the yard. How can you help your body build strong muscles? • If something is prickly, it is covered with sharp points. A porcupine has prickly quills on its body. What might happen if you felt something prickly? • Scent is another word that means smell, especially a nice smell. I like the scent of Mom’s perfume. What are some things that have a pleasant scent? What are some things that have an unpleasant scent?

• A trade is the exchange of one thing for another. Would you like to make a trade of my baseball cap for your cowboy hat? Give an example of a trade that you would like to make with a friend.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V66. Help children choose the correct answer for aroma. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. FALSE; 2. TRUE; 3. TRUE; 4. FALSE; 5. FALSE; 6. TRUE

132 Vocabulary Intervention: Section 10

© Macmillan/McGraw-Hill

Can children choose the best answer for each word?

Name

Practice Reproducible V66

Date

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. An old sock has a nice aroma. TRUE

FALSE

2. Flowers could be blooming in a garden. TRUE

FALSE

3. I need strong muscles to lift heavy things. TRUE

FALSE

4. A mushroom feels prickly when I touch it. TRUE

FALSE

5. A skunk has a nice scent.

© Macmillan/McGraw-Hill

TRUE

FALSE

6. Getting an orange for your apple would be a fair trade. TRUE

FALSE

Practice Reproducible 133

LESSON

67

Vocabulary

GRADE 2, UNIT 5, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Ancient is something that is very old. EXAMPLE Many ancient objects were found buried in the ground. ASK What are some ancient items you know about or have seen in a museum? • To confirm something is to show that it is true based on facts. I can confirm that there were five rainy days this month. How could you confirm that dinosaurs once lived? • You are hopeful when you think that something you want to happen may happen. Mom was hopeful that I would get well soon. What are you hopeful about? • A site is a place set apart for a special use. This site by the river is a good place to have a picnic. On what kind of site would you build a big city? • If you are unable to do something, that means you cannot do it. He was unable to lift the big box. What are you unable to do now?

• If something is valid, it has been proven. He had valid information about the cause of the fire. Why does a newspaper reporter want to have valid facts before writing a story?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V67. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): ancient Yes: dinosaur footprint, No: computer; confirm Yes: a giraffe is taller than a dog, No: my sister will win the race; hopeful Yes: happy, No: worried; site Yes: by a lake, No: underwater; unable Yes: read, No: purr; valid Yes: live in the water; No: like to knit

134 Vocabulary Intervention: Section 10

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Can children provide examples for each word?

Name

Practice Reproducible V67

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

I could see an ancient

I could NOT see an ancient .

I can confirm that

. I CANNOT confirm that

. When you are hopeful, you may feel

. When you are NOT hopeful, you may feel

. A good site for a house would be

. A good site for a house would NOT be

.

© Macmillan/McGraw-Hill

A cat is unable to

A cat is NOT unable to .

It is a valid fact that fish

.

.

It is NOT a valid fact that fish . .

Practice Reproducible 135

LESSON

68

Vocabulary

GRADE 2, UNIT 5, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE A butterfly that fluttered flapped its wings quickly to fly. EXAMPLE The butterfly fluttered from flower to flower. ASK What else could have fluttered? • If you giggled, you laughed. I giggled because my cat looked so funny chasing a butterfly. What have you giggled about with your friends? • Someone who peered looked over or around something. Sam peered into the classroom before entering. If you peered into your classroom, what would you see near the door? • If you recognized someone, you knew that person from an earlier time. Pam hadn’t seen her uncle for a long time, but she recognized him right away. What might you say to someone you recognized in a store? • If my brother snuggled his stuffed animal, he held it close to him. My cat purred when I snuggled next to her. Who or what would you like to be snuggled up to? Why?

• If something vanished, it is no longer able to be seen. It disappeared. The house next door vanished from my sight in the fog. What things have vanished or moved away from your sight?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V68. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): 1. butterfly; 2. at a funny movie; 3. desks; 4. a lake; 5. wave “hello”; 6. run away; 7. are close to each other; 8. my pet

136 Vocabulary Intervention: Section 10

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Can children provide examples for each word?

Name

Practice Reproducible V68

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. What insect have you seen that’s fluttered its wings? 2. When have you giggled? 3. What might you see if you peered into a classroom? 4. Write about something you would not see if you peered into a classroom. 5. If you recognized an old friend, what might you do?

© Macmillan/McGraw-Hill

6. If you recognized an old friend, what wouldn’t you do? 7. What does it mean when two things are snuggled together? 8. What would you miss if it vanished?

Practice Reproducible 137

LESSON

69

Vocabulary

GRADE 2, UNIT 5, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something or someone beloved is dearly loved. EXAMPLE Our beloved dog was lost for two days. ASK How would you show a beloved relative that you think he or she is special? • If you glanced at something, you looked at it very quickly. Dad glanced at the newspaper before he left for work. If you glanced at a newspaper, would you have read all of the stories carefully? • Something that gleamed shone or glowed. After I cleaned the kitchen, it gleamed. What have you seen that gleamed when it was cleaned? • Someone who is noble shows qualities such as courage, generosity, or honor. The leaders of a country should be noble because they make laws for all to follow. What could you do to show that you are noble? • If you promised to do something, you said you would definitely do it. She promised to make her bed today. What have you promised to do to help at home?

• If something wiggled, it moved from side to side in short, quick motions. Sarah wiggled her loose tooth and hoped it would come out soon. Show me how you might have wiggled into a tight place.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V69. Help children choose the correct answer for beloved. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. sad; 2. a stove; 3. washed it; 4. told the truth; 5. did wash the dishes; 6. snake

138 Vocabulary Intervention: Section 10

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Can children choose the best answer for each word?

Name

Practice Reproducible V69

Date

Use Vocabulary Words Circle the best answer to complete the sentence. 1. Someone who lost a beloved pet feels . excited

sad

2. If you glanced around a kitchen, you might see . a stove

a tiny crumb

3. The car gleamed after we washed it

.

drove in the mud

4. You would be noble if you were mean

.

told the truth

© Macmillan/McGraw-Hill

5. When I promised to wash the dishes I did wash the dishes 6. The

.

didn’t wash the dishes

wiggled into a hole. snake

lion

Practice Reproducible 139

LESSON

70

Vocabulary

GRADE 2, UNIT 6, WEEK 1

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Something beyond is farther along. EXAMPLE You have to go beyond the school to get to the park. ASK What is beyond your home on the same street? • A burrow is a hole or tunnel in the ground. A groundhog sleeps all winter in a burrow. Why is a burrow a good place for an animal to sleep? • Something distant is far away in space or time. I heard the distant whistle of the train. What is a distant place you would like to visit and why? • Something that is lengthy is long. My baby sister took a lengthy nap. How do you feel when you get somewhere after a lengthy trip? • A warning tells you to be aware of danger. The road sign was a warning to drive slowly. What warning signs have you seen?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V70. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): beyond Yes: a tree, No: China; burrow Yes: Chipmunks, No: Ducks; distant Yes: The sun, No: The food store; lengthy Yes: Grandma’s house, No: school; warning Yes: run, No: swim safely

140 Vocabulary Intervention: Section 10

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Can children provide examples for each word?

Name

Practice Reproducible V70

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

When I look beyond my window, I see

When I look beyond my window, I do NOT see .

.

© Macmillan/McGraw-Hill

live or hide in a burrow. do NOT live or hide in a burrow. is distant from my home.

is NOT distant from my home.

Going to

Going to

is a lengthy trip for me.

is NOT a lengthy trip for me.

You might hear a warning at the pool if you

You would NOT hear a warning at the pool if . you

.

Practice Reproducible 141

LESSON

71

Vocabulary

GRADE 2, UNIT 6, WEEK 2

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Beasts are animals other than human beings. EXAMPLE I have read stories about beasts in the jungle. ASK What are your favorite jungle beasts? Describe them. • If something is handy, it is useful. It is handy to have a flashlight in the dark. What would come in handy if you were camping in the woods? • Itches are feelings on your skin that make you want to scratch. The insect bites made many itches on her arm. What does it look like when someone has itches? • When you nibble, you bite something gently or take small bites of it. My pet rabbit tried to nibble at my carrot. What other animals like to nibble? • When birds preen, they smooth and clean their feathers using their beaks. Birds preen themselves to keep clean. Where might you be if you saw a bird preen?

• Puddles are small and shallow pools of water. I put on my boots and splashed in the puddles. When do you most often see puddles? Where do you see them?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V71. Help children choose the correct answer for beasts. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key: 1. TRUE; 2. TRUE; 3. TRUE; 4. TRUE; 5. FALSE; 6. FALSE

142 Vocabulary Intervention: Section 10

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Can children choose the best answer for each word?

Name

Date

Practice Reproducible V71

Use Vocabulary Words Circle TRUE or FALSE for each Vocabulary Word. 1. Lions and bears are beasts. TRUE

FALSE

2. A cool drink is handy on a hot day. TRUE

FALSE

3. Your skin itches when you have a rash. TRUE

FALSE

4. You can nibble on a carrot. TRUE

FALSE

5. A bird uses its legs to preen.

© Macmillan/McGraw-Hill

TRUE

FALSE

6. Puddles are usually filled with books. TRUE

FALSE

Practice Reproducible 143

LESSON

72

Vocabulary

GRADE 2, UNIT 6, WEEK 3

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE Conservation is the protection of Earth’s natural resources. EXAMPLE If we think conservation is important, we will clean up our land and waters. ASK What can people do to help with conservation? • We say an animal is extinct if there are no more of that animal on Earth. The bald eagle was once almost extinct. Why is it a problem if an animal becomes extinct? • The hardest thing is the most difficult one. The hardest job our town had was turning a littered, empty lot into a park. What was the hardest thing for you to learn? • If trash remains in a landfill, this means it stays there for many years. The old house remains even though newer houses have been built around it. What is old in your home or town that still remains?

• If something causes trouble, it creates a problem. Cutting down too many trees can cause trouble for the land. What trouble might happen if people don’t keep their homes clean?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V72. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): 1. recycle paper; 2. litter; 3. a dinosaur; 4. reading; 5. my bed; 6. because someone moved it; 7. bees; 8. a calm animal

144 Vocabulary Intervention: Section 10

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Can children provide examples for each word?

Name

Practice Reproducible V72

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word. 1. How can you help with conservation?

2. What does not help with conservation?

3. What is one animal that is now extinct?

4. What is the hardest subject in school for you?

5. What always remains in your bedroom?

© Macmillan/McGraw-Hill

6. Why wouldn’t something remain in place?

7. What is something that could cause trouble in your classroom?

8. What would not cause trouble in your classroom?

Practice Reproducible 145

LESSON

73

Vocabulary

GRADE 2, UNIT 6, WEEK 4

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE To beware means to be on the lookout for something dangerous. EXAMPLE Beware of the thunderstorm and go inside. ASK If you were told to beware of a dog, how would you act? • To destroy something means to ruin it. A tornado has high winds and can destroy houses. How did you or someone else destroy a toy? • Grasslands are large land areas covered with grass. In the grasslands of Africa, you could see lions and elephants. What kind of land would not be grasslands? • Prevent means to stop something from happening. How can we prevent car accidents? What is one way to prevent getting a bad grade on a test? • Uprooted means torn or pulled out of the ground. The storm uprooted a tree in the woods behind our house. What kind of a storm might cause a tree to be uprooted?

• Violent means showing great physical force. The violent river would soon overflow onto the land. What word means the opposite of violent?

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V73. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): beware Yes: lightning, No: kind people; destroy Yes: A glass, No: A wall; grasslands Yes: cheetahs, No: pigs; prevent Yes: Getting extra sleep, No: Having dirty hands; uprooted Yes: tornado, No: gentle breeze; violent Yes: Thunderstorms, No: Sunny days

146 Vocabulary Intervention: Section 10

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Can children provide examples for each word?

Name

Practice Reproducible V73

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

You need to beware of

You do NOT need to beware of .

.

is something that you can is NOT something that destroy easily. you can destroy easily. Animals that might live on grasslands are

Animals that do NOT live on grasslands are

© Macmillan/McGraw-Hill

.

.

might prevent me from getting sick.

will NOT prevent me from getting sick.

A

A

might have could NOT uprooted a tree. have uprooted a tree. can become violent.

do NOT usually become violent.

Practice Reproducible 147

LESSON

74

Vocabulary

GRADE 2, UNIT 6, WEEK 5

Vocabulary Words TEACH/MODEL Teach each Vocabulary Word using the Define/Example/Ask routine. • DEFINE When people have agreed, they have thought the same way about something. EXAMPLE My class agreed that we should make classroom rules. ASK What rules has your class agreed to follow? • When something is gathered, it is brought together. The teacher gathered books for our classroom reading shelf. What items could be gathered for a family picnic? • If you were jabbing something, you would be poking it with something pointed. I began jabbing my fork at the tomato that was rolling on my plate. Name some sharp objects that you might use for jabbing something. • When you do something randomly, you do not have a plan or purpose behind it. The teacher randomly picked children to be on the two teams. Would you rather choose a movie randomly or on purpose?

• When someone gives you a signal, it is a sign you are supposed to do something. The teacher gave us a signal to work quietly. Show what signal you would use to tell someone to be quiet, to stop, to smile, and that you agree or disagree.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V74. Help children complete the first example. Then have children work individually to complete the remaining examples. Quick Check

If No

Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes

Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): agree Yes: to eat dinner together, No: about where to go on a trip; gathered Yes: food, No: beds; jabbing Yes: a stick, No: a pillow; randomly Yes: my socks, No: my friends; signal Yes: hand, No: ear

148 Vocabulary Intervention: Section 10

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Can children provide examples for each word?

Name

Practice Reproducible V74

Date

Use Vocabulary Words Fill in the blanks for each Vocabulary Word.

Yes

No

My family has agreed

My family has NOT agreed .

We gathered

.

in a basket.

We could NOT have gathered in a basket.

You could use

NO ONE would use

for jabbing.

for jabbing.

© Macmillan/McGraw-Hill

I might randomly choose I would NOT want to randomly choose . I use my

I do NOT use my

to signal “Hello.”

to signal “Hello.”

.

Practice Reproducible 149

LESSON

75

Vocabulary

VOCABULARY WORDS

Review PREPARING THE REVIEW

• Copy Practice Reproducible V75. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • If necessary, read sentences together with children and record their answers. • Sample Answers are shown below. Each item focuses on one word from a particular lesson in this book. 1. Sample Answer: A leaf (Lesson 65: Grade 2, Unit 5, Week 1) 2. Sample Answer: Pizza (Lesson 66: Grade 2, Unit 5, Week 2) 3. Sample Answer: drive a car (Lesson 67: Grade 2, Unit 5, Week 3) 4. Sample Answer: laughed (Lesson 68: Grade 2, Unit 5, Week 4) 5. Sample Answer: read a book with me (Lesson 69: Grade 2, Unit 5, Week 5) 6. Sample Answer: under the ground (Lesson 70: Grade 2, Unit 6, Week 1) 7. Sample Answer: after it rains (Lesson 71: Grade 2, Unit 6, Week 2) 8. Sample Answer: pandas (Lesson 72: Grade 2, Unit 6, Week 3) 9. Sample Answer: a big city (Lesson 73: Grade 2, Unit 6, Week 4) 10. Sample Answer: clean my room (Lesson 74: Grade 2, Unit 6, Week 5)

SCORING THE REVIEW

• •

at least 80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

Percentage Table 10 correct 9 correct 8 correct 7 correct 6 correct 150 Vocabulary Intervention: Section 10

100% 90% 80% 70% 60%

5 correct 4 correct 3 correct 2 correct 1 correct

50% 40% 30% 20% 10%

© Macmillan/McGraw-Hill

• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get

Name

Practice Reproducible V75

Date

Vocabulary Words Review 1.

drifts slowly in the breeze.

2.

has a scent I like.

3. I am unable to 4. The word giggled.

. is almost the same as

5. My mom promised to

.

6. The chipmunk’s burrow is

.

7. Puddles are found 8. I would be sad if

. became extinct.

© Macmillan/McGraw-Hill

9. Something not found on grasslands is . 10. Yesterday I agreed to

.

Practice Reproducible 151

LESSON

76

Vocabulary

VOCABULARY STRATEGIES

Compound Words TEACH Introduce Compound Words Explain that a compound word is a longer word made up of two smaller words. Write sunlight on the board. Say: This is made of two smaller words. Draw a line between sun and light. Discuss the meaning of sun and light. Explain that sunlight means “the light of the sun.” Then write grass and lands. Discuss the meaning of each word. Then write one word, grasslands. Explain that grasslands are “lands with grass.” Using Word Part Clues Tell children that they can often look for two smaller words in a longer word to help them understand the meaning of the longer word. Say: Often understanding the meaning of each small word will help you figure out the meaning of the compound word. For example, sailboat means “a boat with a sail.” Explain that sometimes the meaning of each smaller word will not help them figure out the meaning of the compound word. Write butterfly. Explain that a butterfly is an insect with wings, not butter that flies.

MODEL Write this sentence on the board: For lunch at our campsite, we decided to cook hotdogs over the fire. Then read it aloud, and model deciding whether knowing the meaning of the smaller words in a compound word can help you understand the meaning of each underlined word.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V76. Read the directions aloud and the passage with children. Then have partners complete the exercises. Discuss the meaning of each compound word. Word Play Have children create a chart like that on Practice Reproducible V76. Have them complete it with silly compound words such as updown or birdfist. Answer Key: 1. upstairs, bluebird, birdbath, treetop, sandbox 2. sidewalk, mailbox, doghouse, afternoon, flashlight

152 Vocabulary Intervention: Section 11

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Think Aloud First I’ll look at campsite. I see two smaller words that I know: camp and site. I’ll draw a line between the smaller words. Now I’ll think about the meaning of each smaller word. If I put the meanings together, does the word make sense in the sentence? Yes: campsite means “a site or place where someone makes a camp.” Now I look at the other word. It has two smaller words I know: hot and dogs. Is the word hotdogs dogs that are hot? That doesn’t make sense in the sentence. Hotdogs are something to eat. This time the meaning of the smaller words doesn’t help me understand the longer word.

Name

Practice Reproducible V76

Date

Compound Words 1. Read the passage. Circle the words that are compound words. Complete the chart. Jan looked out the upstairs window. She saw a bluebird at the birdbath. She hurried into the yard. But the bird flew up to a treetop. Jan decided to play in the sandbox instead. Compound Word

Two Smaller Words

Meaning

upstairs

up + stairs

a place that is up the stairs

© Macmillan/McGraw-Hill

2. Draw a line from the words in the first column to the words in the second column to make compound words. side mail dog after flash

house noon walk light box

Practice Reproducible 153

LESSON

77

Vocabulary

VOCABULARY STRATEGIES

Word Families TEACH Word Families Explain that many words are related, or have something in common, such as a base word. These words belong to the same word family. • Write read on the board. Discuss its meaning. Then write reading. Tell children that read is the base word of reading. Explain that a base word is a single word that cannot be broken into smaller words or parts. • Write reader and readable on the board beneath read and reading. Discuss the meaning of each word. Explain that these all belong to the same word family. • Then write paint and painter on the board. Explain that paint is the base word of painter. Then write painted, painter, and repaint. Discuss the meaning of each word. Explain that these words all belong to another word family. • Repeat with power, powerful, powerless, and powered. Using Word Part Clues Explain that children can ask themselves these questions to help them decide whether a word is part of a word family: Does each word have the same base word? What does the base word mean? Tell children that if they know the meaning of the base word in a word family, they can probably figure out the meanings of the other words.

MODEL Write these sentences on the board: Kate was class helper yesterday. She helped the teacher pass out papers. She hoped she was helpful. Then read them aloud. Model using base words to identify words that are part of the same word family.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V77. Read the directions aloud and the passages with children. Have partners complete each web and discuss word meanings. Word Play Have children listen for words that are part of the same word family. Ask them to listen closely to words that are spoken both at school and at home. Have children share the words they heard. Record the words in a web. Answer Key: 1. careful, cares, caring, careless 2. playing, players, played, playful 154 Vocabulary Intervention: Section 11

© Macmillan/McGraw-Hill

Think Aloud I see three words that have similar spellings: helper, helped, and helpful. Maybe these words are all part of the same word family. Do they all have the same base word? They do, so they belong to the same word family. I will use what I know about the word help to guess the meaning of each word. A helper is probably a person who helps. Helped means I already gave help to my teacher. Helpful probably means something like “giving a lot of help.”

Name

Date

Practice Reproducible V77

Word Families Read each passage. Find four words from the same word family. Circle the words. Then use them to complete each web. 1.

Please be careful about keeping our land clean. My family cares about recycling. You are caring if you pick up trash. But you are careless if you throw trash on the ground.

Base Word care

© Macmillan/McGraw-Hill

2.

I like playing baseball. We have many good players. We played a game yesterday. Something funny happened at the game. My friend hit the ball. A playful puppy chased the ball and ran away with it.

Base Word play

Practice Reproducible 155

LESSON

78

Vocabulary

VOCABULARY STRATEGIES

Prefixes un-, disTEACH Base Words and Prefixes Explain that a prefix is a word part that can be added to the beginning of a base word to make another word. • Write un- on the board. Explain that un- is a prefix that can mean “not.” • Write happy on the board. Add un- to make unhappy. Draw a line between un and happy. Say: Adding the prefix un- to the base word happy makes a word that means “not happy.” Repeat with clean and unclean, broken and unbroken. • Write dis- on the board. Explain that dis- is also a prefix that can mean “not.” Repeat the above routine, using agree and disagree, obey and disobey. Using Word Part Clues Tell children that they can often use base words and prefixes to help them understand the meanings of words they don’t know. But explain that breaking a word into parts will not always help them. Write uncle and distant on the board. Draw a line after un and dis. Point out that cle and tant aren’t words. Therefore, breaking these words into parts won’t help children understand them. Tell children they should look for both a prefix they know, such as un- or dis-, and a base word they know, such as happy or agree.

MODEL Write these sentences on the board: Her parents were displeased because she broke the lamp. What a disaster! Then read them aloud. Model deciding whether word part clues can help understand the meaning of each underlined word.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V78. Read the directions aloud. Then read each passage with children. Have partners complete each word web. Discuss the meaning of each word. Point out that using word part clues does not help in understanding under or discuss. Word Play Write untired and dishungry on the board. Tell children that these are silly words you just made up. Discuss what these silly words might mean. Have partners use the prefixes un- and dis- to make other silly words. Answer Key: 1. untied, unzipped, unclean 2. disliked, dishonest, disagree 156 Vocabulary Intervention: Section 11

© Macmillan/McGraw-Hill

Think Aloud First, I’ll look at displeased. I know that dis- can be a prefix, so I’ll draw a line after it. Do I see a word that I know? Yes. I see the word pleased. Displeased must mean “not pleased.” That makes sense. But what about disaster? That starts with dis-. I’ll draw a line after it, but I don’t know what aster means, so word part clues don’t help me understand this word. I’ll look it up in the dictionary.

Name

Practice Reproducible V78

Date

Prefixes un-, disRead each passage. Circle the words with the prefix un- or dis-. Use them to complete each web. 1.

His mother found him digging a hole under a tree. His shoes were untied, and his jacket was unzipped. His pants were covered in mud. His shirt was also very unclean. “Aren’t you uncomfortable?” she asked. uncomfortable Prefix unmeans “not”

2.

Tom’s toy disappeared. He discussed this with Deepa. “I disliked that toy anyway,” Tom said. “Someone stole it!” Deepa cried. “That’s dishonest!”

© Macmillan/McGraw-Hill

“I disagree,” Tom said. “Someone probably just borrowed it.” disappeared Prefix dismeans “not”

Practice Reproducible 157

LESSON

79

Vocabulary

VOCABULARY STRATEGIES

Prefixes re-, preTEACH Introduce Prefixes re- and pre- Remind children that a prefix is a word part that can be added to the beginning of a base word to make another word. • Write re- on the board. Explain that re- is a prefix that can mean “again.” • Write do. Add re- to make redo. Draw a line between re and do. Say: Adding the prefix re- to the base word do makes a word that means “do again.” Repeat this routine with pay and repay. • Write pre- on the board. Explain that pre- is a prefix that can mean “before.” Repeat the above routine, using school and preschool, pay and prepay. Using Word Part Clues Remind children that they can use base words and prefixes to help them understand the meanings of words they don’t know. But explain that breaking a word into parts will not always help them understand these words. Write prefer and realize on the board. Draw a line after pre and re. Point out that fer and alize are not words. Therefore, breaking these words into parts won’t help to understand them. Tell children they should look for both a prefix they know, such as re-, and a base word they know, such as tie.

MODEL Write these sentences on the board: Never prejudge people when you first meet them. I predict you will like Jack when you know him better. Then read the sentences aloud, and model deciding whether word part clues can help understand the meaning of each underlined word.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V79. Read the directions and each passage aloud. Have partners complete each word web. Discuss the word meanings. Point out that using clues does not help understand pretend or realized. Word Play Write prelunch and resick on the board. Tell children these are silly words that you made up. Discuss what these silly words might mean. Have partners use the prefixes pre- and re- to make other silly words. Answer Key: 1. rearranged, refilled, repay 2. preschool, prehistoric, prepays 158 Vocabulary Intervention: Section 11

© Macmillan/McGraw-Hill

Think Aloud First, I’ll look at prejudge. I know that pre- can be a prefix, so I’ll draw a line after it. I see the base word judge. To judge someone means to make up your mind about him or her. Prejudge must mean “judge people before you meet them.” That makes sense in the sentence. What about predict? That starts with pre-. I’ll draw a line after it, but dict is not a word. So word part clues don’t help me understand this word. I’ll look up predict in the dictionary.

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Prefixes re-, preRead each passage. Circle the words with the prefix re- or pre-. Use them to complete each web. 1.

We packed the car for our trip. Then we rearranged our bags. Dad refilled the car with gas. He will repay Mom for the money she gave him. Finally, we started driving! Then Mom realized we forgot something. We returned home. returned Prefix remeans “again”

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2.

My sister goes to preschool. The children are learning about prehistoric animals. At free time, my sister pretends to be a princess. Mom prepays for her lunch. After lunch, the teacher previews a book. Then she reads it to the children. previews Prefix premeans “before”

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LESSON

80

Vocabulary

VOCABULARY STRATEGIES

Endings -s, -es TEACH Introduce Base Words and Endings Explain that endings such as -s and -es can be added to the ends of verbs to show when actions happened. • Write jump on the board. Add an -s to make jumps. Say: Adding a different ending to a base word can change the meaning. Adding -s to jump means that one person jumps now. • Write reach on the board. Add -es to make reaches. Explain that reaches, like jumps, is an action word (verb). Say: When an action word ends in ch, sh, x, or s, -es is added instead of -s. Adding -es tells that one person is doing the action now. Write: Mom reaches, but the children reach. Remind children that -s and -es are used to tell how many when added to the end of nouns. Just because a word ends in -s or -es does not mean it’s a verb. Write cat and cats on the board. Discuss the meanings. Then repeat with bush and bushes.

MODEL Write these sentences on the board: Jim walks to school. He waves to his friends. He runs as soon as he hears the bell ring. Then read the sentences aloud. Model using endings to understand when the action happened. Think Aloud When did these actions happen? I see the -s ending in friends, but that doesn’t help me know when these actions happened. Friend is not an action word. The -s ending in walks tells me that this action is happening now. I’ll check the other action words in these sentences to see if all of the actions are happening now. Yes, the -es ending in waves and the -s ending in runs and hears tell that all of the actions are happening now. Practice Reproducible Distribute Practice Reproducible V80. Read the directions aloud and each passage with children. Have partners complete each chart. Discuss word meanings. Word Play Ask children to give examples of multiple meaning words that can be both verbs and nouns, such as stand. Then have the group generate sentences using both meanings in the same sentence. Write the sentences on the board and discuss word meanings. Answer Key: 1. walks, looks, knows, rakes, throws, runs 2. watches, wishes, wishes, moves, stares, smiles

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PRACTICE/APPLY

Name

Date

Practice Reproducible V80

Endings -s, -es Read each passage. Find the action words with the endings -s or -es. Use them to complete each chart. 1. Action Words with -s Josh walks into the yard and looks at the trees. Fall is here, and Josh knows it’s time to rake. As Josh rakes the leaves, he sees many colors. When he’s done, Josh throws the rake onto the pile and runs to play with his friends. Words with -s

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2. Action Words with -es Sue watches the bright flashes. It’s the Fourth of July! Sue wishes the crashes of the fireworks weren’t so loud. She also wishes she could see fireworks every day. She moves closer to her Dad. He stares at the sky and smiles. Words with -es

Practice Reproducible 161

LESSON

81

Vocabulary

VOCABULARY STRATEGIES

Endings -ed, -ing TEACH Introduce Base Words and Endings Explain that endings such as -ed and -ing can be added to the ends of verbs to show when actions happened. • Write jump two times. Add -ed and -ing to make jumped and jumping. Say: Adding a different ending to a base word can change the meaning. Adding -ed means someone took jumps before now. Adding -ing means somebody is still taking jumps. Using Word Part Clues Explain that some verbs are irregular. These words do not add -ed to the base word to tell when the action happened. Write: Today I run. Last week, I ran run ran. Point out that -ed is not added to the base word run. Repeat with other examples, such as go and went, win and won, eat and ate, and give and gave.

MODEL Write these sentences on the board: Sam went to school and painted a picture of birds. Now Sam is walking home. Birds are flying in the sky. Then read the sentences aloud. Model using endings to understand when the action happened. Think Aloud When did these actions happen? I see the -ed ending with painted, so Sam painted a picture of birds in the past. The word went doesn’t have the -ed ending, but I know that word also tells about an action in the past. The -ing ending in walking tells me that this action is happening now. The -ing ending in flying tells me that the birds are still flying.

PRACTICE/APPLY

Word Play Ask children to listen for the same word used with -ed and -ing. They might hear one person use play, another use played, and another use playing. Record the words on chart paper. Answer Key: 1. piling, leaving, selling, looking 2. finished, yelled, smiled, jumped, seemed, practiced

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Practice Reproducible Distribute Practice Reproducible V81. Read the directions aloud and each passage with children. Point out the irregular verb won. Have partners complete each chart. Discuss word meanings.

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Endings -ed, -ing Read each passage. Find the words with the endings -ed or -ing. Use them to complete each chart. 1. Actions That Happen Now Max is piling his old toys in a wagon and leaving for the yard sale. He arrives and unloads. But Max is not selling his old toys. He is looking at the other toys for sale there. Words with -ing

2. Actions That Happened in the Past Ken swam in a race. When he finished, someone yelled, “You won!” Ken smiled and jumped up and down. He seemed so happy and proud. He practiced hard for this!

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Words with -ed

Practice Reproducible 163

LESSON

82

Vocabulary

VOCABULARY STRATEGIES

Inflectional Nouns -s, -es TEACH Introduce Inflectional Nouns Remind children that nouns name people, animals, places, or things. Explain that endings such as -s or -es can be added to the ends of some nouns to mean “more than one.” • Write dog on the board. Add an -s to make dogs. Say: Adding an -s to the word dog changes the meaning from one dog to more than one dog. • Write box on the board. Add an -es to box. Say: When a noun ends in ch, sh, x, or s, -es is added instead of -s to make the noun mean more than one. Remind children that -s and -es are also used with action words (verbs) to tell that an action is happening now. Just because a word ends in -s or -es does not mean it’s a noun. Write walk and walks, catch and catches. Discuss the meanings. Using Word Part Clues Explain that some nouns are irregular. Say: You do not add -s or -es to these words to make them mean more than one. Write: One child is standing. Many children are standing. Point out that -s or -es was not added to the noun child to make it mean more than one. Repeat with other examples, such as man, men; woman, women; foot, feet; tooth, teeth.

MODEL Write on the board: The children play in the park. The boys ride on the swings. A girl sits in the sandbox. She takes her shoes off her feet. Then read the sentences aloud. Model using endings to understand which nouns mean “more than one.”

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V82. Read the directions aloud and each passage with children. Have partners complete each chart. Discuss word meanings. Word Play Ask children to listen for nouns with and without -s or -es. They might hear one person use friend and another use friends. Record the words. Answer Key: 1. girls, boys, games, children, swings, friends 2. men, women, lunches, benches, boxes, peaches

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Think Aloud Which nouns mean one? Which mean more than one? I see the irregular noun children, so this means more than one child. The word park does not have an -s at the end, so there is only one park. Boys has an -s and so does swings. That means more than one boy is riding on more than one swing. I see only one girl is sitting in one sandbox because there is no -s or -es at the end of the words. There is an -s at the end of shoes, so there is more than one shoe. I see the irregular noun feet, which means more than one foot.

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Inflectional Nouns -s, -es Read each passage. Find nouns that mean “more than one.” Use them to complete each chart. 1. Nouns Ending in -s and Irregular Nouns Girls and boys like to play games. They play at the park. They go on the slide. They ride on the swings. Then the children run with friends. Nouns with -s and Irregular Nouns

2. Nouns Ending in -es and Irregular Nouns It is time to eat lunch. The men and women take lunches to the park. They all sit on benches. Some have boxes. One man has a bag. He is eating peaches.

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Nouns with -es and Irregular Nouns

Practice Reproducible 165

LESSON

83

Vocabulary

VOCABULARY STRATEGIES

Suffixes -ful, -less, -ly TEACH Introduce Base Words and Suffixes Explain that a suffix is a word part that can be added to the end of a base word to make another word. • Write -ful on the board. Explain that -ful is a suffix that can mean “full of.” Write hope on the board. Add -ful to make hopeful. Draw a line between hope and ful. Say: Adding the suffix -ful to the base word hope makes a word that means “full of hope.” Repeat with pain and painful, care and careful. • Write -less on the board. Explain that -less is a suffix that can mean “without.” Repeat the above routine, using hope/hopeless, pain/painless, care/careless. • Write -ly on the board. Say: The suffix -ly tells more about a verb, or action word. Write: The dog barked loudly. Draw a line between wild and ly. Say: How did the dog bark? He barked in a way that was loud. Repeat with She talked quietly. Using Word Part Clues Explain that these word parts can work differently in different words. Write joyful. Remind children that the suffix -ful often means “full of.” Discuss how joyful means “full of joy.” Write spoonful. Ask: Does spoonful mean “full of spoons”? Explain that it means “the amount that fills a spoon.”

MODEL Write these sentences on the board: The colorful leaves fell from the oak tree. One rake was useless useless. Dad used the other to quickly rake the leaves. Read them aloud. Model deciding whether word part clues can help understand the meaning of each underlined word.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V83. Read aloud the directions and the passage with children. Then have partners complete the chart. Discuss the meaning of each word. Word Play Write workful, playless, and walkly. Tell children these are silly words you have made up. Discuss what these silly words might mean. Have partners use the suffixes -ful, -less, and -ly to make other silly words. Answer Key: -ful: powerful, bucketfuls, thankful; -less: cloudless, careless, useless, endless; -ly: quickly, loudly, noisily, finally 166 Vocabulary Intervention: Section 11

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Think Aloud I see colorful. I know that -ful can be a suffix, so I’ll draw a line before it. I see the base word color. Colorful must mean “full of color.” Then I’ll look at useless. I see the base word use and the suffix -less. Useless must mean “cannot be used.” I also see quickly. I see the base word quick and the suffix -ly. Quickly must mean “in a way that was quick.”

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Suffixes -ful, -less, -ly Read the passage. Find the words with the suffix -ful, -less, or -ly. Use them to complete the chart. Early this morning the sky was cloudless. I was playing and left the front gate open. How careless! My dog Max ran quickly through the gate. I called for him loudly but it was useless. That’s when I saw the clouds. A powerful storm came through our town. Bucketfuls of rain fell. The wind blew noisily through the trees. The waiting seemed endless, but Max finally came home. I was thankful that he was safe! I won’t be so careless again. Suffix -less

Suffix -ly

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Suffix -ful

Practice Reproducible 167

LESSON

84

Vocabulary

VOCABULARY STRATEGIES

Suffixes -or, -er, -est TEACH Suffixes -or, -er, -est Remind children that a suffix is a word part that can be added to the end of a base word to make another word. • Write -or and -er on the board. Explain that -or and -er are suffixes that can mean “one who.” Write actor on the board. Draw a line between act and or. Say: Adding the suffix -or to the base word act makes a word that means “one who acts.” Repeat the routine for -er using teach and teacher. • Write older on the board. Draw a line between old and er. Explain that -er is a suffix that means “more” and compares two people or things. Provide this example: Lana is older than Jim. Repeat with hard and harder. • Write oldest on the board. Draw a line between old and est. Explain that -est is a suffix that means “most.” It compares more than two people or things. Provide this example: Lana is the oldest of all of us. Repeat with hard and hardest. • Write wide, wider, widest. Point out that when a word ends with e, the e is dropped before adding -er or -es. Write big, bigger, biggest. Point out that some words double the final consonant before adding -er or -est. Using Word Part Clues Explain that breaking a word into parts will not always help them understand words. Write chest. Draw a line before -est. Point out that ch isn’t a word. In this case, the letters est are not a suffix. Remind children to look for known prefixes such as -er or -est, and base words such as thin or young.

MODEL

Think Aloud I see the word runner. The meaning “run more” doesn’t make sense. Runner must mean “one who runs.” I also see faster and fastest. I think these are comparing words. Yes, faster is comparing how Jim and Linda run. Fastest is comparing how Carl runs to all the children running.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V84. Read the directions aloud and the passage with children. Then have partners complete the chart. Discuss word meanings. Word Play Have partners write sentences using words with -or, -er, and -est. Answer Key: -or/-er: rancher, climber, doctor; -er: larger, braver, smarter; -est: largest, bravest, smartest 168 Vocabulary Intervention: Section 11

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Write these sentences on the board: Jim is a runner runner. Jim ran faster than Linda. Carl ran the fastest of all the children. Read them aloud. Model using word part clues to understand word meanings of each underlined word.

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Practice Reproducible V84

Suffixes -or, -er, -est Read the passage. Find the words with the suffix -or, -er, or -est. Use them to complete the chart. I’m not sure what I want to be when I grow up. My uncle is a rancher. He has the largest ranch in his town. His ranch is larger than our neighborhood! My aunt is a mountain climber. She’s much braver than I am! She might be the bravest person in our whole family. Maybe I’ll be a doctor, like my sister. She’s the smartest person I know. But maybe I’m smarter than she is!

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Suffix -or or -er Suffix -er means Suffix -est means means “one who” “more” “most”

Practice Reproducible 169

LESSON

85

Vocabulary

VOCABULARY STRATEGIES

Word Parts/Roots TEACH Introduce Word Parts/Roots Explain that many words are related, or have something in common. Some words have word parts that are Greek or Latin roots. Tell children that these roots can help them figure out the meaning of the whole word. • Write act on the board. Explain that act is a root that means “do.” Say: Words that have the root act will all be related in some way to the meaning of the root. • Repeat with the Latin root mem and its meaning: of the mind. Using Word Part Clues Explain that children can ask themselves these questions to help them figure out the meaning of words with Latin or Greek roots: Does the word have a part that is from a Latin or Greek root? What does the root mean? Tell children that if they know the meaning of the root, they can probably figure out the meaning of the whole word.

MODEL Write these sentences on the board: The puppy is active. I remember you. Model using roots to understand word meanings. Think Aloud When I look at the word active I ask myself, Does it have a part that is from a Latin or Greek root? I see it has the word part act in it. I know the root act means “do.” So, the word active probably means “does things.” I can do the same for the word remember. I see it has the word part mem in it. I know the root mem means “of the mind.” So the word remember probably means “something you have in your mind.”

PRACTICE/APPLY

Word Play Have children listen for words that have the roots act or mem. Ask them to listen closely to words that are spoken both at school and at home. Have children share the words they heard. Record the words in a web. Answer Key: 1. acting, active, actors, action 2. memory, memo, remember, remembered

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Practice Reproducible Distribute Practice Reproducible V85. Read aloud the directions and each passage with children. Then have partners complete each word web. Discuss word meanings.

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Word Parts/Roots Read each passage. Find four words with the same root. Use them to complete each web. 1.

It is hard to get an acting job. You have to be active. Most actors work hard. They look for new jobs everyday. Many like to be in action movies. Some like to be in funny movies.

Root: act

2.

Jon has a bad memory. So Jon’s mom wrote a memo. She wrote, “Remember to get milk.” It worked!

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Jon remembered. He went to the store. He got the milk.

Root: mem

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LESSON

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Vocabulary

VOCABULARY STRATEGIES

Review PREPARING THE REVIEW

• Copy Practice Reproducible V86. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Explain to children that they should read carefully each sentence. They should •

think about the underlined word. Then they should fill in each blank. If necessary, read sentences together with children and record their answers. Sample Answers are shown below. Each item focuses on one lesson. 1. Sample Answer: bed, room (Lesson 76) 2. Sample Answer: help (Lesson 77) 3. Sample Answer: “not” (Lesson 78) 4. Sample Answer: “again” (Lesson 79) 5. Sample Answer: “now” (Lesson 80) 6. Sample Answer: in the past (Lesson 81) 7. Sample Answer: there is more than one (Lesson 82) 8. Sample Answer: “full of” (Lesson 83) 9. Sample Answer: “more” (Lesson 84)

10. Sample Answer: mem (Lesson 85)

SCORING THE REVIEW

• •

80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

Percentage Table 10 correct 9 correct 8 correct 7 correct 6 correct 172 Vocabulary Intervention: Section 11

100% 90% 80% 70% 60%

5 correct 4 correct 3 correct 2 correct 1 correct

50% 40% 30% 20% 10%

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• Total the number of items answered correctly. • Use the Percentage Table to identify a percentage. Children should get at least

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Vocabulary Strategies Review Read each sentence. Then answer each question. 1. The two smaller words in bedroom are and

.

2. The words helped helped, helper, and helping have the base word

.

3. The prefix un- in unable means

.

4. The prefix re- in refill means

.

5. The ending -s in jumps tells that the action is happening

.

6. The ending -ed in tossed tells that the action happened

.

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7. The ending -es in boxes means

.

8. The suffix -ful in thankful means 9. The suffix -er in faster means 10. The root in remember is

. .

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LESSON

87

Vocabulary

VOCABULARY STRATEGIES

Using Sentence Context TEACH Introduce Sentence Context Explain that context clues are words or phrases that can help children understand the meanings of hard words. Write a sentence with one missing word: My dad pumped air into the on my bike. Ask: What word belongs in the blank? (tires) Model testing that word out in the sentence. Then have children explain how they knew that this was the right word. (Tires need to be pumped up with air.) Tell children that they used context clues to identify the missing word. Using Context Clues Explain that readers can also use context clues to understand hard words whose meanings they don’t know. They can follow these steps. 1. Find the clues. Look for words or phrases that tell about the hard word. 2. Use the clues. Try to use the clues to figure out the meaning of the word. 3. Test out the meaning. Try a meaning in the sentence. Does it make sense? Caution children that some sentences won’t give enough clues to figure out the meaning.

MODEL Write this sentence on the board: Keisha felt gloomy because her dog was lost. Read it aloud. Then model using context clues.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V87. Read aloud and discuss each exercise. Show children where to write each answer. Word Play Have partners work together to write other sentences with one missing word. Then pairs can exchange papers and try to solve them. Challenge children to write a sentence with enough context clues so their partners can figure out the meaning of the word. Answer Key: 1a whispered 1b joke 1c quietly 1d “laughed quietly” 2a joke 2b loudly 2c “laughed loudly” 3a turned 3b angry 3c “looked at angrily” 174 Vocabulary Intervention: Section 12

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Think Aloud The first step is to find words and phrases that might be clues. [Underline because and her dog was lost.] Why did Keisha feel gloomy? Because she lost her dog. The second step is to use the context clues. I’ll think about what I know. How do people feel when their pet is lost? They feel sad. The word gloomy must mean “sad.” Now I’ll test out this meaning. That’s the third step: Keisha felt sad because her dog was lost. That makes sense.

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Using Sentence Context Read each boldfaced sentence. Fill in each blank. 1. Al whispered a joke, and Jen snickered quietly. a. The word was being quiet.

tells me that Al

b. The word was probably laughing.

tells me that Jen

c. The word was not being loud.

tells me that Jen

d. Maybe snickered means

.

2. Al told a joke, and Jen guffawed loudly. a. The word was probably laughing.

tells me that Jen

b. The word was not being quiet.

tells me that Jen

c. Maybe guffawed means

.

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3. Angry adults turned and glared at Al and Jen. a. The word adults looked at them.

tells me that the

b. The word adults were not happy.

tells me that the

c. Maybe glared means

.

Practice Reproducible 175

LESSON

88

Vocabulary

VOCABULARY STRATEGIES

Using Definition Clues TEACH Introduce Definition Clues Explain that definition clues are words or phrases that tell exactly what a hard word means. Write and read aloud: We saw a jackdaw nearby. Point out that there are no clues to tell you what jackdaw means. Then write and read aloud these sentences: • A jackdaw is a kind of crow. We saw one nearby. • The word jac jackk daw means “a kind of crow.” We saw a jackdaw nearby. • A jackdaw jackdaw, or a kind of crow, was nearby. Underline a kind of crow in each sentence. Explain that this is the definition for jackdaw. Ask: What is a jackdaw? (a kind of crow) Circle and identify the signal words is, means, and or. Explain that these are words that can signal a definition. Using Context Clues Children can follow these steps to use definition clues. 1. Find the clues. Look for words or phrases that tell about the hard word. 2. Use the clues. Try to use the clues to figure out the meaning of the word. 3. Test out the meaning. Try a meaning in the sentence. Does it make sense?

MODEL Write this sentence on the board: Mike sat on the settee settee, or small sofa, and Jake sat on the chair. Then read it aloud, and model using definition clues. Think Aloud I don’t know the word settee, but I see a group of words right after it that begin with the word or. That could be a signal that the author is giving me a definition. The words small sofa look like they go with settee. Mike would sit on a small sofa, just as Jake sits on a chair. That makes sense. A settee must be a small sofa.

Practice Reproducible Distribute Practice Reproducible V88. Read aloud and discuss each exercise. Show children where to write each answer. Word Play Pair children up. Have each child make up a new word, create a meaning, and write a sentence using the new word and its definition. Then each child should challenge his or her partner to say what the word means and to use it correctly in a new sentence. Answer Key: 1a is 1b a bird with long legs and pink feathers 2a or 2b scientist who studies the earth 3a means 3b ship 4a is 4b a wild horse

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PRACTICE/APPLY

Name

Practice Reproducible V88

Date

Using Definition Clues Read each boldfaced sentence. Then fill in each blank. 1. A flamingo is a bird with long legs and pink feathers. a. The signal word I might find definition clues.

tells me

b. The words that define flamingo are . 2. The geologist, or scientist who studies the earth, gave a talk to our class. a. The signal word I might find definition clues.

tells me

b. The words that define geologist are . 3. The word tanker means “ship.” a. The signal word I might find definition clues.

tells me

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b. The word that defines tanker is . 4. A mustang is a wild horse. a. The signal word I might find definition clues.

tells me

b. The words that define mustang are .

Practice Reproducible 177

LESSON

89

Vocabulary

VOCABULARY STRATEGIES

Using Example Clues TEACH Introduce Example Clues Explain that example clues are words or phrases that help readers understand the meanings of hard words. • Write and read aloud: People need help during catastrophes like fires, floods, and earthquakes. Underline catastrophes. • Circle the word like. Say: This word signals that you should look for examples. The author is saying that three kinds of catastrophes are fires, floods, and earthquakes. • Ask: How are fires, floods, and earthquakes alike? (They are all terrible happenings.) So what are catastrophes? (terrible happenings) Rewrite the sentence, replacing like with such as, including, and then for example. Explain that these are all signal words that tell readers to look for examples that might explain a hard word. Using Context Clues Children can follow these steps to use example clues. 1. Find the clues. Look for words or phrases that tell about the hard word. 2. Use the clues. Try to use the clues to figure out the meaning of the word. How are the examples alike? 3. Test out the meaning. Try a meaning in the sentence. Does it make sense?

MODEL Write these sentences on the board: The state park was filled with conifers conifers. For example, there were pine trees and hemlock trees. Then read the sentences aloud, and model using example clues.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V89. Read aloud and discuss each exercise. Show children where to write each answer. Word Play Have partners invent nonsense words for three common categories such as colors, kinds of dogs, or flowers. Supply an example for each category. (Bwans include red, blue, and green.) Have partners write two sentences, exchange them, and identify the meaning of each nonsense word. Answer Key: 1a include 1b in space 1c “things in space” 2a like 2b all sweet 2c “sweets” 3a such as 3b to ride in 3c “things you ride in” 178 Vocabulary Intervention: Section 12

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Think Aloud How can I figure out what conifers are? The next sentence starts with for example, so pine trees and hemlock trees must be examples. They are both trees with needles instead of leaves. That meaning fits with the sentences. A state park might have lots of those kinds of trees.

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Using Example Clues Read each boldfaced sentence. Fill in each blank. 1. Heavenly bodies include the sun, the moon, planets, and stars. a. What is the signal word? b. Where are the sun, the moon, planets, and stars? c. The words heavenly bodies probably mean . 2. We ate confections like cookies and cakes. a. What is the signal word? b. How are cookies and cakes alike? c. The word confections probably means . 3. The road was full of vehicles, such as cars and trucks. © Macmillan/McGraw-Hill

a. What are the signal words? b. What do you use cars and trucks for? c. The word vehicles probably means .

Practice Reproducible 179

LESSON

90

Vocabulary

VOCABULARY STRATEGIES

Using Synonym Clues TEACH Introduce Synonym Clues Write these synonyms: big and large, tiny and small, skinny and thin. Explain that synonyms are words with the same or almost the same meanings. Authors sometimes provide a familiar synonym for a less familiar word. Write and read aloud these sentences: Lin was flabbergasted when she saw the bear. Al was shocked, too. Say: Lin and Al feel the same way. So what word in the second sentence might mean the same as flabbergasted? (shocked) Point out the word too in the second sentence. Explain that sometimes, but not always, authors point out that two words are synonyms, by using signal words such as too, also, like, and as. Using Context Clues Children can follow these steps to use synonym clues. 1. Find the clues. Is there a familiar synonym nearby? 2. Use the clues. Replace the hard word with the synonym. 3. Test out the meaning. Does this familiar word help you understand the sentence?

MODEL Write these sentences on the board: His jacket was shabby shabby. All his clothes were ragged. Then read them aloud, and model using synonym clues. Think Aloud I need help with shabby. I don’t see a clue word that points to a synonym, but the next sentence talks about all his clothes being ragged. People can call a jacket clothes, so his jacket must be ragged, too. That must be what shabby means: ”ragged.” That meaning makes sense in the sentence.

PRACTICE/APPLY

Word Play Write these synonyms: smile and grin, funny and silly, joyful and happy, angry, and mad. Read each word and discuss its meaning. Have partners write a sentence that uses one synonym to explain another. You might give the following example: Alan grinned and Frank smiled smiled, too. Answer Key: 1a fast 1b too 2a clever 2b no 3a pest 3b no 4a strange 4b also

180 Vocabulary Intervention: Section 12

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Practice Reproducible Distribute Practice Reproducible V90. Read aloud and discuss each exercise. Show children where to write each answer.

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Using Synonym Clues Read the boldfaced sentences. Fill in each blank. 1. A deer is a fleet runner. A horse is fast, too. a. What is the synonym for fleet fleet? b. What signal word points this out? 2. Malik had an ingenious plan. We used his clever plan. a. What is the synonym for ingenious ingenious? b. Is there a signal word that points this out? 3. My brother is a nuisance nuisance. He is such a pest! a. What is the synonym for nuisance nuisance?

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b. Is there a signal word that points this out? 4. “That toy is bizarre bizarre,” ,” Lyle said said. Kim also said it was strange. a. What is the synonym for bizarre bizarre? b. What signal word points this out?

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LESSON

91

Vocabulary

VOCABULARY STRATEGIES

Using Antonym Clues TEACH Introduce Antonym Clues Write these antonyms: big and small, fat and skinny, light and dark, happy and sad. Explain that antonyms are words with opposite meanings. Authors sometimes provide a familiar antonym for a less familiar word. Write and read aloud this sentence: Dean is gregarious gregarious, but Lee is shy. Say: Dean and Lee are opposites, so what word in the sentence is the opposite of gregarious? (shy) How would you describe someone who is the opposite of shy? (friendly; likes people) Explain that this is what gregarious means. Point out but in the sentence. Explain that sometimes, but not always, authors point out that two things are opposite by using signal words such as but, unlike, and although. Using Context Clues Children can follow these steps to use antonym clues. 1. Find the clues. Is there a familiar antonym nearby? 2. Use the clues. What word is the opposite of this antonym? 3. Test out the meaning. Does this word help you understand the sentence?

MODEL Write this sentence set on the board: Sid thought the book he chose was too complex. He tried to find an easy book. Then read it aloud, and model using complex antonym clues. Think Aloud I need help with complex. There’s no clue word that points to an antonym, but the second sentence tells me that Sid is looking for a different kind of book. So easy must be the opposite of complex. The opposite of easy is hard, so complex must mean “hard.”

Practice Reproducible Distribute Practice Reproducible V91. Read aloud and discuss each exercise. Show children where to write each answer. Word Play Write these antonyms on the board: pretty and ugly, high and low, soft and hard, soft and loud, fast and slow. Read each word and discuss its meaning. Have partners write a sentence that uses one antonym to explain another. You might give the following example: Mary thought the pink car was pretty, but Sandy said it was ugly pretty ugly. Answer Key: 1a fake 1b Sample answer: “real” 2a rude 2b Sample answer: “not rude” 3a frown 3b Sample answer: “not frowning” 4a huge 4b Sample answer: “very small”

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PRACTICE/APPLY

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Using Antonym Clues Read the boldfaced sentences. Fill in each blank. 1. This gold ring is original original, but that one is fake. a. What is the antonym of original original? b. The word original means

.

2. Luis is always considerate considerate, although Tim is rude. a. What is the antonym of considerate considerate? b. The word considerate means

.

3. Everyone else was grinning grinning, but Lisa had a frown on her face. a. What is the antonym of grinning grinning?

© Macmillan/McGraw-Hill

b. The word grinning means

.

4. My bag was teeny teeny, but her bag was huge. a. What is the antonym of teeny teeny? b. The word teeny means

.

Practice Reproducible 183

LESSON

92

Vocabulary

VOCABULARY STRATEGIES

Using Paragraph Context Clues TEACH Introduce Paragraph Context Explain that children may come across an unfamiliar word and not see any specific clues (a definition, examples, a synonym, or antonym) nearby. They should then check all the sentences in the paragraph. If they are lucky, they may find some hints about the meaning of the word, even if they can’t figure out its exact meaning. Sometimes, though, they will not find any good clues anywhere. Using Context Clues Children can follow these steps to look for context clues in a paragraph. Review specific kinds of context clues as you discuss each step. 1. Find context clues. Look for words or phrases that tell about the hard word. Is there a definition? examples? a synonym or an antonym? 2. Use your context clues. Try to use the clues to figure out the meaning of the word. Use the definition. Figure out how the examples are alike. Use the synonym. Figure out the opposite of the antonym. 3. Test out meaning. Replace the unfamiliar word with your meaning. Does it fit?

MODEL Write this short paragraph on the board. Then read it aloud, and model using paragraph clues.

Think Aloud Can I figure out the word pneumonia? Carmen is seeing a doctor. She also has to stay in bed and has to take medicine. So she must be sick. Whatever she has, it could be serious because she might have gone to the hospital. I can’t tell exactly what kind of illness it is, but I think pneumonia is an illness that can be serious. That meaning fits.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V92. Read aloud the boldfaced paragraph. Show children where to write each answer. Word Play Have partners work together to write a short paragraph with one nonsense word. The sentences should give clues to what this word means. Then have pairs exchange papers and try to figure out what the nonsense word means. Answer Key: 1. sad 2. three hours 3. no 4. take the dog home 5. Its owners have left it on its own. 6. Sample answer: “left behind,” “left on its own” 184 Vocabulary Intervention: Section 12

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The doctor said that Carmen had pneumonia pneumonia. It wasn’t a bad case though. She would not have to go to the hospital. She would just have to stay in bed for a few days and take her medicine.

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Practice Reproducible V92

Using Paragraph Context Clues Read the paragraph. Then answer the questions that follow. Write your answer on the lines. Matt could tell that the dog had been abandoned. It had been sitting under the same tree in the park for three hours. No one was nearby. The poor animal just sat there, looking sad and whining. Matt had to help. He decided to take the dog home. His other dog, Pip, wouldn’t mind a new friend. 1. How does the dog feel? 2. How long has the dog been sitting under a tree? 3. Is its owner nearby? 4. What does Matt decide to do?

© Macmillan/McGraw-Hill

5. What do you think has happened to this dog?

6. What do you think abandoned means?

Practice Reproducible 185

LESSON

93

Vocabulary

VOCABULARY STRATEGIES

Using Context Clues: Multiple-Meaning Words TEACH Introduce Multiple-Meaning Words Explain to children that some words have more than one meaning. We call these words multiple-meaning words. • Write play on the board. Say: The word play can mean “a show” or it can mean “to have fun doing something.” When you see the word play in a sentence, the other words in the sentence can help you know which meaning it has. • Write these sentences on the board: We went to see the play. I like to play checkers. Ask: What does the word play mean in the first sentence? (a show) Have children explain how they know. Repeat for the second sentence. Using Context Clues Tell children the following steps they can follow to figure out the meaning of multiple-meaning words in a sentence. 1. Identify the word. Find the word that has more than one meaning. 2. Look for clues. Find words in the sentence that tell about the multiplemeaning word. 3. Use the clues. Figure out the meaning of the word using the clues. 4. Test out the meaning. Replace the word in the sentence with its meaning. Does it make sense?

MODEL Write these sentences on the board: The bat flew away. I hit the ball with a bat.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V93. Read aloud and discuss each exercise. Work with children to complete the first example. Provide support with the remaining examples as needed. Word Play Have partners make up other sentences with the words play and bat. Have them tell which meaning is used in their partners’ sentences. Answer Key: 1. a metal container 2. to be able to 3. a journey 4. to fall over 5. move back and forth 6. a big stone 7. correct 8. opposite of left

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Think Aloud I know that the word bat is a multiple-meaning word. It can mean “an animal with wings” or “a stick used to hit a ball.” In the first sentence the bat is flying. The meaning, “an animal with wings” makes sense here. In the second sentence the bat is used to hit a ball. The meaning “a stick used to hit a ball” makes sense here.

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Using Context Clues: Multiple-Meaning Words Read each sentence. Then circle the meaning of the underlined word. 1. The can of soup is on the table. a metal container

to be able to

2. I can ride a bike. a metal container

to be able to

3. We went on a trip to the beach. to fall over

a journey

4. Be careful you do not trip over the rug. to fall over

a journey

5. Mother will rock the baby to sleep. move back and forth

a big stone

6. The frog jumped from the rock into the lake.

© Macmillan/McGraw-Hill

move back and forth

a big stone

7. I hope I get the right answer. correct

opposite of left

8. My bed is on the right side of the room. correct

opposite of left

Practice Reproducible 187

LESSON

94

Vocabulary

VOCABULARY STRATEGIES

Using Context Clues: Idioms TEACH Introduce Idioms Explain to children that idioms are expressions that do not have the exact meaning of each word in the idiom. Say: Sometimes the words or sentences around an idiom can help you figure out its meaning. • Write on the board: all in the same boat. Say: The expression all in the same boat is an idiom. It does not have anything to do with being in a boat. When you see this idiom you can use the other words in the in the same sentence, or sentences nearby, to help you figure out the meaning. • Write these sentences on the board: Today is our math test. We are all in the same boat boat. Ask: If we are all taking a math test, what do you think all in the same boat means? (all in the same situation, all doing the same thing) Using Context Clues Tell children the following steps they can follow to figure out the meaning of idioms. 1. Identify the idiom. Find the idiom (expression) that does not mean exactly what each word in the expression means. 2. Look for clues. Find words or sentences that tell about the idiom. 3. Use the clues. Figure out the meaning of the idiom using the clues. 4. Test out the meaning. Replace the idiom in the sentence with its meaning. Does it make sense?

MODEL Write these sentences on the board: Each day we walk to school. However, once in a blue moon, we ride our bikes.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V94. Work with children to complete the first exercise. Have children complete the remaining exercises independently. Provide support as needed. Word Play Have children write their own sentences for the idioms “all in the same boat” and “in a blue moon.” Have them share their sentences and tell which clues can help readers understand the idioms. Answer Key: 1. practice 2. study 3. go to bed 4. watch 5. not sure 6. do it all over again 188 Vocabulary Intervention: Section 12

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Think Aloud In the second sentence “in a blue moon” is an idiom. It does not have anything to do with the moon being blue. If I read the first sentence, and the words However, once they help me understand that “in a blue moon” means “an event that does not happen often.”

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Using Context Clues: Idioms Read the sentences. Use the other words in the sentence to choose the meaning of the idiom from the box. Write the meaning on the line. practice watch

not sure do it all over again study

go to bed

1. The actors had a dry run the day before the play. 2. Tomorrow we have a big test. I will hit the books tonight. 3. It is very late. It is time to hit the hay. hay

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4. I am going to the park with my little brother. I must keep an eye on him. 5. Ted asked me to come to his house. I am still on the fence about going. 6. I lost my homework. Now I have to start from scratch. scratch

Practice Reproducible 189

LESSON

95

Vocabulary

VOCABULARY STRATEGIES

Using Context Clues: Homophones TEACH Introduce Homophones Explain to children that homophones are words that sound alike but have different spellings and meanings. Say: You can use clues from other words in a sentence to figure out a homophone’s meaning. Write hare and hair on the board. Point to hare and say: The word hare spelled h-a-r-e means a rabbit. Point to hair and say: The word hair spelled h-a-i-r is the hair that grows on your head. When you see one of these homophones in a sentence, you can use context clues to figure out the meaning. Write these sentences on the board: I will brush my hair. The hare hopped into a hole. Point to hair and ask: Which meaning does the word h-a-i-r have? (hair on your head) Have children explain how they know. Repeat for the second sentence and the word hare. Using Context Clues Children can follow these steps to use context clues to determine the meaning of a homophone. 1. Find the clues. Find words in the sentence that tell about the homophone. 2. Use the clues. Use the clues to figure out the meaning for the homophone. 3. Test out the meaning. Try the meaning for the homophone in the sentence. Does it make sense?

MODEL Write on the board and then read aloud: I can hear the dog bark. Put the pen here. Model using context clues to determine the meaning of the homophones.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V95. Work with children to complete the first exercise. Have children complete the remaining exercises independently. Provide support as needed. Word Play Have partners tell each other new sentences with the homophones hair/hare and hear/here. Have them tell which homophone is used in their partners’ sentences. Answer Key: 1. entire 2. an opening in the ground 3. the part that makes a car or bike stop 4. crack or smash 5. they are 6. in that place 7. belonging to them 190 Vocabulary Intervention: Section 12

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Think Aloud The words hear and here sound the same but are spelled differently. I can use context clues to figure out the correct meaning in each sentence. I see the words, dog and bark in the first sentence. So, hear spelled h-e-a-r is about listening. I see put in the second sentence, so here spelled h-e-r-e means a place or location.

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Using Context Clues: Homophones Read each sentence. Then use context clues to circle the correct meaning for the homophone. 1. I had to clean my whole room. an opening in the ground

entire

2. The dog dug a hole in the yard. an opening in the ground

entire

3. You must step on the brake at a red light. crack or smash

the part that makes a car or bike stop

4. If you drop a glass you will break it. crack or smash

the part that makes a car or bike stop

5. They’re my best friends. belonging to them

in that place

they are

in that place

they are

in that place

they are

6. I put my hat there. © Macmillan/McGraw-Hill

belonging to them 7. They ate their food. belonging to them

Practice Reproducible 191

LESSON

96

Vocabulary

VOCABULARY STRATEGIES

Using Context Clues: Syntactic and Semantic Cues TEACH Introduce Syntactic and Semantic Cues Explain to children that sometimes they can figure out the meaning of an unfamiliar word by looking at the surrounding words and sentences. They can also think about how the word is used in the sentence. Tell children that they can also use what they know about base words, root words, word parts, and endings when they’re trying to figure out a word’s meaning. Using Context Clues Children can follow these steps to use syntactic and semantic cues to determine word meaning. 1. Find the context clues. Look for nearby words or sentences that tell about the hard word. Check to see if there is a known base, root, or word part. 2. Use the clues. Try to use the clues to figure out the meaning of the hard word. Use prefixes, suffixes, or parts of speech. Use information from other sentences. 3. Test out the meaning. Try a meaning in the sentence. Does it make sense?

MODEL Write the following sentences on the board: It was Jake’s first day at a new school. He did not know anyone. He felt petrified petrified. Read the sentences aloud, and model using syntactic and semantic cues to figure out the meaning of hard words. Think Aloud I’m not sure what petrified means. I read that Jake is in a new school. He doesn’t know anyone. If I was Jake, I’d be very afraid and nervous, so I think petrified means “being very afraid and nervous.” I’ll test out this meaning in the sentence. ‘He felt very afraid and nervous.’ That makes sense!

Practice Reproducible Distribute Practice Reproducible V96. Read aloud and discuss each exercise. Work with children to complete the first example. Provide support with the remaining examples as needed. Word Play Have partners work together to write a sentence with one nonsense word. The sentence should give clues to what this word means. Then have pairs exchange sentences and try to figure out the meaning of the nonsense word. Answer Key (Sample answers): 1. walks him, feeds him, plays with him 2. to do a good job 3. both children 4. how they called out 5. together, at the same time 192 Vocabulary Intervention: Section 12

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PRACTICE/APPLY

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Using Context Clues: Syntactic and Semantic Cues Read the paragraph. Then answer the questions. Jesse was very responsible responsible. She walked her puppy three times a day. She fed him two times a day. She played with him. Jesse had only one problem. She wanted to name the puppy “Brownie.” He was dark brown. Her brother wanted to name him “Tiny.” He was very small. Then Mom saw something in the yard. “Look at this tiny brown pebble,” she said. Jointly, both children called out, “Let’s name him Pebbles!” 1. Does Jesse take good care of the puppy? Explain. 2. What do think responsible means?

© Macmillan/McGraw-Hill

3. Who called out, “Let’s name him Pebbles!”? 4. Does jointly tell how they called out or does it name an action? 5. What do you think jointly means?

Practice Reproducible 193

LESSON

97

Vocabulary

VOCABULARY STRATEGIES

Finding a Word in a Dictionary TEACH Introduce Remind children that sometimes context clues won’t help them figure out a hard or unknown word. Then they will have to look the word up in a dictionary. Use your classroom dictionary to show children how to find a word in a dictionary. • Say: The words in a dictionary are arranged alphabetically, in ABC order. • Ask: Would you find a word starting with b at the beginning, middle, or end of the dictionary? (beginning) How about a word starting with w? (end) with m? (middle) • Then demonstrate how words are arranged alphabetically on a page. Introduce Guide Words Say: To help you find a word, dictionaries put two guide words at the top of each page. The first guide word is the first word found on the page; the second guide word is the last word on the page. Show some examples. Using a Dictionary Summarize the first step for using a dictionary. Tell children that they will learn the other steps in later lessons. 1. Find the word. Remember ABC order. Use the first letter of the word to find the right part of the dictionary. Use guide words to find the word on the page.

MODEL

Think Aloud Cinder starts with c-i-n. This page starts with the word city, c-i-t. N comes before t, so cinder won’t be here . . . This page starts with the word chore and ends with the word circle. C-h comes before c-i, so cinder could be here. Cinder starts with c-i-n. Circle starts with c-i-r. R comes after n, so cinder should be on this page . . . There it is!

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V97. Go over each set of directions with children and read aloud each item. In the second exercise, explain that these are the tops of pages in a dictionary, with each page showing the guide words for that page and the page number. Word Play Divide children into teams. Give all teams the same list of words to look up. Use a timer to see which team finds the words the fastest. Answer Key: 1. end 2. middle 3. 292 4. 220 5. 292 6. 220 194 Vocabulary Intervention: Section 12

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Draw two boxes on the board to look like pages. Write guide words at the top of each box: chore - circle; city - clang. Display the word that you want to look up: cinder. Using a classroom dictionary as a prop, model finding the right part of the dictionary. Then use the boxes you drew to model using guide words.

Name

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Practice Reproducible V97

Finding a Word in a Dictionary Where would you find each word listed below? At the beginning of the dictionary? in the middle? at the end? Write beginning, middle, or end on the line. 1. whim

2. loon

Below are the tops of some pages in a dictionary. You can see the guide words for the page and the page number. Use these page tops to answer each numbered question. island > item

220

lurch > lying

292

3. On which page would you find the word lute lute?

© Macmillan/McGraw-Hill

4. On which page would you find the word issue issue? 5. On which page would you find the word luxury luxury? 6. On which page would you find the word itch itch?

Practice Reproducible 195

LESSON

98

Vocabulary

VOCABULARY STRATEGIES

Using a Dictionary Entry TEACH Introduce Remind children that they have learned how to look up a hard or unknown word in the dictionary. To find out about this word, they need to read the dictionary entry. Write and read aloud this sample entry: jolly adjective Happy and full of fun. My uncle has a jolly laugh. Identify each part of the entry: (1) the word, jolly; (2) the part of speech—in this case, an adjective, or describing word; (3) the definition, or meaning, of the word; (4) an example sentence, to show how the word can be used. Using a Dictionary Summarize the first two steps for using a dictionary. Tell children that they will learn the third step in a later lesson. 1. Find the word. Remember ABC order. Use the first letter of the word to find the right part of the dictionary. Use guide words to find the word on the page. 2. Find out about the word. Read the entry. Find the part of speech. Read the definition to find the meaning. Read the example sentence to see how the word is used.

MODEL Write and read aloud this sentence: Rita asked the jolly storekeeper for help. Model how to use the dictionary entry you wrote above.

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V98. Go over the dictionary entries with children, as well as the numbered and lettered items. Make sure children understand what part of speech means. Word Play Give partners a dictionary or glossary. Have them take turns opening to a page. One partner then quizzes the other on the entries. Each partner might ask: How many words are nouns? Which word means ? How could you use the word in a sentence? Answer Key: 1a noun 1b Answers will vary. 2a verb 2b Answers will vary. 196 Vocabulary Intervention: Section 12

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Think Aloud I can’t find any context clues to help me figure out jolly. I’ll look it up. I’ll open in the middle and use the guide words to help me . . . jog through joy. J-o-l comes between j-o-g and j-o-y. Yes, there’s jolly. It’s an adjective, so it describes a person, place, or thing. That fits. The word jolly describes the storekeeper. So the meaning of jolly is “happy and full of fun.” The storekeeper must look like he’s laughing or something, like a friendly person who would help Rita. The entry also tells me how to use jolly in a sentence.

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Using a Dictionary Entry Read each boldfaced sentence. Then use each dictionary entry to figure out the meaning of the underlined word in the sentence. Fill in the blank. raven noun A large black bird that looks and sounds like a crow. A raven flew past the window. 1. Phil saw a raven sitting on his fence. raven? a. What part of speech is the word raven b. Use the word raven in a sentence of your own.

sing verb To make music using your voice. I like to sing many songs. 2. He learned to sing in music class. © Macmillan/McGraw-Hill

a. What part of speech is the word sing sing? b. Use the word sing in a sentence of your own.

Practice Reproducible 197

LESSON

99

Vocabulary

VOCABULARY STRATEGIES

Finding the Right Entry TEACH Introduce Remind children that they have learned how to find a word in a dictionary and use a dictionary entry. Explain that sometimes there is more than one entry to choose from. This happens when a word is a multiple-meaning word. Write and read aloud these sample entries. batter1 noun A baseball player who hits a ball with a bat. batter 2 noun A mixture of ingredients that is cooked to make food. batter 3 verb To hit with hard blows. Point out the numbers. Say: Each entry tells a different meaning. Discuss how some entries tell a different part of speech. When there is more than one entry, children should read each one, try it in the sentence, and see if the meaning fits. Using a Dictionary Summarize the three steps for using a dictionary. 1. Find the word. Remember ABC order. Use the first letter of the word to find the right part of the dictionary. Use guide words to find the word on the page. 2. Find out about the word. Read the entry. Find the part of speech. Read the definition. Read the example sentence to see how the word is used. 3. Find the right meaning. If there is more than one entry, choose the meaning that works best.

MODEL Write and read aloud this sentence: Ed began to batter the door with his hand. Then model how to choose between the dictionary entries you wrote above.

Homophones Remind children that they can also use a dictionary to determine the correct meanings for homophones, or words that sound the same sound but have different spellings and meanings. Say: I had a great time today. Demonstrate using a dictionary to determine the correct meaning of great (instead of grate).

PRACTICE/APPLY Practice Reproducible Distribute Practice Reproducible V99. Go over the dictionary entries with children, as well as each item (sentence and question). Answer Key: 1. weight equal to 16 ounces 2. a place to keep lost animals 3. a useful piece of information 4. to knock over 198 Vocabulary Intervention: Section 12

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Think Aloud When I look up batter, I see three dictionary entries. How do I choose between them? I’ll try each meaning out in the sentence. The first entry is about baseball. Does this meaning fit? No, Ed is not playing baseball. The second entry is about food. Does this fit? No, Ed is not cooking. The third entry says, “To hit with hard blows.” This makes sense!

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Practice Reproducible V99

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Finding the Right Entry Read each boldfaced sentence. Use the dictionary entries to figure out the meaning of the underlined word in the sentence. Fill in the blank. pound1 noun Weight equal to 16 ounces pound2 verb To hit again and again pound3 noun A place to keep lost animals 1. The little puppy weighs only a pound pound. What does pound mean in this sentence? 2. The dogs in the pound were barking. What does pound mean in this sentence?

tip2 verb To knock over tip3 noun A useful piece of information

© Macmillan/McGraw-Hill

3. I know a good tip for taking a test. What does tip mean in this sentence? 4. Don’t let the baby tip that glass of milk! What does tip mean in this sentence?

Practice Reproducible 199

LESSON

100

Vocabulary

VOCABULARY STRATEGIES

Review PREPARING THE REVIEW

• Copy Practice Reproducible V100. Make one copy for each child. • Write the child’s name and today’s date at the top of the review. ADMINISTERING THE REVIEW

• Administer the review individually or to a small group. • Explain to the child that he or she is to complete each sentence by writing an • •

example of the word. If necessary, read sentences together with children and record their answers. Sample Answers are shown below. Each item focuses on one lesson in this section. 1. Sample Answer: yelled (Lesson 87) 2. Sample Answer: a large seal (Lesson 88) 3. Sample Answer: things people can buy (Lesson 89) 4. Sample Answer: upset (Lesson 90) 5. Sample Answer: big (Lesson 91) 6. Sample Answer: amazing (Lesson 98)

SCORING THE REVIEW

• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get • •

at least 80 percent correct. Analyze each child’s errors, using the lesson numbers provided above. Reteach those lessons for which the child did not answer an item correctly.

6 correct 5 correct 4 correct 3 correct

200 Vocabulary Intervention: Section 12

100% 80% 70% 55%

2 correct 30% 1 correct 15% 0 correct 0%

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Percentage Table

Name

Practice Reproducible V100

Date

Vocabulary Strategies Review Read each boldfaced sentence. Then use context clues to answer each question. 1. When the movie monster roared, Reena shrieked shrieked. What does shrieked mean? 2. A sea lion lion, which is a large seal, swam by. What is a sea lion lion? 3. That store has lots of merchandise merchandise, such as toys. What is merchandise merchandise? 4. Tracy was distressed distressed. Mac was upset, too. What does distressed mean? 5. My brother had a tremendous piece of pie, but I just had a small piece. What does tremendous mean?

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Use the dictionary entry to figure out the meaning of the underlined word. Then answer the question. magnificent adjective Amazing to look at 6. Last night, the sunset was magnificent magnificent. What word could you use instead of magnificent? magnificent

Practice Reproducible 201

Teaching Useful Words Using Direct Instruction The fewer words children know, the harder it is for them to use context to understand the meaning of unfamiliar words. Children with limited vocabularies need to hear new words explained in simple, ordinary language. They need to hear those words in the context of a read aloud. They need to use the words in group discussion, as well as oral and written activities. All children will benefit from this kind of direct instruction in word meanings. But children with limited vocabularies will benefit most of all, particularly in the primary grades. These children will learn just as many new word meanings from direct instruction as children with a deeper store of word meanings. Teaching with Read Alouds Direct teaching of word meanings is most effective when children also hear the word in the context of a read aloud. (See the Routine for Teaching Useful Words, page 203.) In order for children to learn and remember word meanings: • The meanings must be directly explained and reviewed. • The text must be reread. • The children must engage with their teacher in discussions about the text and the words taught.

Assessing Word Learning Commercially available tests such as the Peabody Picture Vocabulary Test (PPVT) can help assess student’s general vocabulary knowledge. To assess whether children have learned the specific word meanings you have taught, use these methods. • With children who are not yet reading, simply read a sentence that uses the word in context and then ask students to explain it. • With children who are reading, use multiple-choice questions. The multiplechoice item should include a sentence with the word in context and choices of four word meanings.

• With children who are still struggling with reading, you can read the multiplechoice item (both the context sentence and the answer choices) and then allow children to answer it independently.

202 Vocabulary Intervention

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Selecting Words for Instruction For children with limited vocabularies, the most effective use of classroom time is to teach more words quickly rather than a few words deeply. The more words you teach, the more words they will learn. Children can learn about 8 to 12 new word meanings a week. Children will learn about 25 percent of the words that are explicitly taught and discussed in context. (They will learn a higher percentage if the words are regularly reviewed.) Thus to make sure children learn as many words as they can, it is most effective to teach about 25 new word meanings a week. Select words from the Useful Words list on pages 204–222 to supplement other vocabulary instruction in your classroom.

Routine for Teaching Useful Words 1. Select the Useful Words for instruction. • Choose a fiction or nonfiction text to read aloud. • Select 4–6 words from the Useful Words list that also appear in the read aloud. 2. Introduce and read the read aloud. • Build background for the reading. • Explain the meanings of 1–2 of the Useful Words you selected. Focus on words that are most clearly related to the background.

• Then read the text through once without interruption. 3. Teach more word meanings. • After the first reading, teach 4–5 more of the words you selected. • Instruction should be quick and focused on one word at a time. • Before teaching each word, reread the sentence from the read aloud that includes the word. Show children the sentence. You might also write the word on the board. • Then define and discuss the word. Use the Define/Example/Ask Routine. The definition should fit the context. • Show any pictures or photographs in the read aloud that either illustrate the word or prompt discussion of the word. 4. Read the read aloud again and review word meanings.

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• As you reread the text, stop and review each word you selected to teach. • Stop and reread each sentence that includes a word you selected. • Pause after rereading the sentence to explain the word meaning again. • Then continue reading until you reach the next word you taught. 5. Discuss and review. • Discuss general comprehension of the read aloud. • Review the words. Explain the meanings again. Present the same words in other sentences. • Ask children to generate their own examples of each word. Provide sentence starters.

• Have children work with a partner to write their own sentences using the •

words. Record the words you taught from the Useful Words list. Try to teach as many of these words as you can throughout the year. Routine for Teaching Useful Words 203

Useful Words List A absence being away absolute certain, positive absorb take in abuse treat badly accent way of speaking accept take willingly accident unexpected injury accompany go with accomplish get done ache steady pain achieve gain by effort acre a measure of land act law passed address to speak adjective a modifying word adjust arrange adopt take as one’s own after chasing after following after close by against not in favor of agenda things to be done alert give warning allegiance loyalty allergy body sensitivity alone only alternate one and then another among with amuse make smile or laugh ancient very old angle slant angle a point of view anniversary yearly event announce make known annoy to trouble anti against antibiotic disease-killing drug anxious eager any one of several 204 Vocabulary Intervention

apology saying you are sorry appetite desire to eat applaud give praise apply to put on appointment a set date appreciate to value highly approach come near appropriate proper approve to accept arch to curve are plural of is area surface argue discuss for and against around here and there around circling arrange prepare beforehand arrest to take prisoner arthritis inflammation of joints article story in newspaper or magazine as at the same time assign give assist help assume accept as true astonish surprise attach fasten attack strike with force attend accompany attract draw attention attractive nice looking audience those watching or listening avalanche sliding snow avenger one who punishes in return for an injury average ordinary avoid keep away from await wait for, expect awake alert awake conscious aware knowing

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(Source: Words Worth Teaching by Andrew Biemiller, SRA/McGraw-Hill, 2008)

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B back around behind back go the other way backward in reverse order backward toward the back bacteria germs bad in poor condition bad without worth balance keep equal or even bald without hair ball big dance ball make a wad of ballot used to vote ban law that prohibits band musical group bare without clothing barely only just bargain sold cheaply bash hit bay sheltered water area beast a cruel person beat tired out beat flap wings because for the reason that before some time ago beverage drink beware be careful beyond farther than bin storage place binocular for both eyes bit a small part bitter sharp tasting blast a rush of wind blast sudden sound blast a good time blizzard cold, snowy storm block something that stops you block a solid piece bloodshot red-eyed blow to explode blow make a sound blow cause heavy wind blue feeling of unhappiness

bluff to fool blush turn red from shame or confusion board wall slate for a classroom board to get on boast brag body the main part bolt lightning streak bone hard frame of body bonus something extra boost lift by pushing bother disturb bow front part of ship braid twist together brave fearless brave to face boldly break make an escape break stop suddenly bright cheerful brim edge broil make very hot broke without money bruise to injure or hurt brutal cruel burrow dig bury put into grave business personal interest busy at work busy now in use but nevertheless but yet by at by through the means of

C calculate figure out call give name to calm quiet camouflage disguise can a metal container cancel to destroy the force or effect cap to cover capture take by force care worry Useful Words List 205

career chosen work carnivorous meat eating carry to support cast pour into mold cause to make happen caution a warning cemetery graveyard center put in middle certain fixed and settled certify guarantee chain tie up challenge a demanding task challenge to require your best chance possibility change variety channel a waterway chapter part of a book character person in a story charge load of electricity charity helping the poor chart a map cheap poor in quality cheat to act dishonestly check to examine cheer encouragement chicken cowardly chief most important china baked white clay choice freedom of choosing choice thing or person selected choice a big selection to pick from choose to like one action more than another chunk thick piece cinch easy thing circular round claim to state as a fact clarify to explain clearly class group of like plants or animals classify arrange in groups clear easy to see through clear make plain clinic hospital or medical office clip to fasten 206 Vocabulary Intervention

clip cut clip to cut short clockwise direction of watch hands close an end close to block or stop up clot a lump of something thick cloud to darken clue a guide to solving clump bunch of plants clumsy awkward coach to direct coast move without effort coat to spread over cock male bird cocoon silky insect case code secret writing collect group together collect to pile up college a higher school colonial early American period column numbers under each other column vertical part of a page combine join together come arrive, get here comma used in writing common ordinary commotion noisy disturbance community people living together community neighborhood compare match one with other complete full, total complete have everything complicate make difficult compound combine words concern worry conclude make up one’s mind conduct to manage, direct confuse mix up congratulate express pleasure conquer to overcome conserve save construct build consume to eat or drink up contact get in touch with

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Useful Words List (Continued)

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contain to hold contest game or race continue to stay that way continue begin again after a pause continue keep on going contribute give control power over control operating device convince make a person believe cool relaxed style cooperate help copy to make an imitation corner to trap corridor hall cost the loss or sacrifice could was able to counselor supervisor of camp activities courage boldness courtesy kind act coward person without courage cozy comfortable crab to complain craft careful handwork cram stuff cramp muscle tightening crease fold creature a living thing crisis hard or dangerous time crop grain gathered cross draw line through cross angry crosswise across crow to brag crowd to push crowd a certain group crown king or queen crude badly mannered cruel causes suffering cruise a sea trip crush to squash crust outer rind crutch thing to lean on crystal a solid with a regular pattern

cube a square shape with height and depth cube to cut into blocks cuddle close to and comfortable culture civilization cupid a lover’s helper cure to heal curious odd, strange curious eager to learn curse an evil spell cute clever cycle to ride a bike

D dab small, soft lump daily every day dairy milk processing place damage harm dangle hang loosely daredevil a reckless person dart sudden swift movement date a boy-girl get-together date a planned meeting dawn sunrise dazzle make very bright dead dull, uninteresting deaf can’t hear deal an agreement deal to take action declare make known decode figure out secret message decrease become less deduct subtract deed an act deep low in pitch defeat to win over defeat cause to lose defeat to beat defend argue in favor deflate let air out delicate not strong delicious good to taste delight give pleasure demand to ask for firmly Useful Words List 207

demand the desire to get demolish destroy den wild animal’s home denominator lower number in fractions dent small hollow deodorize remove bad smell deposit to place or put depth deepness desert leave behind desert very dry land desire to wish for destroy to kill detach separate detect to find out develop to work out in detail develop to bring into being device apparatus, machine diagram drawing showing parts diameter length across a circle diamond a four-sided figure diaper baby pants dice cut into cubes difficult hard digest make use of food dim to lower lights dip to put in and pull out direct straight direct to show or guide direct to control or manage direction ways to go dirt dust or mud disappoint make sorry disaster sudden misfortune disc a round thing discard anything thrown away discipline making behave discover find discuss talk over disease sickness disgust strong dislike dishonor to cause shame dismiss to send away display a showing 208 Vocabulary Intervention

display to show dispose get rid of dispute to fight over disrupt to break up dissolve to melt or loosen dissolve fade away dissolve become liquid distant long ago distract draw attention away ditch low place beside road dodge jump aside dose to give medicine double two in one doubt not to be sure dough flour paste down in the dumps doze a light sleep draft current of air drain water pipe drain to empty drama plays draw a tied score drench wet thoroughly dribble trickle drift to float along drill train thoroughly drip come down in drops drool drip spit drop to make lower drop a small amount of liquid drowse be sleepy drug a medicine drug put to sleep drum to tap with fingers duel fight using weapons dull not interesting dull not bright or clear dull not smart dummy wax or wooden figure dump not placed dump to unload in a heap dump an unattractive house dungeon dark cell duplicate to copy

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Useful Words List (Continued)

dusk the shadows of evening dust wipe dirt off duty what you should do duty job

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E each apiece earn to deserve Earth our planet ease to make comfortable echo to repeat and repeat effort hard work egg that from which young develop either one or the other elder older than elder person older than you elect chosen electrocute to kill by electricity elf kind of fairy eliminate get rid of else instead, otherwise embarrass make uncomfortable emerge come out of emergency need for quick action emotion deep feeling empty to pour out enclose put inside enclose fence in enemy anything harmful energy strength energy power entertain to please environment surroundings epidemic disease that spreads equal as good as equator map line dividing Earth equipment supplies erase to rub out error mistake erupt burst forth estimate a prediction of outcomes evacuate to empty evaporate to disappear even on same level

event happening evergreen stays green in winter evidence to show or prove evil sin and wrongdoing exact particular exam a test examine inspect closely excellent very good excess overdoing something exchange substitution exchange trade for something else excite to give a thrill exclaim speak out excuse to free from duty execute put to death exercise to practice a skill exist live expand spread out expect to suppose expect look forward to experiment to try out explore to examine closely export send abroad express to show by a sign extend make longer extinct no longer living extra unusually extreme great in degree

F fable a fairy tale face turn toward face to meet with courage fade to wither fade grow pale fail to lose strength faint hard to see fair a show or exhibition fair pretty good faith belief without proof familiar well known family things of the same kind fan great admirer fan drives air around Useful Words List 209

fang long tooth fantasy imaginary happening faucet water tap fault blame favorite best liked feel have sympathy feeling an opinion fellow boy or man female girl or woman fence to wall off fertilize make grow fib a lie fidget be restless fierce hard, unpleasant fig a sweet fruit figure think figure add up the cost figure shape figure a number fill to stop up holes filth dirt final the end find to learn, discover find to come on by chance find valuable discovery fine very nice finish final coat fire to remove from job firm steady firm fixed in place fit suitable fit adjustment of clothes fit in good condition flake a thin piece flap to move in the wind flare flame up flash an instant flat even or level flee run away fleet group of vehicles flesh soft parts of the body fling throw hard flip toss and turn over flock quite a few 210 Vocabulary Intervention

flop sit down clumsily flow come easily fluid liquid flush to force out flutter flap wings swiftly foam mass of bubbles fog thick mist fold the crease folk people in general follow to obey for meant to belong to for because of forbid to not allow force a group of soldiers, etc. forgive pardon form shape or appearance formulate to express systematically fort well-defended place fossil preserved animal remains fraction a small part fragile easily broken free not controlled free not shut up freight a train carrying goods friction rubbing against each other fright scare front the foremost part frown wrinkle forehead fumble drop function to work as it should funeral burial service furnace makes heat fuss to argue future yet to come

G gadget small mechanical device gain to get gap opening gasp catch the breath gaze look at gear equipment gem costly stone generous unselfish

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Useful Words List (Continued)

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genius very creative person gentle mild-tempered gentle gradual genuine real germ a cause of disease get to obtain ghost dead person’s spirit glamour charm gleam shine glee joy glide fly without power glide move smoothly glisten shine gloom sadness, low spirits gloss shiny surface go disappear goal aim, purpose gobble eat without chewing goggles protective glasses goo sticky stuff good fits its purpose gorgeous richly colored grace beauty of form grade give a mark grand noble, dignified grant give graph chart showing change grasp take hold of gratitude being thankful gray dull grease melted fat great large in size great famous great excellent greed too much desire groom make neat and tidy grubby dirty gruesome horrible guarantee a promise guess estimate guide to lead guilty having done wrong gulp swallow too fast gust sudden rush of wind

gut intestine guts courage gutter carries off water guy a fellow gymnastics health exercise

H habit usual way of doing hack cut halt stop hand applause handle manage happen to take place hard solid, tough harsh rough haze slight fog head take a certain direction head leader head the top or front part head a cabbage or lettuce heal get or make well heap a pile heap a lot of heart central part heel to follow closely height how far up height the highest point help aid help share the work herd a group of animals hibernate sleep through the winter hide put out of sight hilarity amusement hind back hint to give a sign of hip where leg joins body hire to give a job hiss sound of dislike hold inside of ship hollow empty honest tells the truth hoop a round, ringlike plaything horn makes warning sound horrid terrible Useful Words List 211

Useful Words List (Continued)

I identical the same if on the condition that if even though ignore pay no attention to image a reflection of the real object immediate right now impress have a strong effect on improve to make better inch move slowly incident something that happens include put within index gives content of book indicate to give a sign of individual personal influence cause action inform tell inhale breathe in air inherit get from ancestors initial to mark with first letters of name injury harm to body innocent not guilty insane very foolish insecure not safe insert place between inside within inspect to look closely instant very short time instruct give information insult mean saying insure to make certain intelligent able to learn 212 Vocabulary Intervention

interest the power to hold attention interrupt break in introduce to make known intrude to go in without asking invade enter by force invert turn upside down investigate search into invite to ask involve include irritate make angry issue problem it your turn in games item thing

J jagged uneven janitor cares for building jealous wanting what others have jog run slowly judge to guess judge to decide junk odds and ends just very

K kid joke with kind sort kit case, box, or bag know to have information knuckle joint

L label mark or tag laboratory testing room lace to tie up language words lap part of body when seated lap once around track lash hair of eye latch locks door late after the usual time launch send up capsule lay to put down lay produce eggs

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horror fright horse to play around hostage person held as a pledge hug keep close to hull body of ship humiliate shame hump a mound hunch a feeling hustle hurry hustle to shove along hydrant a special water outlet

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lead the first place learn to memorize least the smallest led guided left opposite of right legal lawful legend old story leisure free time lend to loan length how long less minus less without lesson schoolwork lesson a learning experience level the height of lick to defeat lid a cover life spirit of excitement light not heavy like about the same as limit greatest amount allowed limit to restrict link to connect liquid like water literature writings litter to scatter carelessly load put shell in gun loan to lend or borrow locate find locker small closet lone single, alone longitude distance east or west look to appear loop airplane trick loose not tightly fitted loose not tied lose fail to win low near the ground low not loud luck chance lump swelling lump chunk

M machine mechanical device magazine has printed articles magnificent grand magnify make something look larger main large water pipe major most important make to create male man or boy mammal milk-giving animal manage to control maneuver a clever move requiring skill and care master the boss mate a good friend mate to become husband and wife mate to breed mathematician works with numbers matter be important maximum the most may is allowed may is likely to measure find the size medicine science of curing medieval the Middle Ages melody tune mention talk about mess dirty, untidy condition mess fool around with might power mind care miniature small minus take away mirror to reflect miss to feel lost without mission important errand model small copy model make or shape moist wet mold growth on bread monkey fool with monster huge in size month about four weeks

Useful Words List 213

Useful Words List (Continued)

N naked without clothes nasty harmful nasty not clean native from this area nectar what bees drink negative not positive nibble a small piece nightmare a horrid experience no not any none nobody nonsense foolishness note jot down notion a belief noun name of a thing novel story nude unclothed numb no feeling numeral symbol for a number numerous a great many

O observe to watch obvious easily seen occasion particular time occur happen odor a smell ointment healing salve 214 Vocabulary Intervention

only single open the public may enter operate make work opponent person on other side opportunity a good chance opposite across from opposite different as can be optional not required or word used to show choice oral by way of mouth order a command organize put in order orphan has no parents other different ought to be expected over finished over too much own to have ox a steer oxygen colorless gas

P pace rate of speed pad paper for writing or drawing paddle to swim and splash around pal a friend palm inside of hand pant to breathe quickly paradise a place of great happiness paragraph unit of writing parallel lines same distance apart paralyze stop all motion parcel package parliament lawmaking body part a role in a play part to divide participate take part particular special pass way through mountains pass to throw past beyond pasteurize kill germs by heat patient willing to wait pattern a design

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mood state of mind moon small body in the sky mosquito a blood-sucking insect most the greatest yet mount set up for display mountain a large hill mouth where a river empties move cause to act mow cut grass mumble speak low mummy ancient Egyptian body mustache hair on upper lip mustard a strong-tasting plant muzzle mouth covering mysteriously something unknown

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pause to stop briefly peace quiet, calm pearl a gem pebble a small stone peek look quickly peel to come off in layers peer look closely percent parts in a hundred perfect to make better period length of time perky lively permanent lasting pet to stroke pharmacy drugstore photograph take a picture phrase part of a sentence pick to choose pickle trouble piece a part of pile a large amount pioneer explorer/settler place where something is place a space or seat plain not fancy plastic easily shaped material plead argue please to make glad plug to stop up plunge quick leap plural more than one plus something more point to aim poison a dangerous drug poke a jab polish to make shine pollen yellow powder on flowers pollute make dirty pond small pool or lake popular widespread populate have people live portion a part portrait picture of a person position a job positive constructive

positive definite positive says “yes” positive sure possess own possible can happen post metal or wooden support pot to plant in a container pouch small sack pounce rush down upon pound to hammer pour to rain heavily pout push out lips unhappily powder a dustlike material power works by steam, electricity, etc. power electricity power being strong practically almost practice do again and again precise exact predator animal that preys on others predict tell beforehand prefer like better pregnant with unborn child present to introduce press to bear down on pressure the force of confined gas pressure weight pressing down pretend make-believe previous coming before prey hunted for food pride being proud of prince a ruler principal school leader private sort of a secret private very personal privilege special right prize to value highly problem a question problem personal difficulty proceed go ahead produce to bring forth produce crops profession doctor or lawyer progress to go on Useful Words List 215

project definite plan propeller part of plane or ship properly suitable, correctly property a thing owned propose ask to marry protein necessary substance in food protest act against provide supply public the people public for the people public not secret publication printing books publish to print puff to swell out puff short blow pull effort or force punctuate use periods, commas punish to make pay the penalty purchase to buy pure nothing but pure contains no dirt purpose the reason for doing pus liquid in wound

Q quantity amount quench to satisfy (thirst) quits (call it) off, finished quiver shake quiver a shaking voice

R race kind of people rage anger raise to set up raise to lift rapid very quick rare not common rash spots on skin rather more gladly raw sore ray a beam of light ready prepare for use real not imitation 216 Vocabulary Intervention

reality actual fact realize understand rear the back part reason explanation rebel to turn against receipt sign for money paid receive get messages reckless not careful recognize know someone recommend to speak in favor of recover get back health recuperate recover recycle to return for further use refer to turn to refund money returned refuse turn down register make a record of regular real or permanent regular usual rehearse to practice reject to turn down remain to stay remark to say remarkable wonderful remove take away reply answer report a statement report tell what happened report turn someone in report a news story reptile cold-blooded animal request ask research hunt for facts resist to fight against resolution firm vow resolve to clear up resort vacation place respect honor respect admire respond to react respond reply responsible worthy of trust responsible deserves credit or blame rest what’s left

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Useful Words List (Continued)

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rest break or pause restrain hold back result what happens reveal make known revenge getting even reverse opposite reverse the gear for backing up review examine the facts review to study your lesson again rich luxurious, costly rid do away with ride go on horseback right as it should be right just, good rim the edge ring make bell sounds rink place to skate rinse take off soap with clear water rinse light wash rise go higher risk danger roam wander roar to laugh heartily robe piece of clothing robot manlike machine rocket a fast-moving firework rod a pole rodeo cowboy contest romance love story rookie a beginner room walled-in space round around routine fixed way to do things rub stroke hard rudder turns airplane or ship right or left rude violent, rough ruin destroy rule government rule what should be done

S salt a chemical compound satisfy fill wishes

sauce makes food tasty save not waste save get out of danger scab crust on sore scan look at closely scan to look over quickly scar healed cut scarf head covering scarf worn around neck scatter to throw around scene a part of a play scent the way it smells science tested knowledge scoot to run off scorch burn a little score to grade papers scram get out scramble to move quickly scramble rush to get scrap a small piece scrape to scratch scrape drag noisily scratch to tear with fingernails scratch to make a scraping sound scream to cry loudly screech a harsh yell scribble write carelessly seal close tight search look for second after the first secure free from fear see to understand seize to take by force sell give for money sense be aware of sentence a written thought series several in a row serious not joking sermon religious talk serve wait on set arrange dinner table set put clock on time set ready settle to bring to an end Useful Words List 217

settle to come to rest settle to make one’s home several more than two severe very harsh shack hut shade to darken shade no sunlight shaft tall, narrow space shake stir up roughly shall will shallow not deep shame disgrace shape the outline sharp-witted keen-minded shave cut thin slices shear to cut hair or wool sheet a piece of paper shell outside cover shelter place to live shift a work period shine brightness shine be best at shine to polish up shingle thin wooden covering ship to send shiver to shake shock surprise or disgust shock emotional upset short not enough of should ought to shoulder push aside shout a loud cry shower a short rain shred a small piece of something shriek to cry out shrugged hunched shoulders shut close side a part of sign write your name sign mark that means something sign motion that means something sign a printed notice signify show meaning similar much the same 218 Vocabulary Intervention

simple easy sir title of respect siren warning signal sizzle frying noise skate glide over ice sketch rough drawing skid slide skill ability skin to scrape skip bounce over surface skip leave out skirt lower part of dress slant on an angle slash deep cut slaughter killing slay kill sleet freezing rain slick slippery slight not big slime sticky substance slip to get out of place sliver splinter slop spill slumber sleep slush partly melted snow smell an odor smell to catch traces of smooth having an even surface smooth steady in motion snag to catch snap to break suddenly snap to try to bite snap sudden cold weather snatch grab quickly sneak go quietly without being seen sniff to smell quickly snip a quick cut snoop pry snout nose of an animal so very sob to cry sock a short stocking sofa a couch soft calm or gentle

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Useful Words List (Continued)

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soil to get dirty solar of the sun solid whole, unbroken song short poem set to music soothe to make less painful sore scab, infected spot sort a separate kind sound to make hearable sound strong and well soup a liquid food sour spoiled sour tasting like lemon souvenir keepsake space room span to extend across span distance between supports spark small piece of fire spatter scatter in drops special item on sale speck a tiny thing speech saying words speed to send fast spell to write or say letters in word spend to use up spice flavoring spill pour out accidentally spine backbone spirit liveliness, courage spit liquid in the mouth splendid very good splinter thin, sharp piece spoil to ruin sport good loser spot a dirty stain spout part of a teapot spread to make widely known spread to pull or push apart spring part to be wound or compressed spring to move with a bound sprout a young plant spurt squirt out spy secret watcher spy to catch sight of

squat sit on heels squeal to tell on squeeze to put pressure on squint hold eyes partly closed squirm twist and turn squirt a little fellow squirt stream out stack things piled up staff helpers to a leader stage the theater stage platform in a theater stain to color stain a dirty spot stair a step stall stop stall put off doing stamp to strike heavily with the foot stamp an imprint stampede cattle in panic stand to stay stand a place for sales star the main performer stare to look fixedly stash to hide away steam water vapor stem the stalk of a flower stick to be glued to stiff hard to move or operate still quiet sting thing that hurts or smarts stir to mix by moving around stomach the body’s food sac store to put away for the future strain tire out strand leave helpless stray a lost animal stretch to strain by tightening stretch to relax muscles strict very stern strike stop work/work stoppage strip a long, narrow piece stripe a long narrow band strive try hard stroke a mark made by pen Useful Words List 219

Useful Words List (Continued)

220 Vocabulary Intervention

swell to grow bigger swing to hang down freely swipe to steal switch movable rail section switch a change swoop come down suddenly symbol sign syrup sweet, sticky liquid

T take to accept tale lie tangle a mass of snarled vines, etc. tar oily black stuff target the goal one tries for task a job taste just a little taste the flavor of food teach give education team a group working together tear water from eye tear to rip, pull apart tease to worry with jokes technician has special skill temper getting angry quickly temperature how hot or cold term a period of time test to try out text a schoolbook texture the feel thank show you appreciate thaw melt then at that time thick large from front to back thief a robber think to believe think use your mind thirst a strong desire for water thorn a sticker on plants though however though even when thought believed thought ability to reason thrill tingling feeling

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stroke repeated movement stroke rub gently stroll walk structure building struggle to make great efforts struggle fight stuff to fill with something stumble trip or fall stun shock stupid without good sense sturdy strong sub an underwater boat subject a course of study subject topic subway underground railway success an affair that turns out well such what such so much suck to draw into mouth sudden without warning suffer have pain suffocate keep from breathing suggest to give someone an idea suggest bring to mind summary short review supervise to oversee supply goods on hand support to help support keep from falling suppose to consider as true sure firmly fixed surgery treatment by operation surprise to cause wonder surrender to give up suspect imagine to be so suspend to remove from school swap trade swarm a group of bees sway move back and forth swear to use curse words swear to make a strong promise sweat to give off water sweet pleasant-sounding sweet gentle, kind

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throw to cast, as a light ticket to mark or tag tickle to amuse tide rise and fall of sea tidy neat timber wood for building time past, present, future tingle stinging feeling tip a private hint tip point or end tire to wear out title the championship title name of book to toward toast to warm toast browned bread together at same time token stands for something else tomb a grave too also tool for working with top highest part top to do better than topsoil the upper layer of dirt torch gives light torment to tease touch lay hands on touch one of the senses tour sightseeing trip tow pull or drag town small city toxic poisonous trace copy through paper track where a train runs track a trail of marks or prints track foot or wheel mark trade buying and selling tradition handed-down beliefs trail track, footprints train railway engine and cars transfer change over transfer move transmit to send over

transport carry from one place to another treasure value highly tremble shake tremendous very great trespass to commit an offense or sin tribe group of people trouble an illness trouble to bother trouble difficulty trouble worry true correct, exact trust to expect or hope trust have faith in try make an effort tuck push into narrow space tumble to roll in play tune a melody tunnel underground passageway turn a change turn change direction twinkle to shine type a certain kind type letters for printing type write with machine

U under less than unit a single one universe everything there is university a college until to the time that up from less to more usual regular

V value what it’s worth vanilla flavoring variety different kinds vehicle means of transportation vein a blood vessel vent an opening verb an action word verdict opinion of jury Useful Words List 221

Useful Words List (Continued)

W wait put off walk a strip of pavement walk a path for walking want to need, wish for warm kindly warn tell of danger water to form tears or saliva wax made by bees wax to polish way road or path wealth plenty weapon tool for fighting weary tired weather condition of air wee very little week five working days weigh to have a certain heaviness weird strange welcome receive with gladness well in good health were more than one have been west a direction whack sharp blow whatever no matter what where toward which place? where in what place? whether if whiff a slight odor or smell whine complain and cry whiskey a strong drink whisper speak in a low voice whiz an expert who what person? who the person that whole the total why for what reason? 222 Vocabulary Intervention

wide broad, not long width how wide it is wild crazy, unreasonable wink an instant wish the thing you want with in the company of with by using within inside of withstand hold out against witness to give evidence wobble to shake wonder to be curious wonder a strange and surprising event woolly fuzzy and soft word a group of letters work employment world all the people world the Earth worry to think about troubles worry to bother worse more bad worth personal wealth would way to start a question would will wound turned around something wound to hurt wound deep cut wrap to wind material around wreath circle of flowers wreck very sick person wreck to destroy wreck what’s left after a crash wriggle twist about

Y yank jerk yet still you person(s) spoken to young in an early stage

Z zero the point where counting begins zone a certain place

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versus against very exactly vibrate move to and fro vicious fierce vocal of the voice volunteer offers help