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Spelling Words

1. cheerful

2. visitor

3. slowly

4. weekly

5. teacher

6. helper

7. hardly

8. graceful

9. yearly

10. quickly

11. fighter

12. sailor

Challenge Words

13. gardener

14. competitor

15. extremely

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Suffixes -ly, -ful, -er, -or

Sort the list words by their suffixes. -ly -er

1. 8.

2. 9.

3. 10.

4.

5.

-ful

6.

7.

Challenge Words -ly

13.

Generalization When suffixes -ly, -ful, -er, and -or are added to most words, the base word stays the same.

Home Activity Your child is learning to spell words with the suffixes -ly, -ful, -er, and -or. To practice at home, have your child point to each base word. Then have them say the base word and the base word with the suffix.

Spelling Practice Book Unit 5 Week 1 Day 1 81

SORT

-or

-er

-or 14.

15.

11.

12.

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PracticeCUMULATIVE REVIEW

A pronoun is a word that takes the place of a noun or nouns. The words he, she, it, we, you, and they are pronouns.

Carlos is a vet. He helps animals.He takes the place of the noun Carlos.

Keesha and Paul are zookeepers. They also help animals.They takes the place of the nouns Keesha and Paul.

Write the pronoun that can take the place of the underlined word or words. Use he, she, it, we, or they.

1. Len Smith has a sick dog.

2. Len and I will take the pet to the vet.

3. People are waiting for the doctor.

4. Gina Jones helps the vet.

5. “Put the dog on the table,” said Gina.

6. Carlos Lopez helped the dog.

Grammar and Writing Practice Book Unit 5 Week 1 Day 2 81

Pronouns DEVELOP THE CONCEPT

Home Activity Your child learned about pronouns. Together look for names of story characters in books. Ask your child to replace each name with the pronoun he, she, it, we, or they.

Firefighter!

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82 Unit 5 Week 1 Day 3 Grammar and Writing Practice Book

APPLY TO WRITING

Home Activity Your child learned how to use pronouns in writing. Use one of the numbered sentences above as the beginning of a story. Ask your child to make up more of the story. Help him or her use the pronouns he, she, it we, you, and they.

Draw a line from the underlined words to the pronoun that could take their place.

1. Maria Santos is a doctor. We

2. Don and Sara Bell are dentists. He

3. Ben Waters is a police officer. They

4. Sue and I are firefighters. She

Write about someone in the community who helps others. Use he, she, it, we, you, or they in some of your sentences.

Pronouns

Firefighter!


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Grammar and Writing Practice Book Unit 5 Week 1 Day 4 83

TEST PREPARATION

Home Activity Your child prepared for taking tests on pronouns. Ask your child to write sentences about one or more people and then to replace their names with the pronouns he, she, it, we, you, or they.

PronounsMark the letter of the pronoun that can take the place of the underlined word or words. 1. ÐWhat do Carla and Denny want to be? A he

B she C they

2. Carla wants to be a teacher. A He

B She C You

3. Denny wants to be a pilot. A He

B She C We

4. The job would be fun and exciting. A You

B It C They

5. Juan and I want to write books. A You

B She C We

6. Paul, Beth, and Ryan are not sure. A They

B You C He

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84 Unit 5 Week 1 Day 5 Grammar and Writing Practice Book

CUMULATIVE REVIEW

Write the pronoun that can take the place of each group of words. Use he, she, it, we, or they.

1. Ms. Johnson 4. Mr. Brown

2. Karen and I 5. the hoses

3. the fire truck 6. Dad and I

Circle the pronoun in each sentence that could take the place of the underlined word or words.

7. Dan said he will build buildings.

8. Rudy and I know we will work with animals.

9. Lily hopes she can be mayor.

10. Anita and Rashid say they will be firefighters.

Pronouns

Home Activity Your child reviewed pronouns. Ask your child to point to three pronouns he or she wrote at the top of this page and use them in sentences about community helpers such as firefighters, doctors, or paramedics.

Firefighter!


Spelling Words

cheerful

hardly

visitor

graceful

slowly

yearly

weekly

quickly

teacher

fighter

helper

sailor

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PRACTICE

Home Activity Your child spelled words with the suffixes -ly, -ful, -er, and -or. Point to a word. Ask your child to identify the suffix and spell the word.


Write a list word that means the same as each phrase.someone who teaches every 365 days someone who helps

1. 2.

3.

someone who fights someone who sails full of happiness

4. 5.

6.

Write list words that mean the same as the underlined words.

7. We meet every seven days.

8. We have a guest.

9. The turtle moves with little speed.

10. I barely had time to finish.

11. She walks rapidly.

12. The dancer is not awkward.

82 Unit 5 Week 1 Day 2 Spelling Practice Book

I am the music helpar. We have music class

weekly. I help the teecher pass out song

sheets and instruments. I put things away

when we are threw. I works quickly.

Spelling Words

cheerful

hardly

visitor

graceful

slowly

yearly

weekly

quickly

teacher

fighter

helper

sailor

Frequently Misspelled

Words

beautiful

through

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Read about Tracy’s job. Circle three spelling mistakes. Write the words correctly. Then write the last sentence using correct grammar.

1. 2. 3.

4.

Circle the word that is spelled correctly. 5. I can get ready _____. quickly quickle 6. Who was your _____? visiter visitor 7. The _____ cleaned the deck. sailor sailer 8. It _____ ever snows there. hardly hardlie 9. We saw a _____ plane. fightor fighter 10. This is a _____ room. cheerfull cheerful

Home Activity Ask your child to name the three words they find the most difficult. Have your child divide each word and spell the base word and the suffix separately.

Spelling Practice Book Unit 5 Week 1 Day 3 83

PROOFREAD

Spelling Words

cheerful

hardly

visitor

graceful

slowly

yearly

weekly

quickly

teacher

fighter

helper

sailor

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Use the base word and the new suffix to write a list word. 1. Change slower to a word

that ends with -ly. 1. 2. Change helpful to a word

that ends with -er. 2. 3. Change quickest to a

word that ends with -ly. 3. 4. Change harder to a word

that ends with -ly. 4. 5. Change sailing to a word

that ends in -or. 5. 6. Change teaching to a

word that ends in -er. 6.

Write the list words in the box in ABC order.

7. 8.

9. 10.

11. 12.

REVIEW

84 Unit 5 Week 1 Day 4 Spelling Practice Book

Home Activity: Your child has been learning to spell words with the suffixes -ly, -ful, -er, and -or. Look through printed material to find other words with these suffixes.

graceful

visitor

cheerful

yearly

fighter

weekly

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teach + er = teacher sail + or = sailor

Add er or or to each word to make a word from the box.Write the new word on the line.

actor camper fighter helper singer visitor

visit

1.

camp

2. sing

3.

act

4. fight

5.

help

6.

slow + ly = slowly cheer + ful = cheerful

Add ly or ful to each word to make a new word.Write the new word on the line.

Add -ly Add -ful week

7.

joy

8. quick

9.

hope

10.

Home Activity Your child wrote words with the suffixes -ly, -ful, -er, and -or. Help your child write sentences, using the words from this page. Ask your child to read each sentence and circle the -ly, -ful, -er, or -or suffix in each lesson word.

Firefighter!

Practice Book Unit 5 Phonics Suffixes -ly, -ful, -er, -or 53

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Read the paragraph. Follow the directions.

Fire moves quickly. That is why each family member needs to know what to do in a fire. If a smoke alarm rings, get out. Make sure someone helps any young children or older people. Once you get out, stay out. Call for help after you get outside.

1. Circle the answer below that tells what the paragraph is about.using smoke alarms what to do in a fire calling for help

2. Circle the answer below that tells the most important idea about the paragraph.Each family member needs to know what to do in a fire.Once you get out, stay out.Call for help after you get outside.

3. Underline the sentence in the paragraph that tells what to do if a smoke alarm rings.

4. Circle the sentence in the paragraph that tells when to call for help.

5. Write a title for this paragraph.

Home Activity Your child identified the main idea in a paragraph about fire safety. With your child, read a magazine article or book about community helpers, such as police or firefighters. Stop to talk about the most important idea in each paragraph.

54 Comprehension Main Idea and Supporting Details Practice Book Unit 5

Firefighter!

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Practice Book Unit 5 Comprehension Main Idea and Supporting Details 55

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Look at the picture. Read the paragraph. Follow the directions.

Forest fires burn quickly when it is windy and dry. Firefighters try to keep the fire from growing. Sometimes planes drop water on the fire. Firefighters also chop down trees and grass around the fire. This takes away the dry plants that feed the fire.

1. What do you think the picture is mostly about? Circle your answer below.forest fires planes trees

2. Pick the best title for the paragraph. Circle your answer below.How to Cut Down TreesWater Puts Out FiresFighting Forest Fires

3. Draw a picture to show a detail of what the paragraph is about.

4. Write a sentence that tells about the detail in your picture.

Home Activity Your child identified the main idea and important details in a paragraph about forest fires. Read a story or nonfiction selection to your child. Ask your child to draw a picture that shows the main idea of the text.

Firefighter!

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Pick a word from the box to match each clue.Write the word on the line.

building burning masks quicklyroar station tightly

1. 2.

3. firmly 4. on fire

5. not slowly 6. where firefighters work

7. a loud, deep sound

Home Activity Your child used clues to identify and write words that he or she learned to read this week. Work with your child to write a story about firefighters, using as many of the listed words as possible.

56 Lesson Vocabulary Practice Book Unit 5

Firefighter!

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Practice Book Unit 5 Comprehension Author’s Purpose Review 57

Read the paragraph. Follow the directions.

Fire Safetyby Liz Stone

One way to fight fires is with fire safety. Firefighters sometimes visit schools to talk to children. They show what to do if there is a fire. They teach how to keep fires from starting. They also remind people to use smoke alarms.

1. Write the author’s name. .

2. Circle the word below that tells what the paragraph is all about.safety smoke school

3. Underline the name of something in the paragraph that firefighters want people to use.

4. Circle a word in the paragraph that tells where firefighters might talk to children.

5. Write a sentence that tells why you think the author wrote this paragraph.

Home Activity Your child answered questions about nonfiction text and explained why the author wrote it. Write a list of fire safety rules for your home and family. Help your child read the rules. Ask your child to explain why you wrote these rules.

Firefighter!

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moon glue fruit screw

Circle the word for each picture.Write the word on the line.

1.

nose news

2.

noon now

3.

stood stew

4.

club clue

5.

juice just

6.

brown broom

Find the word that has the same vowel sound as the picture. Mark the space to show your answer.

7. flew feet foot

8. tray too tie

58 Phonics Vowels oo, ue, ew, ui Review Practice Book Unit 5

Home Activity Your child reviewed words that have the vowel sound oo as in moon, ue as in glue, ui as in fruit, and ew as in screw. Write the following words on small slips of paper: tool, pool, clue, true, chew, dew, boot, suit. Mix them up. Have your child read the words and then match the words that rhyme.

Firefighter!

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Pick a word from the box to finish the sentence.Write the word on the line.

building burning masks quickly roar station tightly

1. A call comes to the fire .

2. A is on fire!

3. The firefighters move .

4. They grab their boots and .

5. The truck races to the home.

6. You can hear the siren .

7. They hold on to the hoses. Home Activity Your child used lesson vocabulary words to complete sentences. Ask your child to use the vocabulary words to make up sentences about the jobs that firefighters do. Work together to write the sentences, and encourage your child to illustrate them.

Practice Book Unit 5 Lesson Vocabulary 59

Firefighter!

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Read the Glossary and answer the questions.

Glossaryable • buttonAa able (AY bul) If you have the power or skill to do

something, you are able. Tom was able to lift the heavy box. ADJECTIVE

add (ad) If you join one thing to another, you add. Mom will add some apples to the bowl of oranges. VERB

Bb buried (BAIR eed) Something that is buried is hidden or covered up.The dog buried the bone. VERB

button (BUT un) You use a round, flat object called a button on clothes to hold parts together. Jodi lost a button on her skirt. NOUN

1. Which word is an adjective?

2. Which word could describe a hidden treasure?

3. Which word is a noun?

4. Circle the one that has the same vowel sound in able. a as in hat a as in age a as in far

5. Circle the one that matches the vowel sound in button. u as in cup u as in put u as in huge

Home Activity Your child learned how to use a Glossary. Ask your child to read each word and its definition. Then have your child make up a sentence, using each word.

Firefighter!

60 Research and Study Skills Glossary Practice Book Unit 5

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