KG Practice Book PDF

KINDERGARTEN
Practice
Book
Contents
Start Smart We Are Special Unit 2 Friends
Alphabet Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Week 1: Learning About Friends
Alphabet Writing Cues . . . . . . . . . . . . . . . . . . . . . . 2
Phonics: /s/s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Week 1: Look Around You Comprehension: Character. . . . . . . . . . . . . . . . . . 42
Respond to the Big Book . . . . . . . . . . . . . . . . . . . . 3 High-Frequency Word: like . . . . . . . . . . . . . . . . . . 43
High-Frequency Word: I . . . . . . . . . . . . . . . . . . . . . 4 Phonemic Awareness: /s/. . . . . . . . . . . . . . . . . . . . 45
Letter Recognition: Aa–Dd . . . . . . . . . . . . . . . . . . . 5 Phonics: Blending s . . . . . . . . . . . . . . . . . . . . . . . . 46
Letter Recognition: Ee–Hh . . . . . . . . . . . . . . . . . . . 6
High-Frequency Word: I . . . . . . . . . . . . . . . . . . . . . 7 Week 2: What Is a Friend?
Phonics: /p/p. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Week 2: Kindergarteners Can Comprehension: Compare and Contrast. . . . . . . 48
Respond to the Big Book . . . . . . . . . . . . . . . . . . . . 9 High-Frequency Word: a . . . . . . . . . . . . . . . . . . . . 49
High-Frequency Word: can . . . . . . . . . . . . . . . . . . . 10 Phonemic Awareness: /p/ . . . . . . . . . . . . . . . . . . . 51
Letter Recognition: Ii–Nn . . . . . . . . . . . . . . . . . . . . 11 Phonics: Blending p . . . . . . . . . . . . . . . . . . . . . . . . 52
Letter Recognition: Oo–Rr . . . . . . . . . . . . . . . . . . . 12
High-Frequency Word: can . . . . . . . . . . . . . . . . . . . 13 Week 3: Getting Along
Phonics: /s/s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Week 3: We Make Music Comprehension: Character. . . . . . . . . . . . . . . . . . 54
Respond to the Big Book . . . . . . . . . . . . . . . . . . . . 15 High-Frequency Words: like, a . . . . . . . . . . . . . . . 55
High-Frequency Words: I, can . . . . . . . . . . . . . . . . 16 Phonics: /p/p. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Letter Recognition: Ss–Xx . . . . . . . . . . . . . . . . . . . 17 Phonics: Blending s, p . . . . . . . . . . . . . . . . . . . . . . 58
Letter Recognition: Yy–Zz . . . . . . . . . . . . . . . . . . . . 18 Phonemic Awareness: /s/, /p/ . . . . . . . . . . . . . . . . 59
High-Frequency Words: I, can . . . . . . . . . . . . . . . . 19 Phonics: /s/s, /p/p . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 1 Families Unit 3 Transportation

Week 1: My Family and Me Week 1: Getting Around Town
Phonics: /m/m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 Phonics: /t/t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Comprehension: Make Predictions . . . . . . . . . . . . 22 Comprehension: Make Predictions . . . . . . . . . . . 62
High-Frequency Word: we . . . . . . . . . . . . . . . . . . . 23 High-Frequency Word: see . . . . . . . . . . . . . . . . . . 63
Phonemic Awareness: /m/. . . . . . . . . . . . . . . . . . . . 25 Phonemic Awareness: /t/. . . . . . . . . . . . . . . . . . . . 65
Phonics: /m/m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Phonics: Blending at . . . . . . . . . . . . . . . . . . . . . . . 66
Week 2: Families Get Together Week 2: Traveling Far and Near

Phonics: /a/a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Phonics: /i/i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Comprehension: Setting . . . . . . . . . . . . . . . . . . . . . 28 Comprehension: Classify and Categorize . . . . . . 68
High-Frequency Word: the . . . . . . . . . . . . . . . . . . . 29 High-Frequency Word: go. . . . . . . . . . . . . . . . . . . 69
Phonemic Awareness: /a/ . . . . . . . . . . . . . . . . . . . 3 1 Phonemic Awareness: /i/. . . . . . . . . . . . . . . . . . . . 71
Phonics: Blending am . . . . . . . . . . . . . . . . . . . . . . . 32 Phonics: Blending it. . . . . . . . . . . . . . . . . . . . . . . . 72
Week 3: Families Change Week 3: Wheels All Around

Phonics: /m/m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Phonics: /t/t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Comprehension: Make Predictions . . . . . . . . . . . .34 Comprehension: Character, Plot . . . . . . . . . . . . . 74
High-Frequency Words: we, the . . . . . . . . . . . . . . . 35 High-Frequency Words: see, go . . . . . . . . . . . . . . 75
Phonics: /a/a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Phonics: /i/i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Phonics: Blending am . . . . . . . . . . . . . . . . . . . . . . . 38 Phonics: Blending it, at . . . . . . . . . . . . . . . . . . . . . 78
Review Phonics: /m/m, /a/a . . . . . . . . . . . . . . . . . . . 39 Review Phonics: /t/t, /i/i . . . . . . . . . . . . . . . . . . . . . 79
Unit 4 Food Unit 6 Neighborhood
Week 1: Where Food Comes From Week 1: Our Neighborhood
Phonics: /n/n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Phonics: /h/h. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Comprehension: Sequence . . . . . . . . . . . . . . . . . . 82 Comprehension: Main Idea and Details . . . . . . . 122
High-Frequency Word: to . . . . . . . . . . . . . . . . . . . 83 High-Frequency Word: are . . . . . . . . . . . . . . . . . . 123
Phonemic Awareness: /n/ . . . . . . . . . . . . . . . . . . . 85 Phonemic Awareness: /h/ . . . . . . . . . . . . . . . . . . . 125
Phonics: Blending n . . . . . . . . . . . . . . . . . . . . . . . . 86 Phonics: Blending h . . . . . . . . . . . . . . . . . . . . . . . . 126
Week 2: What’s For Dinner? Week 2: People and Places

Phonics: /k/c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Phonics: /d/d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Comprehension: Make Inferences . . . . . . . . . . . . 88 Comprehension: Main Idea and Details . . . . . . . 128
High-Frequency Word: have . . . . . . . . . . . . . . . . . 89 High-Frequency Words: for, you . . . . . . . . . . . . . 129
Phonemic Awareness: /k/ . . . . . . . . . . . . . . . . . . . 91 Phonics: /r/r. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Phonics: Blending c . . . . . . . . . . . . . . . . . . . . . . . . 92 Phonics: Blending r . . . . . . . . . . . . . . . . . . . . . . . . 132
Week 3: Food Traditions Week 3: Neighborhood Workers

Phonics: /n/n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Phonics: /h/h. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Comprehension: Make Inferences . . . . . . . . . . . . 94 Comprehension: Retell . . . . . . . . . . . . . . . . . . . . . 134
High-Frequency Words: to, have . . . . . . . . . . . . . 95 High-Frequency Words: are, for, you. . . . . . . . . . 135
Phonics: /k/c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Phonics: /d/d, /r/r . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Phonics: Blending n, c . . . . . . . . . . . . . . . . . . . . . . 98 Phonics: Blending am, ap, an . . . . . . . . . . . . . . . . 138
Review Phonics: /n/n, /k/c . . . . . . . . . . . . . . . . . . . 99 Review Phonics: /h/h, /d/d, /r/r, /f/f, /o/o, /k/c. . . . 139
Unit 5 Animals Unit 7 Weather

Week 1: Animals We Know Week 1: Kinds of Weather
Phonics: /o/o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Phonics: /e/e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Comprehension: Make Predictions . . . . . . . . . . . 102 Comprehension: Main Idea and Details . . . . . . . 142
High-Frequency Word: is. . . . . . . . . . . . . . . . . . . . 103 High-Frequency Words: this, do . . . . . . . . . . . . . . 143
Phonemic Awareness: /o/ . . . . . . . . . . . . . . . . . . . 105 Phonemic Awareness: /e/ . . . . . . . . . . . . . . . . . . . 145
Phonics: Blending o . . . . . . . . . . . . . . . . . . . . . . . . 106 Phonics: Blending e . . . . . . . . . . . . . . . . . . . . . . . . 146
Week 2: How Animals Grow and Change Week 2: Seasons

Phonics: /f/f . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Phonics: /b/b . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Comprehension: Classify and Categorize . . . . . . 108 Comprehension: Setting . . . . . . . . . . . . . . . . . . . . 148
High-Frequency Word: play . . . . . . . . . . . . . . . . . 109 High-Frequency Words: and, what . . . . . . . . . . . 149
Phonemic Awareness: /f/. . . . . . . . . . . . . . . . . . . . 111 Phonics: /l/l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Phonics: Blending f . . . . . . . . . . . . . . . . . . . . . . . . 112 Phonics: Blending b, l . . . . . . . . . . . . . . . . . . . . . . 152
Week 3: Animal Homes Week 3: How Weather Affects Us

Phonics: /o/o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Phonics: /e/e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Comprehension: Plot, Character . . . . . . . . . . . . . 114 Comprehension: Fantasy and Reality . . . . . . . . . 154
High-Frequency Words: is, play . . . . . . . . . . . . . . 115 High-Frequency Words: this, do, and, what . . . . 155
Phonics: /f/f . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Phonics: /b/b, /l/l . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Phonics: Blending f, o . . . . . . . . . . . . . . . . . . . . . . 118 Phonics: Blending ip, it, id . . . . . . . . . . . . . . . . . . 158
Review Phonics: /o/o, /f/f . . . . . . . . . . . . . . . . . . . 119 Review Phonics: /e/e, /b/b, /l/l . . . . . . . . . . . . . . . . 159
Unit 8 Plants Unit 10 I Know A Lot!
Week 1: How Trees Grow Week 1: Show What You Know
Phonics: /k/k . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Phonics: /j/j . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Comprehension: Sequence . . . . . . . . . . . . . . . . . . 162 Comprehension: Use Illustrations . . . . . . . . . . . . 202
High-Frequency Words: little, said . . . . . . . . . . . . 163 High-Frequency Words: with, my . . . . . . . . . . . . . 203
Phonemic Awareness: /k/ . . . . . . . . . . . . . . . . . . . 165 Phonics: /kw/qu . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Phonics: Blending ck . . . . . . . . . . . . . . . . . . . . . . . 166 Phonics: Blending j, qu . . . . . . . . . . . . . . . . . . . . . 206
Week 2: Seeds and Plants Week 2: Art All Around

Phonics: /u/u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Phonics: /y/y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Comprehension: Retell . . . . . . . . . . . . . . . . . . . . . 168 Comprehension: Cause and Effect. . . . . . . . . . . . 208
High-Frequency Words: here, was . . . . . . . . . . . . 169 High-Frequency Words: me, where . . . . . . . . . . . 209
Phonemic Awareness: /u/ . . . . . . . . . . . . . . . . . . . 171 Phonics: /z/z . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Phonics: Blending u . . . . . . . . . . . . . . . . . . . . . . . . 172 Phonics: Blending z . . . . . . . . . . . . . . . . . . . . . . . . 212
Week 3: What’s In My Garden? Week 3: Let’s Count Down!

Phonics: /k/k . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Phonics: /j/j, /kw/qu . . . . . . . . . . . . . . . . . . . . . . . . 213
Comprehension: Draw Conclusions. . . . . . . . . . . 174 Comprehension: Setting . . . . . . . . . . . . . . . . . . . . 214
High-Frequency Words: little, said, High-Frequency Words: with, my,
here, was. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 me, where . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Phonics: /u/u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Phonics: /y/y, /z/z . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Phonics: Blending ick . . . . . . . . . . . . . . . . . . . . . . 178 Phonics: Blending up, ut, un . . . . . . . . . . . . . . . . . 218
Review Phonics: /i/i, /u/u, /k/k, /k/ck . . . . . . . . . . . 179 Review Phonics: Rhyming Words . . . . . . . . . . . . 219
Unit 9 Amazing Creatures

Week 1: Interesting Insects
Phonics: /g/g. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Comprehension: Classify and Categorize . . . . . . 182
High-Frequency Words: she, he . . . . . . . . . . . . . . 183
Phonics: /w/w . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Phonics: Blending w . . . . . . . . . . . . . . . . . . . . . . . 186
Week 2: The Amazing Ocean

Phonics: /ks/x . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Comprehension: Compare and Contrast. . . . . . . 188
High-Frequency Words: has, look. . . . . . . . . . . . . 189
Phonics: /v/v . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Phonics: Blending x, v . . . . . . . . . . . . . . . . . . . . . . 192
Week 3: Animals Now and Then

Phonics: /g/g, /w/w . . . . . . . . . . . . . . . . . . . . . . . . 193
Comprehension: Fantasy and Reality . . . . . . . . . 194
High-Frequency Words: she, he, has, look. . . . . . 195
Phonics: /ks/x, /v/v . . . . . . . . . . . . . . . . . . . . . . . . . 197
Phonics: Blending ed, en. . . . . . . . . . . . . . . . . . . . 198
Phonemic Awareness: /g/, /w/. . . . . . . . . . . . . . . . 199
Name
The Alphabet
Aa Bb Cc Dd Ee Ff
Gg Hh Ii Jj Kk Ll
WASHINGTON
Mm CANADA
NEW
HAMPSHIRE
Nn Oo Pp Qq Rr
NORTH MAINE
DAKOTA MINNESOTA VERMONT
MONTANA
M
IC
H
OREGON SOUTH I NEW YORK
DAKOTA WISCONSIN MASSACHUSETTS
G
A
IDAHO
WYOMING RHODE ISLAND
PENNSYLVANIA
IOWA CONNECTICUT
NEVADA NEBRASKA OHIO
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
UTAH WASHINGTON D.C.
COLORADO VIRGINIA
KANSAS MISSOURI KENTUCKY
NORTH
CALIFORNIA CAROLINA
ARIZONA OKLAHOMA TENNESSEE
ARKANSAS
NEW SOUTH N
MISSISSIPPI CAROLINA
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO
Ss Tt Uu Vv Ww Xx
©Macmillan/McGraw-Hill
Yy Zz
1
Name
Aa
Aa Bb
Aa Bb
Bb Cc Cc
Cc Dd Dd
Dd
Ee
Ee Ff
Ee Gg
FFFfff Gg
Gg H H
H hhh
III iii J J
J jjj KKK kkk L
L
L lll
Mm
Mm Nn
Mm Nn
Nn Oo Oo
Oo Pp Pp
Pp
Qq
Qq R
Qq R
R rrr SSS sss Tt
Tt
Tt
U
U uuu V V
V vvv W W
Ww w
w
U
2
X
X xxx YYY yyy ZZZ zzz
X
Name
Respond to the Big Book: Animals in the Park: An ABC Book

Name the animals. Then draw another animal from the story.
Start Smart: We Are Special • Week 1 3

Name
I .
I .
I .
I .
High-Frequency Word: I
Read the sentences: I draw. I read. I run. I eat.
4 Start Smart: We Are Special • Week 1

Name
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm
Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
A B C D
a b c d
Letter Recognition: Aa - Dd
Name each letter. Draw a line to connect the capital and
lowercase forms of the same letter.

Name
E F G H
e f g h ©Macmillan/McGraw-Hill
Letter Recognition: Ee - Hh

Name
I sleep
.
High-Frequency Word: I
Read the book aloud to a partner.
I run
.
4 Start Smart: We Are Special • Week 1 1
I eat
. I read
.
2 3
Name
Respond to the Big Book: Hands Can

Talk about what the children are doing in the pictures.
Trace your hand and tell a partner what your hands can do.

Name
I can .
I can .
I can .
I can .
High-Frequency Word: can

Read the sentences: I can clap. I can sing. I can jump. I can kick.

Name
I J K L M N
i j k l m n
Letter Recognition: Ii - Nn

Name
O P Q R
o p q r ©Macmillan/McGraw-Hill
Letter Recognition: Oo - Rr

Name
I Can
I can sleep
.
High-Frequency Word: can

I can wash
.
I can brush
. I can hug
.
2 3
Name
Respond to the Big Book: Jazz Baby

Look at the pictures and name the instruments. Draw a circle
around the two pictures that are the same. Which picture
is different?

Name
I can .
I can .
I can .
I can .
High-Frequency Words: I, can

Read the sentences: I can sing. I can dance. I can play. I can clap.

Name
S T U V W X
s t u v w x
Letter Recognition: Ss - Xx

Name
Y Z Y Z
y z y z
Letter Recognition: Yy - Zz

Name
I Can
I can clap
.
High-Frequency Words: I, can

I can run
.
I can kick
. I can jump
.
2 3
WASHINGTON
Mm CANA DA
NEW
HAMPSHIRE
Name
NORTH MAINE
MONTANA
M
IC
H
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
OKLAHOMA
ARIZONA ARKANSAS TENNESSEE
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
ME X IC O
m
Phonics: /m/m
Look at the picture. Say the name of each item. Circle each
item whose name begins with the same sound as monkey.
Write the letter.
Unit 1: Families • Week 1 21

Name
Comprehension: Make Predictions Whose Baby Am I?

Look at the baby animals. Name each animal.
Draw a line from the baby animal to the adult animal you
think it will grow into.
22 Unit 1: Families • Week 1

Name
We Can
We can .
hug
High-Frequency Word: we
Read the book aloud to a
We can paint
.
partner. Reread for fluency.
4 Unit 1: Families • Week 1 1

We can write
. We can read
.
2 3
Name
Phonemic Awareness: /m/

Look at the pictures. Say the name of each item. Circle the item if
its name begins with the same sound you hear at the beginning
of monkey.

Name WASHINGTON
Mm C AN AD A
NEW
HAMPSHIRE
NORTH MAINE
MONTANA
M
IC
H
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
OKLAHOMA
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEX I C O
Phonics: /m/m
Say the name of each picture. Write the letter below
each picture whose name begins with the /m/ sound.

Aa Name
a
Phonics: /a/a
Look at the picture. Say the name of each item. Circle each item
whose name begins with the same sound as apple. Write the letter.

Name
Comprehension: Setting
Circle the picture that shows a family working in a garden.
Circle the picture that shows a family at the store.

Name
The
the dog
High-Frequency Word: the

the boy
Reread for fluency.

the girl
the mom
2 3
Name
Phonemic Awareness: /a/

Look at the picture. Say the name of each item. Circle the
item if its name begins with the same sound you hear at the
beginning of astronaut.

Name
am
I am happy
.
I sad
.
I mad
.
Phonics: Blending am
Blend the sounds and say the word.
Read the sentence. Write the word. Read the sentence again.

WASHINGTON
Mm CANA DA
NEW
HAMPSHIRE
Name
NORTH MAINE
MONTANA
M
IC
H
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
OKLAHOMA
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
ME X IC O
m
Phonics: /m/m
Say the name of each picture. Write the letter below each
picture whose name begins with the /m/ sound.

Name
Comprehension: Make Predictions

Look at the big picture. Tell what is happening. Circle the picture
that shows what might happen next.

Name
I Can
We can eat
.
High-Frequency Words: we, the

I can run
.

We can run
. The dog
can run
.
2 3
Aa Name
a
Phonics: /a/a
picture whose name begins with the /a/ sound.

Name
am
I am mad
.
I sad
.
I .
happy
Phonics: Blending am
Blend the sounds and say the word. Read the sentence.
Write the word am. Read the sentence again.

Name
Mm Aa
Phonics: /m/m and /a/a

Cut out the pictures. Say the name of each picture. Glue it below
the monkey if it begins with the /m/ sound. Glue it below the
alligator if it begins with the /a/ sound.

Name
Name
Name
Phonics: /m/m and /a/a

Say the name of each animal and its beginning sound and letter.
Write your name. Cut out the bookmarks. Use them to hold your
place when reading a book.

Ss Name
s
Phonics: /s/s
whose name begins with the same sound as sun. Write the letter.
Unit 2: Friends • Week 1 41

Name
Comprehension: Character
Circle the picture that shows two characters working together.
Circle the picture that shows a character painting.
Circle the picture that shows two characters reading together.
42 Unit 2: Friends • Week 1

Name
We Like Sa !
We like .
Sam
High-Frequency Word: like

We like apples
.
Reread for fluency.
4 Unit 2: Friends • Week 1 1

We like sandwiches
. We like kites
.
2 3
Name
Phonemic Awareness: /s/

Look at the picture. Say the name of each item. Circle the item if its
name begins with the same sound you hear at the beginning of sun.

Name
Sam
Am I Sam ?
I am .
I like .
Phonics: Blending s
Write the word Sam. Read the sentence again.

Pp Name
p
Phonics: /p/p
whose name begins with the same sound as pig. Write the letter.

Name
Comprehension: Compare and Contrast

Look at the picture. Circle all of the food. Draw a line under
the fruit. Talk with a partner about how the fruit is the same
and different from the other foods.

Name
I Like
I like a .
cherry
High-Frequency Word: a
I like a peach
.
Reread for fluency.

I like a pear
. I like a banana
.
2 3
Name
Phonemic Awareness: /p/

Look at the picture. Say the name of each item on the path.
Color the item if its name begins with the same sound you
hear at the beginning of path.

Name
Pam map sap
Pam Pam
map
sap
Phonics: Blending with /p/p

Blend the sounds and say the word. Write the word. Then circle the
picture that goes with the word.

Ss Name
s
Phonics: /s/s
Look at the picture. Say the name of each item. Circle each item .
whose name begins with the same sound as sun. Write the letter.

Name
Comprehension: Character Simon and Molly plus Hester

Name the characters. Then draw a line to match the
characters to what they do with a friend in the story.

Name
We Like
We like .
music
High-Frequency Words: like, a

I like a drum
.

I like a horn
. I like a piano
.
2 3
Pp Name
p
Phonics: /p/p
Say the name of each picture. Write the letter below
each picture whose name begins with the /p/ sound.

Name
Sam Pam map sap

Sam Sam
Pam
map
sap
Phonics: Blending s, p
Blend the sounds and say the word. Write the word.
Repeat the word.

Name
Phonemic Awareness: /s/, /p/

Say the name of each picture. Put a marker on each picture if its
name begins with the /p/ sound.
Play again. Put a marker on each picture if its name begins with the
/s/ sound.
Name
Phonics: /s/s, /p/p

Say the name of each picture. Write the letter that stands for the
sound you hear at the beginning of each word.

Tt Name
t
Phonics: /t/t
whose name begins with the same sound as turtle. Write the letter.
Unit 3: Transportation • Week 1 61

Name
Comprehension: Make Predictions

Look at the top picture. Draw a line to the picture below that shows
what might happen next.
62 Unit 3: Transportation • Week 1

Name
I See Pam!
I see Pam!
High-Frequency Word: see

I see the .
flower
Reread for fluency.
4 Unit 3: Transportation • Week 1 1

I see the car
. I see the plane
.
2 3
Name
Phonemic Awareness: /t/

Look at the pictures. Say the name of each item. Color the
beginning of turtle.

Name
at sat
I am at the school
.
I at the table
.
I am the house
.
Phonics: Blending at
Blend the sounds and say the word. Read the sentence. Write the
word that completes the sentence. Read the sentence again.

Ii Name
i
Phonics: /i/i
Look at the picture. Say the name of each item on the path.
Circle each item whose name begins with the same sound as
iguana. Write the letter.

Name
Vocabulary: Classify and Categorize

Name the pictures in each row. Draw an X on the picture that does
not belong. Tell why it does not belong.

Name
Can We Go?
The boat
can go.
High-Frequency Word: go
Can we go?
Reread for fluency.

We can go! We see the boat
.
2 3
Name
Phonemic Awareness: /i/

Look at the pictures. Say the name of each item. Circle the
beginning of inchworm.

Name
it sit pit
it it
sit
pit
Phonics: Blending it
Blend the sounds and say the word. Write the word. Repeat the word.

Tt Name
t
Phonics: /t/t
Say the name of each picture. Write the letter below each picture
whose name begins with the /t/ sound.

Name
Comprehension: Character, Plot Duck on a Bike

Circle the picture that shows what happened at the beginning
of the story.
Circle the character who always wanted to ride a bike.

Name
We Can Go !
We like the .
bike
High-Frequency Words: see, go

We see a bike
.
Reread for fluency.

Can we go? We can go!
2 3
Ii Name
i
Phonics: /i/i
whose name begins with the /i/ sound.

Name
it sit Pat
We see it .
It can .
We like .
Phonics: Blending /i/i, /t/t

Blend the sounds and say each word. Read the sentence. Write the

Name
Tt
Phonics: /t/t
Say the name of each picture. Draw a line from the pictures that
begin with the /t/ sound to the tent.

Name
Ii
Phonics: /i/i
Say the name of each picture. Draw a line from the pictures that
begin with the /i/ sound to the iguana.

Nn Name
n
Phonics: /n/n
Say the name of each picture. Write the letter next to each picture
whose name begins with the /n/ sound.
Unit 4: Food • Week 1 81

Name
Comprehension: Sequence Apple Farmer Annie

Look at the pictures. Write 1, 2, and 3 to show what happened first,
next, and last.
82 Unit 4: Food • Week 1

Name
Nip, Nat
We like to go.
High-Frequency Word: to
We like to sit.
Reread for fluency.
4 Unit 4: Food • Week 1 1

We like to nap
. We like to see.
2 3
Name
Phonemic Awareness: /n/

Look at the pictures. Say the name of each item. Circle the item if its
name begins with the same sound you hear at the beginning of nest.

Name
Nan nap pin
Nan Nan
nap
pin
Phonics: Blending n

Cc Name
c
Phonics: /k/c
Say the name of each picture. Write the letter next to each
picture whose name begins with the /k/ sound.

Name
Comprehension: Make Inferences

Look at the pictures. Draw a line from each worker to the place
where he or she works. Talk about what each worker does.

Name
I Have a cat
I have to go.
High-Frequency Word: have

I have a cat
.

I have a can
. I have a cap
.
2 3
Name
Phonemic Awareness: /k/c

Look at the picture. Say the name of each item. Circle the item
if its name begins with the same sound that you hear at the
beginning of cat.

Name
Cam cap can cat

Cam Cam
cap
can
cat
Phonics: Blending c

Nn Name
n
Phonics: /n/n
whose name begins with the /n/ sound.

Name
Comprehension: Make Inferences

Look at the top picture. Then look at the pictures below. Draw a line
to the picture below that shows what the characters might do.

Name
I Nap
I have to sip.
High-Frequency Words: to, have

I have to nap.
Reread for fluency.

I have to pin. I have to sit.
2 3
Cc Name
c
Phonics: /k/c
whose name begins with the same sound as cat. Write the letter.

Name
Nan can nap
I am Nan .
I tap.
I can .
Phonics: Blending n, c
Write the word that completes the sentence. Read the sentence again.

Name
Phonics: /n/n, /k/c

Say the name of each item and the letter it begins with. Turn the
picture over and trace the letter.

Name
c n c c
c n n c
n c n n ©Macmillan/McGraw-Hill
Phonics: /n/n, /k/c

Trace the letters. Say each letter and its sound.
Name a word that begins with the letter.

Oo Name
o
Phonics: /o/o
Say the name of each picture. Write the letter next to
each picture whose name begins with the /o/ sound.
Unit 5: Animals • Week 1 101

Name
Comprehension: Make Predictions Mama Cat Has Three Kittens

Look at the big picture. Then look at the two small pictures. Draw
a line to the picture that shows what might happen next.
102 Unit 5: Animals • Week 1

Name
It Is!
It is in the grass .
High-Frequency Word: is
It is in the tree
.
Reread for fluency.
4 Unit 5: Animals • Week 1 1

It is in the flowers
. It is in the log
.
2 3
Name
Phonemic Awareness: /o/

Say the name of each picture. Circle the picture if its name begins
with the same sound you hear at the beginning of octopus.

Name
cot pop
pot pan
pot
mom map
mat mop
Phonics: Blending /o/o

Blend the sounds and say each word. Then circle the word that
names the picture. Write the word that names the picture.

Ff Name
f
Phonics: /f/f
each picture whose name begins with the /f/ sound.

Name
Comprehension: Classify and Categorize

Say the name of each item. Circle the animals. Draw a line under the
things that are not animals.

Name
Play
A pig
can play.
High-Frequency Word: play

A dog
can play.
Reread for fluency.

A cub
can play. A fish
can play.
2 3
Name
Phonemic Awareness: /f/

if its name begins with the same sound you hear at the beginning
of fish.

Name
fan fit fin
I have a fan .
Can it ?
I see a .
Phonics: Blending f
Blend the sounds and say each word. Read the sentence. Write the

Oo Name
o
Phonics: /o/o
Say the name of each picture. Circle each picture whose name
begins with the same sound as octopus. Write the letter.

Name
Comprehension: Plot, Character Mole and the Baby Bird

Draw a line to match the characters to what they did in the story.

Name
Cam
Cam can play in a

cap.
High-Frequency Words: is, play
Cam is a cat.
Reread for fluency.

Cam is fat! Cam can play in a hat
.
2 3
Ff Name
f
Phonics: /f/f
whose name begins with the /f/ sound.

Name
fit pot Tom

fit fit
pot
Tom
Phonics: Blending f, o
Blend the sounds and say the word. Write the word. Then circle the

Name
ox fork otter fan four

octopus fish olive farm on
Phonics: /o/o, /f/f

Cut out the petals. Look at each word and name its beginning letter
and sound. Glue each word on the flower with the same letter as its
beginning sound.

Name
o
f
Phonics: /o/o /f/f

Practice saying and writing the letters o and f.

Hh Name
1.
h
2.
3.
Phonics: /h/h
whose name begins with the /h/ sound.
Unit 6: Neighborhood • Week 1 121

Name
1.
2.
Comprehension: Main Idea and Details

Look at each picture. Tell what you see. What are these pictures
mainly about? 1. Circle the picture that shows a boy helping.
2. Circle the picture that shows a girl with her pet.
122 Unit 6: Neighborhood • Week 1

Name
We Are
We are
Xx Xx Xxx.! home
High-Frequency Word: are

We are
XX xxxat the ..
xxxxstore
Reread for fluency.
4 Unit 6: Neighborhood • Week 1 1

We are at the bakery
. We are at the park
.
2 3
Name
Phonemic Awareness: /h/

if its name begins with the same sound you hear at the
beginning of horse.

Name
1.
hat hat
2.
ham
3.
hot
4.
hop
Phonics: Blending h
Blend the sounds and say the word. Write the word. Circle the

Dd Name
1.
d
2.
3.
4.
Phonics: /d/d
Say the name of each picture. Circle the picture whose name begins
with the same sound as duck. Write the letter.

Name
1.
2.
Comprehension: Main Idea and Details

Look at each picture. Tell what you see. What are both pictures
mainly about? Color the picture that shows an owl going to the
eye doctor.

Name
For You
It is for you.
High-Frequency Words: for, you

I have a cap.

It is for you. I have a bat
.
2 3
2 3
Rr Name
1.
r
2.
3.
4.
Phonics: /r/r
Say the name of each picture. Circle the picture whose name begins
with the same sound as rainbow. Write the letter.

Name
1.
rod rod
2.
red
3.
rip
Phonics: Blending r

Hh Name
1.
h
2.
3.
Phonics: /h/h
whose name begins with the /h/ sound.

Name
Comprehension: Retell
Look at the pictures and listen to the story. The girl draws a picture.
It is for her dad. The girl gives the picture to her dad. Circle the
picture that shows the end of the story. Retell the story to a partner.

Name
Are You Sad?
like you!
XxI Xx Xxx.
High-Frequency Words: are, for, you

XXArexxxyou sad? .
xxxx
Reread for fluency.

I am sad. I have a flower
for you.
2 3
Dd Rr Name
1.
d
2.
3.
Phonics: /d/d, /r/r

Say the name of each picture. Then write the letter that stands
for the sound you hear at the beginning of the word. Repeat the
names aloud.

Name
am nap can
1.
I am a cat.
2.
I like to .
3. ©Macmillan/McGraw-Hill
I nap.
Phonics: Blending am, ap, an
Read the sentence. Write the word that completes the sentence.
Read the sentence again.

Name
Phonics: /h/h, /d/d, /r/r, /f/f, /o/o, /k/c

Cut on the dotted lines. Fold on the solid lines and tape together
to make a cube. Toss the cube with a partner. Say the name of the
picture that faces up and its beginning sound and letter. Then say
another word that begins with the same sound and letter.
Name
Phonics: /h/h, /d/d, /r/r, /f/f, /o/o, /k/c

Cut on the dotted lines. Fold on the solid lines and tape together
to make a cube.

Ee Name
1.
e
2.
3.
Phonics: /e/e
picture whose name begins with the /e/ sound.
Unit 7: Weather • Week 1 141

Name
1.
2.
Comprehension: Main Idea/Details A Rainy Day

Look at each picture. Tell what you see. What are the pictures
mainly about? Circle the pictures that show rainy weather.
142 Unit 7: Weather • Week 1

Name
Can You?
I can do this!
High-Frequency Words: this, do

Can you do this?
Reread for fluency.
4 Unit 7: Weather • Week 1 1

I can do this! Can you do this?
2 3
Name
1.
2.
3.
Phonemic Awareness: /e/

Say the name of each item. Circle the item if its name begins
with the same sound you hear at the beginning of egg.

Name
1.
ten ten
2.
red
3.
net
Phonics: Blending e
Then circle the picture that goes with the word.

Bb Name
1.
b
2.
3.
Phonics: /b/b
picture whose name begins with the /b/ sound.

Name
Draw a line from each child to the correct setting.

Name
What Can
You Do?
I can sit and nap.

High-Frequency Words: and, what

What can you do?
Reread for fluency.

I can hop and hop. What can you do?
2 3
Ll Name
1.
l
2.
3.
Phonics: /l/l
picture whose name begins with the /l/ sound.

Name
bed bib lip

1.
bed
bit bed
2.
pen
bib
3.
lip ©Macmillan/McGraw-Hill
lap
Phonics: Blending b, l
Blend the sounds and say each word. Look at the picture.
Circle the word that goes with the picture. Write the word.

Ee Name
1.
e
2.
3.
Phonics: /e/e
whose name begins with the /e/ sound.

Name
1.
2.
Comprehension: Fantasy/Reality
Look at each picture. Circle the picture that shows something
that might really happen. Draw a line under the picture that
shows something that could not happen.

Name
We Can Do This
We can do this.
High-Frequency Words: this, do, and, what

What can you and I do?
Read the book aloud to a partner. Reread
for fluency.

We can do this. What can you and I do?
2 3
Bb Ll Name
1.
2.
b l
3.
Phonics: /b/b, /l/l

Say the name of each picture. Write the letter b below the picture
if its name begins with the same sound as bear. Write the letter l if
its name begins with the same sound as leaf.

Name
sip pit lid

1.
sip
2.
3.
Phonics: Blending ip, it, id

Blend the sounds and say each word. Look at the picture.
Write the word that goes with the picture.

Name
bed Bob let Ben

lid lap lip bit
Phonics: /e/e, /b/b, /l/l

Cut out each word. Blend the sounds and say each word. Glue each
word that begins with the /b/ sound on the baseball. Glue each word
that begins with the /l/ sound on the lemon.

Name
Phonics: /e/e, /b/b, /l/l

Say the name of each item. Write the letter that stands for the /b/ sound
you hear at the beginning of the word baseball. Write the letter that
stands for the /l/ sound you hear at the beginning of the word lemon.

Kk Name
1.
k
2.
3.
Phonics: /k/k
Unit 8: Plants • Week 1 161

Name
1.
2.
Comprehension: Sequence
Look at the pictures in each row. Write 1, 2, and 3 to show what
happened first, next, and last.
162 Unit 8: Plants • Week 1

Name
It Is Little
“It is little,” said Pat.

High-Frequency Words: little, said

This is a flower.
Reread for fluency.
4 Unit 8: Plants • Week 1 1

“It is little,” said Ken. This is a bug
.
2 3
Name
1.
2.
3.
Phonemic Awareness: /k/

Say the name of each picture. Circle the picture if its name
begins with the same sound you hear at the beginning of kite.

Name
1.
ck
2.
3.
4.
Phonics: /k/ck
Say the name of each picture. Write the letters that stand for the
/k/ sound you hear at the end of the word. Repeat the names aloud.

Uu Name
1.
u
2.
3.
Phonics: /u/u
whose name begins with the /u/ sound.

Name
1.
2.
Comprehension: Retell Seed Secrets

Use the pictures to retell what happened in the story to a partner.
Color the pictures.

Name
We Are Here!
We are here!
High-Frequency Words: here, was

Tim was here.
Reread for fluency.
4 Unit 8: Plants • Week 2 1

Kim was here. Dan was here.
2 3
Name
Phonemic Awareness: /u/

Look at the pictures. Say the name of each item. Circle the
beginning of umbrella.

Name
sun cup pup

1.
sun sun
2.
cup
3.
pup
Phonics: Blending u
Blend the sounds and say the word. Write the word. Then
circle the picture that goes with the word.

Kk Name
1.
k
2.
3.
Phonics: /k/k

Name
1.
2.
Comprehension: Draw Conclusions

Look at the picture on the left. Draw a line to the picture on the
right that shows what may happen.

Name
This Is Little
Bud was a little cub.

High-Frequency Words: little, said,

“This is little,” said Nat.
here, was
Reread for fluency.
1
“Here is Bud!” said Dot.
“This is little,” said Dot.
2 3
Uu Name
1.
2.
u
3.
Phonics: /u/u
picture whose name begins with the /u/ sound.

Name
sick kick pick

1.
sick sick
2.
kick
3.
pick
Phonics: Blending ick


Name
sun kick fun

kit pup sick
Phonics: /i/i, /u/u, /k/k, /k/ck

Cut out the leaves. Read the words. If a leaf has a word with the /i/
sound, glue it next to the letter i. If a leaf has a word with the /u/
sound, glue it next to the letter u.

Name
Phonics: /i/i, /u/u, /k/k, /k/ck

Cut out the leaves. Read the words. If a leaf has a word with the /i/
sound, glue it next to the letter i. If a leaf has a word with the /u/
sound, glue it next to the letter u.

Gg Name
1.
g
2.
3.
4.
Phonics: /g/g
whose name begins with the /g/ sound.
Unit 9: Amazing Creatures • Week 1 181

Name
1.
2.
3.
Comprehension: Classify and Categorize

Look at each picture. Draw an X on the picture that
does not belong. Tell why it does not belong.
182 Unit 9: Amazing Creatures • Week 1

Name
Kim and Dan
He can hop.
High-Frequency Words: she, he

She is Kim.
Reread for fluency.
4 Unit 9: Amazing Creatures • Week 1 1

She can run. He is Dan.
2 3
Ww Name
1.
w
2.
3.
4.
Phonics: /w/w
picture whose name begins with the /w/ sound.

Name
web wet wig

1.
web web
2.
wet
3.
wig
Phonics: Blending w

Xx Name
1.
x
2.
3.
Phonics: /ks/x
Say the name of each picture. Write the letter that stands for the
/ks/ sound you hear at the end of each word.

Name
1.
2.
Comprehension: Compare and Contrast Fish Faces

Look at each picture. Circle all the fish that are the same.
Draw an X on the fish that is different. Tell how the fish
are the same and different.

Name
Look At This
It has stripes
.
High-Frequency Words: has, look

Look at this ladybug
.
Reread for fluency.

It has spots
. Look at this bee
.
2 3
Vv Name
1.
v
2.
3.
4.
Phonics: /v/v
each picture whose name begins with the /v/ sound.

Name
1.
pig
six six
2.
box
bag
3.
vet
web
4.
pan ©Macmillan/McGraw-Hill
van
Phonics: Blending x, v
Look at the picture. Blend the sounds and say each word. Circle
the word that goes with the picture. Then write the word.

Gg Ww Name
1.
g
2.
3.
4.
Phonics: /g/g, /w/w

1. 2. Say the name of each picture. Circle each picture whose
name begins with the same sound as gate. Write the letter.
name begins with the same sound as wagon. Write the letter.
Name
1.
2.
Comprehension: Fantasy and Reality

Look at each picture. Circle the one that shows something that might
really happen. Draw a line under the one that shows something that
could not happen.

Name
Ben and Kat
She has a fan.

High-Frequency Words: she, he, look, has

Look at Ben.
Read the book aloud with a partner.
Reread for fluency.

He has a top. Look at Kat!
2 3
Xx Vv Name
1.
x
2.
3.
4.
Phonics: /ks/x, /v/v

name ends with the same sound as fox. Write the letter.
name begins with the same sound as van. Write the letter.
Name
1.
Ned
Deb Ned
2.
red
bed
3.
pen
pot
4.
ten ©Macmillan/McGraw-Hill
top
Phonics: Blending ed, en
Look at each picture. Blend the sounds to read each word. Circle the
word that goes with the picture. Then write the word.

Name
Phonemic Awareness: /g/, /w/

Say the name of each picture. Put a marker on each picture whose
name begins with the same sound as gate. Play again. Put a marker
on each picture whose name begins with the same sound as wagon.

Name
Phonemic Awareness: /ks/, /v/

Say the name of each picture. Put a marker on each picture whose
name ends with the same sound as fox. Play again. Put a marker on
each picture whose name begins with the same sound as van.

Jj Name
1.
j
2.
3.
Phonics: /j/j
each picture whose name begins with the /j/ sound.
Unit 10: I Know A Lot! • Week 1 201

Name
Comprehension: Use Illustrations What Do You Know!

Look at the picture. Circle the things that come in twos.
202 Unit 10: I Know A Lot! • Week 1

Name
My Dog Mack
I nap with Mack.

High-Frequency Words: with, my

This is my dog Mack.
Reread for fluency.
4 Unit 10: I Know A Lot! • Week 1 1

I play with Mack. Look at my dog go!
2 3
Qq Name
1.
qu
2.
3.
Phonics: /kw/qu
Say the name of each picture. Write the letters that stand for
the /kw/ sound you hear at the beginning of each word. Repeat
the names aloud.

Name
quick Jack quack

1.
I am quick .
2.
I like .
3.
Jack can .
Phonics: Blending j, qu
Write the word that completes the sentence. Read the
sentence again.

Yy Name
1.
y
2.
3.
Phonics: /y/y
each picture whose name begins with the /y/ sound.

Name
1.
blue and yellow is green
2.
red and yellow is orange

Comprehension: Cause and Effect Warthogs Paint

1. Color the first splash blue, the second yellow.
2. Color the first splash red, the second yellow. Mix the 2 colors
in the last splash in each row. Name the new colors.

Name
Where is Jon?
She is here with me.

High-Frequency Words: me, where

Where is Jon?
Reread for fluency.

He is here with me. Where is Kat?
2 3
Zz Name
1.
z
2.
0
3.
Phonics: /z/z
each picture whose name begins with the /z/ sound.

Name
Zeb zip
1.
I am Zeb .
2.
I can .
3.
I like to .
Phonics: Blending z
Blend the sounds and say the word. Read each sentence.
Write the word that completes the sentence. Read it again.

Jj Qq Name
1.
qu j
2.
3.
Phonics: /j/j, /kw/qu

for the sound you hear at the beginning of the word. Repeat
the names aloud.

Name
1.
2.
1. Look at the pictures. Circle the one that shows animals at a pond.
2. Look at the pictures. Circle the one that shows animals in a tree.

Name
Where Is My Bat?
It is here with me.

High-Frequency Words: with, my,

Where is my bat?
me, where
Reread for fluency.
It is here with me. Where is my bag?
2 3
Yy Zz Name
1.
y
2.
0
3.
Phonics: /y/y, /z/z

for the sound you hear at the beginning of the word. Repeat the
names aloud.

Name
run pup nut

1.
My pup and I run .

2.
My has fun.
3.
He has a .
Phonics: Blending un, up, ut
Blend the sounds and say the word. Read the sentence. Write the

Name
jet
cot
sun fan pig
sick
Phonics: Rhyming Words

Cut on the dotted lines. Fold on the solid lines and tape together.
Take turns tossing the cube with a partner. Read the word that
ends up on top. Then say a word that rhymes with it.

Name
Phonics: Rhyming Words

Cut on the dotted lines. Fold on the solid lines and tape together.
Use to play a game with a partner.

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KINDERGARTEN

Unit 1 Families Unit 3 Transportation

Week 2: Families Get Together Week 2: Traveling Far and Near

Week 3: Families Change Week 3: Wheels All Around

Week 2: What’s For Dinner? Week 2: People and Places

Week 3: Food Traditions Week 3: Neighborhood Workers

Unit 5 Animals Unit 7 Weather

Week 2: How Animals Grow and Change Week 2: Seasons

Week 3: Animal Homes Week 3: How Weather Affects Us

Week 2: Seeds and Plants Week 2: Art All Around

Week 3: What’s In My Garden? Week 3: Let’s Count Down!

Unit 9 Amazing Creatures

Week 2: The Amazing Ocean

Week 3: Animals Now and Then

Respond to the Big Book: Animals in the Park: An ABC Book

Start Smart: We Are Special • Week 1 3

4 Start Smart: We Are Special • Week 1

Start Smart: We Are Special • Week 1 5

6 Start Smart: We Are Special • Week 1

Respond to the Big Book: Hands Can

Start Smart: We Are Special • Week 2 9

High-Frequency Word: can

10 Start Smart: We Are Special • Week 2

Start Smart: We Are Special • Week 2 11

12 Start Smart: We Are Special • Week 2

High-Frequency Word: can

Respond to the Big Book: Jazz Baby

Start Smart: We Are Special • Week 3 15

High-Frequency Words: I, can

16 Start Smart: We Are Special • Week 3

Start Smart: We Are Special • Week 3 17

18 Start Smart: We Are Special • Week 3

High-Frequency Words: I, can

Unit 1: Families • Week 1 21

Comprehension: Make Predictions Whose Baby Am I?

22 Unit 1: Families • Week 1

4 Unit 1: Families • Week 1 1

Phonemic Awareness: /m/

Unit 1: Families • Week 1 25

26 Unit 1: Families • Week 1

Unit 1: Families • Week 2 27

28 Unit 1: Families • Week 2

High-Frequency Word: the

4 Unit 1: Families • Week 2 1

Phonemic Awareness: /a/

Unit 1: Families • Week 2 31

32 Unit 1: Families • Week 2

Unit 1: Families • Week 3 33

Comprehension: Make Predictions

34 Unit 1: Families • Week 3

High-Frequency Words: we, the

4 Unit 1: Families • Week 3 1

Unit 1: Families • Week 3 37

38 Unit 1: Families • Week 3

Phonics: /m/m and /a/a

Unit 1: Families • Week 3 39

Phonics: /m/m and /a/a

40 Unit 1: Families • Week 3

Unit 2: Friends • Week 1 41

42 Unit 2: Friends • Week 1

High-Frequency Word: like

4 Unit 2: Friends • Week 1 1

Phonemic Awareness: /s/