My

Neighborhood
Essential Question

What is a neighborhood?

Watch
“Welcome to My Neighborhood” See what you
can learn about a neighborhood.

Go ONLINE for
all lessons.

VIDEO

AUDIO

GAME

ANNOTATE

BOOK

TURNandTALK What can

T RESEARCH

you see in a neighborhood?

 Spotlight on Realistic Fiction

Reading Workshop
Infographic: Neighbor to Neighbor

The Blackout. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Realistic Fiction

by Zetta Elliott

Infographic: What Is in a Neighborhood?

from Henry on Wheels. . . . . . . . . . . . . . . . . . . . . . Realistic Fiction

by B.B. Bourne

Diagram: Traffic Signals

Look Both Ways!. . . . . . . . . . . . . . . . . . . . . . . . . . Informational Text
by Janet Klausner

Infographic: Neighborhood Activities

Garden Party and

Click, Clack, Click!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Realistic Fiction
by Charles R. Smith Jr. | F. Isabel Campoy

Infographic: Kinds of Neighborhoods

Making a Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Procedural Text

by Gary Miller

Reading-Writing Bridge
• Academic Vocabulary
• Read Like a Writer, Write for a Reader
• Spelling • Language and Conventions

Writing Workshop
• Writing Club • Digital Tools We Can Use Together
• Making and Responding to Suggestions
• Asking and Answering Questions • Publish and Celebrate

Project-Based Inquiry
• Inquire • Research • Collaborate

7
 INDEPENDENT READING

Independent Reading
In this unit, you will read books with your
teacher. You will also select, or choose,
books to read on your own.

How to Find a Just-Right Book:

Select a book. Open to any page.
Start reading.

Put one finger up for each word you do

not know. Use the chart below.

0–1 The book is too easy.

2–3 The book is just right.
4 The book is okay to try.
5 or more The book is too hard.

Should you read the book? Yes No

8
My Reading Log
Pages Minutes
Date Book My Ratings
Read Read

You may wish to use a Reader’s Notebook

to record and respond to your reading.
9
 INTRODUCTION

Unit Goals
In this unit, you will
• read realistic fiction
• write a story
• learn about neighborhoods

MY TURN Color the pictures to answer.

I can read realistic fiction.

I can make and use words

to read and write realistic
fiction.

I can write a story.

I understand what a
neighborhood is.

10
Academic Vocabulary

type group settle various

In this unit, you will learn about various

types of neighborhoods where groups of
people live. These people choose to settle in a
neighborhood.

MY TURN Complete the chart with a

check mark.

I know the word I don’t know the word

type

group

settle

various

11
WEEKLY LAUNCH: INFOGRAPHIC

Neighbor to Neighbor
TURNandTALK
T Sometimes we want to
learn more about interesting topics, so we ask
questions for informal inquiry. What questions
do you have about the information here?

Little Libraries
Some neighborhoods
have free outdoor
libraries. Anyone
can borrow a book
from the box.

Colorful Meals
Some neighbors help
people get healthy
food. Children make
colorful placemats.

12
 Weekly Question

How can neighbors help each other?

Furry Friends
Some dogs sit with children who are
learning to read. You can train your
dog to help too!

13
PHONOLOGICAL AWARENESS | PHONICS

Middle Sounds
Every word has at least one
SEE andSAY
vowel sound. Say each picture name. Listen to the
middle sound. Then say the middle sound.

Short a
Short a is often spelled a, as in map.

MY TURN Say each picture name.

Write a if the word has the short a sound.

14
a
 FOUNDATIONAL SKILLS

Short a
MY TURN Draw a picture of
something with the short a sound. Write the
letter that spells that sound.

MY TURN Say each picture name. Write

the vowel that spells the middle sound.

15
PHONICS | PHONOLOGICAL AWARENESS

Short a
MY TURN Say each picture name. Write the
letter that spells the middle sound.

map h t

p n f n
MY TURN Write a to finish the words
in the sentence.

T m is a c t .

16
 FOUNDATIONAL SKILLS

Alliteration
SEE andSAY Sometimes groups of words
begin with the same initial sound. Say the
picture names. Tell the sound that is the same
in each picture name.

Mm, Ss, Tt
The letter m makes the m sound in mat.
The letter s makes the s sound in sat.
The letter t makes the t sound in tap.

MY TURN Read these words.

s a t T a m

17
HIGH-FREQUENCY WORDS | PHONICS

My Words to Know
Some words you must remember and practice.

MY TURN Read the words.

a I is his see

MY TURNComplete the sentences with

words from the box. Read the sentences.
Handwriting Print the words clearly.

1. I am Tam.

2. I Sam.

3. Sam at mat.

4. I am at mat.

18
 FOUNDATIONAL SKILLS

Mm, Ss, Tt
TURNandTALK
T Read these words
with a partner.

am Sam Tam

at sat mat

MY TURN Write m, s, or t to finish the words.

1. Sam sa .

2. Is Sam at a a ?

TURNandTALK
T Read the sentences.

19
PHONICS

Mm, Ss, Tt
MY TURN Say each picture name. Write m, s,
or t to finish each word.

Listen to the
first sound of
the picture
name.

man ag

at ad
MY TURN Write a word you wrote to finish
the sentence.

Sam is at a .

20
DECODABLE STORY FOUNDATIONAL SKILLS

At a Mat
I am Tam.
I see Sam.

AUDIO

Audio with
Highlighting

ANNOTATE

Read the story. Highlight the five

words with the short a sound.

21
DECODABLE STORY

I see a mat.
Sam is at his mat.

Underline the three words

with the t sound.

22
 FOUNDATIONAL SKILLS

I sat at a mat.
Sam sat at his mat.

Highlight the three words

with the s sound.

23
GENRE: REALISTIC FICTION

My
Learning I can read realistic fiction.
Goal

SPOTLIGHT ON GENRE

Realistic Fiction
Realistic fiction is a made-up story
that could happen in real life. It has
characters, or the people in the story.

Game Over

Jan asks Max to play.

Max runs out with his toy.
“What a throw!” Jan says.
“Oh no!” says Max.
“The toy is on the roof!”

TURNandTALK
T Talk about what makes
the characters in “Game Over” seem real.
24
READING WORKSHOP

25
The Blackout
Preview Vocabulary
You will read these words in The Blackout.

check quiet listen mutters

Read
Read to learn about the characters.
Look at the pictures to help you understand
what is happening in the story.
Ask about what the characters do.

Talk about the story with a partner.

Meet the Author

Zetta Elliott used to be afraid of the
dark. She still keeps lots of candles
and batteries at home, just in case
there is a blackout near her home.

26
 Genre Realistic Fiction

AUDIO

Audio with
Highlighting

ANNOTATE

The
Blackout
written by Zetta Elliott • illustrated by
Maxime Lebrun
27
 The lights went out
during the storm.
Everything went quiet.

28
“I will check on Mr. Stevens,”
Mama says.

29
 “I will check on Martha and
Todd,” Papa says.

30
“I will check on Mrs. Johnson,”
I say.

CLOSE READ

Underline the words that tell

what the boy says.

31
 I go upstairs with my flashlight.

32
Mrs. Johnson’s radio was always on.
But now it is silent.

VOCABULARY IN CONTEXT

Underline the words that help you

figure out what silent means.

33
 “I need a battery,”
Mrs. Johnson mutters.

34
 I give her my battery.

CLOSE READ

How would you describe the boy?

Highlight the details that help you.

35
 Mrs. Johnson puts my battery
in her radio.
It works!

36
Everyone comes.
We all listen until the lights
come back on.

37
VOCABULARY

Develop Vocabulary
MY TURN Underline the word that
completes each sentence.

1. We (check / mutters) on our friends when the

lights go out.

2. The room is too (quiet / listen).

3. Mrs. Johnson (check / mutters) in the dark.

4. We (quiet / listen) to the radio together.

38
COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Write the answers to the questions.
You can look back at the text.

1. How do you know this text is realistic fiction?

2. How does the author describe the characters?

3. H
 ow can you describe Mrs. Johnson? Use text
evidence.

39
CLOSE READ

Describe a Character
A character is a person or animal in a story. When
we describe a character, we tell what he or she
looks like. We tell what the character says or does.
Like real people, characters do things for a reason.

MY TURN Describe the main character. Look

back at the text. Use the pictures too.

Character What He Says

What He Does

TURNandTALK
T Describe the reason the boy
goes upstairs.
40
 READING WORKSHOP

Use Text Evidence

Text evidence is the details that support
an idea about the text. Text evidence helps
readers describe characters and the reasons
for their actions.

MY TURN Draw the main character of

The Blackout. Look back at the text.

41
RESPOND TO TEXT

Reflect and Share

Talk About It
Retell what happens in The
Blackout. What are other ways
to help neighbors that you have
read about?

Retell a Text
When retelling a text, it is important to:
• Tell about the events in your own words.
• M
 aintain, or keep, the same meaning as
the text.

Use the words on the What do you mean?

note to help you.

Now retell the text.

Weekly Question

How can neighbors help each other?

42
VOCABULARY READING-WRITING BRIDGE

My
I can make and use words to read
Learning
and write realistic fiction. Goal

Academic Vocabulary
Related words can have the same word part.

MY TURN Write each word from the box

with its related word.

type group settle various

settled grouped


settle 

typical variety

 

43
AUTHOR’S CRAFT

Read Like a Writer, Write for a Reader

A first-person text is a story told by a character
in the story. First-person texts use words such as
I, me, my, and we.

The author uses these

I go upstairs with my words to help readers
flashlight. understand that the story
is a first-person text.

TURNandTALK
T What do you picture in your
mind when you think about the first-person text
The Blackout?

MY TURN Write a sentence about something

that happened to you. Use a word that shows
it is a first-person text.

44
SPELLING READING-WRITING BRIDGE

Spell Short a Words

The short a sound is often spelled a.

MY TURN Read and spell the words.

Spelling Words
am at mat sat

Short a

am My Words to Know
I see


45
LANGUAGE AND CONVENTIONS

Nouns
A noun names a person, animal, or thing.

Our neighbor brings his cat and a flashlight.

(person) (animal) (thing)

MY TURN Edit the sentences by writing

the best noun from the box.

radio boy dog

1. The boy can help.

2. He grabs a .

3. He helps the .

46
LAUNCHING WRITING WORKSHOP
WRITING WORKSHOP

My
I can write a story. Learning
Goal

Meet the Author

An author is the person who writes a book.

MY TURN Read about the author.

Underline the author’s name. Highlight the
information that tells about the author.

Wes has been writing since he

was a kid. He likes to write
about animals.

Talk with a partner

TURNandTALK
T
about what authors do.

47
LAUNCHING WRITING WORKSHOP

What Good Writers Do

MY TURN Draw a line from each Writing

Workshop step to the picture that shows what to do.

Plan

Write

Get Help
from Others

Revise and
Edit

Publish and
Celebrate

48
 WRITING WORKSHOP

Writing Club
Writing Club is a group that shares ideas
about writing. Your Writing Club will help you
be a better writer.

Writing Club Expectations

Do . . .
• relate, or tell, about your experience writing.
• express your needs and feelings about writing.

Don’t . . .
• be shy. Teamwork leads to great results!
• make unhelpful comments.

MY TURN Introduce yourself to your Writing

Club. Tell about what you like to write about.

49
WEEKLY LAUNCH: INFOGRAPHIC

What Is in
a Neighborhood?
MY TURNUnderline the name of each
neighborhood place.

Houses
A family can live here.

Apartment
Lots of people
can live here.

50
 Weekly Question

What can I see in a neighborhood?

Store
People can buy
food here.

Park
Kids can play here.

51
PHONOLOGICAL AWARENESS | PHONICS

Middle Sounds
Say each picture name. Listen to
SEE andSAY
the middle sound as you name each picture.

Short i
Short i is often spelled i, as in pin.

MY TURN Read these words.

i t s i t

52
 FOUNDATIONAL SKILLS

Short i
TURNandTALK
T Read these sentences
with a partner.

Tim can sit.

Can Tim sit?

MY TURN Say each picture name. Write

the letter i to finish the word. Say the picture
name again.

Tim st

pn sp
53
PHONICS | PHONOLOGICAL AWARENESS

Short i
MY TURN Write the letter i to finish the
words. Read the sentence.
Say the
sound for each
letter. Then blend
the sounds to
read the

Tm can st .
words.

MY TURN Write a sentence

about Tim.

Tim

54
 FOUNDATIONAL SKILLS

Alliteration
SEE andSAY Sometimes groups of words
begin with the same initial sound. Say the
picture names. Tell the sound that is the same
in each picture name.

Cc, Pp, Nn
The letter c makes the k sound in cat.
The letter p makes the p sound in pin.
The letter n makes the n sound in nap.

MY TURN Read each word.

c a n n a p

55
HIGH-FREQUENCY WORDS | PHONICS

My Words to Know
Some words you must remember and practice.

MY TURN Read these words.

we do the one like

MY TURNComplete the sentences with

words from the box. Read the sentences.

1. I like the pan.

2. I tap .

3. we tap pan?

4. can tap and tap.

56
 FOUNDATIONAL SKILLS

Cc, Pp, Nn
TURNandTALK
T Read these words
with a partner.

can pan man

it pit sit

in pin tin

map tap cap

MY TURN Write c, p, or n to finish the words.

1. We pat the at .

2. The cat can ap .

TURNandTALK
T Read the sentences.

57
PHONICS

Cc, Pp, Nn
MY TURN Say each picture name. Write c, p,
or n to complete the words. Then read the words.

map an

pi at
MY TURN Write a sentence about
one of the pictures.

58
DECODABLE STORY FOUNDATIONAL SKILLS

Tip the Cat

We can see one cat.
We can see one pan.

AUDIO

Audio with
Highlighting

ANNOTATE

Read the story. Highlight the four

words with the k sound spelled c.

59
DECODABLE STORY

We can pat Tip the cat.

Tip can sit in the pan.

Underline the four words with the

short i sound.

60
 FOUNDATIONAL SKILLS

Tip can nap in the pan.

Do we like it?
We do!

Highlight the four words with the

n sound.

61
GENRE: REALISTIC FICTION

My
Learning I can read realistic fiction.
Goal

SPOTLIGHT ON GENRE

Realistic Fiction
Realistic fiction has a setting.
The setting is when and where a story
happens. It can be real or seem real.

Be a Fluent Reader Fluent readers read

realistic fiction aloud with expression. After
you read this week’s story, practice reading
fluently with a partner.

62
READING WORKSHOP

63
from Henry on Wheels
Preview Vocabulary
You will read these words in Henry on Wheels.

sand block street corner

Read
Read to enjoy the story.
Look at the illustrations to help you
understand what is happening.
Ask questions about the setting.

Talk about this story with a partner.

Meet the Author

Brian Biggs created the Everything
Goes series. He loves things that go.
B.B. Bourne wrote this text in the
style of Brian Biggs.

64
 Genre Realistic Fiction

from Everything Goes: AUDIO

Henry
Audio with
Highlighting

ANNOTATE

on Wheels
by B.B. Bourne
illustrated by
Simon Abbott

65
 Henry has a red bike.
Henry loves to ride his bike.
He can ride up and down.
66
Henry can ride by himself.
“I can ride far,” Henry says.
“I want to take a long ride.”

VOCABULARY IN CONTEXT

Underline the word that helps you

figure out what far means.

67
 “You may go,” says Henry’s mom.
“You may go around the block.”
“Boring!” says Henry.

68
“But I will stay on our block.”
Henry waves to his mom.
Then he rides away.

CLOSE READ

Underline the words that tell where

Henry will ride.

69
 Henry rides down the street.
He rides by a boy on a trike.
He rides by a girl skipping rope.

70
Henry rides past a cat.
He rides past two dogs.

71
 Henry turns the corner.
He sees a line of people.
Henry stops to look.
“Wow!” says Henry.

72
Henry rides some more.
He sees a man with a shovel.
He sees a mixer too.

CLOSE READ

Highlight something in the text you have

a question about. To better understand,
ask yourself a question about it.

73
 Henry stops to watch.
The barrel turns.
Gravel pours out.

74
Henry waves good-bye.
He rides around a corner.
Some big kids ride up.

75
 “Nice bike,” one kid says.
“Way to ride!” they say.

76
Henry rides down the street.
Henry sees kids swinging.

CLOSE READ

Underline the words on this page that

tell where Henry rides his bike.

77
 Henry sees kids sliding and
playing in the sand.

Henry rides past.

He waves but does not stop.

78
 Henry hears some noise.
He looks up the street.
“More machines!” he says.

CLOSE READ

Highlight something on page 78 that

you have a question about.

79
 Henry stops to watch.
A bulldozer pushes dirt.

A dump truck backs up.

80
 A backhoe digs.

The dump truck drives away.

“Wow!” says Henry.

81
 Henry watches a crane.
The crane swings around.
Men unhook the load.

82
The dump truck comes back.
The backhoe fills it up.
“What a good day,” says Henry.

FLUENCY

Read pages 68 and 69 aloud with

a partner to practice reading with
expression.

83
VOCABULARY

Develop Vocabulary
MY TURN Use the words from the box to
finish the sentences about the places Henry rides.

sand block street corner

Henry can ride around the block .

He rides his bike down the .

At the there is a line of people.

Henry sees kids playing in the .

84
COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Write the answers to the questions.
You can look back at the text.

1. What makes the setting realistic?

2. Why does the author keep Henry on his block?

3. H
 ow is your neighborhood like Henry’s
neighborhood? Use text evidence.

85
CLOSE READ

Describe the Setting

The setting is where and when a story takes place.

MY TURN What is the setting of Henry on

Wheels? Look back at the text.
The setting of Henry on Wheels is

What details in the story help you describe the

setting?

86
 READING WORKSHOP

Ask and Answer Questions

Asking and answering questions about
the setting as you read helps you better
understand the text.

MY TURN Draw the answer to one of

your questions about Henry on Wheels. Look
back at the text.

TURNandTALK
T What questions do you
have after reading the text?

87
RESPOND TO TEXT

Reflect and Share

Write to Sources
You read about Henry’s
neighborhood. On a separate
sheet of paper, write about
another realistic fiction story you
have read. Use text evidence to
show how the settings are similar
or different.

Use Text Evidence

When writing about texts, it is important to use
text evidence, or examples from the text. You
should:
• Find text evidence that supports your ideas.

Weekly Question

What can I see in a neighborhood?

88
VOCABULARY READING-WRITING BRIDGE

My
I can make and use words to read
Learning
and write realistic fiction. Goal

Academic Vocabulary
Synonyms are words that have similar meanings.

MY TURN Read each sentence.

Write a word from the box that can replace
the underlined word.

type group various

1. She needs a certain kind of fruit. type

2. Our neighborhood has different places to

have fun.

3. The crowd meets at the park.

89
AUTHOR’S CRAFT

Read Like a Writer, Write for a Reader

Authors choose words to help readers understand
how characters feel about what they see.

The author uses this

Henry stops to look. “Wow!” word to express how
says Henry. Henry feels about
seeing the trucks.

MY TURN Write some words or phrases that

show how you would express your feelings about
seeing something new.

90
SPELLING READING-WRITING BRIDGE
tititiv

Spell Short i Words

Some words follow a spelling pattern. The short i
sound is often spelled i, as in pin. Other words do
not follow a pattern. You must remember how to
spell them.

MY TURN Read and spell the short i words.

Then spell the My Words to Know words.

Spelling Words
it sit mitt miss

Short i


it My Words to Know

the one

91
LANGUAGE AND CONVENTIONS

Present Verb Tense

A verb is an action word. Present verb tense
tells about action that is happening now.

Henry sees Max. (present verb tense)

They ride on the block. (present verb tense)

MY TURN Edit the sentences by writing a

present tense verb from the box.

jump walks plays

1. Henry walks to the park.

2. He with his dad.

3. They .

92
LAUNCHING WRITING WORKSHOP WRITING WORKSHOP

My
I can write a story. Learning
Goal

Where Authors Get Ideas

Authors get their ideas from their experiences
or their imaginations. They get ideas by looking
around too.

MY TURN What do you want to write

about? Use the chart to draw or write your ideas.

Where Did the Idea

Ideas
Come From?

93
LAUNCHING WRITING WORKSHOP

Digital Tools We Can Use

Computers and tablets are types of digital tools.
We can use digital tools to help us write.

MY TURN Look at the two styles of writing.

Highlight the difference in the two types of
writing.

The big cat can sit. He will take a nap.

The BIG cat can sit. He will take a nap.

T RNandTALK
TU Talk with a partner about how
digital tools can make you a better writer.

94
 WRITING WORKSHOP

Digital Tools We Can Use Together

Authors use digital tools to find information to
use in their writing. They work with others to write
with digital tools.

MY TURN Read the list of rules for

using digital tools. Check each box when
you use digital tools.

 Ask before you use any digital tool.

 Only go to websites approved by your

teacher.

 Ask for help to find pictures for your

writing.

 Share the digital tool with others.

95
WEEKLY LAUNCH: DIAGRAM

Traffic Signals
MY TURN Underline the names of the traffic
signals that help keep you safe.

Traffic Light
A traffic light lets people know when it is safe
to cross the street.

Red means stop.

Yellow means get

ready to stop.

Green means go.

96
 Weekly Question

How do signs in our neighborhood help us?

Walk and Wait Signals

Walk and wait signals let people know when it is
safe to cross the street.

Cross

Do not cross

97
PHONOLOGICAL AWARENESS | PHONICS

Middle Sounds
SEE andSAY Say the sounds as you name
each picture. Listen to the middle vowel sound.
Then say the name of each picture again.

Short o
Short o is often spelled o, as in top.

MY TURN Read these words.

m o p n o t

98
 FOUNDATIONAL SKILLS

Short o
TURNandTALK
T Read these words
with a partner.

on not

Tom mom

MY TURN Say each picture name.

Write the letter o to finish the word.
Then read the words.

pot m p

t p p p
99
PHONICS | PHONOLOGICAL AWARENESS

Short o
MY TURN Read the sentence. Underline
the short o words. Then write the
words on the lines.
Listen for the
Tom can see the pot on top. short o sound
that you hear
in mop.
Tom

MY TURN Draw a picture to show the

sentence about Tom. Label the picture with
a short o word.

100
 FOUNDATIONAL SKILLS

Alliteration
SEE andSAY Sometimes words begin with
the same onset, or beginning, sound. Say the
picture names. Tell the onset sound of each
picture name.

Ff, Bb, Gg
The letter f makes the f sound in fan.
The letter b makes the b sound in bat.
The letter g makes the g sound in got.

MY TURN Read these words.

b a g f i n

101
HIGH-FREQUENCY WORDS | PHONICS

My Words to Know
Some words you must remember and practice.

MY TURN Read these words.

by are was you look

MY TURN Complete the sentences with

words from the box. Read the sentences.
Handwriting Print the words clearly.

1. Look at the pig!

2. It the bin.

3. I see a pig by .

4. We by the bin.

102
 FOUNDATIONAL SKILLS

Ff, Bb, Gg
TURNandTALK
T Decode these words
with a partner.

big fig pig

got pot not

tin fin pin

sit bit fit

MY TURN Write f, b, or g to finish the words.

1. Can the pig it ?

2. The pig is ig .

TURNandTALK
T Read the sentences.

103
PHONICS

Ff, Bb, Gg
MY TURN Draw a line from each word
to the picture it names. Then write the words.

bib bib
fan
gas

MY TURN Choose one word you wrote.

Write a sentence with that word.

104
DECODABLE STORY FOUNDATIONAL SKILLS

Big Biff
Mom was by the bin.
Biff was not.
Look at Biff, Mom!

AUDIO

Audio with
Highlighting

ANNOTATE

Read the story. Underline the six words

that have the b sound.

105
DECODABLE STORY

Biff got on top.

You are big, Biff
You do not fit on top.

Highlight the two words that have

the g sound.

106
 FOUNDATIONAL SKILLS

Do not sit on top!

Highlight the three words with the

short o sound.

107
GENRE: INFORMATIONAL TEXT

My
Learning I can read about a neighborhood.
Goal

Informational Text
An informational text tells facts about
real people, things, or events. It may
have text features, such as headings.

Neighborhoods

PLACES
There are many places
in a neighborhood. There
is a market where people
buy food. There is a school
where children learn.

TURNandTALK
T What makes
informational text different from realistic
fiction?
108
READING WORKSHOP

109
Look Both Ways!
Preview Vocabulary
You will read these words in Look Both Ways!

left right guard crosswalk

Read
Read to learn about being safe when crossing
the street.
Look at the pictures and headings.
Ask questions about information you do not
understand.
Talk about the most important ideas.

Meet the Author

Janet Klausner grew up in a big city,
where streets were busy with traffic
day and night. She has never forgotten
how important it is to “look both ways”
before crossing the street.

110
 Genre Informational Text

LOOK
BOTH written by Janet Klausner

WAYS!

AUDIO

Audio with
Highlighting

ANNOTATE

111
Crosswalk

Lines
What do these lines in the street
tell you?

112
Lines show a safe place to cross.
First, look both ways!
CLOSE READ

Underline the label that helps you

find the crosswalk in the picture.

113
 Crossing Guards
What does this guard tell you?

114
Walk when this guard tells you
it is safe.
First, look both ways!

CLOSE READ

Why does the author use the heading

Crossing Guards? Highlight the details
that help you tell why.

115
 Pictures
What do these two pictures tell you?

Walk

Wait
116
Walk when the picture shows
a person.
First, look both ways!
CLOSE READ

Underline the heading that tells what

these pages are all about.

117
 Safety
Look at all the traffic!
How will you walk safely?

Traffic

118
 Look left, look right,
look left again.
Then walk safely!
Glossary
crosswalk

traffic

VOCABULARY IN CONTEXT

 hat does the word traffic mean? How

W
does the picture help you figure it out?

119
VOCABULARY

Develop Vocabulary
MY TURN Draw a line from each
word to the picture that shows
its meaning.

left

right

guard

crosswalk

120
COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Write the answers to the questions.
You can look back at the text.

1. How do you know this is an informational text?

2. Why does the author use the title Look Both

Ways! for this text?

3. W
 hy should you look both ways before you cross
the street? Use text evidence.

121
CLOSE READ

Find Text Features

Text features help you find and learn information.
A heading tells the topic of a section.
A label names what a picture shows.

MY TURN What can you learn from the

text features in Look Both Ways!? Look back
at the text.

Text
Feature What I Learned

Label

Heading

122
 READING WORKSHOP

Use Text Evidence

Text evidence is the details that support
what a reader thinks about the text and
text features.

MY TURN Draw the details that support

the heading Crossing Guards. Look back at
the text. Use the pictures too.

123
RESPOND TO TEXT

Reflect and Share

Talk About It
Retell Look Both Ways! in your
own words. How is this text
similar to other texts you have
read about neighborhoods?

Listening to Others
When sharing ideas with others, it is important to:
• Be quiet when others are speaking.
• Face the speaker to show you are listening.

Look at the picture to

help you.

Weekly Question

How do signs in our neighborhood help us?

124
VOCABULARY READING-WRITING BRIDGE

My
I can make and use words to
Learning
connect reading and writing. Goal

Academic Vocabulary
Context clues help you understand what an
unknown word means. The clues can be words
around the unknown word.

MY TURN Read each sentence. Highlight the

context clue for the underlined word.

1. This is a new group, or set, of books.

2. We will live here and settle in this

neighborhood.

3. The various homes look different

from each other.

125
AUTHOR’S CRAFT

Read Like a Writer, Write for a Reader

Authors use print features such as headings to help
readers find information.
The author puts
Crossing Guards information into
sections with headings
What does this guard tell you?
to help readers find
information they need.

TURNandTALK
T Find a print feature in the text.
Discuss why the author uses that feature.

MY TURN Write a sentence about crossing

the street. Then write a heading that tells what the
sentence is about.

Heading:

126
SPELLING READING-WRITING BRIDGE

Spell Short o Words

The short o sound is often spelled o.
When we alphabetize a series, or list, of words,
we write them in order of the alphabet.

MY TURN Alphabetize the words in each set

to the first letter.

Spelling Words
not got cot pot

cot My Words to Know

look you

127
LANGUAGE AND CONVENTIONS

Simple Sentences
A simple sentence tells a complete idea.
It has a subject and verb. The subject is the
naming part. The verb is the action part.
A sentence begins with a capital letter and
ends with a punctuation mark.

The girl walks. (complete idea)

MY TURN Edit each group of words

to make a simple and complete sentence.

1. cars the stop

2. helps guard the

128
LAUNCHING WRITING WORKSHOP WRITING WORKSHOP

My
I can write a story. Learning
Goal

Features of a Fiction Book

The front cover tells the title and the names of
the author and illustrator.

The back cover tells details about the book.

The title page is near the front of the book. It

tells the title, the author, and publisher of a book.

MY TURN Circle the book part that

provides each piece of information.

illustrator’s front cover

name back cover

book title back cover title page

details back cover front cover

author’s name title page front cover

129
LAUNCHING WRITING WORKSHOP

Features of a Nonfiction Book

A table of contents tells the section titles in a book.

An index is a list of the topics in a book and the

pages that have information about each topic.

A glossary is at the back of a book. It tells the

meanings of important words in the book.

MY TURN Circle the part of a book that tells

the meanings of important words.

Highlight the part of a book that tells

the section titles.

Underline the part of a book that lists the topics.

Table of Contents Index

Crossing the Street 2 Safety 2, 3, 15
Traffic Signals 5 Stop sign 8, 9, 12–13

Glossary
crosswalk area marked with lines
that people use to cross the street
stop light traffic light

130
 WRITING WORKSHOP

Making and Responding to

Suggestions
An important part of writing is talking with
others about ways to make your writing better.
You can suggest ways others can make their
writing better too.

MY TURN Highlight two ways to make

suggestions to others about their writing.

I think this part needs a picture.

I like the characters and what they do.

Could you tell more about this character?

TURNandTALK
T Talk with a partner
about how you can respond to the
suggestions above.

131
WEEKLY LAUNCH: INFOGRAPHIC

Neighborhood Activities
Block Party!
Neighbors get
together to have
fun, eat food,
play games,
and listen
to music.

Yard Sale!
Yard sales help neighbors sell
the stuff they don’t need.

132
 Weekly Question

How can I get to know my neighbors?

Plant a Tree!
Neighbors can work together
to plant a new tree.

T RNandTALK
TU What activities
does your neighborhood have?

133
PHONOLOGICAL AWARENESS | PHONICS

Middle Sounds
SEE andSAYSay each picture name. Listen to
the middle sound as you name each picture.

Short e
Short e is often spelled e, as in pen.

MY TURN Read each word.

p e t m e n

134
 FOUNDATIONAL SKILLS

Short e
TURNandTALK
T Read these words with
a partner.

set get met

men pen Ben

MY TURN Say each picture name. Write

e to finish each word. Then read the words.

me n n t

p t t n
135
PHONICS | PHONOLOGICAL AWARENESS

Short e
MY TURN Read the sentences. Underline
words with the short e sound.

Peg the cat met ten men.

One man was Ben. Listen for the

short e sound
Peg sat by Ben. you hear in set.

Ben did pet Peg.

MY TURN Write another

sentence about Peg and Ben.

Peg and Ben

136
 FOUNDATIONAL SKILLS

Initial Sounds
SEE andSAY Say each picture name.
Listen to the beginning sound as you name
each picture.

Dd, Ll, Hh
The letter d makes the d sound in dig.
The letter l makes the l sound in leg.
The letter h makes the h sound in hat.

MY TURN Read each word.

l e d h i t d o t

137
HIGH-FREQUENCY WORDS | PHONICS

My Words to Know
Some words you must remember and practice.

MY TURN Read the words.

up two that have they

MY TURN Write words from the box to

complete the sentences. Read the sentences.

1. They are the hill.

2. Hal and Deb to dig.

3. The dig in the hill.

4. Hal and Deb fill pen.

138
 FOUNDATIONAL SKILLS

Dd, Ll, Hh
TURNandTALK
T Read these words
with a partner.

bed let hen

dig lip him

MY TURN Write d, l, or h to finish the words.

1. Sam can see the hen .

2. It is in the be .

3. Sam et it nap.

TURNandTALK
T Now read the sentences.

139
PHONICS

Dd, Ll, Hh
MY TURN Say each picture name. Write d, l,
or h to finish each picture name.

leg be at
MY TURN Write a sentence that includes a
word with d, l, or h.

140
DECODABLE STORY FOUNDATIONAL SKILLS

Fill the Pen

Hal can dig in the hill.
Deb can dig.
Two can dig a lot.

AUDIO

Audio with
Highlighting

ANNOTATE

Read the story. Highlight the four

words with the l sound.

141
DECODABLE STORY

Hal let Deb dig in the hill.

They have a BIG pen.
They can fill it up.

Underline the three words with

the h sound.
Highlight the two words with
the d sound.

142
 FOUNDATIONAL SKILLS

They get hot.

Look at that pen!
They did it!

Highlight the two words with the

short e sound.

143
GENRE: REALISTIC FICTION

My
Learning I can read realistic fiction.
Goal

SPOTLIGHT ON GENRE

Realistic Fiction
Characters are the people in realistic
fiction. Details describe characters
and the reasons for their actions.

TURNandTALK
T Describe the reason the
boy helps Mrs. Johnson in The Blackout.

Set a Purpose It is important to think about

why you are reading. Your purpose, or reason,
could be to learn or to have fun.

144
READING WORKSHOP

145
Garden Party
Preview Vocabulary
You will read these words in Garden Party.

plant help

Read and Compare

Think about why you will read this text.
Read for the purpose you set.
Look for words and pictures to help you
understand the characters.
Ask questions about the characters.
Compare this text to Click, Clack, Click!

Meet the Author

Charles R. Smith Jr. is an author,
photographer, and poet. He has written
more than 30 books. Charles is especially
proud that many kids who don’t like to
read do like to read his books.

146
 Genre Realistic Fiction

Garden AUDIO

Audio with

Party
Highlighting

ANNOTATE

written by Charles R. Smith Jr. illustrated by Debbie Palen

147
 “We got the spot for our
garden!” said Dad.
“How can we plant the garden?”
asked Jamal. “It’s so big.”
148
“We can have a garden party,”
said Mom.
“Right,” said Dad. “Our neighbors
will help.”
“They will?” asked Jamal.

VOCABULARY IN CONTEXT

What does the word garden mean? What

part of the pictures help you figure it out?

149
 First, they went to the tall
apartment building on State
Street. “We will help,” their
neighbors said.
150
Next, they went to the red brick
houses near the park. “We will
help,” their neighbors said.
CLOSE READ

What can you understand about the

neighbors? Highlight the details
that help you.

151
 Last, they went to all the little
stores on Main Street. “We will
help,” their neighbors said.
152
“You were right, Dad,” said
Jamal. “Our neighbors did help!”
“That’s what neighbors do,”
said Dad.
CLOSE READ

How does Jamal feel now?

Underline the text that helps you
describe Jamal.

153
Click, Clack, Click!
Preview Vocabulary
You will read these words in Click, Clack, Click!

meet join

Read and Compare

Think about why you will read this text.
Read for the purpose you set.
Look for words and pictures to help you
understand the characters.
Ask questions about the characters.
Compare this text to Garden Party.

Meet the Author

F. Isabel Campoy loves music, dancing,
and collecting musical instruments. She
lived in Boston for 15 years. Now she
lives in San Francisco.

154
 Genre Realistic Fiction

Click,
Clack,
Click!
w r i t t e n by
F.
b
I
y
s
P
a
e
b
t
e
e
l
r
C a m p oy
Fr an ci s
illustrated

AUDIO

Audio with
Highlighting

ANNOTATE

155
 Amena just moved here. She
doesn’t know anyone. Amena
and her mom walk to the center
to meet friends.

156
“What are you playing?”
Amena asks.
“These are pieces of wood,”
Adnan says. “You clink them
together.”
CLOSE READ

How do you think Amena feels?

Underline the text that helps you
describe Amena.

157
 “What are you playing?”
Amena asks.
“It is a wooden box,” Kim
says. “You beat on it.”
158
“What are you playing?”
Amena asks.
“It is a gourd,” Gabriel says.
“You move the beads.”
159
 “Do you want to join our
neighborhood band?” they ask.
“I don’t have an instrument to
play,” Amena says.

160
“Yes, you do!” they say.
“You have a jar.”
Now Amena has an instrument.
And friends too!

CLOSE READ

How does Amena feel now?

Underline the text that helps
you describe Amena.

161
VOCABULARY

Develop Vocabulary
MY TURN Draw a line from each word
to the word group where it best fits.

Word Group

plant greet
hello

help grow
garden

meet add
together

join support
aid

162
COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Write the answers to the questions.
You can look back at the texts.

1. What makes both texts realistic fiction?

2. What words do the authors use to describe

things? Why do they use these words?

3. How are the texts alike? Use text evidence.

163
CLOSE READ

Describe Characters
Characters are the people or animals in a story.
To compare characters, describe how they are
alike. To contrast characters, describe how they
are different.

MY TURNDraw to compare and contrast how

Jamal and Amena act. Look back at the texts.

Alike Different

164
 READING WORKSHOP

Visualize Details
The details in a story can help readers make
pictures in their minds about the characters
and events.

MY TURN How do you picture the

neighbors in Garden Party? Draw the picture
you see in your mind. Look back at the text.

165
RESPOND TO TEXT

Reflect and Share

Talk About It
You read about how Jamal
and Amena get to know their
neighbors. How would you get to
know neighbors if you were Jamal
or Amena?

Make Connections
When describing personal connections to a text,
think about:
• Your experiences.
• Feelings you have had. This reminds me
of . . .
Use the words on the
note to help you.

Now share your connections.

Weekly Question

How can I get to know my neighbors?

166
VOCABULARY READING-WRITING BRIDGE

My
I can make and use words to read
Learning
and write realistic fiction. Goal

Academic Vocabulary
Word parts can be added to some words to make
new words with different meanings.

Re- is a word part. It means “again.”

MY TURN Write the meanings of the

new words.

re- + group = regroup to group

again
re- + pack = repack

re- + place = replace

167
AUTHOR’S CRAFT

Read Like a Writer, Write for a Reader

Authors choose words that can help readers
visualize people, places, and events in a story.

The author chose

Next, they went to the red these words to help
brick houses near the park. readers picture what
the houses look like.

MY TURN Write sentences with words that tell

what your school looks like.

168
SPELLING READING-WRITING BRIDGE

Spell Short e Words

Short e is often spelled e, as in bed. When you
write a series, or list, of words in the order of the
alphabet, you alphabetize the words.

MY TURN Spell the words. Alphabetize the

words in each set to the first letter.

Spelling Words
set met pet net

Short e

met My Words to Know

have they

169
LANGUAGE AND CONVENTIONS

Adjectives and Articles

An adjective describes something.

See the pretty flowers.

(describes the flowers)

A, an, and the are articles, or determiners. A

and an tell about any person, place, or thing.
The tells about a specific person, place, or thing.

Flowers grow in a
garden. (tells about any
garden)

MY TURN Edit each

sentence by adding an article and an adjective.

1. Tom gets an old flower pot.

2. He brings it to garden.

3. Tom helps plant tree.

170
LAUNCHING WRITING WORKSHOP WRITING WORKSHOP

My
I can write a story. Learning
Goal

Adding Details to Illustrations

Authors revise their drafts by adding details to
illustrations. This makes their writing better. The
details can tell more about what the words say.

MY TURN Revise the illustration by adding details.

Rick is ready for school.

171
LAUNCHING WRITING WORKSHOP

Adding Details to Words

Authors add details to their words to make their
writing better. They can use words such as and,
but, or, so, and because to add details.

MY TURN Rewrite the sentences

with added details.
1. My teacher is kind.

2. My classroom is fun.

172
 WRITING WORKSHOP

Asking and Answering Questions

Authors often meet to help make each other’s
writing better. They ask and answer questions
about each other’s writing.

MY TURN Read your partner’s writing.

Write a question about it.

TURNandTALK
T Have your partner read your
writing. Answer your partner’s question about it.

173
WEEKLY LAUNCH: INFOGRAPHIC

Kinds of Neighborhoods

Urban
An urban neighborhood is
in a city. Many people live
close together in an urban
neighborhood.

Suburban
A suburban neighborhood
is near a city. People
live farther apart in a
suburban neighborhood.

174
 Weekly Question

What does a neighborhood look like?

TURNandTALK
T What kind of neighborhood
do you live in? Talk about it with a partner.

Rural
A rural neighborhood
is in the country. People
live far apart in a rural
neighborhood.

175
PHONOLOGICAL AWARENESS | PHONICS

Middle Sounds
SEE andSAY Say each sound as you name
each picture. Listen to the middle sound. Tell the
middle sound you hear in each picture name.

Short u
Short u is often spelled u, as in sun.

MY TURN Read these words.

d u g f u n

176
 FOUNDATIONAL SKILLS

Short u
TURNandTALK
T Read these words with
a partner.

dug hug mug

but nut hut

MY TURN Say each picture name.

Write the word on the lines. Read the words.

sun

177
PHONICS | PHONOLOGICAL AWARENESS

Short u
MY TURN Add u to make words. Read
the words. Draw a line from each word to
its picture.

s u n

c p

n t

t b

MY TURN Write a sentence using

words with short u.

178
 FOUNDATIONAL SKILLS

Initial Sounds
SEE andSAYSay each sound as you
name each picture. Listen to the sound at the
beginning of each word.

Rr, Ww, Jj, Kk

The letter r makes the r sound in red.
The letter w makes the w sound in win.
The letter j makes the j sound in jet.
The letter k makes the k sound in kit.

MY TURN Read these words.

r i p j o b

179
HIGH-FREQUENCY WORDS | PHONICS

My Words to Know
Some words you must remember and practice.

MY TURN Read the words.

as he to with three

MY TURN Use words from the box to

complete the sentences. Read the sentences.

1. Ken and Kim jog with Jim.

2. The get hot in the sun.

3. Ken will run the bus.

4. is not hot.

180
 FOUNDATIONAL SKILLS

Rr, Ww, Jj, Kk

TURNandTALK
T Decode these words
with a partner.

rag rat rug

web wag wet

jet jug Jan

Ken kit kid

MY TURN Write the letter r, w, j, or k to finish

the words. Then read the sentences.

1. Kim will og .

2. Wes ill un .

3. Can im win?

181
PHONICS

Rr, Ww, Jj, Kk

MY TURN Write the word that completes
each sentence.
Think about
which word
makes sense

rug web in the sentence.

1. We sit on the .

2. I see a big .

MY TURN Write a sentence that

includes words with r, w, j, or k.

182
DECODABLE STORY FOUNDATIONAL SKILLS

Three Will Run

Ken will jog with Kim.
He will jog with Jeff.
The three like to run.

AUDIO

Audio with
Highlighting

ANNOTATE

Read the story. Underline the three

words with the j sound.
Highlight the two words that begin
with the k sound spelled k.

183
DECODABLE STORY

They jog in the sun.

They will get red.
They jog in the mud.
They will get wet.

Highlight the three words with the

w sound.

184
 FOUNDATIONAL SKILLS

But the three jog to the top.

They have fun as they jog.

Underline the two words with

the short u sound.

185
GENRE: PROCEDURAL TEXT

My
Learning I can read about a neighborhood.
Goal

Procedural Text
A procedural text explains how to
do or make something. It usually
includes directions, or steps, to follow.

From School to My House

1. Go out the front door.

2. Turn right.
3. Walk three blocks.
4. Turn left.
5. Go to the red house.

TURNandTALK
T How is procedural
text different from realistic fiction?

186
READING WORKSHOP

187
Making a Map
Preview Vocabulary
You will read these words in Making a Map.

stores school library buildings

Read
Predict what the text will be about. Thinking
about the genre, or type of text, can help you
make a prediction.
Read to understand the text.

Ask yourself questions about the steps.

Talk about this text and the weekly question.

Meet the Author

Gary Miller loves to hike, kayak, and
fish. When he’s not exploring the
wilderness, you will probably find
him reading or playing his guitar.

188
 Genre Procedural Text

Making
a Mapwritten by Gary Miller
illustrated by Valentina Belloni

AUDIO

Audio with
Highlighting

ANNOTATE

189
 Maps help people find their way.
Make a map of your
neighborhood.
It will help others find places.

190
First, list some places you go.

CLOSE READ

What do you think you will learn about

making a map? Highlight the words
that help you. Use the pictures too.

191
 Then start your map.
Draw the streets near your home.

192
Add the places from your list.
Draw your home first.
Use squares to show buildings.
CLOSE READ

Look at the graphic, or map.

Underline the words in the text that
name what is on the map.

193
 Draw other buildings, such as
your school and the library.
Add stores too.

194
Add outdoor places, such as
parks and ponds.
CLOSE READ

 ook at the graphic, or map. Underline

L
the words in the text that help you learn
information about the map.

195
 Next, color the places.
Use red for buildings.
Use green for parks and fields.
Use blue for water.
196
Last, make a key.
The key shows what the colors
on the map mean.
Your map is ready to use!
VOCABULARY IN CONTEXT

Underline words that help you figure

out what fields means. Use the
picture too.

197
VOCABULARY

Develop Vocabulary
MY TURN Write the word from the box that
completes each sentence.

stores school library buildings

Look at my neighborhood map!

There are many buildings .

The is where I get books.

I go to to learn things.

My dad takes me to
to buy things.

198
COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Write the answers to the questions.
You can look back at the text.

1. What makes this text a procedural text?

2. Why do you think the author labels the pictures?

3. Why are there steps to making a map? Use text

evidence.

199
CLOSE READ

Find Graphics
Graphics, such as pictures, help readers find or learn
information. The pictures in a text can give more
information about the topic and important ideas.

MY TURN Write the word that names each

part of the map. Look back at the text.

house

200
 READING WORKSHOP

Correct and Confirm Predictions

A prediction tells what you think will
happen next. You can use text features to
correct, or change, your prediction. After
you read, you can confirm if your prediction
was right.

MY TURN Think about your prediction.

Look back at the text. Draw what made you
change your prediction.

Was your prediction correct? Yes No

201
RESPOND TO TEXT

Reflect and Share

Write to Sources
Think about the texts Kinds of
Neighborhoods and Making
a Map. On a separate sheet
of paper, write brief comments
about what you learned from each
text. How are these informational
texts alike? How are they different?

Compare and Contrast

When writing about texts, you can compare and
contrast the topics and information. You should:
• U
 se text evidence, or examples,
from both texts.
• E
 xplain how the examples are alike and
different.

Weekly Question

What does a neighborhood look like?

202
VOCABULARY READING-WRITING BRIDGE

My
I can make and use words to
Learning
connect reading and writing. Goal

Academic Vocabulary
We practice new words when we use them
in conversation.

TURNandTALK
T Use these sentences to talk
with a partner about neighborhoods.

Describe different types of neighborhoods.

How can groups of people help neighborhoods?

Name the various places you can find in a

neighborhood.

What makes a person want to settle in a

neighborhood?

203
AUTHOR’S CRAFT

Read Like a Writer, Write for a Reader

Authors choose words in a procedural text to help
readers understand the steps.

The author uses these

First, list some places you go. words to show the
Next, color the places. Last, steps in order.

make a key.

MY TURN Write sentences that tell how to

make or do something. Use words that tell the
steps in order.

204
SPELLING READING-WRITING BRIDGE

Spell Short u Words

Some words follow a spelling pattern. Short u is
often spelled u, as in bug. Other words do not follow
a pattern. You must remember how to spell them.

MY TURN Read and spell the short u words.

Then spell the My Words to Know words.

Spelling Words
bug hug tug dug

Short u


bug My Words to Know

to with

205
LANGUAGE AND CONVENTIONS

Sentences with Nouns, Verbs,

and Adjectives
Sentences tell complete ideas. They have
nouns, verbs, and sometimes they have
adjectives. Nouns name people, animals, or
things. Verbs tell about a noun. Adjectives
describe nouns.

MY TURN Read the sentences. Edit the

draft by adding a sentence that has a noun,
a verb, and an adjective.

Sam makes a map. The map has many streets.

Sam

206
LAUNCHING WRITING WORKSHOP WRITING WORKSHOP

My
I can write a story. Learning
Goal

Choose a Book to Publish

Choose something you wrote that you want
to publish, or share.

MY TURN Write a title for your book.

Edit for Illustrations and Words

MY TURN Use the chart to help you
edit your writing. Check yes or no.

Yes No
Are my illustrations complete?

Are there details in the words?

T RNandTALK
TU What might you want
to add or change before you publish your
writing?
207
LAUNCHING WRITING WORKSHOP

How to Celebrate
It’s time to celebrate your writing.

Follow the rules for speaking and listening.

1. Speak clearly when it is your turn.

2. Ask questions if you do not understand.

3. Listen to others.

4. Make appropriate comments.

TURNandTALK
T Introduce
yourself to your partner. Tell
about your experience writing.
Then introduce each other to
the group.

208
 WRITING WORKSHOP

Assessment
MY TURN Mark yes or no for each statement.
I know . . . Yes No

who authors are and what they do.

what good writers do.

Writing Workshop steps.

what digital tools I can use.

the features of a fiction book.

the features of a nonfiction book.

how to add details to illustrations.

how to add details to words.

how to celebrate my writing.

TURNandTALK
T Talk about things you need to
do to strengthen your writing.

209
COMPARE ACROSS TEXTS

UNIT THEME

My Neighborhood
WEEK
TURNandTALK
T
3 Look Both Ways!
Find a word from
each text that names
something in a
neighborhood. Write
the word by the text.

WEEK

2 from Henry on Wheels

WEEK

1 The Blackout

210
 Garden Party and
Click, Clack, Click!

WEEK

WEEK

5 Making
a Map

Essential Question
MY TURN
What is a neighborhood?

ject
Pro
WEEK

6 Now it’s time to

learned about n
apply what you
eighborhoods
PROJECT:
in your WEEK 6
ghborhood.
People in My Nei

211
PHONOLOGICAL AWARENESS | PHONICS

Initial Sounds
SEE andSAY Say the name of each picture.
Listen to the beginning sound of each word.
Say the sound at the beginning of each word.

Qu, qu
The letters qu together make the sound
at the beginning of the word quit.

MY TURN Read the word.

q u i t

212
 FOUNDATIONAL SKILLS

Qu, qu
TURNandTALK
T Read these sentences
with a partner.

Will Quinn quit?

Quinn will not quit.

MY TURN Say each picture name. Write the

letters that stand for the beginning sound of each
picture name.

quilt een
TURNandTALK
T Tell your partner a sentence
with a qu word.

213
PHONICS

Qu, qu
MY TURN Point to the words as you listen to
these sentences. Underline the words
with the kw sound. The letters
qu stand for
Can Quinn do the quiz?
the kw sound.
Can Bess do the quiz?
They have one pen.
Will they quit the quiz?

MY TURN Write a sentence about Quinn.

Quinn

214
SPELLING FOUNDATIONAL SKILLS

Spell Words with Qu, qu

The sound kw is spelled qu.

MY TURN Look at the spelling patterns to

sort and write the words. Then spell the My Words
to Know words.
Spelling Words
quit bit quill will

-it -ill


quit 

 

My Words to Know
where go

215
PHONOLOGICAL AWARENESS | PHONICS

Initial and Final Sounds

SEE andSAY Say what the bee does in the
first picture. Listen to the ending sound. Name the
other pictures. Listen to the beginning sounds.

Vv, Yy, Zz
The letter v has the v sound in vet.

The letter y has the y sound in yak.

The letter z has the z sound in zip.

MY TURN Read these words.

v a n y e t

216
HIGH-FREQUENCY WORDS FOUNDATIONAL SKILLS

My Words to Know
Some words you must remember and practice.

MY TURN Read these words.

go me for here where

MY TURN Use words from the box to

complete the sentences. Then read the sentences.

1. Where is Zak?

2. He is .

3. Zak will to the vet

with .

4. The tag is Zak.

217
PHONICS

Vv, Yy, Zz
TURNandTALK
T Read these words with
a partner.

yum vet zap

van zag yet

MY TURN Say each picture name.

Write the letter v, y, or z to make the words.
Read the words.

yak qui

ip an
218
 FOUNDATIONAL SKILLS

Vv, Yy, Zz

MY TURN Write a sentence about two

friends named Viv and Yaz. Then draw a picture
of Viv and Yaz.

Viv and Yaz

219
DECODABLE STORY

Quinn the Vet

AUDIO

Audio with
Highlighting

ANNOTATE

220
 FOUNDATIONAL SKILLS

I am Quinn the vet.

The van is for me.
I will go to see a pet.

Read the title and the story. Underline

the three words with the v sound.

221
DECODABLE STORY

Where is Zak?
Here he is!
Yip! Yap!
Quit that, Zak!

Highlight the two words with the

y sound and the word with the kw
sound.

222
 FOUNDATIONAL SKILLS

Is Zak well?
Yes, he is.
Look at him zip by!

Underline the two words that begin

with the z sound.

223
INQUIRE

People in My
Neighborhood

Activity
Choose a worker in your
neighborhood and explain
what he or she does.

1 Workers in the
RESEARCH
Neighborhood
Let’s Read!
This week you School
Walking to
2
will read three
articles about 3
All Aboard t
he Bus
neighborhoods.

COLLABORATETalk about neighborhood

workers. Think of two questions to research.

224
 PROJECT–BASED INQUIRY

Use Academic Words

COLLABORATE You
learned many new academic
words in this unit. Use the
words to talk about the
picture with a partner.

Neighborhood Worker Research Plan

Day 1 List two questions.
Day 2 Research a neighborhood worker.
Day 3 Write an informational text.
Day 4 Revise and edit your text.
Day 5 Present your informational text.

225
EXPLORE AND PLAN

Inform Your Readers

Some authors write to inform readers about
a topic. When reading informational text, look for
a main, or central, idea and details.

COLLABORATE Read “Walking to School”

with a partner. Then fill in the chart.
Main Idea

Details

226
CONDUCT RESEARCH PROJECT–BASED INQUIRY

Check It Out!
RESEARCH

My neighborhood worker is

Two questions about my neighborhood worker are

1.

2.

COLLABORATE Circle the source where you

will look for information to answer your questions.

books librarian

227
COLLABORATE AND DISCUSS

Informational Text
Informational texts include a main idea
and details. The details tell more about
the main idea.

One neighborhood worker is a

dad. A dad takes his children
to school. He can play with
them. He can make dinner for
them. Dads have an important
job in the neighborhood.

228
REFINE RESEARCH PROJECT–BASED INQUIRY

Identify Relevant Sources

RESEARCH

COLLABORATE Before you use a book

for research, make sure it is about your topic.
Books about your topic will help you answer
your questions. You can gather, or collect,
books that will help you answer your questions.
Follow these steps:

1. Read the title. ALL ABOUT

FIREFIGHTERS
2. L
 ook at the cover and
pictures.

3. U
 se what you see to
decide if the book is
about your topic.

COLLABORATE With a partner, find a source

for your topic. Write the title of the book.

Book title:

229
EXTEND RESEARCH

Picture This!
You can use pictures to help your readers see
more details about your topic.

Often, pictures can tell more than words!

COLLABORATE With a partner, draw a

life-size picture of the worker you chose.
Include specific details that develop your ideas.

230
COLLABORATE AND DISCUSS PROJECT–BASED INQUIRY

Revise
COLLABORATE Read your
informational text to your partner.
Circle yes or no.

Did you need to

revise the main idea? yes no
add details to the words? yes no
add details to the picture? yes no

Edit
COLLABORATE Read your informational
text again.

Check for
nouns
verbs
adjectives

231
CELEBRATE AND REFLECT

Share
COLLABORATE Share your informational text.
Follow these rules for speaking and listening.
• Listen actively.
• Share ideas about the topic.
• Speak clearly.

Reflect
MY TURN Complete the sentences.

The source that helped me most is

The hardest part of research is

232
 REFLECT ON THE UNIT

Reflect on Your Goals

Look back at your unit goals. Use a
different color to rate yourself again.

MY TURN Complete the sentences.

Reflect on Your Reading
The hardest text to read from this unit is

Reflect on Your Writing

The writing I like best from this unit is

233
PICTURE DICTIONARY INSTRUCTION

How to Use a Picture Dictionary

You can use a picture dictionary to find words. The
words are grouped into topics. The topic of this picture
dictionary is locations. Look at the pictures, and try to
read the words. The pictures will help you understand
the meanings of the words.

This is a picture
of the word.

fire station
This is the word
you are learning.

TURNandTALK Find the word school in the

T
picture dictionary. Use the word in sentences to show
you understand what the word means.

234
PICTURE DICTIONARY

Locations

grocery store police station

hospital school

library train station

park
235
GLOSSARY INSTRUCTION

How to Use a Glossary

A glossary can help you find the meanings of words
you do not know. The words in a glossary are in
alphabetical, or ABC, order. Guide words at the top
of the pages can help you find words.

All words that begin with The word is in

the letter S will be after Ss. dark type.

Ss s and Sand is tiny grains of

broken rock.

This sentence will help you

understand what the word means.

MY TURN Find the word library in the

glossary. Draw a picture of what the word means.

236
GLOSSARY

block • crosswalk

Bb
block A block is the area in a city or
town enclosed by four streets.

buildings Buildings are structures

with walls and roofs where people do
activities.

Cc
check When you check something, you
examine it to see if it is correct, working
properly, and so on.

corner A corner is the place where two

streets meet.

crosswalk A crosswalk is an area

marked by lines that is used by people
walking across the street.

237
GLOSSARY

group • left

Gg
group A group is a number of people or
things together.

guard A guard is a person

who protects or watches.
A crossing guard protects
and watches people cross
the street safely.

Hh
help To help means to give or do what
is needed or useful.

Jj
join When you join, you become a
member of some kind of group.

Ll
left Left is the opposite of right. Left is
the direction toward the bold word.

238
 library • plant

library A library is a room or building

where books and other materials are
for borrowing. People can borrow
magazines, videos, and music too.

listen When you listen,

you try to hear something
or someone.

Mm
meet When people meet, they get
together at a certain time or place.

mutters When a person mutters,

he or she mumbles.

Pp
plant When you plant,
you put something in the
ground so it can grow.

239
GLOSSARY

quiet • settle

Qq
quiet When you are quiet, you do not
make a sound.

Rr
right Right is the opposite of left. Right
is the direction toward the next page.

Ss
sand Sand is tiny grains of broken rock.

school A school is a place where people

learn things in a group.

settle When you settle, you set up a new

place to live.

240
 stores • various

stores Stores are places where people

can buy things.

street A street is a road in a city or town.

Tt
type A type is a kind, sort, or group that
is alike in some way.

Vv
various Various means different from
one another.
241