Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 1: Being a Good Community Member
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Katie’s Crop pp. 2–3

• Read aloud the text.
• Help your child find the words that end in the letters -ed. (wanted, planted, helped)
• Read the words together and discuss what -ed sounds like in each word.
	Katie’s Crop pp. 2–3

• Read aloud the text.
• Help your child find the word cabbage. Together, clap the syllables in the word. Discuss what vowel sound you hear in each syllable. (short a, short i)
• Ask your child to draw an arrow from the word cabbage to the cabbage in the photograph on page 2.
	Kind Hearts Are Gardens pp. 4–5

• Read aloud the rhyme.
• Together, say the word kind in parts. (k/i/ nd)
• Ask: What four kind things does the author mention in this rhyme? (hearts, thoughts, words, deeds)
	Kind Hearts Are Gardens pp. 4–5

• Read aloud the rhyme.
• Ask your child to draw a circle around the words gardens and flowers.
• Together, read the words by syllables. (gar/dens, flow/ers)
	Katie’s Crop; Kind Hearts Are Gardens pp. 2–5
• Review the two selections.
• Ask your child to choose his or her favorite to read along with you.
• Ask: How is Katie like the children in the illustration on page 4?
	
	Save Our Planet pp. 6–7

• Read aloud the text.
• Ask your child to point to and read the first word of each sentence.
• Reread the second sentence and ask your child to find the girl in the photograph.
	Save Our Planet pp. 6–7

• Read aloud the text.
• Say the following words and ask your child to tell you the vowel sounds: job (short o), keep (long e), clean (long e), picked (short i), up (short u), help (short e), trash (short a).
• Together, find and read each of these words in the text.
	What Will Max Do? pp. 8–9

• Read aloud the story.
• Ask your child to draw a circle around the words Max and snack. Together, say the words sound by sound. (M/a/x, sn/a/ck)
• Ask: How are these two words alike? (Both have a short a sound.)
	What Will Max Do? pp. 8–9

• Read aloud the story.
• Ask your child to name the ending punctuation for each sentence. (period, question mark, or exclamation point)
• Together, read the question and exclamation with expression.
	Save Our Planet; What Will Max Do? pp. 6–9

• Review the two selections.
• Ask your child to find words that begin with th-. (This, the, that) Read the words together, emphasizing the th- sound.
• Challenge him or her to find a word that ends with -th. (Earth) Read the word together, emphasizing the -th sound.
	
	Jim Henson pp. 10–11

• Read aloud the text.
• Ask your child to draw a circle around the names Henson, Kermit, and Piggy.
• Together, read the words by syllables. (Hen/son, Ker/mit, Pig/gy)
	Jim Henson pp. 10–11

• Read aloud the text.
• Remind your child that some words are not spelled the way they sound.
• Together, practice reading and spelling aloud the words you, know, who, was, one, and love.
	The More We Work Together pp. 12–13

• Read aloud the song.
• Write the word happy on a piece of paper. Then write the word happier. Together, read both words, pointing out the -er at the end of happier.
• Ask your child to find and read the word happier in the song.
	The More We Work Together pp. 12–13

• Read aloud the rhyme.
• Talk about things your child shares with family members or friends.
• Talk about how your child feels when others share with him or her.
	Jim Henson; The More We Work Together
pp. 10–13

• Review the two selections.
• Ask: How are the children in the illustration on page 12 working together?
• Discuss how Jim Henson and his puppets work together to entertain kids.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 2: Many Kinds of Characters
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	A Pet for Meg pp. 14–15

• Read aloud the story.
• Point to the following words for your child to decode by sounds: Meg, pet, Dad, cute, mess, take, dog, will, did.
• Ask: Which of these words name the characters in the story? (Meg, Dad, dog) What is the dog’s name? (Pixie)
	A Pet for Meg pp. 14–15

• Read aloud the story.
• Ask your child to find sentences that end with exclamation points.
• Together, read these sentences with excitement or expression.
	Read to Me pp. 16–17

• Read aloud the rhyme.
• Ask your child to read the first three words of each sentence. Point out that these words are the same as the rhyme’s title.
• Challenge your child to find the phrase read to me five more times in the rhyme.
	Read to Me pp. 16–17

• Read aloud the rhyme.
• Point to the last word in the rhyme. (again) Together, read the word, spell it aloud, and then say it again.
• Ask: Which type of story in this rhyme would you like to hear again and again?
	A Pet for Meg; Read to Me pp. 14–17

• Review the two selections.
• Help your child find the words that end in the letters -ed. (wanted, looked, finished)
• Read the words together and discuss what -ed sounds like in each word.
	
	Nan and Blue pp. 18–19

• Read aloud the story.
• Say the following words and ask your child to tell you the vowel sounds: Nan (short a), but (short u), not (short o), felt (short e), will (short i), run (short u), bed (short e), hide (long i), When (short e), cried (long i).
• Together, find and read each of these words in the text.
	Nan and Blue pp. 18–19

• Read aloud the story.
• Ask your child to draw a circle around the words happy, under, pictures, and without.
• Together, read the words by syllables. (hap/py, un/der, pic/tures, with/out)
	The Tortoise and the Hare pp. 20–21

• Read aloud the story.
• Work together to say the word bragged in parts. (br/a/gg/ed) Then say the whole word.
• Repeat with the words teased (t/ea/s/ed) and passed. (p/a/ss/ed). Help your child find and read each word in the story.
	The Tortoise and the Hare pp. 20–21

• Read aloud the story.
• Help your child find the words being and going. Read the words together.
• Ask: How are these two words alike? (Both end in -ing.)
	Nan and Blue; The Tortoise and the Hare pp. 18–21
• Review the two selections.
• Ask your child to find the word run in each selection. Together, read the sentences that have this word.
• Ask: Why does Blue use the word run? Why does Hare use the word run?
	
	A Smart Hen pp. 22–23

• Read aloud the story.
• Help your child find the name Penny. Together, clap the syllables in the word. Discuss what vowel sound you hear in each syllable. (short e, long e)
• Repeat with the word window. (short i, long o)
	A Smart Hen pp. 22–23

• Read aloud the story.
• Ask your child to find the words smart and smarter in the last sentence on page 22.
• Read the words together and discuss how they are alike and different.
	Chums pp. 24–25

• Read aloud the rhyme.
• Point to the following words for your child to read sound by sound: sits, begs, can, dog, when, swim, him.
• Ask: Which word names a character in the rhyme? (dog) Which words tell things the dog can do? (sits, begs, swim)
	Chums pp. 24–25

• Read aloud the rhyme.
• Tell your child you will read it again. When you say a wrong word, he or she should clap and say the correct word. Point to and confirm the word.
• Play the game several times. Replace the word paw with leg and the word finest with funniest.
	A Smart Hen; Chums pp. 22–25

• Review the two selections.
• Ask your child to say and circle the beginning sound of the word Chums. (ch-)
• Challenge him or her to find and circle a word in “A Smart Hen” that ends with this sound. (Each)

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 3: Plants and Animals Grow and Change
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The Amazing Butterfly pp. 2–3

• Read aloud the text.
• Help your child find words with a long a sound. (laid, ate, made, case, changed, came)
• Read the words together. Discuss how the word laid is different from the other words. (The long a sound is spelled with the letters ai.)
	The Amazing Butterfly pp. 2–3

• Read aloud the text.
• Point to the word tiny. Together, clap the syllables in the word. Discuss what vowel sound you hear in each syllable. (long i, long e)
• Repeat with the words itself (short i, short e) and inside (short i, long i).
	Caterpillar pp. 4–5

• Read aloud the rhyme.
• Together, say the words that begin with the sp- blend in parts: spot (sp/o/t), spy (sp/y), spin (sp/i/n). Then help your child find and read the words in the rhyme.
• Ask: What other words do you know that begin with this sound?
	Caterpillar pp. 4–5

• Read aloud the rhyme.
• Write the word fur on a piece of paper. Then write the word furry. Together, read both words, pointing out the -y at the end of furry. Ask your child to find and read the word furry in the rhyme.
• Repeat with the words shade and shady, locating shady in the rhyme.
	The Amazing Butterfly; Caterpillar pp. 2–5

• Review the two selections.
• Help your child find the word caterpillar in each selection.
• Ask: What do you learn about caterpillars in “The Amazing Butterfly”? What do you learn about caterpillars in the rhyme?
	
	An Apple Grows pp. 6–7

• Read aloud the text.
• Ask your child to point to and read the first word of each sentence.
• Ask: Which words begin with th-? (Those, The, Then)
	An Apple Grows pp. 6–7

• Read aloud the text.
• Ask your child to find the words seeds and trees. Together, say the words sound by sound. (s/ee/d/s, tr/ee/s)
• Ask: How are these two words alike? (Both have a long e sound spelled ee and end in s.)
	Sunflower pp. 8–9

• Read aloud the rhyme.
• Ask your child to find the words tall and tallest on page 8.
• Read the words together and discuss how they are alike and different.
	Sunflower pp. 8–9

• Read aloud the rhyme.
• Ask your child to find sentences that end with exclamation points.
• Together, read these sentences with excitement.
	An Apple Grows; Sunflower pp. 6–9

• Review the two selections.
• Help your child find the words apple and sunflower.
• Ask: How are apples and sunflowers alike? How are they different?
	
	A Tree for Sam pp. 10–11

• Read aloud the story.
• Point to the word says. Together, read the word, spell it aloud, and then say it again.
• Ask: What are some things Mom says in this story? What are some things Sam says?
	A Tree for Sam pp. 10–11

• Read aloud the story.
• Together, say the following words sound by sound: home (h/o/me), Don’t (d/o/nt), grow (gr/ow). Ask: What vowel sound do all three words have? (long o)
• Help your child find and read each word in the story.
	Welcome, Ducklings! pp. 12–13

• Read aloud the text.
• Ask: What are three ways ducklings can move? (walk, swim, fly)
• Help your child find and read the words walk, swim, and fly in the text.
	Welcome, Ducklings! pp. 12–13

• Read aloud the text.
• Ask your child to choose a sentence to practice reading aloud.
• Remind him or her to reread and correct any words that don’t look right or make sense, assisting as needed.
	A Tree for Sam; Welcome, Ducklings! pp. 10–13

• Review the two selections.
• Ask your child to find words that begin with the th-. (the, That’s, they) Read the words together, emphasizing the th- sound.
• Challenge him or her to find two words that have th in the middle. (mother, together)

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 4: Stories Have a Narrator
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Home Sweet Home pp. 14–15

• Read aloud the story.
• Ask your child to draw a circle around the words yellow and kitty.
• Together, read the words by syllables. (yel/low, kit/ty)
	Home Sweet Home pp. 14–15

• Read aloud the story.
• Together, say the words that end with the -nk sound in parts: slink (sl/i/nk), Tank (t/a/nk). Then help your child find and read the words in the story.
• Ask: Why is the word Tank important to the kitty? (It’s his real name.)
	Good Neighbors pp. 16–17

• Read aloud the rhyme.
• Ask your child to find the words same and way. Together, say the words sound by sound. (s/a/me, w/ay)
• Ask: How are these two words alike? (Both have a long a sound.)
	Good Neighbors pp. 16–17

• Read aloud the rhyme.
• Point to the word very. Together, read the word, spell it aloud, and then say it again.
• Take turns using the word very in a sentence about the woman and the mouse.
	Home Sweet Home; Good Neighbors pp. 14–17

• Review the two selections.
• Help your child find the words lady and woman.
• Ask: How are the words lady and woman alike? How are they different?
	
	A Big Fish? pp. 18–19

• Read aloud the story.
• Point to the following words for your child to say sound by sound: Jen, Chip, feel, fish, gets, rod, runs, sit, dock, tugs, line, big.
• Ask: Which of these words name the characters in the story? (Jen, Chip) Which word tells what the characters hope to catch? (fish)
	A Big Fish? pp. 18–19

• Read aloud the story.
• Ask your child to find sentences that end with exclamation points.
• Together, read these sentences with excitement or expression.
	My Mom, the Vet pp. 20–21

• Read aloud the text.
• Help your child find the words clinic and visit on page 21. Together, clap the
syllables in the words. Discuss what vowel sound you hear in each syllable. (short i)
• Challenge your child to find two one-syllable words with short i on page 20. (is, sick)
	My Mom, the Vet pp. 20–21

• Read aloud the text.
• Write the word health on a piece of paper. Then write the word healthy. Together, read both words, pointing out the -y at the end of healthy.
• Ask your child to find and read the word healthy on page 20.
	A Big Fish?; My Mom, the Vet pp. 18–21

• Review the two selections.
• Ask your child to find words that begin with the th-. (They, the, their, think, that) Read the word together, emphasizing the th- sound.
• Challenge him or her to find a word that ends with -th (with) and three words with th in the middle (something, healthy, other).
	
	The Kickball Game pp. 22–23

• Read aloud the story.
• Help your child find the word ring on page 22 and the word that names the sound of the bell ringing on page 23. (Brrrring!)
• Challenge your child to find a two-syllable word on page 22 that ends in -ing. (running)
	The Kickball Game pp. 22–23

• Read aloud the story.
• Ask your child to choose an exciting part to practice reading aloud.
• Remind him or her to reread and correct any words that don’t look right or make sense, assisting as needed.
	I Had a Little Hen pp. 24–25

• Read aloud the rhyme.
• Help your child find the words that end in the letters -ed. (washed, baked, fetched)
• Ask: Do all three words sound the same at the end? (yes) What sound does -ed make in these words? (the sound of the letter t)
	I Had a Little Hen pp. 24–25

• Read aloud the rhyme.
• Ask your child to find and read the word home in the last sentence on page 24.
• Point to the word some in the previous sentence. Discuss that some has the same spelling pattern but a different vowel sound than the word home.
	The Kickball Game; I Had a Little Hen pp. 22–25

• Review the two selections.
• Ask: Who is the narrator in “The Kickball Game”? In “I Had a Little Hen”? How can you tell?
• Help your child use the words I, me, and my as clues.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 5: Technology at Work
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Carrier Pigeons pp. 2–3

• Read aloud the text.
• Ask your child to point to and read the first word of each sentence.
• Ask: Which words begin with th-? (These, They, Then)
	Carrier Pigeons pp. 2–3

• Read aloud the text.
• Ask your child to draw a circle around the words take, train, place, and raise. Together, say the words sound by sound. (t/a/ke, tr/ai/n, pl/a/ce, r/ai/se)
• Ask: How are these four words alike? (All have a long a sound.) Which pairs have the same long a spelling pattern? (take, place; train, raise)
	Atom’s Day Off pp. 4–5

• Read aloud the story.
• Help your child find and draw a circle around each character’s name. (Data, Atom) Together, clap the syllables in the words.
• Ask: How are the vowel sounds in these two words alike? (Both have short a in the first syllable and short u in the second syllable.)
	Atom’s Day Off pp. 4–5

• Read aloud the story.
• Say the following words and ask your child to tell you the vowel sounds: left (short
e), cleaned (long e), day (long a), break (long a), lost (short o), track (short a).
• Together, find and read each of these words in the story.
	Carrier Pigeons; Atom’s Day Off pp. 2–5

• Review the two selections.
• Ask: How do carrier pigeons give messages? (on paper) How do the robots give messages? (by beeping)
• Discuss which type of technology came first. If needed, help your child use the first sentence on page 3 as a clue.
	
	A Handy Machine pp. 6–7

• Read aloud the text.
• Ask your child to find the word hand on page 7 and Handy in the title. Read the words together and discuss how they are alike and different.
• Challenge your child to find the word hand in two more words in the text. (hands, handprint)
	A Handy Machine pp. 6–7

• Read aloud the text.
• Ask your child to find a sentence with a question mark and one with an exclamation point and practice reading them aloud.
• Remind him or her to reread and correct any words that don’t look right or make sense, assisting as needed.
	Two Places at Once pp. 8–9

• Read aloud the story.
• Ask your child to draw a circle around the words traffic and tablet.
• Together, read the words by syllables. (traf/fic, tab/let)
	Two Places at Once pp. 8–9

• Read aloud the story.
• Help your child find the words reading and ending. Read the words together.
• Ask: How are these two words alike? (Both end in -ing.)
	A Handy Machine; Two Places at Once pp. 6–9

• Review the two selections.
• Ask: What problem does the scanner solve? What technology does Ms. Ruiz use to solve her problem?
	
	Unplug! pp. 10–11

• Read aloud the text.
• Ask your child to draw a circle around the words screens, week, and read. Together, say the words sound by sound. (scr/ee/ns, w/ee/k, r/ea/d)
• Ask: How are these three words alike? (All have a long e sound.)
	Unplug! pp. 10–11

• Read aloud the text.
• Ask your child to find words that end with -ch or -tch. (watch, much, each)
• Read each word. Discuss how the -ch and -tch endings sound alike.
	I Wonder pp. 12–13

• Read aloud the rhyme.
• Remind your child that some words aren’t spelled the way they sound.
• Together, practice reading and spelling aloud the words who, knew, and would.
	I Wonder pp. 12–13

• Read aloud the rhyme.
• Ask your child to practice reading his or her favorite stanza aloud.
• Remind him or her to reread and correct any words that don’t look right or make sense, assisting as needed.
	Unplug!; I Wonder pp. 10–13

• Review the two selections.
• Help your child find the word technology in each selection.
• Ask: What types of technology do we read about in “Unplug!”? In “I Wonder”?

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 6: Stories Teach Many Lessons
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Not So Scary pp. 14–15

• Read aloud the story.
• Write the word fun on a piece of paper. Then write the word funny. Together, read both words, point out the -y at the end of funny. Ask your child to find and read the word funny in the story.
• Repeat with the words scare and scary, locating scary in the story.
	Not So Scary pp. 14–15

• Read aloud the story.
• Ask your child to find words that begin with wh-. (What, Where) Read the words together, emphasizing the wh- sound.
• Challenge your child to find the word that ends like where but begins with th-. (there)
	The Strongest Things pp. 16–17

• Read aloud the rhyme.
• Reread the first four lines of the rhyme and ask your child identify and circle the rhyming words. (me, sea)
• Repeat with the rest of the rhyme. (floor, door; all, small)
	The Strongest Things pp. 16–17

• Read aloud the rhyme.
• Say the following words and ask your child to tell you the vowel sounds: just (short u), ship (short i), sea (long e), ant (short a), spot (short o), crumbs (short u), ten (short e).
• Together, find and read each of these words in the rhyme.
	Not So Scary; The Strongest Things pp. 14–17

• Review the two selections.
• Ask: What surprises Pony in the story?
• Discuss what surprising thing the author tells about in “The Strongest Things.”
	
	Pete Saves the Day pp. 18–19

• Read aloud the story.
• Ask your child to name the ending punctuation for each sentence. (period, question mark, or exclamation point)
• Together, read the question and exclamations with expression.
	Pete Saves the Day pp. 18–19

• Read aloud the story.
• As you say the following words, have your child say each one sound by sound and then put it back together: Pete (p/e/ te), bike (b/i/ke), rode (r/o/de), huge (h/u/ge), these (th/e/se).
• Ask: How are all these words alike? (They all have a long vowel and final -e.)
	Dog and His Bone pp. 20–21

• Read aloud the story.
• Remind your child that some words aren’t spelled the way they sound.
• Together, practice reading and spelling aloud the words does, wants, and one.
	Dog and His Bone pp. 20–21

• Read aloud the story.
• Help your child find the word REALLY. Together, clap the syllables in the word. Discuss what vowel sound you hear in both syllables. (long e)
• Ask: Why do you think the author put the word REALLY in all uppercase letters?
	Pete Saves the Day; Dog and His Bone pp. 18–21

• Review the two selections.
• Ask your child to find and read the characters’ names in both stories.
• Ask: What does Pete want? What does Gus want? What does Dog want?
	
	Why Bear Has a Short Tail pp. 22–23

• Read aloud the story.
• Ask your child to find a word that begins with sh- (short) and a word that ends with -sh (fish).
• Ask: What other words do you know that begin or end with this sound?
	Why Bear Has a Short Tail pp. 22–23

• Read aloud the story.
• Help your child find words that end in the letters -ed. (asked, waited, wanted, pulled)
• Read the words together and discuss what -ed sounds like in each word.
	Jemma Jay pp. 24–25

• Read aloud the story.
• Ask your child to draw a circle around the words plain and pleads. Together, say the words sound by sound. (pl/ai/n, pl/ ea/d/s)
• Ask: How are these two words alike? (Both begin with the pl sound.)
	Jemma Jay pp. 24–25

• Read aloud the story.
• Help your child find the word hungry. Together, clap the syllables in the word. Discuss what vowel sounds you hear. (short u, long e)
• Repeat with the words spotty (short o, long e) and tasty (long a, long e).
	Why Bear Has a Short Tail; Jemma Jay pp. 22–25

• Review the two selections.
• Ask: What does Bear learn? What does Jemma Jay learn?
• Ask your child to practice reading his or her favorite sentence aloud with expression. Say: Remember to reread and correct any words that don’t look right or make sense.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 7: Past, Present, and Future
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The First Cars pp. 2–3

• Read aloud the text.
• Ask your child to find the words case, made, and plain. Together, say the words sound by sound. (c/a/se, m/a/de, pl/ai/n)
• Ask: How are these three words alike? (All have a long a sound.) Which words have the same long a spelling pattern? (case, made)
	The First Cars pp. 2–3

• Read aloud the text.
• Together, say the word first in parts. (f/ ir/st) Then ask your child to find another word that ends with -st. (cost)
• Ask: What other words do you know that end with this sound?
	Horses to the Rescue pp. 4–5

• Read aloud the story.
• Ask your child to find words that begin with wh-. (When, wheel) Read the words together, emphasizing the wh- sound.
• Challenge your child to find the word that ends like when but begins with th-. (then)
	Horses to the Rescue pp. 4–5

• Read aloud the story.
• Ask your child to name the ending punctuation for each sentence. (period, question mark, or exclamation point)
• Together, read the exclamations and questions with expression.
	The First Cars; Horses to the Rescue pp. 2–5

• Review the two selections.
• Ask your child to find the words making and going. Read the words together. Ask: How are these two words alike? (Both end with -ing.)
• Take turns using the words making and going in sentences about “The First Cars” and “Horses to the Rescue.”
	
	The U.S. in Space pp. 6–7

• Read aloud the text.
• Ask your child to draw a circle around the word moon and draw an arrow to the photograph of the astronaut on the moon.
• Repeat with the word rovers and the photograph of the rover on Mars.
	The U.S. in Space pp. 6–7

• Read aloud the text.
• Help your child find the word became. Together, clap the syllables in the word. Discuss what vowel sound you hear in each syllable. (long e, long a)
• Ask: What word has the same long vowel and spelling pattern as the second syllable in became? (space)
	But Children Had Fun Anyway pp. 8–9

• Read aloud the rhyme.
• Reread the first two lines of the rhyme and ask your child identify and circle the rhyming words. (more, store)
• Repeat with the rest of the rhyme. (play, anyway; pretend, friend; hoop, scoop; play, anyway)
	But Children Had Fun Anyway pp. 8–9

• Read aloud the rhyme.
• Ask your child to practice reading the last pair of lines aloud.
• Remind him or her to reread and correct any words that don’t look right or make sense, assisting as needed.
	The U.S. in Space; But Children Had Fun Anyway pp. 6–9
• Review the two selections.
• Ask: What are some toys that boys and girls played with long ago? Do you think they had toy spaceships? Why or why not?
• Discuss what it must have felt like to walk on the moon.
	
	The Washington Monument pp. 10–11

• Read aloud the text.
• Ask your child to draw a circle around the words white, high, sky, and climb. Together, say the words sound by sound. (wh/i/te, h/igh, sk/y, cl/i/mb)
• Ask: How are these four words alike? (All have a long i sound.)
	The Washington Monument pp. 10–11

• Read aloud the text.
• Write the words point, reach, and build on a piece of paper. Then write the words pointy, reaches, and building, pointing out the endings in each word.
• Ask your child to find and read the words pointy, reaches, and building in the text.
	An Amazing Sight pp. 12–13

• Read aloud the story.
• Help your child find the word visit. Together, clap the syllables in the word. Discuss what vowel sounds you hear in both syllables. (short i)
• Repeat with the word believe. (long e)
	An Amazing Sight pp. 12–13

• Read aloud the story.
• Ask your child to name the ending punctuation for each sentence. (period, question mark, or exclamation point)
• Together, read the questions and exclamations with expression.
	The Washington Monument; An Amazing Sight pp. 10–13

• Review the two selections.
• Ask: Do you think the title “An Amazing Sight” would fit the text about the Washington Monument, too? Why or why not?
• Discuss whether you would most like to visit the Washington Monument or Mount Rushmore and why.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 8: Observing the Sky
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	A Star Party pp. 14–15

• Read aloud the story.
• Ask your child to find the word star in the second sentence. Together, say the word in parts. (st/ar)
• Challenge your child to find two words on the page that begin with the word star but have a different ending. (start, stars)
	A Star Party pp. 14–15

• Read aloud the story.
• Help your child find the word city. Together, clap the syllables in the word. Discuss what vowel sound you hear in each syllable. (short i, long e)
• Repeat with the word planet. (short a, short e)
	On Mars pp. 16–17

• Read aloud the text.
• Ask your child to find the words miles, kind, and eyes. Together, say the words sound by sound. (m/i/l/es, k/i/nd, eye/s)
• Ask: How are these three words alike? (All have a long i sound.)
	On Mars pp. 16–17

• Read aloud the text.
• Ask your child to find words that begin with th-. (the, that) Read the words together, emphasizing the th- sound.
• Challenge him or her to find a word that ends with -th. (Earth) Read the word together, emphasizing the -th sound.
	A Star Party; On Mars pp. 14–17

• Review the two selections.
• Ask your child to find the word Mars in both selections.
• Ask: What do you learn about Mars from “A Star Party”? From “On Mars”?
	
	It’s a Comet! pp. 18–19

• Read aloud the text.
• Ask your child what they can tell you about the word snowball. (It is a compound word made up of the two words snow and ball.)
• Ask you child how knowing the meanings of these word help them understand
the text.
	It’s a Comet! pp. 18–19

• Read aloud the text.
• Ask your child to say the words sun, big, and gas sound by sound. (s/u/n, b/i/g, g/a/s) Then challenge him or her to spell the words aloud.
• Ask your child to find and read the words in the text.
	The Moon’s the North Wind’s Cookie pp. 20–21

• Read aloud the rhyme.
• Write the word bake on a piece of paper. Then write the words baker and bakes. Together, read both words, pointing out the endings.
• Ask your child to find and read the words baker and bakes in the rhyme.
	The Moon’s the North Wind’s Cookie pp. 20–21

• Read aloud the rhyme.
• Together, practice reading the last three lines aloud with expression and meaning.
• Point out the special font on the word greedy, the pauses between the last four words, and the exclamation point at the end.
	It’s a Comet!; The Moon’s the North Wind’s Cookie pp. 18–21
• Review the two selections.
• Ask your child to find words that begin with th-. (that, the, then, there’s)
• Ask: What two words in the rhyme end with -th? (North, South) How else are these two words alike? (Both begin with an uppercase letter and name a direction.)
	
	Shapes in the Clouds pp. 22–23

• Read aloud the story.
• Ask your child to read the first word of each sentence aloud.
• Ask: Which of these words name characters in the story? Which characters look at shapes in the clouds?
	Shapes in the Clouds pp. 22–23

• Read aloud the story.
• Help your child find the words that end in the letters -ed. (dropped, frowned, asked, nodded, liked, looked, smiled)
• Read the words together and discuss what -ed sounds like in each word.
	The Sun pp. 24–25

• Read aloud the text.
• Ask your child to find the word sun in the title and text. Then challenge him or her to find another word that begins with the word sun. (sunlight)
• Take turns using the words sun and sunlight in sentences about why we need the sun.
	The Sun pp. 24–25

• Read aloud the text.
• Ask your child to find the words creatures, depend, and people. Together, read the words by syllables. (crea/tures, de/pend, peo/ple)
• Ask: How are these three words alike? (All have two syllables and the first syllable has a long a sound.)
	Shapes in the Clouds; The Sun pp. 22–25

• Read aloud the two selections.
• Write the words find, turn, shine, and live on a piece of paper. Then write the words finding, turning, shining, and living. Together, read the words and discuss how their endings are alike.
• Ask your child to find and read these words in the selections.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 9: We Use Goods and Services
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Almond Milk pp. 2–3

• Read aloud the text.
• Ask your child to find words that begin with th-. (They, think, than, Then, the) Read the words together, emphasizing the th- sound.
• Challenge him or her to find two words that ends with -th. (with, smooth) Read the word together, emphasizing the -th sound.
	Almond Milk pp. 2–3

• Read aloud the text.
• Help your child find the words almond, and, and blend. Read the words together.
• Ask: How are these three words alike? (All end with the -nd sound,)
	A Farmer’s Boy pp. 4–5

• Read aloud the rhyme.
• Help your child find the words that end in the letters -ed. (walked, covered, reached, lifted, smiled, thanked)
• Read the words together and discuss what -ed sounds like in each word.
	A Farmer’s Boy pp. 4–5

• Read aloud the rhyme.
• Ask your child to find the words We, She, and me. Discuss how the words are alike and different.
• Ask him or her to write a word that has the same spelling pattern but begins with b (be) and with h (he).
	Almond Milk; A Farmer’s Boy pp. 2–5

• Review the two selections.
• Ask your child to find the word Cow in the rhyme.
• Ask: What do you learn about cows in “Almond Milk”?
	
	Animal Dentists pp. 6–7

• Read aloud the text.
• Help your child find the word only. Together, clap the syllables in the word. Discuss what vowel sound you hear in each syllable. (long o, long e)
• Repeat with the word dislike. (short i, long i)
	Animal Dentists pp. 6–7

• Read aloud the text.
• Ask: Who needs a dentist? (people, animals)
• Discuss whether you would rather be a dentist for people or a dentist for animals and why.
	Double Trouble pp. 8–9

• Read aloud the story.
• Ask your child to find the words see, she, clean, and teeth. Together, say the words sound by sound. (s/ee, sh/e, cl/ea/n, t/ ee/th)
• Ask: How are these four words alike? (All have a long e sound.)
	Double Trouble pp. 8–9

• Read aloud the story.
• Ask your child to draw a circle around each character’s name. (Jack, Jeff, Dr. Vega) Read the names together.
• Ask him or her to use clues in the story to draw an arrow from the name to the correct person in the illustration.
	Animal Dentists; Double Trouble pp. 6–9

• Review the two selections.
• Ask your child to find the word dentist in each selection.
• Ask: What problems do we learn about in these selections? Discuss how dentists solve these problems.
	
	Field Trip Funds pp. 10–11

• Read aloud the story.
• Ask your child to find the words walk and walking. Read both words, discussing how they are alike and different.
• Challenge your child to find another word that ends like walking on page 10. (planning)
	Field Trip Funds pp. 10–11

• Read aloud the story.
• Remind your child that some words aren’t spelled the way they sound.
• Together, practice reading and spelling aloud the words was, could, knew, and would.
	A New Kind of Eggs pp. 12–13

• Read aloud the text.
• Ask your child to point to the first word in each sentence. Read the words together.
• Ask him or her to choose one of the sentences that end in an exclamation point to practice reading with expression.
	A New Kind of Eggs pp. 12–13

• Read aloud the text.
• Together, say the word plant in parts. (pl/a/nt)
• Help your child find and read other words that end with the -nt sound. (don’t, weren’t, can’t)
	Field Trip Funds; A New Kind of Eggs pp. 10–13

• Review the two selections.
• Ask your child to read the noun in each title that ends in -s. (Funds, Eggs) Point out that the -s at the end means “more than one.”
• Work together to find and read other words in the selections that end in -s and name more than one thing. (kids, books, dogs, vegetarians, plants, peas, beans, chickens)

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 10: Exploring Sound and Light
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Dogs Help the Deaf pp. 14–15

• Read aloud the text.
• Ask your child to find and read the word home on page 15.
• Point to the words some and something. Remind your child that some has the same spelling pattern but a different vowel sound than the word home.
	Dogs Help the Deaf pp. 14–15

• Read aloud the text.
• Together, say the words beeping, furry, hearing, and owner, dividing the main word from the ending. (beep + ing, fur + y, hear + ing, own + er)
• Ask your child to find and read these four words in the text and circle the two endings that are alike. (-ing on beeping and hearing)
	I Know All the Sounds That the Animals Make pp. 16–17
• Read aloud the rhyme.
• Together, draw a circle around the names of all the animals in the rhyme. Then read the words together.
• Ask your child to draw an arrow from the circled words to match the animals shown in the photographs.
	I Know All the Sounds That the Animals Make pp. 16–17
• Read aloud the rhyme.
• Point to the word moment. Together, read the word by syllables. (mo/ment) Repeat with the word marvel. (mar/vel)
• Ask: How are these two words alike? (Both begin with the sound of the letter m and have two syllables.)
	Dogs Help the Deaf; I Know All the Sounds That the Animals Make pp. 14–17
• Review the two selections.
• Ask your child to find the word dog in the first selection and a word that names the sound a dog makes in the second selection. (bark)
• Ask: Do you think any of the animals in the rhyme could be as helpful as a dog? Why or why not?
	
	Rainbow pp. 18–19

• Read aloud the rhyme.
• Together, circle the rhyming pairs at the ends of the lines. Read each pair of words.
• Ask your child to put a checkmark beside the pair of words that have different sounds. (rain, again) Then ask him or her to put an X by the pair of words that
have different spelling patterns. (through, you)
	Rainbow pp. 18–19

• Read aloud the rhyme.
• Ask your child to practice reading his or her favorite pair of lines from the rhyme aloud.
• Remind him or her to reread and correct any words that don’t look right or make sense, assisting as needed.
	My Homemade Band pp. 20–21

• Read aloud the story.
• Ask: What does Cam play? (drums) Point out that the -s at the end of drums means “more than one.”
• Work together to find and read other words that end in -s and name more than one thing. (jars, boxes, bottles, bands, friends)
	My Homemade Band pp. 20–21

• Read aloud the story.
• Read the word Homemade in the title by syllables. (Home/made) Discuss what vowel sound you hear in each syllable (long o, long a) and why this word fits the story.
• Take turns telling about homemade things you have made or seen.
	Rainbow; My Homemade Band pp. 18–21

• Review the two selections.
• Together, say the word stuck in parts. (st/u/ck) Ask your child to find and read the word on page 18.
• Help him or her find other words that begin with st- or str- in the selections (streets, start, stuff), say the words in parts, then read the words.
	
	Day or Night? pp. 22–23

• Read aloud the text.
• Ask your child to point to the first word in each sentence. Read the words together.
• Ask him or her to choose one of the sentences that end in a question mark or exclamation point to practice reading with expression.
	Day or Night? pp. 22–23

• Read aloud the text.
• Say the following words and ask your child to tell you the vowel sounds: day (long a), night (long i), Pole (long o), each (long e). Ask: How are all these words alike? (All have long vowels.)
• Together, find and read each of these words in the text.
	My Shadow pp. 24–25

• Read aloud the rhyme.
• Ask your child to find words that begin or end with th-. (that, with, the, than)
Read the words together, emphasizing the th- sound.
• Challenge him or her to find a word that begins with sh- (shadow) and wh-(what). Read the words together.
	My Shadow pp. 24–25

• Read aloud the rhyme.
• Ask your child to find a word with a long u sound (use) and say the word sound by sound (u/se).
• Then ask him or her to find two words with a short u sound (up, jump), saying the words sound by sound (u/p, j/u/mp).
	Day or Night?; My Shadow pp. 22–25

• Review the two selections.
• Ask: Which picture shows day? Which picture shows night?
• Discuss how you might be able to see your shadow during the day and during the night.