You

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est t

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ame

Day

1

14

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Th

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R

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Th

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Ass

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Ab

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How

we

can

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resp

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wh

en w

e m

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a m

ista

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Lea

rnin

g A

bou

t V

owel

Pat

tern

s aw

, au

, au

(gh

), al

M

ain

Ide

a an

d D

etai

ls

Hav

e yo

ur c

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rea

d th

ese

wor

ds: r

aw, s

auce

, da

ught

er, w

alk.

Hel

p yo

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list

oth

er w

ords

w

ith

the

sam

e vo

wel

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nd a

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pell

ings

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r ch

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bee

n d

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g th

e m

ain

idea

an

d de

tail

s of

a s

tory

. Rea

d a

shor

t st

ory

wit

h

you

r ch

ild

and

ask

you

r ch

ild

to e

xpla

in t

he

big

idea

of

the

stor

y in

on

e se

nte

nce

. Th

en a

sk

for

two

or t

hre

e su

ppor

tin

g de

tail

s.

Day

2

Hav

e yo

ur

chil

d re

ad t

he

wor

ds a

fter

noo

n,

blam

e, i

dea

, im

port

ant,

sign

mak

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tow

nsp

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d m

ake

a co

mic

str

ip u

sin

g th

em. H

elp

draw

th

e pi

ctu

res.

Day

3

Hav

e yo

ur

chil

d w

rite

th

ese

spel

lin

g w

ords

: A

ugu

st, a

uto

, bec

ause

, cau

ght,

chal

k, d

raw

, fa

ult

, lau

nch

, tal

k, t

augh

t, th

aw, w

alk.

R

ewri

te e

ach

wor

d to

scr

ambl

e th

e le

tter

s (a

s in

tau

o fo

r au

to).

Hav

e yo

ur

chil

d u

nsc

ram

ble

the

lett

ers

and

wri

te e

ach

wor

d co

rrec

tly.

Day

4

Th

is w

eek

you

r ch

ild

prac

tice

d fi

ndi

ng

the

mai

n id

ea a

nd

deta

ils

in a

sto

ry. M

ake

a li

st o

f th

ree

of y

our

chil

d’s

favo

rite

sto

ries

. Ask

you

r ch

ild

to w

rite

a s

ente

nce

th

at t

ells

th

e m

ain

id

ea o

f ea

ch s

tory

. Th

en a

sk y

our

chil

d to

wri

te

a se

nte

nce

th

at g

ives

tw

o de

tail

s.

Day

5

0328480460_G2_RWN-D_273.indd 273 11/18/09 1:09:19 PM

AR

T FILE:

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:

DATE

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DATE

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TIME

: 2m

ScottF

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CS

3-17-05

created@

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simp

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comp

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blackline

greyscalecolor TE

CH

14515_Sp

inner_4

aw

au

augh

al

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. 2

Vo

we

l Sound

Match

Materials

wh

ite paper, scissors, paper clip, pen

cils, index cards

Gam

e Direction

s1. M

ake a simple spin

ner as sh

own

. Use in

dex cards to m

ake the w

ord cards as show

n.

2. Mix th

e word cards an

d divide the cards

amon

g players.

3. Players take tu

rns spin

nin

g and ch

ecking th

eir cards for a w

ord with

the sam

e letter groups

on th

e spinn

er. If a match

is foun

d, that player

reads the w

ord and rem

oves it from h

is or her

han

d. Note th

at if the spin

ner lan

ds on au

, it is on

ly a match

if the w

ord has au

and n

ot augh

.

4. Play con

tinu

es un

til all words h

ave been

match

ed.

talkthaw

caughtauto

becauseraw

walk

naughty

August

chalkdaughter

saw

lawfault

drawtaught

gnawfalse

authorcraw

l

32

0328480460_G2_RWN-D_274.indd 274 10/28/09 2:13:38 PM

NameC

opyr

ight

© P

ears

on E

duc

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c.,

or it

s af

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tes.

All

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erve

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2

Signmaker’s Assistant

Phonics Consonant Patterns ph, gh, ck, ng Review DVD•275

Home Activity Your child wrote words with the consonant sound /ng/ spelled ng as in ring, /k/ spelled ck as in duck. /f/ spelled ph as in phone, and gh as in laugh. Have your child read each word in the box above. After each word, write another word with /ng/ spelled ng, /k/ spelled ck, or /f/ spelled ph or gh. Write the words on a sheet of paper. Then read the list with your child.

photo laugh brick sing

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

locket package telephone enough dolphin ring singer cough

1. 2. 3.

4. 5. 6.

Pick a word from the box above to finish each sentence. Choose a word that makes sense. Write the word on the line.

7. Rubin has a of chips.

8. Carmen has chips.

0328480460_G2_RWN-D_275.indd 275 10/28/09 2:14:16 PM

NameSignmaker’s Assistant

Cop

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Ed

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ion,

Inc.

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. 2

Read each part of the story. Underline the sentence that tells where the story takes place. Draw a picture of that place.

1. Stan wants to make a colorful flower painting. He is sitting outside in the garden with his paper, paints, and brushes. There are pretty flowers everywhere.

2.

3. Stan takes his finished painting to his room. He has a special wall where he hangs all his artwork. Stan puts his new painting up and smiles proudly.

4.

5. Write a sentence that tells about the character in the story. Draw a picture of the character.

Home Activity Your child identified the setting and described a character in a story. Have your child draw a character in a setting. Then ask your child to tell you about the character, and what he or she is doing in that setting.

DVD•276 Comprehension Character/Setting Review

0328480460_G2_RWN-D_276.indd 276 10/29/09 1:31:20 PM

NameC

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Signmaker’s Assistant

Spelling Vowel Patterns aw, au, augh, al Review DVD•277

Home Activity Your child is learning words with the vowel patterns aw, au, augh, and al. To practice at home, have your child say the word, study the spelling of the vowel sound, and then write the word.

Vowel Patterns aw, au, augh, al

Sort the words by aw, au, augh, and al.

aw augh

1. 8.

2. 9.

au al

3. 10.

4. 11.

5. 12.

6.

7.

Words to Read

13. 14.

Generalization The vowel sound in fall can be spelled aw, au, augh, and al: draw, auto, caught, and talk.

Spelling Words

1. talk

2. because

3. August

4. caught

5. draw

6. walk

7. chalk

8. auto

9. taught

10. thaw

11. fault

12. launch

Words to Read

13. heard

14. brought

0328480460_G2_RWN-D_277-278.indd 277 10/28/09 2:16:08 PM

Spelling Words

talk

chalk

because

auto

August

taught

caught

thaw

draw

fault

walk

launch

Name

Cop

yrig

ht ©

Pea

rson

Ed

ucat

ion,

Inc.

, or

its

affil

iate

s. A

ll R

ight

s R

eser

ved

. 2

Signmaker’s Assistant

Home Activity Your child has been learning words with the vowel patterns aw, au, augh, and al. Toss a coin onto the boxes above and read the word. Can your child correctly spell the word without looking? Take turns tossing the coin and spelling words.

DVD•278  Spelling Vowel Patterns aw, au, augh, al

Vowel Patterns aw, au, augh, al

Finish the list words in the boxes. Each word has been started.

1. 2.

3.

4. 5.

6.

7. 8.

9.

Unscramble the list word. Write it.

10. aughtt

11. taughc

12. ktal

l

d

f

b

th

a

A

w

ch

0328480460_G2_RWN-D_277-278.indd 278 10/28/09 2:16:33 PM

NOPARKING

Cop

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Signmaker’s AssistantName

Conventions Contractions DVD•279

Home Activity Your child learned how to use contractions in writing. Have your child use contractions to describe some family rules. For example, Don’t leave a mess.

Underline the contraction in each sentence. Draw a line to match a sign and its meaning.

1. Don’t park your car here.

2. You shouldn’t go faster than this.

3. I’ll like eating here.

4. It’s time to save money.

Write about classroom rules. Use some contractions in the box.

Contractions

wouldn’t shouldn’t isn’tI’ll we’re it’s I’m

0328480460_G2_RWN-D_279-280.indd 279 10/28/09 2:17:39 PM

Name

DVD•280 Conventions Contractions

Cop

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Ed

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ion,

Inc.

, or

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affil

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s. A

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. 2

Signmaker’s Assistant

Replace the underlined words with a contraction from the box.

1. Hannah did not spill the paint.

2. She would not drip water on Alex.

3. Hannah was not sure about the lost key.

Circle the contraction that means the same as the underlined words. Write each sentence. Use the contraction you circled.

4. It is a bad day for Hannah. (It’ll, It’s)

5. Today she is unhappy. (she’s, she’d)

6. We will all help her. (We’ve, We’ll)

Contractions

Home Activity Your child reviewed contractions. Look through a storybook together. Ask your child to point out contractions and to tell what two words make up each contraction.

wasn’t didn’t wouldn’t

0328480460_G2_RWN-D_279-280.indd 280 10/28/09 2:18:04 PM