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Name Summary Boom Town The discovery of gold in California brought new settlers with dreams of striking it rich. Some prospectors brought their families and everything they owned. The new settlers needed food, clothes, banks, and schools. In one short year, a town would rise where there had been only a field of wildflowers. Activity Build a Boom Town Imagine that your family just sold all of its possessions and hopped on a stagecoach going to California. Together, talk about what you will need when you get there and where you might find those things. Comprehension Skill Realism and Fantasy Realistic stories tell about something that could happen. A fantasy is a story about something that could never happen. © Pearson Education 3Activity What Happened Today? Ask family members to tell you about things that happened to them today. Ask them to tell things that really did happen and some things that could never happen. Guess which happened and which did not and explain how you could tell. Practice Book Unit 1 Family Times 1
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Lesson Vocabulary Grammar Words to Know Sentences Knowing the meanings of these A complete sentence tells a words is important to reading Boom complete idea, begins with a capital Town. Practice using these words to letter, and ends with an end mark. learn their meanings. Sentence: The dogs run across the grass. They bark happily. Vocabulary Words Not a Sentence: boom a time of fast growth chewing on a bone business the work one does to make playing on the grass money Activity coins pieces of metal used as money Making Sentences Players take fetched to have gone after and turns offering a sentence or a part brought back something of a sentence. The other players say “sentence” if the sentence is laundry place where clothes are complete. If the phrase is not a washed and ironed sentence, they offer ways to make it a mending fixing; repairing complete sentence. pick a pointed tool used to break rocks and loosen dirt Sentence skillet a shallow pan with a handle, Not a Sentence used for frying Flowers are beautiful. are beautiful spell a period of time Ten blue balloons rise. ten blue balloons Crazy kangaroos are jumping up and jumping up and down. down Practice Tested Spelling Words © Pearson Education 3 2 Family Times Practice Book Unit 1
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Name Boom Town Realism and Fantasy • Prior Knowledge • A realistic story tells about something that could happen. • A fantasy is a story about something that could never happen. • Use your prior knowledge and connect what you read with what you already know to help your understanding. You can also use prior knowledge to judge whether a story is realistic or a fantasy. Directions Read the following passage. Marcus is a cowboy and Sam is his “That was fun,” said Marcus. “Now let’s special horse. Marcus put the saddle fly across the Rocky Mountains.” on Sam, and then he got on to ride away. “Okay,” said Sam, and he flew over the As they left the corral, Sam spread mountains to the Pacific Ocean. Then he his wings and flew over the fence. They flew back home again. landed in a meadow far away. “You’re the best horse I’ve ever had,” Marcus said to Sam. Directions Complete the chart. Tell what happens and whether it could happen or not. Then tell if the story is a realistic story or a fantasy. Explain why. What Happens? Could This Happen? (Check one) Sam flies over the fence. Yes No Yes No © Pearson Education 3This story is a Home Activity Your child identified a story as a fantasy by finding things that happen in the story that could not happen in real life. Discuss familiar books with your child and ask your child to tell whether the story is a realistic story or a fantasy. Practice Book Unit 1 Comprehension 3
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Name Boom Town Vocabulary Directions Choose the word from the box that best matches each definition. Write the word on the line. ____________________fetched 1. went after or got Check the Words You Know ____________________boom 2. fast-growing boom mending business ____________________ 3. repairing coins spell fetched ____________________ 4. a period of time laundry mending ____________________skillet 5. a frying pan pick skillet Directions Choose the word from the box that best matches spell each clue. Write the word on the line. ____________________pick 6. This is a tool used for breaking up rocks. ____________________coins 7. People use these metal pieces to pay for things. ____________________laundry 8. This is where you might find stacks of dirty clothes. ____________________business 9. A gas station and grocery store are examples of this. ____________________mending 10. Sewing skills are needed for this task. Write a Movie Script On a separate sheet of paper, tell what would happen in a movie you might make about life in a fast-growing town long ago. Identify the main characters and describe key events in the beginning, middle, and end of the story. Use © Pearson Education 3 as many vocabulary words as possible. Students’ writing should incorporate lesson vocabulary in a description of main characters and sequence of events from a movie about life in a boom town long ago. Home Activity Your child identified and used vocabulary words from Boom Town. With your child, read a story or nonfiction book about the California Gold Rush. Discuss what it might have been like to live during that period of time. Encourage your child to use vocabulary words in your conversation. 4 Vocabulary Practice Book Unit 1
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Name Boom Town Vocabulary • Context Clues • Homonyms are words that are pronounced and spelled the same but have different meanings. • Use the words and sentences around the homonym to help you figure out what it means. Directions Read the following passage about life during the Gold Rush. Then answer the questions below. Look for context clues as you read. Our family decided to head West after He decided the boom town that had we heard about the discovery of gold. grown so quickly near the mines needed a As the boat carried us away, we waved store. The store would sell tools and other to our friends standing on the bank of the supplies that miners needed. The first day river watching us leave. Once we reached we opened, Dad sold a pick and a shovel. the West, it didn’t take long to see that we After that, business just kept growing. weren’t going to strike it rich as miners. For a short spell, we didn’t know how we would live. Then Dad had an idea. 1. What does leave mean in this passage? What clues help you to determine the meaning? 2. What are two meanings for bank? What clues tell you the word’s meaning here? 3. What does spell mean in this passage? 4. What does boom mean in this passage? What clues help you know this? © Pearson Education 3 5. In this passage, is a pick something you use or something you do? What clues help you to figure this out? Home Activity Your child used context clues to understand homonyms—words that are pronounced and spelled the same but have different origins and meanings. Provide sentences with homonyms such as ball (a round object/a formal dance) or bat (a flying animal/a club). Ask your child to use context clues to determine the meaning of each homonym. Practice Book Unit 1 Vocabulary 5
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Name Boom Town Character Directions Read the following passage. Then answer the questions below. Mona’s parents own a laundry business. Mona goes over to her mother’s sewing Mona’s mother also does mending. box. She picks out more blue thread and Mona always stops in after school. She likes takes it to her mother. Then she hears a the smell of soap and the noise of coins noise at the back door. going into the laundry machine slots. “That must be your father returning “Hello, dear,” says Mom when Mona from his errands,” says Mom, as Dad pops enters the laundry. “How was school today?” into the room. “Fine,” says Mona. She watches as “Howdy!” Dad says, setting down Mom stitches the hem in a pair of pants. boxes of laundry soap. Mona looks at his “I need more blue thread,” Mom says cheerful expression and feels happy. to Mona. “Would you mind fetching some for me?” 1. Who are the characters in the story? 2. What word in the story tells you what Mona’s father is like? 3. How do you know that Mona likes going to the laundry? 4. What does Mona do that tells you she is helpful? 5. Write a description of Mona’s mother. Tell what she is like and how you know. © Pearson Education 3 Home Activity Your child identified character traits for several characters in a realistic story. Read a story together that has several characters. Tell who are the characters in the story. Discuss the character traits, or qualities, of each of the characters. 6 Comprehension Practice Book Unit 1
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Name Boom Town Realism and Fantasy • Prior Knowledge • A realistic story tells about something that could happen. • A fantasy is a story about something that could never happen. • Use your prior knowledge and connect what you read with what you already know to help your understanding. You can also use prior knowledge to judge whether a story is realistic or a fantasy. Directions Read the following passage. Then answer the questions below. James and Ted want to go to baseball So the two brothers mixed up some camp, but they don’t have enough lemonade in a pitcher. Then they made a money. sign that said: LEMONADE 25¢ “Why don’t we sell lemonade?” The boys sold 5 pitchers of lemonade James said to Ted. “We could put a stand and made $10. at the corner.” “Let’s keep selling until we have enough for camp,” said Ted. 1. Could two brothers sell lemonade and make money? 2. Is it possible for two boys to make lemonade? 3. Do you think the boys could have made $10 in real life? 4. Is this story a realistic story or a fantasy? Explain. 5. What did you already know that helped you decide whether the story is realistic or not? © Pearson Education 3 Home Activity Your child was asked questions to decide whether a story was a realistic story or a fantasy. Ask similar questions when you read stories together. Have your child explain his or her answer using prior knowledge. Practice Book Unit 1 Comprehension 7
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Name Boom Town Realism and Fantasy • A realistic story tells about something that could happen. • A fantasy is a story about something that could never happen. Directions Read the following passage. When the Kellys came across the sea Mom made a dollar a day. The children to America, Dad got a job sweeping made only a few pennies. streets. Everyone else got a job at the mill. “I wish you didn’t have to work,” said Mom wove cloth at a loom. Patrick Dad. “But we need the money.” swept floors. Missy was a bobbin girl. She “We’ll never get rich,” said Patrick. put new spools of thread on the machines “Maybe someday we’ll start our own when they were empty. business,” said Mom. “Then we’ll make more money.” Directions Complete the chart. Tell what happens and whether or not it could happen. Then tell if the story is a realistic story or a fantasy. Explain why. What Happens? Could This Happen? (Check one) Dad gets a job Yes No sweeping streets. Answers will vary, but they Yes No should be events that are told in the passage. This story is a realistic story because the characters and events could happen. © Pearson Education 3 Home Activity Your child identified a story as a realistic story by determining that events in cotton mills one hundred years ago could have happened. Tell your child about events that happened a long time ago. Also, make up some things that could not happen. Ask your child to tell whether the events could really happen or not. 8 Comprehension Practice Book Unit 1
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Name Boom Town Short Vowels Directions Choose the word with the short vowel sound in the first syllable to complete each sentence. Write the word on the line. ____________________ 1. My mom works in a big (hotel/hospital). ____________________ 2. She got the job last (April/winter). ____________________ 3. She works for a (doctor/painter). ____________________ 4. Mom writes (poems/messages). ____________________ 5. She uses a (pencil/notepad). Directions Circle the word with the short vowel sound in the first syllable. Then underline the letter that stands for that short vowel sound. 6. happen higher hoses 7. miner problem music 8. paper private puppet 9. lately lettuce likely 10. trial toaster tunnel 11. napkin native notebook 12. spoken spider signal 13. baby basket biker © Pearson Education 314. sister safety season 15. tasteful timer tennis Home Activity Your child identified words with a short vowel sound in the first syllable, such as happen, lettuce, and tennis. Have your child make a collage of magazine pictures showing items that have a short vowel sound in the first syllable of each item’s name. Help your child label each picture. Practice Book Unit 1 Phonics Short Vowels 9
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Name Boom Town Advertisement/Poster An advertisement is an announcement that tries to persuade readers, listeners, or viewers to do or buy something or to feel a particular way about something. An advertisement sometimes appears on a poster or sign. Directions Use the poster advertisement to answer the questions that follow. 1. What does the advertisement/poster want readers to do? 2. What is one reason for buying goods from this trading post? 3. What kind of people might shop at the trading post? 4. What words are used to help persuade readers? 5. What slogan, or saying, does the advertisement use to describe items sold in the store? © Pearson Education 3 Home Activity Your child used a poster advertisement to answer questions. Have your child create a poster to “sell” one of his or her favorite toys. Encourage your child to use persuasive words and ideas on the poster. 10 Research and Study Skills Practice Book Unit 1
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Name Summary What About Me? Once there was a boy who hungered for knowledge. So he went to see a Grand Master who might teach him. But the Grand Master sent him on a hunt for a carpet, which led to a search for thread, and then to a search for goat hair, goats, a goat pen, and a wife for the carpenter. As the boy worked to help others get what they needed, he learned that the best gifts come when a person is giving and that knowledge can come when we least expect it. ART per spec Activity What Can I Do For You? Together, spend an hour doing something for someone else. You might make a neighbor cookies, fix a broken toy for your brother or sister, or leave fun notes for those you love. How did doing something for someone else make you feel? What gift did you get from giving? Comprehension Skill Sequence Sequence is the order in which things happen in a story—what happens first, next, and last. Picturing the story in your mind as you read may help you remember the order of events. © Pearson Education 3 Activity Teach Me How Think about one of your skills. Are you a good helper in preparing dinner? Can you change your own bicycle tire? Take turns explaining the steps needed to do the task correctly in the order in which they must occur. Practice Book Unit 1 Family Times 11
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Lesson Vocabulary Grammar Words to Know Subjects and Predicates Knowing the meanings of these words A sentence tells a complete idea with is important to reading What About a subject and predicate. A subject Me? Practice using these words. tells who or what the sentence is about. A predicate tells what the Vocabulary Words subject is or does. In the following sentences, the subject is underlined carpenter a person who builds and and the predicate is circled. repairs houses and other things made of wood The boys climb the tree. carpetmaker a person who makes They laugh and play. carpets knowledge an understanding that is Activity gained through experience or study Put It All Together This activity marketplace a place where food and works well on a quick trip in the car or other products are bought and sold even in line at the supermarket. The first player says a noun and a verb. The merchant a person whose business other players take turns coming up with is buying goods and selling them the best complete sentence using those for a profit two words. plenty more than enough of something Noun Verb straying wandering or lost cats nap thread very thin cord used in sewing Tensilkycatsnapintheafternoonsun. and in weaving cloth Practice Tested Spelling Words © Pearson Education 3 12 Family Times Practice Book Unit 1
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Name What About Me? Sequence • Summarize • Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, then, and at last. • Good readers sum up as they read and remember important events in the order they happened. Directions Read the following passage. First, Cisco raked leaves for Mrs. Rey. Rico held the bags open, and then Cicso He put the leaves into four piles on dumped leaves inside. When a bag was the lawn. full, Cicso tied it at the top. Cisco could not put the leaves in plastic At last they were done, and Mrs. Rey bags by himself. So Cisco asked his gave Cisco twenty dollars. Cisco gave Rico brother Rico to help. five dollars for helping. Directions Write these sentences in the correct place on the organizer. • Cisco put leaves in a bag. • Mrs. Rey paid Cisco $20. • Cisco asked Rico to help. • Cisco raked the leaves. 1. First Cisco raked the leaves. 2. Next Cisco asked Rico to help. 3. Then Cisco put leaves in a bag. 4. Last Mrs. Rey paid Cisco $20. © Pearson Education 3 5. On another piece of paper, use the sentences to write a summary of the story. Cisco raked leaves. He asked Rico to help. Cisco put the leaves in a bag. Mrs. Rey paid Cisco $20. Home Activity Your child put events from a story in the order they happened. Read a simple story to your child. Name events from the story by asking, “What are some things that happened in the story?” Then ask your child to retell the story putting the events in the order they happened. Practice Book Unit 1 Comprehension 13
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Name What About Me? Vocabulary Directions Write the word from the box that best completes each sentence. Check the Words You Know carpenter merchant carpetmaker plenty knowledge straying marketplace thread 1. Sara had of clothes to mend. 2. She needed to buy for sewing. 3. She walked to the to go shopping. 4. She found a who sold what she wanted. 5. Later she talked to the about a new rug. Directions Write the word from the box that best matches each clue. 6. a person who builds with wood 7. a lot 8. wandering or roaming 9. facts and ideas 10. someone who makes rugs Write an Interview On a separate paper, write five questions you could ask a carpenter, merchant, or a carpetmaker. Answer each question. Use as many vocabulary words as possible. © Pearson Education 3 Home Activity Your child identified and used vocabulary words from What About Me? With your child, act out a conversation that might have taken place in an old-time village marketplace. Use vocabulary words as you and your child discuss what you are buying or selling. 14 Vocabulary Practice Book Unit 1
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Name What About Me? Vocabulary • Word Structure • Sometimes you may come across a word you don’t know. The word may be a long compound word made up of two small words. • If you know the meaning of the small words, it will help you figure out the meaning of the long compound word. Directions Read the riddle. Then circle the compound word that solves the riddle. 1. I take care of goats. I watch them during the day. I watch them at night. Who am I? goatkeeper goaltender 2. I sit and weave all day. I make wonderful patterns of many colors. I make things you put on your floor and walk on. Who am I? coverup carpetmaker 3. I raise goats. When they are big, I sell them to people. Who am I? cowboy goatseller 4. I help people get married. I help a man meet a woman that he will like. I help a woman meet a man she will like. Who am I? matchmaker firefighter 5. I am a place where people go to buy things. There are many people selling things here. There are many people buying things here. What am I? doorknob marketplace 6. I am a place for children. I have swings and monkey bars. I have many things that children can play on. What am I? playground outline 7. Birds live inside me. I have a perch for them to sit on. I have cups for food and water. What am I? cardboard birdcage 8. I own a store. I help my customers. I stand behind the counter. People who buy © Pearson Education 3 things in my shop pay me. Who am I? shopkeeper airport Home Activity Your child used word structure to figure out the meaning of unfamiliar compound words. Read a newspaper article or store advertisement with your child. Encourage your child to identify unfamiliar compound words by defining the small words that make up each compound word. Practice Book Unit 1 Vocabulary 15
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Name What About Me? Author’s Purpose Directions Read the following passage. Then answer the questions below. Acarpenter made a beautiful table. He Then the mule saw a stream of fresh asked his mule to help him take the water. The mule wanted to take a drink, but table to the marketplace. he kept going. The carpenter tied the table to the mule’s Finally, they arrived at the town. The back, and they started down the path. carpenter sold the table to a merchant. Soon the mule was tired. The mule saw Then he put the mule in the shade and gave some shade under a large tree, but he the mule plenty of water and food to eat. kept going. Moral: Working hard leads to a reward. 1. What did the mule get as a reward for his hard work? 2. The mule wants to stop twice on the trip to town, but he doesn’t. Why do you think the author tells us this? 3. Why do you think the author writes mainly about the mule? 4. What does the reader learn about the most in this story—travel, hard work, or how to behave? Explain. 5. Why did the author most likely write this selection? © Pearson Education 3 Home Activity This story is a fable, or a short story that teaches a lesson. Your child answered questions about the author’s purpose, or the reason an author writes a story. After reading a story with your child, stop to discuss why the author wrote the story. Some reasons are to persuade, to entertain, to inform, or to express feelings. 16 Comprehension Practice Book Unit 1
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Name What About Me? Sequence • Summarize • Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, and then. • Good readers sum up as they read and remember important events in the order they happened. Directions Read the following passage. Then answer the questions below. George wanted a blue kite. He didn’t the stickers. Sam was excited to see his have a kite of his own, but he had lots favorite stickers, so he traded with George. of marbles and a plan. First, he would ask “That was my plan,” said George. Tammy if she would trade stickers for some “Now we all have something we wanted!” marbles. Tammy said,“Okay, I do want some Finally, George unwrapped the blue marbles, but why do you want stickers?” kite. He held on tight to the string. The kite “You’ll see,” said George. flew into the sky. George was happy. Then, George took the stickers to Sam. He asked Sam to trade his blue kite for 1. Who had the marbles first? 2. Who got the marbles next? 3. What did Tammy give to George? 4. The last event to happen in the story is George flying the kite. What clue word lets you know that? 5. Write a summary of the story. © Pearson Education 3 Home Activity Your child answered questions about the order in which events happened in a story. As you read other books together, write some of the events on cards. Then ask your child to put the cards in the correct order. Practice Book Unit 1 Comprehension 17
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Name What About Me? Sequence • Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, then, and after. Directions Read the following passage. Ashepherd named Kit sat by the sea as It began to storm. The wind blew strong. his sheep ate grass nearby. The wagon fell over and all of the apples I should sell the sheep and become a were ruined. merchant, thought Kit. And so he did. After that, Kit wished he would have Then Kit bought some apples. He put the kept his sheep. apples on a wagon to take them to market. Directions Write these sentences in the correct place on the organizer. • The wagon fell over. • Kit sold his sheep. • Kit bought some apples. • Kit sat by the sea. 1. First 2. Next 3. Then 4. Last © Pearson Education 3 Home Activity Your child put events from a story in the order they happened. Read a simple story to your child. Write four events from the story on cards. Ask your child to arrange the cards in the order the events happened in the story. 18 Comprehension Practice Book Unit 1
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Name What About Me? Plurals Directions Use the plural form of each word in ( ) to complete each sentence. Write the word on the line. ____________________ 1. Tanya put her hands into her (pocket). ____________________ 2. She pulled out a handful of (penny). ____________________ 3. She also found two (pencil). ____________________ 4. She traded each pencil for two boxes of (paint). ____________________ 5. She used the money to buy two new (brush). ____________________ 6. She filled (glass) with water for cleaning her brushes. ____________________ 7. She painted a forest filled with trees and (bush). ____________________ 8. She made pictures of (beach) and waves. ____________________ 9. She showed (family) having fun together. ____________________ 10. Tanya gave away many (copy) of her pictures. Directions Write the plural form of each word below. 11. lady ____________________ 16. supply ___________________ 12. dish ____________________ 17. fox ___________________ 13. class ____________________ 18. boss ___________________ © Pearson Education 3 14. peach ____________________ 19. list ___________________ 15. kiss ____________________ 20. book ___________________ Home Activity Your child wrote plurals—words naming more than one person, place, or thing. Ask your child to look around a room in your home and tell what he or she sees. Work with your child to write a list of twenty things in the room. Ask your child to write the plural form of each word. Practice Book Unit 1 Phonics Plurals 19
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Name What About Me? Alphabetical Order Entries or subjects in encyclopedias, dictionaries, and indexes are listed in alphabetical order, so you can find information quickly and easily. When two entries or subjects have the same first letter, alphabetize by the second letter. If the second letters are also the same, alphabetize by the third letter, and so on. See how these occupation entries have been alphabetized in an index. Accountant, 12 Butcher, 35 Counselor, 14 Actor, 22 Carpenter, 18 Dancer, 23 Auto mechanic, 32 Carpet Installer, 20 Dentist, 29 Bank Teller, 34 Cashier, 9 Designer, 24 Barber, 8 Chef, 7 Educator, 26 Bus Driver, 10 Computer Operator, 6 Engineer, 19 Directions Put these words from What About Me? in alphabetical order. Use the index example above to help you. master carpet work moral wise weave thread spun spinner merchant 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. © Pearson Education 3 Home Activity Your child put words in alphabetical order. Give your child a list of 5 names of family members and/or friends. Ask him or her to put the names in alphabetical order. 20 Research and Study Skills Practice Book Unit 1
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