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4
Unit Question
Spelling
Vocabulary
Comprehension
Phonics
Talk with your child about how community
helpers work together.
Write these silly descriptions that contain
spelling words: corn in a purse, baby on a tray,
horse on a porch, note on a turtle, he’s in paint,
she’s in dirt. Take turns illustrating them.
Some words your child will review this week:
family, once, great, worst, whole, word, people,
sign, everybody, sorry. Write each word. Help
your child use the words in a story about
people working together to find a lost pet.
One skill your child will review this week is
cause and effect. Ask your child to explain why
a puddle disappears. Discuss with your child
other effects of the sun.
This week your child will review vowel sounds
spelled ar, or, ore, oar, er, ir, ur. Write each of
these words on a separate card: car, fork, store,
roar, fur, clerk, girl, starfish. Have your child
read each word and draw a picture on the card
to illustrate the word.
Here are ways to help your child review
skills while having fun!
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ReviewingTara and Tiree,
Fearless Friends
best teacher!
Talking AboutWORKING TOGETHER
How can we work together?
One Good Turn
Deserves Another
The Bremen Town Musicians
Scarcity
Abraham Lincoln
This week we’re
re your child’s firs
a
u
o
Y
t and
Name
1
Unit 2 Interactive Review
Contraction Concentration
Materials 16 index cards, crayon or pen
Preparation Make a set of word cards like
those shown.
Game Directions
1. Mix the cards and place them face down in four
rows, four cards in each row.
2. Players take turns trying to match a contraction
with the word pair it stands for.
3. Players turn over two cards at a time. If they
make a match, they keep the cards.
4. Play continues until there are no cards left.
who’s
they’ll
it’s
isn’t
I’m
I’ll
doesn’t
can’t
who + is
they + will
it + is
is + not
I + am
I + will
does + not
can + not
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2
3
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Unit 2 Week 1 Interactive Review
Name
barn
stork
store
board
Pick a word from the box to match each picture.
Write the word on the line.
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corn farmer fork oar
roar shore target yard
1.
2.
3.
4.
5.
6.
7. 8.
Home Activity Your child wrote words that contain the vowel sounds in barn, stork, store, and board. Point
to the words your child wrote below the pictures. Ask your child to read each word aloud and use the word
in a sentence that tells about each picture.
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Phonics DVD•111
10/27/09 3:42:13 PM
Unit 2 Week 2 Interactive
TitleReview
Name
Pick the contraction that is formed from each pair of words in ( ).
Write the contraction on the line to finish each sentence.
doesn’t don’t he’ll I’m
it’s she’ll that’s won’t
She is running.
She’s running.
1. My school
be open today. (will not)
5.I think
want to play tick-tack-toe.
(he will)
2.This is because
snowing a lot. (it is)
3.It
look like it will stop snowing
soon. (does not)
4.
going to play a game with
Tommy and Sara. (I am)
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6.I think
want to play a card game.
(she will)
7.I
want to play tick-tack-toe or
a card game. (do not)
8.I like checkers, so
the
game I want to play. (that is)
Home Activity Your child practiced forming contractions, such as won’t, that’s, she’ll, and I’m. Write the
contractions from the box on separate index cards. On other cards, write the pairs of words that form the
contractions. Have your child match the contractions and word pairs.
DVD•112 Phonics 0328480460_G2_RWN-D_112.indd 112
10/27/09 4:02:07 PM
Unit 2 Week 3Sam,
Interactive
Review
Come Back
Name
curb
perch
chirp
curb
Read each pair of words. Circle the word for each picture.
1.
2.
3.
4.
spur
gull girl
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5.
spur spin
6.
herd hard
circus center
Write a word from the box to finish each sentence.
9.I paid the store
10.I was the
fern face
7. for fur
skip skirt
8.
trumpet turkey
third clerk
for the toy.
person in line.
Home Activity Your child identified words that contain the vowel sounds in perch, chirp, and curb. Point to
the words your child circled below the picture. Ask your child to read each word aloud and use the word in a
sentence that tells about each picture.
0328480460_G2_RWN-D_113.indd 113
Phonics DVD•113
10/27/09 4:03:22 PM
Unit 2 Week
4 Interactive
Sam,
Come Back!Review
Name
Use the word in ( ) to finish each sentence.
Add -s, -es, change the y to i and add -es,
or change the f to ve and add -s.
Write the new word on the line.
1. My three
(cousin)
came to visit our family.
2.In the morning, Dad read two
to us. (story)
3.We all sat outside on
. (bench)
5.The other story was an animal story about
. (wolf)
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6.Later we played some
7. We needed ten
game. (penny)
8.For lunch, we all ate cheese
(sandwich)
. (game)
to play one
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.
4.One story was about a group of silly
(elf)
.
Home Activity Your child formed plural nouns by adding -s, -es, changing the y to i and adding -es, or
changing the f to ve and adding -s. Invite your child to draw pictures to illustrate the completed sentences.
Have your child write a plural noun for each drawing.
DVD•114 Phonics 0328480460_G2_RWN-D_114.indd 114
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Unit 2 Week 5 Interactive Review
Name
lady
pail
jay
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
Circle the word in each row with the long a sound.
Write the word on the line.
1. hail
hat
hard
2.clam
class
clay
3.bank
bait
bang
4.crash
crazy
cracker
5.Katy
Karl
Kareem
6.rash
rag
rain 7. parrot
paper
passing
8.tray
trap
track 9.ladder
lamp
later
banker
baby
10.badly
Home Activity Your child identified words in which the long a sound is spelled a, ai, or ay. Ask your child to
write the long a words from above on separate index cards. Then have your child sort the words according
to the way the long a sound is spelled.
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Phonics DVD•115
10/27/09 4:04:19 PM