NEW EDITION
NEW EDITION
Grade 1 • Unit 4
McGraw Hill
9 789814 923644
READING/WRITING COMPANION
CYAN MAG YELO BLACK HEX.GREEN
ISBN: 978-981-4923-64-4
PHX MAC #1448240 03/02/18
READING/WRITING COMPANION 1.4
UNIT 4
NEW EDITION
my.mheducation.com
Cover: Nathan Love, Erwin Madrid
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Wonders New Edition Reading/Writing Companion Grade 1 Unit 4 Adaptation Copyright © 2022 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Reading/Writing Companion Grade 1 Unit 4 Original ISBN: 978-0-07-901797-0 Original MHID: 0-07-901797-5 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-64-4 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21
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CO L L AB ORAT E in discussions and inquiry!
Unit 4
Animals Everywhere
The Big Idea
Week 1 • Animal Features Weekly Concept................................................................................... 4 Phonics: Long a.....................................................................................6 Words to Know
Shared Read
....................................................................8
Shared Read Snail and Frog Race........................................... 12 Respond to Reading.........................................................................22 Genre Study: Folktale.....................................................................23 Comprehension Skill: Sequence................................................24 Words to Know
Paired Read
.................................................................26
Paired Read Animals Can Go Fast!........................................29 Grammar: Was and Were............................................................32 Make Connections............................................................................33 Research and Inquiry.....................................................................34 Write About the Text.....................................................................36
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Digital Tools Find this eBook and other resources at: my.mheducation.com
S
What animals do you know about? What are they like?...........................................................................2 ENCE CI
S
Week 2 • Animals Together
ENCE CI
Weekly Concept.................................................................................38 Phonics: Long e.................................................................................. 40 Words to Know
Shared Read
.................................................................42
Shared Read A Team of Fish..................................................... 46 Respond to Reading.........................................................................56 Genre Study: Nonfiction................................................................57 Comprehension Skill: Main Idea and Key Details..........58 Words to Know
Paired Read
.................................................................60
Paired Read “Busy as a Bee”....................................................63 Grammar: Has and Have...............................................................66 Make Connections............................................................................67 Write About the Text.....................................................................70
Georgette Douwma/Photographer’s Choice/Getty Images
Research and Inquiry.....................................................................68
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Weekly Concept.................................................................................72 Phonics: Long o................................................................................. 74 Words to Know
Shared Read
.................................................................76
Shared Read Go Wild!....................................................................80 Respond to Reading.........................................................................90 Genre Study: Nonfiction................................................................. 91 Comprehension Skill: Main Idea and Key Details..........92 Words to Know
Paired Read
................................................................ 94
Paired Read From Green to Brown........................................97 Grammar: Go and Do....................................................................100 Make Connections............................................................................101 Research and Inquiry................................................................... 102
Andy Rouse/The Image Bank/Getty Images
Write About the Text...................................................................104
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S
Week 3 • In the Wild
ENCE CI
S
Week 4 • Insects!
ENCE CI
Weekly Concept............................................................................... 106 Phonics: Long i.................................................................................. 108 Words to Know
Shared Read
.................................................................110
Shared Read Creep Low, Fly High......................................... 114 Respond to Reading....................................................................... 124 Genre Study: Fantasy.................................................................... 125 Comprehension Skill: Point of View...................................... 126 Words to Know
Paired Read
............................................................... 128
Paired Read “Meet the Insects”.............................................131 Grammar: See and Saw............................................................... 134 Make Connections.......................................................................... 135 Research and Inquiry................................................................... 136 Write About the Text................................................................... 138
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Weekly Concept...............................................................................140 Phonics: Long e................................................................................. 142 Words to Know
Shared Read
...............................................................144
Shared Read Lily, the Future Guide Dog..........................148 Respond to Reading....................................................................... 158 Genre Study: Nonfiction.............................................................. 159 Comprehension Skill: Sequence.............................................. 160 Words to Know
Paired Read
............................................................... 162
Paired Read Bee Heroes!............................................................ 165 Grammar: Adverbs That Tell When..................................... 168 Make Connections.......................................................................... 169 Research and Inquiry................................................................... 170
Africa Studio/Shutterstock
Write About the Text....................................................................172
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SOCIA
TU L S DI
ES
Week 5 • Working with Animals
My Sound-Spellings........................................................................ 174
Pixel-Shot/Shutterstock
Handwriting Models...................................................................... 176
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MIYAKO/a.collectionRF/Getty Images
Unit 4
Animals Everywhere
2 Unit 4
Talk about the animal in the photo. What is it? Where can you see this animal? How does it move? Circle the body parts that this animal uses when it is moving. Talk about other animals you know. How do they move?
Th
e a d I g i eB
What animals do you know about? What are they like?
Animals Everywhere
3
Weekly Concept Animal Features
01
Essential Question How do animals’ bodies help them?
CO L
LABORATE
Talk About It What part of the body is helping these giraffes?
4
Unit 4 • Week 1
Talk about how animals’ bodies help them. Use the photos and words to help you.
trunk
long beak
wings
Write about giraffes. How do their bodies help them? Compare them to another animal you know. Giraffes Both
Talk about your ideas. Animal Features
(bkgd) F1 Online/SuperStock; (l to r) Amy Nichole Harris/Shutterstock; Dar Zya/Shutterstock; Petr Salinger/Shutterstock; Belight/Shutterstock
long neck
7 5
Phonics
02
Long a The letters a, ai, and ay make the long a sound in apron, snail, and gray.
6
Unit 4 • Week 1
may
play
days
paid
stained
trains
clay
staying
April
agent
basic
Shared Read
Will David stay inside if it rains? David and Ray may play with trains.
LABORA CCOOLL L A B O R A TTEE
Your Turn
Look for these words with long a in “Snail and Frog Race.”
Snail
day
play
Yay
way
days
trail
waited
wailed Animal Features
7
Words to Know
03
about The book is about cooking. What do you know about your teacher? HFW
animal This animal can run fast. (t to b) Oleggg/Shutterstock; JonathanC Photography/Shutterstock; fizkes/Shutterstock
Name another fast animal.
8
HFW
carry I can carry the box. Do you help carry things at home? HFW
Unit 4 • Week 1
Shared Read
A spider has eight legs. Which number comes before eight? HFW
give I give my dog some water. Look at the photo. What else can you give to this dog? HFW
our This is our dog. How many people are there in our classroom? HFW
bragged Mia bragged about her new smartphone. Have you ever bragged about something? Animal Features
(t to b) Delta Images/Sergio Pitamitz/Image Source; Westend61/Oliver Marquardt/Image Source; wavebreakmedia/Shutterstock; YAKOBCHUK VIACHESLAV/Shutterstock
eight
9
Words to Know inched
(t to b) Zuzha/Shutterstock; Monkey Business Images/Shutterstock; Prostock-studio/Shutterstock; Radius Images/J. Geoffrey Canon/Image Source
The snail inched along the trail. The cars inched along in traffic. Did they move fast or slowly?
10
race They race to their school. Do you like to race with your friends?
special I have a special surprise for you. Name a special gift you want for your birthday.
splendid A peacock has a splendid tail. Do we have picnics in bad or splendid weather? Unit 4 • Week 1
Shared Read sticky She likes to play with the sticky dough. Would you like to play with the sticky dough?
wailed He wailed because his tooth hurt. Make your own sentence. “I wailed because .”
It looks like she will win. How would you feel if you win a race? LABORA CCOOLL L A B O R A TTEE
Your Turn Say the sentence for each word. Then make up another sentence. Animal Features
(t to b) Ekaterina Gromak/Shutterstock; nkotlyar/Shutterstock; serrnovik/123RF
win
11
Read
Shared Read Find Text Evidence
Read to find out how Snail and Frog race. Point to each word in the title as you read it. Circle and read aloud the word with the long a sound spelled ai.
12
Unit 4 • Week 1
Essential Question
04
How do animals’ bodies help them?
n d a Frog l i a n
S
Folktale
Race
Animal Features
13
Read
Shared Read Find Text Evidence
Underline and read aloud the words about and our. Circle and read aloud the words with the long a sound spelled ay. Comprehension 1 Look at the picture.
Who hopped past? Circle the answer in the picture.
14
Unit 4 • Week 1
This is a tale about Frog and Snail. One splendid day, Snail sat in the grass. Just then, Frog hopped past.
Folktale Find Text Evidence
Comprehension 1 Look at the picture.
Who will race to their school? Circle the answer in the picture. 2 What do they have
“Let’s play!” said Snail. “Yay!” said Frog. “Let’s race to our school.” “Yes,” said Snail. “To win, we must get past the gate.”
to do to win?
Help
gate Animal Features
15
Read
Shared Read Find Text Evidence
Underline and read aloud the words animal, give, and carry. Circle and read aloud the words with the long a sound spelled ai. Comprehension 1 How did Snail move?
16
Unit 4 • Week 1
Snail was not a fast animal. He inched his way along the trail. Then Frog hopped past, fast, fast, fast!
“I will give you a tip,” yelled Frog. “Hop like me. And don’t carry that big shell!” “I can’t hop. I don’t have long legs,” said Snail. “And this shell is home.”
Folktale Find Text Evidence
Comprehension 1 Who can’t hop?
2 What is Snail’s
home?
3 Look at the picture.
What helps Frog hop? Circle the answer in the picture.
Animal Features
17
Read
Shared Read Find Text Evidence
Underline and read aloud the word eight. Circle and read aloud the word with the long a sound spelled ay. Comprehension 1 How did Frog hop
past?
“I will win, then!” yelled Frog. “At this rate, it will take you eight days!” Frog hopped past, fast, fast, fast! Snail inched along the trail.
18
Unit 4 • Week 1
Folktale Find Text Evidence
Comprehension 1 Who came to the
gate first?
2 What was locked?
Then Frog came to the gate. “I made it,” she bragged. But the gate was locked! Frog hopped up. But the gate was too big.
3 Look at the picture.
What was too big for Frog? Circle the answer in the picture.
Animal Features
19
Read
Shared Read Find Text Evidence
Circle and read aloud the words with the long a sound spelled ai. Comprehension 1 What did Frog do
until Snail came?
2 Look at the picture.
What is behind the gate? Circle the answer in the picture. 20
Unit 4 • Week 1
Frog sat and waited for Snail. At last, Snail came. “I can’t get in!” wailed Frog.
Folktale Find Text Evidence
Comprehension 1 Look at the picture.
Who won the race? Circle the answer in the picture. 2 How did Snail get
past the gate?
Snail used his special sticky body to slide past the gate. “I win!” said Snail. Then he rested. It had been a big day.
3 What did Snail do
after he won?
Animal Features
21
Respond to Reading
Reread
Shared Read
Circle and write the words that answer the questions about “Snail and Frog Race.” Write the page numbers.
Questions 1 How did Snail move?
Answers Snail trail. inched
along the
Text Evidence Page(s):
hopped
2 Which body part helped Frog hop fast?
Frog’s legs helped her hop fast. sticky long
Page(s):
3 How did Snail get past the gate?
Snail used his sticky body to past the gate. hop slide
Page(s):
Work with a partner to ask and answer the questions above. 22
Unit 4 • Week 1
Genre Study
Reread
Shared Read
A folktale is a genre. A folktale is a story that has been told for many years. Folktales may have animal characters that act like humans. Reread to find out what makes this story a folktale. Share how you know it is a folktale. Write two clues from the story that show it is a folktale. Animal Character
How It Acts like a Human
Animal Features
23
Comprehension Skill Authors often give information in sequence, or the order of events. Think about what happens first, next, then, and last in the story to help you understand sequence. Reread “Snail and Frog Race.” Use sequence words to talk about the events in the story. Find Text Evidence
Find the first thing that happens in “Snail and Frog Race.” page 15
“Let’s play!” said Snail. “Yay!” said Frog. “Let’s race to our school.” “Yes,” said Snail. “To win, we must get past the gate.” Write about what happens first, next, then, and last. 24
Unit 4 • Week 1
Reread
Shared Read
First
Snail and Frog decide to
Snail Frog
to school.
Next
along the trail.
past Snail. Then
comes to the gate first, but she can’t get in.
Snail’s special
Last
body helps him get
through the gate. Snail
the race.
Talk about the sequence of the story using details on other pages. Retell “Snail and Frog Race” using your own words. Animal Features
25
Words to Know
05
balance I can balance on one leg. Stand up and balance on one leg.
catch (t to b) Dmytro Vietrov/Shutterstock; lunamarina/Shutterstock; Terry Vine/Patrick Lane/Blend Images LLC
I can catch a fish.
26
How do birds catch their food?
danger Helmets can protect you from danger. How can you protect yourself from danger?
Unit 4 • Week 1
Paired Read dive Tom can dive. Can you dive into water?
escape
(t to b) FamVeld/Shutterstock; Mircea Costina/Shutterstock; Ondrej Prosicky/Shutterstock
The rabbit wants to escape. Does your pet try to escape?
flaps The little bird flaps its wings. Show how a bird flaps its wings.
Animal Features
27
Words to Know folds My mom folds the clean laundry. Who folds your clothes at home?
steer
(t to b) Damian Lugowski/Shutterstock; Holly Hildreth/McGraw-Hill; Steven Litton/Shutterstock
Penguins’ webbed feet help them steer when they swim. Can you guess what a bird might use to steer?
28
tucks The giraffe tucks its legs under its body. A dog tucks its tail between its legs. Is it hiding or showing its tail? LABORA CCOOLL L A B O R A TTEE
Your Turn Say the sentence for each word. Then make up another sentence. Unit 4 • Week 1
06
Animals Can Go Fast! Many animals move fast to catch other animals or run from danger. What helps them go fast? Let’s find out! When a falcon spots small birds to eat, it flaps its huge wings to gain speed. Then it tucks its wings and tail to dive. It can go 200 miles (322 kilometers) an hour. That’s as fast as a plane!
Read to find out about how fast some animals can move. Underline the sentence that tells you why animals move fast. Circle the sentences that tell how fast a falcon goes. Talk about why the author chose this photo for the text.
Animal Features
SteveOehlenschlager/iStock/Getty Images; (inset) Jerome Murray - CC/Alamy
Paired Read
29
Paired Read
(l) Elliott Neep/Flickr/Getty Images; (r) kelldallfall/Shutterstock
A cheetah has a thin body and long legs that help it run fast. Its long tail helps it balance. It also uses its tail to steer. It can run 70 miles (113 kilometers) an hour. That’s faster than a moving bus.
30
When a hungry shark is close, a sailfish folds the fin on its back. Then it jumps out of the sea to escape. This fish can jump fast — up to 68 miles (110 kilometers) an hour. That’s faster than a speeding truck. Unit 4 • Week 1
Underline the sentences that tell how fast a cheetah can go. Circle the sentences that tell how fast a sailfish can jump. Talk about why the author wrote the sentence “That’s faster than a speeding truck.”
Talk about what you learn about these fast animals from the text. Write the answers to the question and where you find them. Animal
What helps it go fast?
Page
Falcon Cheetah Sailfish
How does the author help you learn why each animal can move fast?
How does the author show that these animals’ bodies help them? Animal Features
31
Grammar The verbs was and were tell about someone or something in the past tense. Use was to tell about one person, place, or thing. Use were to tell about more than one person, place, or thing. Find Text Evidence
Is there a past-tense verb? Circle the verb that tells about the past. Snail was not a fast animal. A. Use was or were to complete the sentences.
(l) Monkey Business Images/Shutterstock; (r) Elnur/Shutterstock
1.
2.
They
by the river.
Nate
late to school.
B. Add was or were and other words to complete the sentence.
32
in the car. Unit 4 • Week 1
Integrate
Make Connections
Talk about the body parts of the hare in the photo.
You can compare the animals using these sentence starters: • The hare in the photo has . . . • The animals in “Snail and Frog Race” have . . .
Compare the hare in the photo and the animals in “Snail and Frog Race.”
Answer the Essential Question. Use what you learned this week. How do animals’ bodies help them? Animal Features
Josiah True/Shutterstock
Both
33
Integrate
Research and Inquiry
Animal Bodies Step 1
Pick and write down an animal’s body part you want to learn more about. Use the photos and words to help you.
(l to r) BUENAFOTO/Shutterstock; Butterfly Hunter/Shutterstock; Vladimir Wrangel/Shutterstock; Miles Away Photography/Shutterstock
Examples
34
a duck’s webbed feet
Step 2
an owl’s big eyes
an octopus’s long arms
a whale’s big tail
Write a question about how your animal’s body helps it live, move, or eat.
Example
Unit 4 • Week 1
How does my animal use its body?
S
Step 3
Find the information you need in books or research online.
Step 4
Draw and write about your animal. Label its body parts.
The
ENCE CI
uses its to
Step 5
.
Present your work. Animal Features
35
Write About the Text I responded to the prompt: Write a tale explaining how Frog and Snail got blueberries.
Ana
Monkey Business Images/Shutterstock
Sequence I told about the events in an order that makes sense. Specific Words I used hopped to describe how Frog moved.
36
Unit 4 • Week 1
Student Model: Narrative Text
Long ago, Frog was hungry. There were blueberries on a bush. Frog wanted to eat them. Frog hopped high with his long legs. He grabbed a blueberry. It was yummy! Frog hopped higher. He grabbed more blueberries. They were yummy!
Pages 12–21
Reread
Shared Read
Grammar
Snail was hungry, too. “Those blueberries look yummy,” said Snail.
Was and were are past-tense verbs that tell about actions that already happened.
“Hop like me,” said Frog. “You can grab some blueberries, too.” Your Turn
“I don’t need to hop,” said Snail. “I can climb with my sticky body!”
CO L
L ABOR ATE
Write a tale explaining how Frog and Snail traveled together. Animal Features
37
NEW EDITION
NEW EDITION
Grade 1 • Unit 4
McGraw Hill
9 789814 923644
READING/WRITING COMPANION
CYAN MAG YELO BLACK HEX.GREEN
ISBN: 978-981-4923-64-4
PHX MAC #1448240 03/02/18
READING/WRITING COMPANION 1.4
UNIT 4
NEW EDITION
my.mheducation.com