WEEKLY LAUNCH: POEM

A New Place old

house
I pack my toys and books.
Look at all that space!
I wonder what it will be like
To live in a new place.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

52
 Weekly Question

What is exciting about moving to a new place?

We pull up on the street,

And look at what we see!
Boys and girls are playing.
Will they be friends with me?

new house
Copyright © Savvas Learning Company LLC. All Rights Reserved.

TURNandTALK
T Talk about the poem.
What did you learn about moving to a new place?

Directions Read the poem to students. Then have them interact with the source by discussing how the author 53
feels about moving to a new place and why. Ask students to tell what they learned about moving to a new place.
PHONOLOGICAL AWARENESS | PHONICS

Middle Sounds
SEE andSAY Circle

Copyright © Savvas Learning Company LLC. All Rights Reserved.

54 Directions Model: Listen to the sounds in sack: /s/ /a/ /k/. Sack has the sound /a/ in the middle. Have students
say the sounds in each picture word and circle the ones with /a/ in the middle.
 FOUNDATIONAL SKILLS

Short a Spelled a
MY TURN Circle

Aa
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Tell students that the letter a can make the sound /a/. Model how to form the letters A and a.
Then say: You will see the letter a in many words that have the short a sound. Point to the letter a and tell
me the sound it makes. Now say each picture word and circle the pictures that have the short a sound in the
55
middle. Write the letters Aa next to the pictures that have the short a sound.
PHONICS | PHONOLOGICAL AWARENESS

Short a Spelled a
MY TURN Write

map
mat

Copyright © Savvas Learning Company LLC. All Rights Reserved.

bat
Directions Have students trace the letter a in each word. Then ask them to identify and say the sounds for
56 the letters they know in each word and write the letters on the lines. Finally, have students use the picture to
identify and say each word.
 FOUNDATIONAL SKILLS

Alliteration
SEE andSAY Underline
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Say: Some groups of words, such as ant, ask, and apple, begin with the same sound. Listen to
this word: /s/-un, sun. Which picture words in the first row begin with the same sound as sun? Have students
recognize spoken alliteration by underlining the picture words in the first row with the same initial sound. 57
Continue with the second row.
PHONICS | HIGH-FREQUENCY WORDS

Consonant Ss
MY TURN Underline

Ss
Ss
Ss

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Tell students that the letter s can make the sound /s/. Model how to form the letters S and s. Then say:
58 You will see the letter s in many words that have the /s/ sound. Trace the letters Ss. Point to the letter s and tell me
the sound it makes. Now underline the picture word in each row that begins with the sound for s.
 FOUNDATIONAL SKILLS

My Words to Know

a to like

My Sentences to Read
MY TURN

I like to bat.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

I like a mit t.

Directions Model: There are some words that we have to remember and practice. Listen as I read these words:
a, to, like. Have students read the high-frequency words. Then say: You can identify, or find, the words in
sentences. Look at the sentences and underline the words a, to, and like. Have students read the sentences. 59
PHONICS

Consonant Ss
MY TURN Read, match, and write

Sam
sat

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Remind students that the letter s can make the sound /s/. Say: Use what you know about letters
60 and sounds to read each word. Then draw a line from each word to the matching picture. After students
match the words to the pictures, have them choose one of the words to write on the lines.
 DECODABLE STORY FOUNDATIONAL SKILLS

Highlight the words

Sam Sat with the s sound.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

AUDIO

Audio with
Highlighting

ANNOTATE

I am Sam.
61
62
DECODABLE STORY

I like to sit.

I like a mat.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 FOUNDATIONAL SKILLS

Underline the
words with the
short a sound.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Sam sat at the mat.

63
PHONICS

Short a and Consonant Ss

TURNandTALK
T Read

at

am

Sam

sat

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Remind students that the letter s can make the sound /s/ and that the letter a can make the sound
64 /a/. Have students take turns decoding the VC and CVC words using letter-sound relationships. Say: Point to
each letter in the word and say the sound it makes. Then say the sounds together to read the word.
 FOUNDATIONAL SKILLS

Short a and Consonant Ss

MY TURN Circle and underline

I am Tam.

I like the sun.

I am Sam.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

I like to tap.

Directions Have students read the sentences, using letter-sound relationships to decode the VC and CVC words.
Model: The sound for a is /a/. The sound for m is /m/. I will say the sounds together to read the word: /a/ /m/, 65
am. Then have them circle the words with short a and underline the words with initial s.
GENRE: REALISTIC FICTION

My
Learning I can read realistic fiction.
Goal

SPOTLIGHT ON GENRE

Realistic Fiction
The plot is what happens in a story.

Problem Resolution

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Talk about the problem and the
TURNandTALK
T
resolution. What did the girl do?

Directions Read the information and remind students that a story has main events, or events that happen at
66 the beginning, middle, and end. Say: A story also has a problem, or something that needs to be fixed, and a
resolution, or how the problem is fixed. Have students describe the problem and resolution in the pictures.
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

67
READING WORKSHOP
VOCABULARY

Too Many Places to Hide

Preview Vocabulary

crawls peeks unpacks plunks

Read
What questions do you have about this story?

Meet the Author

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Antonio Sacre writes books, tells stories, and
reads all the time. He has a cat that hides in his
sock drawer.

Directions Say: You can ask questions about a story before you read it. Asking and answering questions before,
68 during, and after reading can help you better understand a story and get information. Encourage students to
look at the illustration on the title page and ask questions about the story before reading.
 Hide
Too Many Places to Genre Realistic Fiction

written by Antonio Sacre n illustrated by Jaime Kim

Copyright © Savvas Learning Company LLC. All Rights Reserved.

AUDIO

Audio with
Highlighting

ANNOTATE

69
 Copyright © Savvas Learning Company LLC. All Rights Reserved.
We just moved from the city.
Boxes are ever ywhere,
and Poof is gone!

70
 CLOSE READ

What is the
problem? Underline
the words that
name the problem.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Dad said he saw her

in the kitchen earlier.
Poof is not there now!

71
 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Our new home has too
many places to hide!
How will we ever find Poof?
72
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Mateo helps me look.

He crawls way back in the closet.
No Poof.
73
74
No Poof.
Mom helps me look.
She peeks under the couch.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 CLOSE READ

What questions can

you ask about what
happens on these
pages? Highlight the
words that answer
the questions.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Mateo unpacks bowls.

Dad plunks down cat food.
I have an idea!

75
76
Mateo hands me a bowl.
Dad helps me fill it with cat food.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 CLOSE READ

How does the

narrator find Poof?
Underline the
resolution.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Come, Poof!
Dinner time!
Here is Poof!

77
VOCABULARY

Develop Vocabulary

crawls peeks unpacks plunks

MY TURN Draw

Copyright © Savvas Learning Company LLC. All Rights Reserved.

78 Directions Read the vocabulary words to students. Then have them choose a word and draw a picture to
show the meaning of the word.
 COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Circle and write

1. The events could could not really happen.

2. Why do you think the author wrote this text?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

3. Poof comes out because

Directions Read item 1 and the answer choices aloud to students. Have them circle the answer. Then read items
2 and 3 and encourage students to write their responses. Remind them to use text evidence.
79
CLOSE READ

Describe Plot

MY TURN Draw

Problem Resolution

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Say: A problem is something in a story that needs to be fixed. A resolution is how the problem is
80 fixed. Have students draw pictures to describe the problem and resolution in the story. Remind them to look
back at the text.
 READING WORKSHOP

Ask and Answer Questions

You can ask questions to help you understand a story
or get information.
You can use details in the story to answer your questions.

MY TURN Draw
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Read the information about asking and answering questions. Have students look back at the text.
Ask them to share a question they had during reading or think of a new question with a partner. Then have 81
them draw the answer to their question using text details.
RESPOND TO TEXT

Reflect and Share

TURNandTALK
T Tell about the problem and resolution
in the story. How does this plot remind you of other
stories you have read?

You can retell the

events in a story.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Weekly Question

What is exciting about moving to a new place?

Directions Tell students they read about characters who solve a problem. Have students retell the events in
the story, including the problem and resolution. Say: When you retell a story, you tell the important events.
82 Then have them respond to sources by talking about how the plot is similar to other stories they have read.
 VOCABULARY READING-WRITING BRIDGE

I can use words to tell My

Learning
about stories. Goal

Academic Vocabulary

map move land special

MY TURN Circle and underline

move
leave
Copyright © Savvas Learning Company LLC. All Rights Reserved.

stay

Directions Read the words to students. Ask them to circle the word that has a similar meaning to the word 83
move. Have them underline the word that has the opposite meaning.
PRE-SPELLING

Concept Sort
MY TURN Match

Copyright © Savvas Learning Company LLC. All Rights Reserved.

84 Directions Have students identify the picture words on the left as food or not food. Then have them draw a
line to match each picture word on the left to a picture word on the right that belongs in the same category.
 AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer, Write for a Reader

MY TURN Write

1. W
 ho tells the story? Find words in the text
that help you know who tells the story.

2. W
 rite a sentence that tells about an event.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Use the word I.

Directions Say: Sometimes a character is the narrator, or the person telling a story. The narrator uses words such
as I and we to tell the story. Have students listen to and experience first-person text as you read aloud a page 85
from the story. Then read the items one at a time and have students write their responses.
LANGUAGE AND CONVENTIONS

Singular Nouns
A noun can name a thing or a place.

ball park

TURNandTALK
T Tell which word names a
thing. Tell which word names a place.

MY TURN Write

Copyright © Savvas Learning Company LLC. All Rights Reserved.

yard bike

The is in the .

Directions Read the information at the top of the page. Have students identify which noun names a thing and
86 which one names a place. Then have students edit the sentence by writing each singular noun in the correct
position in the sentence.
 LAUNCHING WRITING WORKSHOP
WRITING WORKSHOP

My
I can draw or write. Learning
Goal

Parts of a Book
Books have a front cover, a back cover, and a title page.

MY TURN Match

front cover back cover title page

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Say: The front cover names the title and author of a book. The title page is the first page in a book. 87
It names the title and author too. The back cover tells details about a book. Ask students to identify the front
cover, back cover, and title page by drawing a line from each term to the matching image.
LAUNCHING WRITING WORKSHOP

Parts of a Page
A page has words. Words tell a story or information.
A page has pictures. Pictures show more about
the words.

MY TURN Write and draw

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Display a book from the classroom library and explain how the author uses print and graphic
88 features, including the main text and pictures, to achieve a specific purpose. Then encourage students to
create a page for a book using both words and pictures.
 WRITING WORKSHOP

Meet the Author

An author is the person who writes a book.

MY TURN Write and draw

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Directions Discuss the author’s role in writing a book. Then encourage students to tell about themselves as
authors by drawing and writing.
89
WEEKLY LAUNCH: INFOGRAPHIC

National Parks
National parks are special places.
You might see interesting animals.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

90