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Unit 2 Week 1 Interactive Review

Syllables V/CV, VC/V


Spelling Words

finish silent focus

pilot rapid robot

even female tulip

wagon lemon camel

music pupil salad

Crossword Puzzle Read each clue. Write the list word in the puzzle. Across 2. to complete something 4. an animal with one or more humps 5. a sour fruit 8. a person who flies a plane 10. often made with lettuce 12. a kind of machine 13. very fast Down 1. not odd but ___ 2. the opposite of male 3. make no noise 6. songs 7. a toy with four wheels 8. a student 9. a spring flower 11. to adjust a camera lens
1. 2. 3.

4.

5.

6. 7.

8.

9.

10. 11. 12.


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13.

Home Activity Your child has been learning to spell words with long and short vowel sounds with these syllable patterns: V/CV VC/V. Give clues about a word from the list. Ask your child to guess the word and then spell it.

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Unit 2 Week 1 Interactive Review

Common and Proper Nouns


Directions Write C if the underlined noun is a common noun. Write P if the underlined noun is a proper noun. 1. Antarctica is an unusual continent. 2. The South Pole is found there. 3. The weather is harsh. 4. It is one of the coldest places in the world. 5. Yet some animals build nests on the land. 6. The islands of Antarctica are home to many birds. 7. Some birds live on the ocean. 8. They find fish for food. 9. Interesting birds live along the seashore of America. 10. Gulls and terns nest on the coast and fish at sea. Directions Underline the common nouns and circle the proper nouns in the sentences. 11. Ducks and geese make nests near the North Pole. 12. The animals come to the shores of North America in winter. 13. Many gulls live near the ocean in Canada. 14. They follow ships and eat trash that people throw out. 15. These birds also live on the Great Lakes.
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Conventions

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Unit 2 Week 2 Interactive Review

Final Syllable -le


Spelling Words

handle table noodle

trouble little saddle

simple gentle juggle

people poodle uncle

middle pickle riddle

Rhymes Write the list word that rhymes with the word shown. 1. nickel 2. doodle 3. label 4. paddle 5. bubble 6. steeple 7. fiddle 8. dimple Missing Words Write the list word that completes each phrase. 9. a door 10. not rough but 11. a barking 12. not my aunt but my 13. sit in the 14. 15. just a the balls bit more handle little gentle juggle poodle middle
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uncle

Home Activity Your child is learning to spell words that end in -le. Together, say each word, spell it, clap, and loudly say l, e when you get to the end of a word.

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Unit 2 Week 2 Interactive Review

Singular and Plural Nouns


Directions Write S if the underlined noun is a singular noun. Write P if the underlined noun is a plural noun. 1. The desert is home to many animals. 2. Kittens are common house pets. 3. Mikey wants to give Alex his iguana. 4. A large animal needs a large house. 5. Lizards eat flies and other insects. Directions Write the plural nouns in each sentence. 6. Cats and kittens make good pets.

7. Birds live in special cages.

8. Different animals eat different foods.

9. Hamsters and gerbils are furry friends.

10. Tiny sharks swim in special tanks.


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11. Pet owners have different jobs.

12. We groom our dogs using brushes made for pets.

Conventions

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Unit 2 Week 3 Interactive Review

Compound Words
Spelling Words

sunglasses railroad butterflies

football snowstorm lawnmower

homework earring campground

haircut scarecrow sandbox

popcorn blueberry toothbrush

Compound Match Up Draw a line to connect two words to make a compound word. Write the compound word. 1. tooth 2. pop 3. ear 4. lawn 5. foot 6. blue 7. home 8. sand 9. rail 10. hair corn mower berry brush ring work cut ball road box 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Dividing Compounds Draw a line between the two words in each compound word. Write each word. 11. snowstorm 12. campground 13. sunglasses 14. scarecrow 15. butterflies 11. 12. 13. 14. 15. + + + + +
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Home Activity Your child has been spelling compound words. Together, look for compound words in a favorite book. Ask your child to name the two words that make up each compound word.

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Unit 2 Week 3 Interactive Review

Irregular Plural Nouns


Directions Write S if the underlined noun is singular. Write P if the underlined noun is plural. 1. The women next door had a problem in their barn. 2. Some mice had made homes there. 3. The little animals bothered the big oxen in the barn. 4. A noisy goose went into the barn. 5. Soon there were no mice under the peoples feet. Directions Write the plural nouns in each sentence. 6. The children had problems.

7. They had loose teeth.

8. They could not eat apples or carrots.

9. Soon their teeth fell out, and their mouths felt better.

10. They could eat snacks again.


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Conventions

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Unit 3 Week 1 Interactive Review 2 4

Words with spl, thr, squ, str, scr


Spelling Words

splash strike strength

throw street squeak

three split throne

square splurge scratch

scream thrill squeeze

Question Clues Write the list word that answers each question. 1. How do you stop an itch? 2. What is the name of that shape? 3. What sound does a mouse make? 4. Where does a queen sit? 5. Where might you park a car? 6. What might you do at a haunted house? 7. What does a pitcher do with a ball? 8. What number comes before four? 9. What is it called when a batter swings and misses? 10. What do you do to get toothpaste out of a tube? 11. splesh 12. thrill 13. stregth 14. splutt 15. splurge splash thril strength split splurje 11. 12. 13. 14. 15. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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Proofreading Circle the list word that is spelled correctly. Write it.

Home Activity Your child learned words with the three-letter blends spl, thr, squ, str, and scr. Divide a sheet of paper into four sections. Ask your child to sort and write the words according to their beginning blends.

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Unit 2 Week 4 Interactive Review

Singular Possessive Nouns


Directions Write the singular possessive noun in each sentence. 1. The little hen used the farmers wheat for bread.

2. The hen asked for each animals help.

3. Each friends answer was no.

4. The animals wanted the hens good bread.

5. The hen enjoyed the breads taste alone.

Directions Write the possessive form of the underlined singular noun in each sentence. 6. What is that story lesson?

7. Good bread comes from the baker hard work.

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8. Everyone wants the worker food.

9. No one helps in the cook kitchen.

10. Each person help is needed.

Conventions

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Unit 3 Week 1 Interactive Review 2 5

Consonant Digraphs
Spelling Words

father English pitcher

chapter weather flash

other catch athlete

alphabet fashion trophy

watch shrink nephew

Meaning Clues Read the clue. Write the list word the clue tells about. The letters in the boxes will answer this riddle: What do you call cheese thats not yours? 1. get smaller 2. the ABCs 3. a clock for the wrist 4. a prize 5. a clothing trend 6. something that can hold water 7. not a niece but a _______ 8. a dad 9. part of a book 10. a language 11. what its like outside Word Parts Write the list word that contains each small word. 12. ash 13. her 14. let 15. cat
Home Activity Your child learned to spell words with sh, th, ph, ch, and tch. Point to a word on the word list. Ask your child to circle the sh, th, ph, ch, or tch in the word. Then cover the word and have your child spell it out loud.
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172 Spelling

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Unit 2 Week 5 Interactive Review

Plural Possessive Nouns


Directions Write the plural possessive noun in each sentence. 1. The chicks fur is so soft. 2. Hummingbirds bills are long and thin. 3. Weaverbirds nests are cleverly built. 4. The robins eggs lie safely in nests. 5. Building nests is the females job. Directions Write the possessive form of the underlined plural noun in each sentence. 6. The students saw eagles nests in the treetops. 7. They found woodpeckers eggs in tree trunks. 8. Take pictures of some sparrows nests.
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9. Look carefully at the nests materials. 10. Some animals homes are lined with feathers. 11. The feathers colors are black and brown. 12. The students day was full of interesting sights.
Conventions

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Writing Process Unit 2

How-to Chart
Directions Fill in the graphic organizer with information about your project. Task Materials Introduction

Steps

Conclusion

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Writing Process Unit 2

Time-Order Words
Directions Add a time-order word to each of the five steps below. Write each sentence. Then add a final sentence using a time-order word. Tell what you could do with the flowers. 1. Find a pretty vase.

2. Pick some wildflowers from a field.

3. Put water in the vase.

4. Place the flowers in the water.

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5. Arrange the flowers in an attractive pattern.

6.

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Writing Process Unit 2

Vivid Words
When you write, use vivid, precise words to make your how-to report clearer and easier to follow. General Words Watch that kite go in the air. Precise Words Watch that kite soar up in the clouds. Directions Replace each underlined word with a vivid, precise word. Write each sentence. 1. Cut paper for your kite in a shape.

2. Make your kite a good color.

3. Put some sticks on your kite.

5. Use your kite with some people.

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4. Put your kite high in the air.

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Writing Process Unit 2

Peer and Teacher Conferencing How-to Report


Directions Read your partners report. Refer to the Revising Checklist as you write your comments or questions. Offer compliments as well as revision suggestions. Then take turns talking about each others draft. Give your partner your notes. After you and your teacher talk about your report, add your teachers comments to the notes. Revising Checklist Focus/Ideas Is the how-to report focused on explaining one task or activity? Are there enough details in the steps to explain the process? Organization Are the steps of the process arranged in a logical order? Does the report have opening and concluding paragraphs? Voice Does the writer show enthusiasm and knowledge? Word Choice Do time-order words and vivid, precise words help make the steps and their sequence clear and coherent to the audience? Sentences Are commands with strong verbs used to explain the steps? Things I Thought Were Good

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Things I Thought Could Be Improved

Teachers Comments

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