WEEKLY LAUNCH: INFOGRAPHIC

Making a
Place to Live
Bees live in a hive.

1
  Bees eat honey.
They turn it into wax.

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52
 Weekly Question

How do some living things make what they need?

3 Bees use the wax to build

the hive and honeycombs.
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2 Bees chew the wax

to make it soft.

TURNandTALK
T Talk about the text and the pictures.

Directions Read the text to students as they look at the pictures. Have students use the text and pictures to tell 53
about how bees make their home.
PHONOLOGICAL AWARENESS | PHONICS

Sounds
SEE andSAY Circle

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54 Directions Model: Listen to the sounds in this word: /s/ /o/ /k/, sock. Sock has the sound /o/ in the middle. Have
students segment and blend the sounds in each picture word, circling the ones with the sound /o/ in the middle.
 FOUNDATIONAL SKILLS

Short o Spelled o
MY TURN Circle

Oo
Oo
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Oo
Directions Tell students that the letter o can make the sound /o/. Model how to form the letters O and o. Say:
You will see the letter o in many words that have the short o sound. Trace the letters Oo. Point to the letter o and 55
identify, or tell me, the sound it makes. Now circle each picture word that has the same o sound in the middle.
PHONICS | PHONOLOGICAL AWARENESS

Short o Spelled o
MY TURN Read and write

mop
dot

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pot
56 Directions Have students name the pictures and trace the letter o in each word. Then have them decode and
write each word.
 FOUNDATIONAL SKILLS

Alliteration
SEE andSAY Circle
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Directions Say: Some groups of words begin with the same sound. Listen to this word: /f/-ork, fork. Which
picture words begin with the same sound as fork? Have students recognize alliteration by circling the picture 57
words with the same initial sound.
PHONICS | HIGH-FREQUENCY WORDS

Consonant Ff
MY TURN Circle

Ff
Ff

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Ff
Directions Tell students that the letter f makes the sound /f/. Model how to form the letters F and f. Say:
58 You will see the letter f in many words that have the /f/ sound. Trace the letters Ff. Point to the letter f and
identify, or tell me, the sound it makes. Now circle each picture word that begins with the same /f/ sound.
 FOUNDATIONAL SKILLS

My Words to Know

do you they

My Sentences to Read
MY TURN
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They have a cat.

Do you like the house?

Directions Say: There are some words that we have to remember and practice, such as do. Have students
read the high-frequency words. Then have them read the sentences and underline the high-frequency words 59
in the sentences.
PHONICS

Consonant Ff
MY TURN Read and write

fan
fit

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fin
60 Directions Have students name the pictures and trace the letter f in each word. Then have them decode and
write each word.
 DECODABLE STORY FOUNDATIONAL SKILLS

Highlight the
Bob on the Mat words with the
short o sound.
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AUDIO

Look at Bob. Audio with

Highlighting

ANNOTATE

He is with Tif.
61
DECODABLE STORY

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Look, Tif! Bob is at the mat.

They like the mat. Do you like it?

62
 FOUNDATIONAL SKILLS

Underline the words

with the f sound.
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Bob sat.

Bob can fit on the mat.

63
PHONICS

Short o and Consonant Ff

T RNandTALK
TU Read

fig fan fib

fad fin fat

cot top nod

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not mop dot

64 Directions Remind students that the letter o can make the sound /o/ and the letter f makes the sound /f/.
Then have students take turns reading the words with a partner.
 FOUNDATIONAL SKILLS

Short o and Consonant Ff

MY TURN Circle and underline

Tom is fit.

Do you see the mop?

The fan is not on.

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Do you have a pot?

Directions Remind students that the letter o can make the sound /o/ and the letter f makes the sound /f/.
Have students circle the words with short o and underline the words with the letter f. Then have them read 65
the sentences.
GENRE: INFORMATIONAL TEXT

My
Learning I can read informational text.
Goal

SPOTLIGHT ON GENRE

Informational Text
An informational text can tell how something happens.
It can tell steps in a sequence, or what happens
first, next, and last.

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First Next Last
TURNandTALK
T Retell the steps in order.

Directions Read the genre information to students. Say: Remember that informational texts tell details about
66 a central, or main, idea. Sometimes those details tell the steps in a sequence. Have students discuss how a
flower grows. Then have partners take turns retelling the steps in order.
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

67
READING WORKSHOP
VOCABULARY

From Nectar to Honey

Preview Vocabulary

bees honey nec tar hive

Read
Listen to the title and look at the picture. What questions do
you have before you read the text?

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Meet the Author
Christine Taylor-Butler has written more than
75 books for children. She has won prizes for her
books. In school Christine studied engineering,
art, and design. She now lives in Kansas City.

Directions Remind students that they can ask questions about a text before they read it. Say: Asking and
68 answering questions before, during, and after reading can help you better understand a text and get information.
Have students look at the photo on the title page and ask questions about the text before reading.
 Genre Informational Text

AUDIO

Audio with
Highlighting

ANNOTATE
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written by
Christine Taylor-Butler

69
 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Did you know that flowers
help bees?
They help bees make honey.
70
 bee

flower
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Bees fly many miles each day.

They fly from one flower
to another.
71
 nectar

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First, flowers make a sweet
juice called nec tar.
Next, bees sip the nec tar.
72
 CLOSE READ

How do flowers help

bees make honey?
Underline the words
that tell when the
steps happen.
wings head

antennae
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legs
stomach

Bees store the nec tar

in their stomachs.
73
 hive

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Bees sip the nec tar until
they are full.
Af ter that, they fly back
to the hive.
74
 CLOSE READ

What questions
can you ask about
the steps on these
pages? Highlight
the answers to
your questions.
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Other bees work in the hive.

Then they turn the nec tar
into honey.

75
 honey

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Bees store the honey
in their hives.
They eat the honey in winter.
76
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

We can eat the honey too!

77
VOCABULARY

Develop Vocabulary
MY TURN Match

bees

honey

nec tar

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hive

78 Directions Read the words to students. Have them use illustrations to clarify word meanings by drawing a
line from each word to the matching picture.
 COMPREHENSION READING WORKSHOP

Check for Understanding

MY TURN Circle and write

1. What is the main idea?

2. W
 hy does the author use the words first
and next?
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3. Why do bees need to fly many miles each day?

Directions Read aloud question 1 and the answer choices to students. Have them circle the answer. Then read 79
aloud questions 2 and 3 and encourage students to write their answers.
CLOSE READ

Find Text Structure

MY TURN Draw and write

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Directions Say: Some informational texts tell the steps in a sequence, or what happens first, next, and last.
80 Have students draw pictures to show how flowers help bees make honey. Then have them label the steps
with sequence words. Remind students to look back at the text.
 READING WORKSHOP

Ask and Answer Questions

MY TURN Draw
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Directions Remind students that they can ask and answer questions before, during, and after they read to
help them better understand the text and get information. Have students generate a question about the text
and share it with a partner. Then have them draw to show the answer to their question. Remind students to 81
look back at the text.
RESPOND TO TEXT

Reflect and Share

MY TURN Draw

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Weekly Question

How do some living things make what they need?

82 Directions Tell students they read about bees. Ask: What other animals have you read about? Have students
respond to sources by drawing a bee and another animal they have read about.
 VOCABULARY READING-WRITING BRIDGE

My
I can use words to tell about Learning
informational text. Goal

Academic Vocabulary

grow need share depend

MY TURN Match

share shrink
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grow keep

Directions Read the words to students. Have them match each word on the left to the word on the right that 83
has the opposite meaning.
PRE-SPELLING

Rhyming Sort
MY TURN Match

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Directions Tell students that rhyming words have the same middle and ending sounds. Have them identify
rhyming words by drawing a line to match each picture word on the left with the rhyming picture word on
84 the right. Then ask students to produce rhyming words by saying other words that rhyme with one of the
word pairs. Model: The word sock rhymes with rock and lock.
 AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer, Write for a Reader

MY TURN Write

1. F
 ind a word in the text that helps you
picture nectar.

2. W
 hat word could you add to the text to
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help readers picture a bee?

Directions Discuss with students how authors use words that help readers visualize, or picture, something in their
minds. Read the first item with students. Have them look back at the text to find the answer and then write it on
the line. Then read the second item and have students write their response. Encourage them to look at the photos 85
in the text for ideas.
LANGUAGE AND CONVENTIONS

Adjectives and Articles

An adjective describes something.

The words a, an, and the are articles.

Look at the yellow flower.

MY TURN Write

a the pointy long

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The flower has stem.

Directions Read the information at the top of the page. Then read aloud the words and the sentence.
86 Have students edit the sentence by rewriting it on the lines, adding an article and a descriptive adjective to
tell about the stem.
 LIST BOOK WRITING WORKSHOP

My
I can write an informational text. Learning
Goal

Compose a Title
A title tells what the text is about.

MY TURN Write

A bird builds a nest.

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It uses sticks.

It uses leaves.

It even uses feathers.

87
Directions Read the text to students. Have them dictate or compose a title for the informational text.
LIST BOOK

Main Idea
The central, or main, idea is the most
important thing the author writes about.

MY TURN Circle

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88 Directions Read the model text about a bird building a nest to students. Have them think about the main
idea of the text. Then ask students to circle the picture that shows the main idea.
 WRITING WORKSHOP

Compose Details
Details tell more about the central, or main, idea.

MY TURN Draw or write

What Birds Need

Birds need many things to live.
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89
Directions Have students dictate, compose, or draw details that support the main idea.
WEEKLY LAUNCH: DIAGRAM

Eating Well
We need to eat good food to stay healthy.

water fruit

vegetable
protein

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grain

90