Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 1: Government at Work
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	A City Park p. 4

• Invite your child to read aloud the selection.
• Together, draw a map of a favorite public park or outdoor space in your community.
	Smoke Jumpers pp. 6–7

• Take turns reading aloud paragraphs from the selection.
• After reading, discuss the main idea of the first two pages.
• Why do smoke jumpers need to parachute in to fight fires?
	Smoke Jumpers pp. 8–9

• Finish reading the selection together.
• Point to the word gear in paragraph 4.
• List examples of what the word gear means in this text.
	Can You Sew a Flag, Betsy Ross? pp. 10–13

• Read aloud the story together, alternating paragraphs.
• After reading, ask your child to describe how the narrator happened to witness this important event.
	Can You Sew a Flag, Betsy Ross? pp. 12–13

• Go on a hunt for short vowels.
• Find as many words with short a, short i, and short u sounds as you can. (e.g.: flag, in, crumb)
	
	What Does a Police Officer Do? p. 16

• Invite your child to read aloud the selection.
• After reading, ask your child to make a time line to summarize Officer Kim’s day.
	Our Government’s Laws pp. 18–21

• Read aloud the first four pages of the selection together, alternating paragraphs.
• Discuss why wearing a seat belt is a law. What other laws keep people safe?
	Our Government’s Laws pp. 22–25

• Finish reading the selection together.
• Point out the term jury in paragraph 9. Ask your child to look for clues that tell what that word means.
• Take turns making up sentences using the word jury.
	Our Government’s Law pp. 18–25

• Discuss the different reasons for following rules and laws.
• What happens when someone breaks a law, such as not stopping for a school bus?
	Class President: An Interview p. 26

• Read the interview together, assuming the roles of Caleb and Paula.
• Then hunt for open syllable words (e.g.: hi, why, do) and closed syllable words (e.g.: want, class).
	
	Ring the Bell! p. 28

• Invite your child to read aloud the story.
• Point out to your child that the words day, came, rang, and tail all have a long a sound.
• Make a list of long a words and group them by their spelling patterns.
	Getting a Message to General Washington pp. 30–33

• Take turns reading aloud the first four pages of the story.
• Discuss the reasons why Benjamin Franklin is worried.
• Assume the roles of Tom and Benjamin Franklin, and do a dramatic reading of the dialogue on pages 31–33.
	Getting a Message to General Washington pp. 34–37

• Read the rest of the story aloud with your child, alternating paragraphs.
• Ask your child to recount the key details in the story that allow Tom to fool the British soldiers.
	Getting a Message to General Washington pp. 30–37

• Compare and contrast this story with “Can You Sew a Flag, Betsy Ross.”
• Ask: What do these two stories have in common? What makes them different?
	Here Comes the Mail p. 38

• Invite your child to read aloud the selection.
• Discuss the different government careers mentioned in this unit.
• Then go online together or to your local library to learn more about one of these careers.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 2: Characters Facing Challenges
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Milo and the Dragon p. 4

• Invite your child to read aloud the story.
• Then hunt for words in the story that have a long o sound. (Milo, roamed, showed)
	Rough-Face Girl pp. 6–7

• Take turns reading aloud paragraphs from the first two pages of the story.
• Point to the word idle in paragraph 4. Together, use a dictionary to find the definition.
• Then take turns writing sentences using the word idle.
	Rough-Face Girl pp. 8–9

• Finish reading the selection together.
• Ask your child to recount the events and explain the message of the story.
	Yeh-Shen pp. 10–11

• Read aloud the first two pages of the story together, alternating paragraphs.
• After reading, ask your child to describe the challenges that Yeh-Shen faces.
	Yeh-Shen pp. 12–13

• Finish reading the selection together.
• After reading, discuss how “Rough-Face Girl” and “Yeh-Shen” are similar and different from other retellings of the Cinderella story.
	
	Crow Learns a Lesson p. 16

• Invite your child to read aloud the story.
• Point out the word boastful in paragraph 1 and ask your child to find clues that tell what this word means.
• Together, write sentences using the word boastful.
	The Three Billy Goats Gruff pp. 18–21

• Read aloud the first four pages of the folktale together, alternating paragraphs.
• Ask your child to explain the challenges that the billy goats face.
	The Three Billy Goats Gruff pp. 22–25

• Finish reading the folktale together.
• Ask your child to recount the events of the story to explain how the billy goats outsmarted the troll.
	The Three Billy Goats Gruff pp. 18–25

• Review the folktale and ask your child to give examples of how the illustrations directly support the text and help them visualize the events in the story.
	Jack and the Bean Tree p. 26

• Invite your child to read aloud the selection.
• Then find as many words with a long e sound as possible and group them according to their spelling pattern.
	
	My Dragon Wasn’t Feeling Good p. 28

• Invite your child to read aloud the poem. • Point out the word pallid in line 8.
• Ask your child to use a dictionary to look up the meaning of the word.
• Then take turns using the word pallid in a sentence.
	The Troll Returns pp. 30–33

• Take turns reading aloud the first four pages of the story.
• Then hunt for words with a long i sound. Group them according to their spelling pattern.
	The Troll Returns pp. 34–37

• Read the rest of the story aloud with your child, alternating paragraphs.
• Discuss how Troll is feeling.
• Then assume the roles of Troll and Big Billy Goat, and do a dramatic reading of the dialogue on pp. 34–37.
	The Troll Returns pp. 30–37

• Ask your child to explain the challenges Troll faces and how his character changes in this story.
	Why Sun and Moon Live in the Sky p. 38

• Invite your child to read aloud the tale.
• Discuss how this pourquoi tale compares to the other folktales and fairy tales they have read in this unit.
• How is it similar? How is it different?

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 3: Plants and Animals in Their Habitats
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	News About Scorpions p. 4

• Invite your child to read aloud the selection.
• Ask your child to explain how spiders and scorpions are similar.
• Then go online and look up other arachnids.
	The Coldest Place on Earth pp. 6–7

• Take turns reading aloud paragraphs from the selection.
• Ask your child to look for clues that tell what the word barren means in paragraph 1.
• Together, write sentences using the word barren.
	The Coldest Place on Earth pp. 8–9

• Finish reading the selection together.
• After reading, ask your child to explain how the map and photographs directly support the words in the text.
	Postcards from Alex pp. 10–13

• Read aloud the story together, alternating postcards.
• After reading, ask your child to describe what Alex liked and didn’t like about each new habitat.
	The Deserts of Utah p. 14

• Invite your child to read aloud the selection.
• Then find as many words with long u sounds as you can. (e.g.: Utah, unusual, cool, huge, rescue)
	
	A City Park Habitat p. 16

• Invite your child to read aloud the selection.
• After reading, make a list of the types of plants and animals that live in your local parks.
	Habitats Around the World pp. 18–20

• Read aloud the first three pages of the selection together, alternating paragraphs.
• Ask your child why people have different names for grasslands in different parts of the world.
	Habitats Around the World pp. 21–22

• Invite your child to read aloud the selection. Point out the term tundra.
• Ask your child to think about last week’s reading, “The Coldest Place on Earth.”
• Ask: Would Antarctica be considered a tundra habitat? Why or why not?
	Habitats Around the World pp. 23–25

• Finish reading the selection together.
• After reading, ask your child to explain how the photographs directly support the words in the text.
	An Ocean Visit p. 26

• Take turns reading aloud paragraphs from the selection.
• Then hunt for r-controlled words that have an ar sound. (e.g.: March, are, starfish, hard, dark)
	
	Burt the Sea Turtle p. 28

• Invite your child to read aloud the story.
• Point out that the words Burt, turtle, waters, and cars all have r-controlled vowels. Make a list of other such words and group them by their spelling patterns. (e.g.: -ar, -er, -ur)
	Lost in the Desert pp. 30–33

• Take turns reading aloud the first four pages of the story.
• Ask your child to find details in the story and the illustrations showing that Kara’s mother is interested in plants.
	Lost in the Desert pp. 34–37

• Read the rest of the story aloud with your child, alternating paragraphs.
• Discuss how the illustrations support the reader’s understanding of the story.
	Lost in the Desert pp. 30–37

• Ask: What are some things that a bobcat could teach Fred about survival in the desert?
• Ask: What are some things that Fred could teach a bobcat?
	Lost in the Desert pp. 30–37

• Ask your child about the type of habitat he or she would most like to live in.
• Then make a list of all of the things he or she would need to survive in that habitat.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 4: Many Characters, Many Points of View
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The Boy Who Cried Wolf p. 4

• Invite your child to read aloud the story.
• Point to the word shepherd in paragraph 2.
• Ask your child to look for clues that tell what the word shepherd means.
• Then write sentences using the word shepherd.
	The Blind Men and the Elephant pp. 6–7

• Take turns reading aloud paragraphs from the first two pages of the folktale.
• Ask: Why does the first man think the elephant is like a snake?
	The Blind Men and the Elephant pp. 8–9

• Finish reading the folktale together.
• Ask your child to explain the message of the story.
	How the Beetle Got Its Gorgeous Coat pp. 10–13

• Read aloud the tale together, alternating paragraphs.
• Ask your child to describe how the rat’s point of view changes in the story.
• Do you think the rat will ever challenge another beetle to a race?
	How Deer Got Its Horns p. 14

• Invite your child to read aloud the tale.
• After reading, hunt for r-controlled words with -or sounds. (e.g.: born, horn)
	
	A Good Switch! p. 16

• Invite your child to read aloud the story.
• Point out the word prowled in paragraphs 1 and 2. Together, use a dictionary to find out what this word means.
• Then act out the word prowl.
	Stone Soup pp. 18–21

• Read aloud the first four pages of the folktale together, alternating paragraphs.
• Ask your child to predict how the old man will get ingredients for the soup.
	Stone Soup pp. 22–25

• Finish reading the folktale together.
• Ask your child to recount the events of the story and explain how the villagers’ points of view change from the beginning to the end.
	Stone Soup pp. 18–25

• Review the folktale and ask your child to explain the message of the story.
• Why is it that the villagers never went hungry again?
	City Mouse and Country Mouse p. 26

• Invite your child to read aloud the tale. After reading, hunt for r-controlled words with -ere sounds. (e.g.: dear, here, fear)
	
	Why Owls Are Wise p. 28

• Invite your child to read aloud the tale.
• Discuss how this pourquoi tale compares to “How the Beetle Got Its Gorgeous Coat” and “How Deer Got Its Horns.”
• Ask: What do all these stories have in common?
	The Stone Garden pp. 30–33

• Take turns reading aloud the first four pages of the story. Point out the word eyesore in paragraph 3.
• Ask your child to find clues that tell the meaning of the word.
• Then take turns using the word eyesore in a sentence.
	The Stone Garden pp. 34–37

• Read the rest of the story aloud with your child, alternating paragraphs.
• Ask: How is this story similar to “Stone Soup”? How is it different?
• Do the two stories share a common message?
	The Stone Garden pp. 30–37

• Ask your child to explain how the people of Yancy Place transformed the eyesore into a beautiful garden.
• Ask: Going forward, do you think they will look at an abandoned lot the same way?
	Goldilocks and the Three Bears p. 38

• Invite your child to read aloud the tale.
• After reading, hunt for r-controlled words.
• Find as many words with -ear and -air sounds as you can. (e.g.: bear, chair)

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 5: Solving Problems Through Technology
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Anna Connelly: Inventor p. 4

• Invite your child to read aloud the selection.
• Ask your child to explain the problem and how Anna Connelly’s invention solved the problem.
	A Woman with Vision pp. 6–7

• Take turns reading aloud paragraphs from the selection.
• Point out the compound words windshield and blindfold.
• Practice taking apart the words and define each term using its parts.
	A Lucky Accident pp. 8–9

• Take turns reading aloud paragraphs from the selection.
• After reading, ask your child to explain how the photographs directly support the text.
	A Lucky Accident pp. 8–9

• Some inventions save lives. Others improve quality of life.
• Ask your child why lightweight hook and loop fabrics, such as Velcro®, are so helpful for people with disabilities.
	Week 1 Texts

• The inventors in this week’s readings all observed problems that needed solutions.
• Discuss a problem that you would like to solve with an invention.
	
	A Colorful Invention p. 12

• Invite your child to read aloud the selection.
• After reading, draw pictures with your child of his or her favorite inventions.
	Famous Inventors pp. 14–16

• Read aloud the first three pages of the selection together, alternating paragraphs.
• Discuss how the invention of the lightbulb changed people’s daily lives.
	Famous Inventors pp. 17–18

• Invite your child to read aloud the selection.
• Ask your child to explain how Alexander Graham Bell’s interest in the human voice change the world forever.
	Famous Inventors pp. 19–21

• Finish reading the selection together, alternating paragraphs.
• After reading, ask your child to explain how the images directly supported their understanding of the text.
	The Curious Boy p. 22

• Take turns reading aloud paragraphs from the selection.
• Then have a contest to see who can list the most words with an oy sound. (e.g.: joy, noise)
	
	A Robot That Cleans p. 24

• Invite your child to read aloud the selection.
• If you had a robot that lived in your home, what chores would you and your child like it to do?
	Robots Go to School pp. 26–29

• Take turns reading aloud the first four pages of the selection.
• Ask your child to explain the ways sending the robot to school helps the homebound student.
	Robots Go to School pp. 30–33

• Read the rest of the selection aloud with your child, alternating paragraphs.
• Discuss how the photographs help them understand the text.
	Robots Go to School pp. 26–33

• Discuss the limitations of school robots.
• Ask your child to explain some ways that future robot inventors can improve upon the school robots to help students and teachers.
	Robots p. 34

• Invite your child to read aloud the selection.
• Work together to brainstorm a list of as many words with an ow sound that you can think of. (e.g.: count, wow, round, snout)

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 6: Tales to Live By
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The Best Idea p. 4

• Invite your child to read aloud the fable.
• Discuss why Young Mouse’s idea wasn’t so good after all. In what way is Old Mouse wise?
	Why the Sky Is Far Away pp. 6–9

• Take turns reading aloud pages of the story.
• In paragraph 3, the sky becomes angry. Take turns reading the sky’s dialogue in an angry voice. Who can sound the angriest?
	Why the Sky Is Far Away pp. 6–9

• Ask your child to explain what the people do that makes the sky go far away forever.
• Discuss what message the story has for readers.
	King Midas pp. 10–13

• Read aloud the myth together, alternating paragraphs.
• After reading, ask your child to describe how Midas changes over the course of the story.
	King Midas pp. 10–13

• Go on an adjectives hunt. Find as many adjectives as you can that describe King Midas. (richest (p. 10); delighted, thrilled (p. 11); saddest, happiest (p. 13))
• Use the words in new sentences about King Midas.
	
	Fox Gets Tricked p. 16

• Invite your child to read aloud the tale.
• Discuss the way the story ends. Why do different cultures all enjoy stories where bullies are taught a lesson in the end?
	A Foxy Garden pp. 18–21

• Read the first four pages of the tale together, alternating paragraphs.
• Ask your child to explain why Fox decides to trick Bear.
• Look for two words in paragraph 14 that show how Bear is feeling.
	A Foxy Garden pp. 22–25

• Finish the tale together, assuming roles and reading the dialogue of Fox and Bear.
• Point out the phrase long, cool drink in paragraph 28. Together, think of
adjectives to describe cocoa and pretzels.
	A Foxy Garden pp. 18–25

• Discuss how Bear’s bad attitude changes at the end of the tale.
• Find where the narrator tells how Bear changes in paragraph 27.
• Ask your child to find and read Bear’s actual words on page 25 that show he has changed.
	The Many Tales of Red Riding Hood p. 26

• Point out to your child that stood and would have different spellings that make the same vowel sound.
• Then conduct a search to find words with the same vowel sound. (could, good, would, understood)
	
	A Gift for Mom p. 28

• Invite your child to read aloud the story.
• Ask your child to explain the message, or theme, of the story. What important lesson does Mia learn?
	On One Wheel pp. 30–33

• Take turns reading aloud the first four pages of the story.
• Discuss why Casey hurting her knee is a key event in the story.
• Assume the roles of Mom and Casey, and do a dramatic reading of the dialogue on page 33.
	On One Wheel pp. 34–37

• Read the rest of the story aloud with your child, alternating pages.
• Point out the two times that Casey refers to normal sports. Ask your child to explain what Casey means by “normal.”
• Make a list of other sports or hobbies that are unique, like unicycling.
	On One Wheel pp. 30–37

• Discuss the important lesson that Casey learns in the story.
• Then invite your child to explain how that lesson is similar to the one that Mia learns in “A Gift for Mom.”
	Week 3 Texts

• Find challenging words from the texts this week, such as prevail (p. 29), snorted (p. 32), pummeled (p. 34).
• Look up the words in a print or online dictionary.
• Make up your own sentences using the words.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 7: Investigating the Past
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Buffalo Dusk p. 5

• Invite your child to read aloud the poem.
• Discuss who “those who saw” are in the poem.
	The Oregon Trail pp. 6–7

• Take turns reading the diary entries with your child.
• Point out the dates of the diary entries, and discuss what it might have been like for Edith on the Oregon Trail.
	The Oregon Trail pp. 6–7

• Reread the diary entries with your child.
• Have your child point out facts and details that show the diary entries are from long ago.
	Helen Keller: Words through Touch pp. 8–9

• Invite your child to read the journal entries.
• Talk about the words Helen Keller used to describe the tadpoles. Invite your child to act out frisked about and darted.
	Helen Keller: Words through Touch pp. 8–9

• Take turns reading paragraphs of the text aloud. Discuss the tone of Helen’s journal. Is the language formal or informal?
• Use informal and formal language to describe an animal other than a tadpole.
	
	A Gift to America p. 12

• Invite your child to read the text aloud.
• Have a hunt to see who can find more proper nouns in the text. (July, France, Statue of Liberty, America, Paris)
	Primary Sources pp. 14–16

• Have your child read aloud the first five paragraphs of the text.
• Ask your child to tell you the main topic of the text. Invite your child to explain how the subheadings relate to the main topic.
	Primary Sources pp. 17–21

• Finish reading the article, taking turns reading alternate paragraphs aloud.
• Work together to find an image that represents each type of primary source.
• How does the image help readers understand the topic?
	Primary Sources pp. 14–21

• With your child, look back at “The Oregon Trail” on pages 6–7.
• Discuss how the diary relates to “Primary Sources.”
• Then, hunt for household items that can be considered artifacts.
	Grandpa’s Treasure Chest p. 22

• Invite your child to read the story aloud.
• Hunt together for the compound words in the story. (something, horseback)
• Together, break the word grandfather into parts.
	
	An Exciting Day in San Francisco p. 25

• Invite your child to read the diary entry aloud.
• Brainstorm an important local or school occasion, and write a made-up diary entry for it.
	A Dinosaur Named SUE pp. 26–28

• Read the first two diary entries aloud together, alternating paragraphs.
• Discuss the tone of the journal. Point out the phrases “What a day!” and “we couldn’t believe our eyes!”
	A Dinosaur Named SUE pp. 29–32

• Invite your child to read pages 29–32.
• Discuss the events from the journal, and then look at the images and read the captions. Ask how they contribute to the journal.
	A Dinosaur Named SUE p. 33

• Have your child read the last journal entry aloud.
• Hunt through the text and make a list of adjectives and the nouns they describe. Think of other adjectives that have similar meanings.
	A New Discovery p. 34

• Read the article together.
• Make a list of the major events. Invite your child to explain how the events are connected.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 8: Wind and Water Change Earth
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Volcano! p. 4

• Invite your child to read the text.
• Ask: What is happening in the photo? Where in the text is an eruption described?
	Tornado! pp. 6–9

• Take turns reading the article aloud, swapping paragraphs.
• Look at the map and diagram on page 7.
• Ask your child to explain how these graphics help him or her understand tornadoes.
	Tornado! pp. 6–9

• Review the article together.
• Have your child explain the events described on the last page.
• How are they related? How do the pictures add to the article?
	Water’s Awesome Wonder pp. 10–11

• Have your child read the first four paragraphs aloud.
• Have your child show you where the author directly states an opinion in paragraph 2.
	Water’s Awesome Wonder pp. 10–13

• Review the first two pages, and then have your child finish the text, reading aloud.
• Discuss the tone of the article. Is it stiff and formal or is it conversational and informal?
	
	How a Mountain Changes p. 16

• Read the text with your child.
• Invite your child to tell you the main topic of the article and explain how the photos support it.
	Earth’s Changes pp. 18–20

• Invite your child to read the first two sections aloud.
• Discuss the author’s tone. Is the language formal or informal and chatty?
	Earth’s Changes pp. 21–23

• Read the next two sections of the text aloud, alternating paragraphs.
• Ask your child to tell you the main point the author makes in each section.
	Earth’s Changes pp. 18–23

• Review the article, and have your child read the conclusion aloud.
• Look back at “Tornado!” on pages 6–9. Ask your child what similar points were made about extreme weather in the two texts.
	My Beach p. 26

• Invite your child to read the story aloud.
• Use people and things mentioned in the story to form possessives. (father’s beach, swimmers’ goggles, beach’s erosion)
	
	Fishing in the Desert p. 29

• Have your child read the story.
• Ask your child to explain how the story relates to “How a Mountain Changes” on page 16.
	Surf Haven Debates Its Future pp. 30–31

• Have your child read the first two pages aloud.
• Point out that this is a news article. Ask your child to identify the opinions being expressed.
	Surf Haven Debates Its Future pp. 32–34

• Read the rest of the article, alternating paragraphs.
• Ask which is a better idea—a nature preserve or the boardwalk.
	Surf Haven Debates Its Future pp. 30–34

• Review the article together, making a list of all the compound words.
• Then take turns dividing the words into parts.
	Surf Haven Times Opinion Pages pp. 35–37

• Read the three opinion pieces with your child. Identify the points each author makes, and have your child find reasons they give in support.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 9: Buyers and Sellers
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Because p. 5

• Take turns reading the poem.
• As you read, be sure to express the speaker’s sense of humor and injustice.
	Fresh from the Market pp. 6–9

• Read the text aloud, alternating paragraphs with your child.
• Ask your child why the author wrote the article. What does the author want readers to know?
	Fresh from the Market pp. 6–9

• Invite your child to read the text aloud.
• Point to the compound word strawberries on page 6. Brainstorm a list of other compound-word foods. (blueberry, meatloaf)
	Goat and Bear in Business pp. 10–13

• Read the first page together, assuming the roles of Goat and Bear. Then have your child read the rest of the story.
• What are the key events in the story?
	Goat and Bear in Business pp. 10–13

• Review the story, and discuss how the pictures reflect the text.
• Have your child describe the story’s beginning, middle, and end.
	
	Juice in Your Glass! p. 16

• Invite your child to read the text aloud.
• Have your child restate the juice-making process, and together visualize the juicing plant.
	From Pine Tree to Pizza Box pp. 18–20

• Invite your child to read the first three pages aloud.
• Then work together to outline the cardboard-making process.
	From Pine Tree to Pizza Box pp. 21–25

• Invite your child to read the rest of the text aloud.
• Conduct a home search for recycled cardboard items that you use every day.
	From Pine Tree to Pizza Box pp. 18–25

• Review the text with your child and reread the conclusion together.
• Then, have your child explain why recycling cardboard is important.
	Let’s Make Peanut Butter p. 26

• Read the text together, making a list of the steps involved in making peanut butter, from planting peanut seeds to stocking stores.
	
	Market Day p. 28

• Preview the story’s punctuation. Point out that sentences with exclamation points must be read enthusiastically.
• Have your child read the story.
	The Paper Dinosaurs pp. 30–32

• Read paragraphs 1–7 aloud with your child, alternating paragraphs.
• Read paragraph 8 together. Make an inference about what will happen next in the story.
	The Paper Dinosaurs pp. 33–37

• Invite your child to read the rest of the story aloud.
• Have your child explain how reusing newspaper to make dinosaurs is the same as or different from the recycling described in “From Pine Tree to Pizza Box” on pages 18–25.
	The Paper Dinosaurs pp. 30–37

• Review the story together, and then search independently for compound words.
• Keep lists of your compound words—see who finds more!
	Our Class Knows! p. 38

• Read the story together, and make a list of all the words with silent letters.
• Then challenge your child to circle the letter combinations with the silent letter.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 10: States of Matter
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Soap Shapes p. 4

• Read the text aloud with your child.
• Discuss the question, How can you make something old become new?
	The Art of Origami pp. 6–9

• Read the text aloud together, taking turns reading the numbered steps.
• Have your child explain how origami is used to change one thing to make a new thing.
	The Art of Origami pp. 6–9

• Review the text and the folding procedure.
• Make an origami dog’s face with your child. Discuss how the pictures helped with the task.
	Sand Sculpture pp. 10–13

• Preview the text together, reading the captions and discussing the pictures.
• Discuss what the text will be about.
• Then, invite your child to read paragraphs 1 and 2.
	Sand Sculpture pp. 10–13

• Have your child read the text aloud.
• Point out difficult words like squawking, sculptors, and bottomless.
• Point out root words and suffixes and discuss their meanings.
	
	That’s Cool! p. 17

• Invite your child to read the text aloud.
• Discuss the steps involved, organize supplies—and then make ice cream!
	Changing Matter pp. 18–22

• Read pages 18–22 aloud with your child, alternating paragraphs.
• Talk about how the pictures on page 18 illustrate the main topic of the text.
	Changing Matter pp. 23–25

• Invite your child to read the rest of the text aloud.
• Work together to group solids and liquids from your refrigerator.
	Changing Matter pp. 18–25

• Review “Changing Matter” with your child and discuss how the images and captions help make the topic clear.
	Sand Becomes Glass! p. 26

• Ask your child to read the letter aloud.
• Discuss how the word shape becomes shaped and reshaped.
	
	Old Faithful p. 28

• Preview the text with your child. • Look at the title and the picture.
• Ask: What is this article going to be about?
	How Mount Rushmore Was Made pp. 30–32

• Invite your child to read pages 30–32 aloud.
• Ask what topics are introduced in the text.
	How Mount Rushmore Was Made p. 31

• Look at the picture and read paragraph 3.
• Work with your child to think of a six-story building you both know. That’s how big it is!
	How Mount Rushmore Was Made pp. 33–37

• Read the rest of the text aloud.
• Make a list of the steps the workers had to follow that are described in “Carving the Mountain.”
	Beautiful Ice Cities p. 38

• Point out the words colorless and colorful in the text.
• Write them down, separating the endings from the roots.
• Search the text for similar words.