Ciencias PDF

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All About Animals

READING FOCUS SKILLS: Compare and Contrast, Main Idea and
Details, Sequence
VOCABULARY: living, nonliving, shelter, gills, lungs, mammals,
birds, reptiles, amphibians, fish, insects, life cycle, tadpole,
larva, pupa GRADE
OTHER VOCABULARY: air, water, food, shelter, breathe, birth, 1
hatch, eggs, body, caterpillar, butterfly WORD COUNT
EXTENSION: Writing 100
GENRE
Expository Nonfiction
BEFORE READING
LEVEL
Below-Level
BUILD BACKGROUND Lexile® 310L
Present Vocabulary and some or all of the Other Vocabulary in Guided Reading F
groups, using the process shown below. Discuss the words, using
SUMMARY
the suggested strategy. Give the meaning or context provided.
Presents identical content
and vocabulary for the
Write or Display the term.
chapter in the Student Edition.
Say the term. Especially designed for
Point to the term. struggling readers.
Track the term and have students repeat.

Harcourt Leveled
Give the meaning. Readers Online
www.eharcourtschool.com
LIVING AND NONLIVING THINGS

living needing food, water, shelter, and air to grow and
change
nonliving not needing food, water, shelter, and air and not
growing
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ISBN 978-0-15-364274-6 ISBN 0-15-364274-2 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
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Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
1 All About Animals

Teacher Guide
CXENL09ALR1X_BLTG01.indd 1 3/29/07 11:41:00 AM

MAZER PDF
mammals a kind of animal that has hair or fur and feeds its young milk
(dogs, horses, cows)
birds the only kind of animal that has feathers (robin, sparrow)
amphibians a kind of animal that has smooth, wet skin (frog, salamander)
reptiles a kind of animal that has scaly, dry skin (snake, turtle)
fish a kind of animal that is covered in scales, uses gills to breathe, and lives
in water (goldfish, shark)
insects a kind of animal that has three body parts and six legs (fly, butterfly)
Write living and nonliving on the board as column headings. Read the words
aloud. Then name the following living and nonliving things, one at a time:
rock, dog, water, sand, robin, frog, glass, snake, toy, shark, butterfly. Have
students identify each thing as living or nonliving. List the items under the
appropriate heading. How are all the living things alike? How are the
nonliving things alike? Direct attention to the list of animals. Point out that
each one belongs to a different group of animals. Explain that a dog belongs
to a group of animals called mammals. Write the term as you say it. Follow a
similar procedure for each animal listed.
NEEDS OF LIVING THINGS

air the gas living things breathe in order to live
water the liquid living things need in order to live
food what animals eat and animals take in in order to grow and go on living
shelter a place where animals are safe
breathe to take in air and let it out
lungs the part of some animals that helps them breathe air
gills the part of a fish that takes air from the water
Ask students to pretend they have a pet. What would you do to take care of
the pet? Write students’ responses on the board. Add air, water, food, and
shelter if they are not mentioned. Then breathe in and out noticeably. What
am I doing? Point out that when you breathe, air is going into your lungs.
Point out that fish do not have lungs. Gills are the part of a fish that takes air
from water. Write each vocabulary word as it is used.
LIFE CYCLES
life cycle all the parts of an animal’s life
birth coming into the world
butterfly the final stage in the life cycle of a caterpillar
hatch to come out of an egg
caterpillar a stage in the life cycle of a butterfly
larva another name for a caterpillar
All About Animals
Teacher Guide 2
CXENL09ALR1X_BLTG01.indd 2 3/22/07 1:27:25 PM

MAZER PDF
pupa the part of a life cycle where a caterpillar changes into a butterfly
body the whole of an animal, person, or plant
tadpole a young frog that comes out of an egg and has gills to breathe
Invite students to complete the sentence: A [kitten] grows to become

a . Point out that all animals are born or hatched, grow to become
adults, and then give birth to young or lay eggs. This is their life cycle. Write
life cycle on the board. Then write and number the following terms: 1 butterfly,
2 eggs, 3 hatch, 4 larva, caterpillar, 5 pupa. Point to each term as you
explain that a butterfly lays eggs that hatch to become larva, which are
called caterpillars. Caterpillars become pupa, which then grow and change
into butterflies. Point out that a tadpole hatches from a frog egg; its body
grows legs as it changes to look like a frog. Explain that mammals are
animals that give birth to live young. Write the vocabulary words on the
board as they are used.
Independent Practice Vocabulary Copying Master, page 5

5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Page 2 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on the page.
Invite students to identify the living things in the picture as well as the
things that are nonliving.
Pages 3–4 Read the heading on page 3 aloud with students. What do you think you will
be reading about on these pages?
Have students offer ideas about the need each animal on page 3 may
be meeting.
Direct attention to the boxed word on page 4. Explain that the word is a label
that names and shows the location of a specific part of the fish’s body. Have
students point to the gills as you read the label aloud.
Pages 5–9 For each page, have students point to the heading, as you read it aloud.
Have them identify the animal(s) shown. This animal is a [mammal]. How do
you think all [mammals] are alike? Write students’ responses on the board.
Revisit the responses after reading the page in order to confirm, revise, or
add to them.
3 All About Animals
Teacher Guide

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Pages 10–11 For each page, direct attention to the heading, and read it aloud. Remind
students that a life cycle is all the parts of an animal’s life. Point out that the
animals on these pages undergo big changes during their life cycle. Have
students describe the pictures in sequence, focusing on how the animal
changes as it grows. At each step, read the appropriate label while students
track it.
Independent Practice Comprehension Copying Master, page 6

6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the type of animal
they found most interesting and why.
COMPARE AND CONTRAST

Name two groups of animals, such as mammals and birds. Have students
explain how the animals in each group are alike and different.
MAIN IDEA AND DETAILS

On the board, write Animals have needs. Invite students to suggest detail
sentences that identify the needs. Write these on the board in paragraph
form.
SEQUENCE
Have students contribute sentences to a description of the life cycle of a frog
and then a butterfly. Write and number the sentences on the board. Read
them aloud with students.
Independent Practice Oral Reading Fluency Copying Master, page 7

7
EXTENSION
And the Winner Is . . . (Writing)
Ask students to think about an animal they feel is very special. It may be, for
example, their own pet or an animal they saw at a zoo. Have students write
a poster using describing words telling why their chosen pet is the most
special one of all.
All About Animals

Teacher Guide 4

MAZER PDF
All About Animals
Vocabulary 5
Name
Draw a line from the word on the

left to the word or words it describes.
1. living rock
2. nonliving cat
3. mammal robin
4. bird bee
5. amphibian shark
6. reptile snake
7. fish lion
8. insect frog
9. shelter help fish take in air

10. gills safe place for animals
11. lungs help animals breathe air
12. life cycle a young frog

13. tadpole parts of an animal’s life
14. larva caterpillar
15. pupa caterpillar in a covering
5 © Harcourt • Grade 1 BL

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All About Animals
Comprehension 6
Name
Write a word to finish each sentence.
mammal insect scales

feathers air butterfly
1. Living things need food, water, shelter, and
2. An animal covered with hair or fur is a .
3. Birds have .
4. Reptiles are covered with .
5. An animal with six legs and three body parts
is an .
6. A caterpillar grows to become a .

MAZER PDF
All About Animals
Oral Reading 7
Name Fluency
Practice reading these words aloud.
nonliving mammals birth

amphibians smooth young
Practice reading the phrases aloud. Then

practice reading aloud the sentences.
Do your best to show the meaning
of each sentence.
1. Rocks and water / are nonliving things.
2. Animals need / food and water.
3. Mammals / give birth / to live young.
4. Amphibians have / smooth, wet skin.
5. A frog’s life cycle / begins / with an egg.
Work with someone. Take turns reading

the sentences. Listen to each other read.
Is the meaning clear? Practice to make
your reading smooth and clear.

MAZER PDF
All About Animals All About Animals
Vocabulary 5 Comprehension 6
Name Name
Draw a line from the word on the Write a word to finish each sentence.
left to the word or words it describes.
mammal insect scales
1. living rock
feathers air butterfly
2. nonliving cat
1. Living things need food, water, shelter, and
3. mammal robin
4. bird bee air .
5. amphibian shark mammal
2. An animal covered with hair or fur is a .
6. reptile snake
7. fish lion feathers
3. Birds have .
8. insect frog
4. Reptiles are covered with scales .

9. shelter help fish take in air
10. gills safe place for animals 5. An animal with six legs and three body parts
11. lungs help animals breathe air
is an insect .
12. life cycle a young frog
13. tadpole parts of an animal’s life
6. A caterpillar grows to become a butterfly .
14. larva caterpillar
15. pupa caterpillar in a covering
5 © Harcourt • Grade 1 BL 6 © Harcourt • Grade 1 BL
CXENL09ALR1X_BLTG01.indd 5 3/22/07 1:25:40 PM CXENL09ALR1X_BLTG01.indd 6 3/22/07 1:25:41 PM
All About Animals
Name
Oral Reading
Fluency
7 Student Worksheets
You may use the three Worksheets included
nonliving mammals birth
amphibians smooth young
here to revisit science content and vocabulary.
Vocabulary enables students to show mastery
practice reading aloud the sentences. of science vocabulary through a word- and
of each sentence. concept-based activity. Comprehension may be
1. Rocks and water / are nonliving things. used to review or test students’ recall of the
2. Animals need / food and water. content. Oral Reading Fluency reinforces key
3. Mammals / give birth / to live young. science concepts through practice in oral
4. Amphibians have / smooth, wet skin.
reading for meaning.
5. A frog’s life cycle / begins / with an egg.

ISBN-13: 978-0-15-364274-6
ISBN-10: 0-15-364274-2
90000
Harcourt Leveled
Readers Online
All About Animals www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642746

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All About Plants

READING FOCUS SKILLS: Cause and Effect, Main Idea and
Details, Sequence
VOCABULARY: nutrients, sunlight, roots, stems, leaves, flowers,
fruits, seeds, seed coat, edible, nonedible
OTHER VOCABULARY: water, soil, warmth GRADE
1
BEFORE READING WORD COUNT

125
VOCABULARY GROUPS GENRE
Present Vocabulary and some or all of the Other Vocabulary in Expository Nonfiction
groups, using the process shown below. Discuss the words using the LEVEL
suggested strategy. Give the meaning or context provided. Below-Level
Lexile® 290L
Guided Reading F
Write or Display the term. SUMMARY

Say the term.
Point to the term. chapter in the Student
Track the term and have students repeat. Edition. Especially designed
for struggling readers.
Give the meaning.
Harcourt Leveled
NEEDS OF PLANTS Readers Online
nutrients minerals in the soil that plants need to grow and stay
healthy
sunlight light that comes from the sun
soil the top layer of Earth, made of sand, humus, and clay
water liquid that plants need to live

ISBN 978-0-15-364275-3 ISBN 0-15-364275-0 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 All About Plants

Teacher Guide

MAZER PDF
Invite students to name their favorite fruits and vegetables. Point out that
these foods contain vitamins and minerals that help the body grow and stay
well. Explain that another word for vitamins and minerals is nutrients. Write
the word nutrients on the board as you say it. Comment that plants also
need nutrients. Plants get most of the nutrients they need from soil. Write
soil on the board. What else do you think plants need to live and grow?
Write students’ responses on the board. Add sunlight and water to the list if
they are not mentioned.
TYPES OF PLANTS
edible describes something that is safe to eat
nonedible describes something that is not safe to eat
Recall with students their favorite fruits and vegetables. Write the names of
the fruits and vegetables as a list on the board. Point out that these foods
are parts of plants that are safe to eat. They are edible. Write the vocabulary
word as a column heading at the top of the list as you say it. Then, write and
say the word nonedible. Ask students to speculate about its meaning.
Afterward, explain that non- is a prefix, or word part added to the beginning
of a word that changes the meaning of the word. Non- adds the meaning of
“not” to the base word. Call on volunteers to offer ideas as to the meaning of
the word nonedible.
SOME PLANT PARTS

roots the part of a plant that holds it in the soil and takes in water and nutrients
stems the part of a plant that holds up the plant and lets food and water move
through the plant
leaves the part of a plant that takes in light and air to make food
flowers the part of a plant that makes fruits
Display or draw a simple plant on the board, showing its roots, stems,
leaves, and flowers. Call on volunteers to point to each part of the plant as
you name it. Write the vocabulary words on the board as you say each one.
Call on volunteers to draw a line from a word to the part of the plant it
names.
PLANTS FROM SEEDS

fruit the part of a plant that holds the seeds
seeds the parts of a plant that new plants grow from
seed coat a covering that protects a seed
warmth the feeling of being warm, or comfortably hot
All About Plants

Teacher Guide 2

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If possible, display edible fruits with large seeds, such as peaches, plums,
avocados, or oranges. Have students name each food. What part of the
plant is this? What is inside the fruit? Cut open the fruit to reveal its seed or
seeds. Write the words fruit and seeds on the board. If possible, distribute
seeds for students to observe. Point out that seeds are covered with a seed
coat that protects the seed. Explain that with warmth and water, the tiny
plant inside the seed may grow to become a new plant. Write the vocabulary
words on the board as they are used.
WORD ENDING: PLURAL -S

roots the part of a plant that holds it in the soil and takes in water and nutrients
stems the part of a plant that holds up the plant and lets food and water move
through the plant
flowers the part of a plant that makes fruits
seeds the parts of a plant that new plants grow from
Write the vocabulary words on the board. Point to the word roots. Does this
word tell about one or more than one root? Which part of the word helps you
know it tells about more than one root? For each vocabulary word, call on a
volunteer to underline the base word and circle the ending. Point out that -s
is an ending that may add the meaning “more than one” to a base word.

5
DURING READING
OPTIONS FOR READING
Pages 2–3 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages. What are the needs
you think you will be reading about on these pages? Direct attention to the
boxed words. Explain that the words are labels that, in this case, name and
identify parts of a picture that illustrate something plants need. Have
students find and point to each label as you read it aloud.
Page 4 Read the heading aloud while students track it. Be sure students understand
that the large photo shows a potted plant with part of the pot cut away to
reveal the soil and roots that would not otherwise be visible. Encourage
students to find and describe the roots in the photographs on this page.
3 All About Plants

Teacher Guide

MAZER PDF
Page 5 Have students locate and read the heading aloud. Allow them to speculate
about the information they will be reading on this page.
Page 6 Direct attention to the heading and read it aloud. Encourage students to
describe the shape and color of the leaves shown on this page.
Direct attention to the boxed label. Have students track the word as you read
it aloud. Write leaf and leaves on the board. Help students understand that
one is the singular form while the other is plural.
Page 7 Read aloud the heading and labels while students track them. Help students
understand that the flowers are from an orange tree and that the oranges
shown in the photograph may have formed from those flowers.
Pages 8–9 Help students find and read aloud the heading. Guide students to
understand that the photos show the sequence of how a seed grows to
become a new plant, in this case a strawberry plant.
Pages 10–11 Point out that there are many ways to group plants. Invite students to
describe groupings suggested by the photos.

6
AFTER READING
RESPOND
Encourage students to respond to the text by offering a fact about plants
they found especially interesting and why.
FOCUS SKILL: CAUSE AND EFFECT

Ask students to name things that enable a plant to grow, such as sunlight,
water, nutrients, and air.
FOCUS SKILL: MAIN IDEA AND DETAILS

Name a part of a plant, such as roots. Invite students to identify as many
details as they can about how the part helps a plant live and grow. Proceed
until you’ve named all the parts of a plant.
FOCUS SKILL: SEQUENCE

Draw a picture of a seed on the board. Ask volunteers to draw a sequence of
pictures and sentences that illustrate what happens as the seed grows.
Independent or Paired Practice Oral Reading Fluency Copying Master,

7
page 7
All About Plants

Teacher Guide 4

MAZER PDF
All About Plants
Vocabulary 5
Name
1. Draw a line from the word to the part of the

plant it describes.
stem
root
leaves
flowers
fruit
seeds
2. Draw a line from the word to the phrase that describes it.
nutrients something that protects a seed
sunlight something that is not safe to eat
seed coat things in soil that plants need
edible something from the sun that

plants need
nonedible something that is safe to eat


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All About Plants
Comprehension 6
Name
Write a word from the box to finish

each sentence.
stems water seeds

leaves food roots
1. Plants make their own .
2. Food and water move through .
3. Most plants grow from .
4. Plants take in water through .
5. Plants take in light and air through their
6. Seeds need to grow.

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All About Plants
Oral Reading Fluency 7

Name
nutrients stems leaves

light inside seed
Practice reading the phrases aloud. Then practice

reading aloud the sentences. Do your best to show
the meaning of the sentence.
1. Plants need / water and nutrients.
2. Food and water / move / through stems.
3. Leaves use / light and air / to make food.
4. Inside the seed / is a tiny plant.
5. Fruits grow / from the flowers / of a plant.
Work with someone. Take turns reading the

sentences. Listen to each other read. Is the
meaning clear? Practice to make your reading
smooth and clear.

MAZER PDF
All About Plants All About Plants
Name Name
1. Draw a line from the word to the part of the Write a word from the box to finish
plant it describes. each sentence.
stem stems water seeds

root leaves food roots
leaves
1. Plants make their own food .
flowers
fruit
2. Food and water move through stems .
seeds
2. Draw a line from the word to the phrase that describes it. 3. Most plants grow from seeds .
nutrients something that protects a seed

4. Plants take in water through roots .
sunlight something that is not safe to eat
5. Plants take in light and air through their
seed coat things in soil that plants need
leaves .
edible something from the sun that
plants need 6. Seeds need water to grow.
nonedible something that is safe to eat
All About Plants
Name
Oral Reading Fluency 7 Student Worksheets
nutrients stems leaves
light inside seed
Practice reading the phrases aloud. Then practice
reading aloud the sentences. Do your best to show of science vocabulary through a word- and
the meaning of the sentence.
concept-based activity. Comprehension may be
1. Plants need / water and nutrients.
used to review or test students’ recall of the
2. Food and water / move / through stems.
3. Leaves use / light and air / to make food.

content. Oral Reading Fluency reinforces key
4. Inside the seed / is a tiny plant.
science concepts through practice in oral
5. Fruits grow / from the flowers / of a plant. reading for meaning.
Work with someone. Take turns reading the
sentences. Listen to each other read. Is the
meaning clear? Practice to make your reading
smooth and clear.
ISBN-13: 978-0-15-364275-3
ISBN-10: 0-15-364275-0
90000
Harcourt Leveled
Readers Online
All About Plants www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
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Environments for
Living Things
READING FOCUS SKILLS: Main Idea and Details, Compare
and Contrast
VOCABULARY: environment, adaptations, camouflage, oxygen,
GRADE
pollen, food chain 1
OTHER VOCABULARY: living, nonliving, alive, sharp, breathe, WORD COUNT
linked 100
EXTENSION: Writing GENRE
BEFORE READING LEVEL

Below-Level
Lexile® 350L
BUILD BACKGROUND Guided Reading F
Present Vocabulary and some or all of the Other Vocabulary in
SUMMARY
groups, using the process shown below. Discuss the words, using
Especially designed for
Say the term. struggling readers.
Point to the term.
Harcourt Leveled
Track the term and have students repeat. Readers Online
Give the meaning. www.eharcourtschool.com
CHARACTERISTICS OF AN ENVIRONMENT
environment all the things that are in a place
living needing food, water, and air to grow and change
nonliving not needing food, water, and air and not growing
alive living

ISBN 978-0-15-364276-0 ISBN 0-15-364276-9 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Environments for Living Things

Teacher Guide

MAZER PDF
Invite students to look around the classroom and name what they see. List
their responses on the board in groups according to whether they are living
or nonliving things. If students do not mention people, plants, or animals,
prompt them to do so. Do you see people in the room? Plants? Animals?
Explain that all the things students have named are part of the classroom
environment. Write the word environment as you say it. Review the list of
nonliving objects. Help students perceive that all the things on the list are
nonliving things. Write the word nonliving as a column heading, and read it
aloud. How are the things in the other list alike? Help students verbalize that
they are living things. They are alive. Write the words as column headings
as you say them.
PLANTS AND ANIMALS TOGETHER

food chain a diagram that shows how animals and plants are linked by what they eat
linked connected
Ask students if they or someone they know has eaten chicken. What do you
think chickens eat? If needed, explain that chickens eat grain, which comes
from plants. On the board, diagram a food chain with arrows that connect
grain, chicken, and people in that order. Point out that the diagram is a food
chain that shows how people, plants, and animals are linked by what they
eat. Write the vocabulary words above on the board as you say them.
ADAPTING TO AN ENVIRONMENT
adaptation a body part or behavior that helps a living thing
camouflage a kind of adaptation where an animal’s color or pattern helps it hide
sharp pointed, able to cut or pierce
teeth part of the body used to bite and chew food
Suggest that students run their tongue over their front teeth. Are your front
teeth sharp or flat? Write students’ responses on the board. Point out that
sharp teeth are well suited for biting into foods such as apples. Comment
that lions and other meat-eating animals have sharp teeth. Explain that the
shape of teeth is an adaptation that helps lions and other living things meet
their need for food. Write the vocabulary words on the board as they are
mentioned.
Hold a yellow and a black pencil in front of a sheet of yellow paper. Is it

easier to see the yellow pencil or the black pencil? Point out that the color of
the yellow pencil helps hide it. Explain that the color or pattern of some
animals helps camouflage, or hide, them. Write camouflage on the board.
Help students track the word as you read it aloud.
Environments for Living Things

Teacher Guide 2

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PLANTS AND ANIMALS HELP EACH OTHER

oxygen a kind of gas that plants give off and animals need to breathe
pollen a powder that flowers need to make seeds
breathe to take in air and let it out
Writing the vocabulary words on the board as you use them, ask students to
breathe in. Explain that when they breathe in, they are taking in oxygen, one
of many gases in the air. Comment that plants give off oxygen into the air.
This is a way plants help animals and people.
Recall with students that seeds form in the fruits of plants. Explain that
flowers need pollen to make seeds, and that animals help spread pollen to
flowers. This is a way animals help plants. Help students develop a diagram
to show how plants and animals help each other, such as this:
plants animals.

5
DURING READING
OPTIONS FOR READING
identifies the topic of the information on these pages.
Have students describe the environments shown on these pages. How are
the environments different from each other?
Pages 4–5 Read the heading aloud while students track it. Remind students that an
adaptation is a body part or behavior that helps a living thing.
Direct attention to the boxed word on page 4. Have students point to the tree’s
roots as you read the label aloud. Point out that the roots are an adaptation.
Encourage students to speculate about how the roots help the tree.
Pages 6–7 Help students read the heading aloud. Direct attention to the photos, one at
a time. What adaptations do you think the photos show? How might each
adaptation help the animal?
Pages 8–9 Read the heading aloud. Then direct attention to the photos. How are the
animals using plants? What are some other ways animals use plants?
3 Environments for Living Things

Teacher Guide

MAZER PDF
Page 10 Read the heading aloud. Explain that the butterfly is helping the plant
by spreading the pollen that sticks to its wings as it flies from one flower
to another.
Page 11 Help students interpret the diagram. Point out that the numbered captions
show what happens to the plants and animals and how they are linked in a
food chain. Read the captions aloud while students track them.

6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the information
about plants and animals they found to be the most interesting and why.

Name a topic, such as plant adaptations. Invite students to offer details about
the topic. Proceed until you’ve named all the topics in the book.

Have students explain how outdoor environments are alike and different
from one another. How do people change an environment?

7
EXTENSION
Birds Fly South (Writing)
Remind students that temperatures are warmer in the south and colder in
the north. Tell them that some birds fly south in the winter. Have them write
a paragraph telling what birds would find in the south that they might not
have found in the north.
Environments for Living Things

Teacher Guide 4

MAZER PDF
Environments for
Living Things
5
Name Vocabulary
Draw a line from the word to the

phrase that gives its meaning.
1. environment something about a plant

or an animal, like sharp
teeth, that helps it
2. adaptation something about an

animal, like its color,
that helps it hide
3. camouflage a picture that shows how

animals and plants are
linked by what they eat
4. oxygen a gas that plants give

off and animals need
to breathe
5. pollen all the things that are

in a place
a powder that flowers

6. food chain need to make seeds

MAZER PDF
Environments for
Living Things
6
Name Comprehension

each sentence.
oxygen hide adaptation nonliving
1. An environment has living and things.
2. The thick leaves of a plant may be an
that helps it store water.
3. Animals need to breathe the that

plants give off.
4. Some animals have an adaptation that
helps them .

MAZER PDF
Environments for
Living Things
7
Name Oral Reading
Fluency
adaptations sharp oxygen

breathe food chain alive

Do your best to show the meaning of
each sentence.
1. Adaptations / help plants / stay alive.
2. Sharp teeth / help a lion / bite into food.
3. Some animals / eat plants / for food.
4. Animals / need oxygen / to breathe.
5. A food chain / shows how / animals and /

plants / are linked.


MAZER PDF
Environments for Environments for

Living Things Living Things
5 6
Name Vocabulary Name Comprehension
Draw a line from the word to the Write a word from the box to finish
phrase that gives its meaning. each sentence.
1. environment something about a plant oxygen hide adaptation nonliving

or an animal, like sharp
teeth, that helps it
1. An environment has living and nonliving things.
2. adaptation something about an
animal, like its color,
2. The thick leaves of a plant may be an
that helps it hide
3. camouflage a picture that shows how adaptation

animals and plants are that helps it store water.
linked by what they eat
3. Animals need to breathe the oxygen that

4. oxygen a gas that plants give
off and animals need plants give off.
to breathe
4. Some animals have an adaptation that
5. pollen all the things that are
in a place
helps them hide .
a powder that flowers
6. food chain need to make seeds
Environments for
Living Things
Name Oral Reading

Fluency
adaptations sharp oxygen
breathe food chain alive
each sentence. concept-based activity. Comprehension may be
1. Adaptations / help plants / stay alive. used to review or test students’ recall of the
2. Sharp teeth / help a lion / bite into food. content. Oral Reading Fluency reinforces key
3. Some animals / eat plants / for food. science concepts through practice in oral
4. Animals / need oxygen / to breathe.
5. A food chain / shows how / animals and /
plants / are linked.

ISBN-13: 978-0-15-364276-0
ISBN-10: 0-15-364276-9
90000
Harcourt Leveled
Readers Online
Environments for Living Things www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642760

Places
Places to Live to Live
READING FOCUS SKILLS: Main Idea and Details

VOCABULARY: forest, habitat, desert, ocean
OTHER VOCABULARY: shade, soil, moist, area, cactus, stem,
tortoise, crabs, stingrays
CXENL09ALR1X_BL04CV.indd 3 12/1/09 10:35:42 AM
EXTENSION: Writing GRADE

1

100
BUILD BACKGROUND GENRE
groups, using the process shown below. Discuss the words, using LEVEL
the suggested strategy. Give the meaning or context provided. Below-Level
Lexile® 400L
Guided Reading F
Say the term. SUMMARY
Point to the term. and vocabulary for the
Track the term and have students repeat. chapter in the Student Edition.
Give the meaning. Especially designed for
struggling readers.
FORESTS Harcourt Leveled

forest land that is covered with trees Readers Online
shade darkness caused by light being cut off www.eharcourtschool.com
moist damp, slightly wet

soil the top layer of earth, made of sand, humus, and clay

ISBN 978-0-15-364277-7 ISBN 0-15-364277-7 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Places to Live
Teacher Guide

MAZER PDF
Write the word forest on the board and read it aloud. What words or ideas
come to mind when you think of a forest? List students’ responses on the
board. Use questions such as the following to prompt responses such as
shade and moist soil if they are not mentioned: Is there mostly sunshine, or
mostly shade, in a forest? Do you think the soil is moist or dry? Invite
students to share experiences they may have had visiting forests.
HABITATS
habitat the place where an animal finds food, water, and shelter
area a region or section of something
Invite students to think of a small animal they are familiar with, such as an
insect or a worm. Discuss the kind of place the animal lives. Is the place
large? Small? On the ground? Under leaves? In a tree? Point out that
students are describing the animal’s habitat. Write the word habitat on the
board as you use it. Explain that a habitat can be large or small. In either
case, it is an area, or section, of a place. Write the word area on the board,
and say it aloud as you track it. Invite students to describe a habitat they
see on their way to school.
DESERTS
desert land that gets very little rain
sunny filled with the light and warmth of the sun
cactus a type of plant that grows in the desert
stem the part of a plant that holds up the plant and lets food and water move
through the plant
tortoise a turtle that lives on land
Display a picture of a desert, or refer students to the photo on pages 6–7 in

their books. How would you describe this place? Write students’ responses
on the board. Add the word sunny to the list if it is not mentioned. Explain
that only plants needing very little water can live in a desert. Display a small
cactus plant sliced to reveal the moist interior, or refer students to the cactus
on page 7. Point out that cactus plants store water in their thick stems so
they have enough water through long periods of dry weather. Tortoises are
turtles that can get all the water they need from the food they eat, so they
need very little water in their habitat. Write the vocabulary words on the
board as you use them.
Places to Live
Teacher Guide 2

MAZER PDF
OCEANS
ocean a large body of salt water
crabs sea animals with a hard shell, eight legs, and two front claws
stingrays fish with a flat body, very broad fins, and a long, thin tail
Direct students’ attention to a globe or a wall map of the world. Explain that
the blue areas are water. Call on a volunteer to trace the large expanses of
water. Point out that these are the world’s oceans. Write the word ocean on
the board as you say it. Explain that many animals live in the ocean. Invite
students to name ocean animals they are familiar with, such as sharks,
whales, and dolphins. List them on the board. Add crabs and stingrays to the
list if they are not mentioned. Invite students to share experiences they have
had at ocean beaches, boating on the ocean, or viewing ocean animals in an
aquarium.

5
DURING READING
OPTIONS FOR READING
Invite students to describe the trees and plants shown on pages 2–3. What
do you think it might be like to walk through a forest like this one? Why do
you think the forest is shady? What causes the shade? Do you think the
plants on page 3 need as much sun as the trees on page 2? Why or why not?
Pages 4–5 Read the heading aloud while students track it. Suggest they study the
photos on these two pages. What animals do you see living in this forest?
What other animals might live in a forest?
Point out that the photos on the two pages show different types of habitats.
Invite students to compare and contrast the habitats.
Pages 6–7 Have students read the heading aloud with you. Direct attention to the boxed
word on page 7. Explain that the word is a label that names the plant shown
in the photo. Have students point to the cactus as you read the label aloud.
3 Places to Live
Teacher Guide

MAZER PDF
What do you notice about this desert? Are there a lot of plants or only a
few plants? Guide students to observe the thick cactus stem. Comment
that if students were to slice the stem of a cactus, they would see that it is
moist inside.
Pages 8–9 Have students read the heading aloud and identify the topic of the
information on these pages. Invite them to use the photos on these pages to
make predictions about the animals they will be reading about and the
information they will be learning. How do you think the needs of desert
animals might be different from the needs of forest animals? Write students’
responses on the board. Revisit them to revise, confirm, or add to them after
reading these pages.
Pages 10–11 Encourage students to use the photos on these pages to predict the topic
they will be reading about. Suggest they read the heading to confirm their
predictions. Point out that the animal on page 10 is a hermit crab; the animal
on page 11 is a stingray. Both animals live in the ocean, but in very different
parts of the ocean. Explain that, like animals in other places, the crab and
the stingray find what they need to live in their ocean habitats.

6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the place they found
most interesting—forests, desert, or oceans—and why.

Name a place to live, such as the forest. Invite students to identify as many
details about the place as they can. Proceed until you’ve named all three
habitats discussed in the text.

7
EXTENSION
A Home for Me (Writing)
Have students think about places on earth where people can live and places
where people cannot live. Do people live in deserts? Forests? Oceans? Have
students answer the questions giving reasons why they would or could not
live in each place.
Places to Live
Teacher Guide 4

MAZER PDF
Places to Live
Vocabulary 5
Name

picture it describes.
desert
forest
ocean
place where an
animal finds food,
water, and shelter
habitat

MAZER PDF
Places to Live
Comprehension 6
Name

each sentence.
desert habitat ocean forest
1. Plants that need shade and moist soil can
live in a .
2. Animals can find food, water, and shelter
in a .
3. Animals and plants that need very little
water can live in a .
4. Many animals such as crabs and stingrays
live in the .

MAZER PDF
Places to Live
Oral Reading 7
Name Fluency
forest shade moist

desert sunny ocean

of each sentence.
1. Some forest plants / need shade / and moist soil.
2. Tall forest trees / shade the ground.
3. Most deserts / are sunny and dry / all year.
4. Desert animals / must find / shady places / to rest.
5. Many animals / live in the ocean.


MAZER PDF
Places to Live Places to Live
Name Name
picture it describes. each sentence.
desert habitat ocean forest

desert
1. Plants that need shade and moist soil can
live in a forest .
2. Animals can find food, water, and shelter

forest
in a habitat .
3. Animals and plants that need very little
ocean water can live in a desert .
4. Many animals such as crabs and stingrays
place where an
animal finds food, live in the ocean .
water, and shelter
habitat
Places to Live
Name
Oral Reading
Fluency
forest shade moist
desert sunny ocean
1. Some forest plants / need shade / and moist soil. used to review or test students’ recall of the
2. Tall forest trees / shade the ground. content. Oral Reading Fluency reinforces key
3. Most deserts / are sunny and dry / all year. science concepts through practice in oral
4. Desert animals / must find / shady places / to rest.
5. Many animals / live in the ocean.

ISBN-13: 978-0-15-364277-7
ISBN-10: 0-15-364277-7
90000
Harcourt Leveled
Readers Online
Places to Live www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642777

Our
Our Earth Earth
READING FOCUS SKILLS: Compare and Contrast, Cause
and Effect
VOCABULARY: mountains, hills, valleys, plain, beach, lake,
ocean, stream, rivers, drought, flood, erosion
CXENL09ALR1X_BL05CV.indd 3 12/1/09 10:32:39 AM
OTHER VOCABULARY: body, moving, shore GRADE

WORD COUNT
125
BEFORE READING
GENRE
BUILD BACKGROUND Expository Nonfiction
Present Vocabulary and some or all of the Other Vocabulary in LEVEL
groups, using the process shown below. Discuss the words, using Below-Level
Lexile® 420L
Guided Reading F

Say the term.
Point to the term. chapter in the Student Edition.
Track the term and have students repeat. Especially designed for
struggling readers.
Give the meaning.
Harcourt Leveled
LANDFORMS Readers Online
mountains the highest kind of land with sides that slope up to www.eharcourtschool.com
the top
hills a high place that is smaller than a mountain and
usually round on top
valley the low land between mountains or hills
plain flat land that spreads out a long way

ISBN 978-0-15-364278-4 ISBN 0-15-364278-5 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Our Earth
Teacher Guide

MAZER PDF
Use clay to make a landscape that includes a mountain, two hills side by
side, and a plain. Or, draw a landscape on the board. Point to the landforms,
one at a time. Call on volunteers to suggest words or phrases that describe
the landform. Write their suggestions in a column on the board. Write the
name of the landform at the top of the column as you say the word aloud.
MOVING WATER
stream a small body of moving water that flows downhill
river a large body of moving water
Direct attention to the Mississippi River on a large wall map of the United
States. Point out that water, such as rivers, is usually indicated in blue.
Invite a volunteer to trace the Mississippi River to the Gulf of Mexico. Point
out that the water in a river flows, or moves. The water of the Mississippi
flows into the Gulf of Mexico. Explain that a stream is much smaller than a
river, but that the water in a stream also flows.
BODIES OF WATER
lake a still body of water with land all around it
ocean a large body of salt water
beach flat, sandy land along a shore
body the main part of something
shore the land at the edge of an ocean, lake, or large river
Direct attention to the oceans shown on a globe or large wall map of the world.
Remind students that blue is used to indicate water. Invite a volunteer to trace
the outline of the world’s oceans. Allow students to share experiences with
oceans and ocean water. If it is not mentioned, point out that ocean water is
salty. Call on students to point to lakes they see on the map. How are lakes
and oceans different? How are they alike? Guide students to understand that
an ocean is a body of water, as is a lake. Each has a beach and a shore. A lake
is much smaller than an ocean; a lake has fresh water; an ocean has salt
water. Write the vocabulary words on the board as they are used.
THE EFFECTS OF WEATHER

flood what happens when rivers and streams get too full and the water flows
onto land
drought a long time with little rain that causes the land to get very dry
erosion when moving water changes the land by carrying rocks and soil to
new places
Our Earth
Teacher Guide 2

MAZER PDF
Use soil to form a mound in a large pan. Pour a stream down one side of the
mound while students observe. What is happening to the soil? Why? Point
out that students are observing a model of erosion. Help students formulate
a definition for erosion. Point out that erosion of a hillside can take place
during a rainstorm. Explain that a flood can happen because of heavy rains.
Invite students to share flood-related experiences they may have had, seen,
or heard about. Write the word flood on the board. Then follow a similar
procedure for droughts. Guide students to understand that floods and
droughts are the result of too much and too little rainfall, respectively. Point
out that rainfall is a part of weather.

5
DURING READING
OPTIONS FOR READING
Pages 2–3 Direct attention to the headings and read them aloud. Point out that the
headings identify the topics of the information on these pages. Refer to the
boxed words. Point out that the words are labels that name and show the
location of specific landforms. Encourage students to use information in the
photographs to compose a sentence that uses the words mountain and
valley. Write the sentence on the board. Revisit it after the pages are read to
confirm, revise, or add to it.
Page 4 Read the heading aloud while students track the word. Guide students to
interpret the photograph. What words would you use to describe a plain?
How is a plain different from a mountain?
Page 5 Direct attention to the heading and read it aloud. Refer students to the
photograph. Invite them to suggest words that describe a beach. Write
students’ suggestions on the board for reference later.
Pages 6–7 Have students point to the heading and read it aloud with you. What do you
think the information on page 6 is about? Guide students to understand that
the photograph and label are clues that help them anticipate what they will
be reading about. In this case, the photograph and label show a lake. Follow
a similar procedure for page 7.
3 Our Earth
Teacher Guide

MAZER PDF
Page 8 Read the heading aloud while students track the words. Direct attention to
the labels. How do the labels on this page help you know which picture shows
a river and which shows a stream? How are rivers and streams different?
Point out that many streams form high in the mountains as snow melts.
Pages 9–11 Read the headings aloud with students. Help them understand they will be
reading about the effect of weather on Earth. What kind of effect do you
think different kinds of weather might have? Write students’ responses on
the board. Revisit them after these pages are read to confirm, revise, or add
to the responses.

6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the landform or
body of water they found most interesting or would most like to visit.

Name two landforms, such as mountains and hills. Have students list ways
they are alike and different. Proceed until all landforms and all bodies of
water have been discussed.
CAUSE AND EFFECT

Name a kind of weather, such as weather with very little rainfall. Call on
students to describe the effect of the type of weather named.

7
EXTENSION
The Great Outdoors (Writing)
Ask students to choose an outdoor place they enjoy, such as a mountain,
a lake, a park, or an ocean. Have them write a poem about the outdoor
place. Encourage them to use their five senses to describe the place in
detail.
Our Earth
Teacher Guide 4

MAZER PDF
Our Earth
Vocabulary 5
Name
Draw a line from each question to

the answer.
Draw a line to finish each sentence.

1. A beach is a long time with little rain that
causes the land to get very dry.
2. A drought is flat, sandy land along a shore.
when moving water carries
3. Erosion is
away soil.
4. A flood is a still body of water with land all
around it.
5. Hills are high places that are often round
on top.
6. A lake is when rivers and streams get too
full and water flows onto land.
7. Mountains are
flat land that spreads out a
long way.
8. An ocean is
a small body of moving water
9. A plain is that flows downhill.
large bodies of moving water.
10. Rivers are
the highest kind of land.
11. A stream is low land between mountains
and hills.
12. Valleys are a large body of salt water.

MAZER PDF
Our Earth
Comprehension 6
Name

each sentence.
flood mountain rivers

oceans valleys
1. The highest kind of land is a .
2. Between mountains and hills are
3. Streams may join together to form
4. Most of the water on Earth is in
5. Heavy rains may cause a .

MAZER PDF
Our Earth
Oral Reading 7
Name Fluency
mountains valleys stream

drought floods soil

of each sentence.
1. Hills are not / as high as mountains.
2. Valleys are / low places / between mountains.
3. A stream / is a small body / of moving water.
4. Dry weather / may cause / a drought.
5. Floods may carry soil / to new places.


MAZER PDF
Our Earth Our Earth
Name Name
Draw a line from each question to Write a word from the box to finish
the answer. each sentence.
Draw a line to finish each sentence. flood mountain rivers

1. A beach is a long time with little rain that oceans valleys
causes the land to get very dry.
2. A drought is flat, sandy land along a shore.
1. The highest kind of land is a mountain .
when moving water carries
3. Erosion is
away soil. 2. Between mountains and hills are
4. A flood is a still body of water with land all
around it.
5. Hills are valleys .
high places that are often round
on top.
6. A lake is 3. Streams may join together to form
when rivers and streams get too
full and water flows onto land.
7. Mountains are
flat land that spreads out a rivers .
long way.
8. An ocean is
a small body of moving water 4. Most of the water on Earth is in
9. A plain is that flows downhill.
large bodies of moving water.
oceans .
10. Rivers are
the highest kind of land.
11. A stream is low land between mountains
and hills. 5. Heavy rains may cause a flood .
12. Valleys are a large body of salt water.
Our Earth
Name
Oral Reading
Fluency
mountains valleys stream
drought floods soil
1. Hills are not / as high as mountains. used to review or test students’ recall of the
2. Valleys are / low places / between mountains. content. Oral Reading Fluency reinforces key
3. A stream / is a small body / of moving water. science concepts through practice in oral
4. Dry weather / may cause / a drought.
5. Floods may carry soil / to new places.

ISBN-13: 978-0-15-364278-4
ISBN-10: 0-15-364278-5
90000
Harcourt Leveled
Readers Online
Our Earth www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642784

MAZER PDF
Natural Resources
READING FOCUS SKILLS: Main Idea and Details, Compare and
Contrast, Cause and Effect
VOCABULARY: natural resources, rocks, soil, humus, pollution,
reduce, reuse, recycle
OTHER VOCABULARY: water, air, sand, clay, trash GRADE
1

100
the suggested strategy. Give the meaning or context provided. Below-Level
Lexile® 330L
Guided Reading F
Say the term. SUMMARY
Track the term and have students repeat. chapter in the Student Edition.
Give the meaning. Especially designed for
struggling readers.
NATURAL RESOURCES Harcourt Leveled

natural Readers Online
resources anything from nature that people can use www.eharcourtschool.com
nature the living and nonliving parts of Earth that are not
made by people
water the liquid that all living things need
air a mixture of gases that most living things need to live
rock a hard, nonliving thing that comes from Earth
soil the top layer of earth, made of sand, humus, and clay

ISBN 978-0-15-364279-1 ISBN 0-15-364279-3 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Natural Resources
Teacher Guide

MAZER PDF
Ask children to think about their trip to school today. What things did you
see that were not made by people? If children hesitate in responding,
suggest they think about natural things, such as trees and grass. Write
children’s responses on the board. Add water, air, rocks, and soil if they are
not mentioned. Explain that the list names Earth’s natural resources. Write
the term natural resources on the board as you say it. Point out that natural
resources are things in nature.
THE HARMING OF NATURAL RESOURCES

pollution waste that causes harm to land, water, or air
trash things to be thrown out
Ask volunteers to demonstrate what they do with paper and other things
they want to throw out. Comment that objects to be thrown out are trash.
Write the word on the board as you use it. Explain that trash not put in a
trash container can cause pollution, which harms natural resources. Write
the word pollution on the board. Invite children to share relevant experiences
and knowledge of pollution.
WHAT IS IN SOIL
humus pieces of dead plants and animals. Humus, clay, and sand make up soil.
sand tiny bits of rock
clay fine-grained material that can be molded and shaped when moist.
Distribute index cards with soil samples to small groups of children. Allow
time for children to use toothpicks to separate the different kinds of material
they find in their soil sample. Afterward, discuss children’s findings. What
did you find in your soil sample? List children’s responses on the board.
Add sand and clay to the list if they are not mentioned. Comment that the
blackish material may be made up of parts of dead plants and animals, such
as insects. Point out that the word that describes this part of soil is humus.
TAKING CARE OF RESOURCES

reduce to use less of a natural resource
reuse to use a natural resource again
recycle to use old resources to make new things
Explain to children that if we use less of our natural resources, we will be

taking care of them because we will be helping to make them last longer.
List the words reduce, reuse, and recycle on the board, and read them aloud
with children. Explain that these are three ways to use less of our natural
resources.
Natural Resources
Teacher Guide 2

MAZER PDF
Reuse Display an empty, rinsed milk carton and an empty egg carton.
We could throw these things out, or we could figure out new uses for them.
What are some ways we could reuse these things? List children’s ideas on
the board.
Reduce Write the word reduce on the board, and explain that it means
“to use less.” Point out that paper is made from trees, a natural resource.
Comment that reducing the amount of paper used reduces the amount of the
natural resource used. Brainstorm with children ways to reduce the amount
of paper they use, including writing on both sides of a sheet of paper.
Recycle Point out that some resources, such as paper, plastic, and
aluminum, can be reused to make new things. Write the word recycle on the
board, and read it aloud with children. Explain that newspaper can be
collected and taken to a recycling center where it is used to make new paper.
A recycling process also takes place when aluminum and plastic cans are
taken to a recycling center.

5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help children preview the visuals
and text. Afterward, invite children to follow along while you read the text
aloud. Then, have children read the text aloud in unison. Finally, allow time
for independent silent reading.
Pages 2–3 Direct attention to the headings and read them aloud. Point out that the
headings identify the topics of the information on these pages. What is the
natural resource you will be reading about?
Help children locate the labels on page 3. Explain that labels give information
about what the photograph is intended to show. Read the labels aloud while
children track them. What are some other ways we use water?
Page 4 Read the heading aloud with children. Help children understand that the
snorkel tube allows the swimmer to breathe air while remaining under
water. Read the labels aloud while children track them. Invite them to share
experiences involving the use of air to make something move, such as kites
and sailboats.
Page 5 Read the heading and label with children. What are some ways we use
rocks? Point out that rock is sometimes used to make sidewalks or patios
and that sand, which is tiny bits of rock, is used to make glass.
3 Natural Resources
Teacher Guide

MAZER PDF
Pages 6–7 Read the heading aloud with children. Point out that the photos on page 6
show the different things that are in soil. Read the labels on page 6 aloud.
Encourage children to speculate about what humus is, based on their
observations in the photo. Have children point to the labels on page 7 while
you read them aloud. What is growing in the soil in our area?
Pages 8–9 Direct attention to the heading and read it aloud with children. Have children
track the label on page 8 as you read it aloud. Encourage them to speculate
about why it is important to walk instead of use cars. Follow a similar
procedure for page 9.
Pages 10–11 Read the heading aloud with children. Then, direct attention to the
photograph on page 10. Read the label aloud while children track the words.
Why do you think using cloth bags instead of paper bags would reduce
trash? What are some other ways to reduce trash? Follow a similar process
for page 11.

6
AFTER READING
RESPOND
Encourage children to respond to the text by explaining what they have or
can do to help take care of Earth’s natural resources.

Name a natural resource, such as water, and have children give examples of
how that resource is used. Continue until you have discussed all the
resources.

Write “With Pollution” and “Without Pollution” as column headings for a
chart in which children suggest descriptive words that compare natural
resources in both conditions. Write “Water,” “Air,” and “Land” as row
headings.
CAUSE AND EFFECT

Name an action that helps take care of resources, such as using both sides
of a sheet of paper. Have children describe the effect of the action.

7
Natural Resources
Teacher Guide 4

MAZER PDF
Natural Resources
Vocabulary 5
Name
Draw a line to the word that answers

the question.
1. What is a hard, nonliving thing soil

that comes from Earth?
2. What is the top layer of earth, rock

made of sand, humus, and clay?
3. What is anything from nature humus

that people can use?
4. What is pieces of dead plants natural

and animals? resource
5. What you do when you use

less of a natural resource. recycle
6. Which word tells about using

old resources to make new things? reuse

a natural resource again. reduce

MAZER PDF
Natural Resources
Comprehension 6
Name

each sentence.
recycle reuse harms soil
1. Some natural resources are air, water, and
2. Pollution from cars and trucks
natural resources.
3. Instead of throwing away old newspaper,
people can it.
4. People can find ways to
things like old jars.

MAZER PDF
Natural Resources
Oral Reading 7
Name Fluency
humus pollution natural resources

trash reuse recycle

of each sentence.
1. Soil is made of / sand, humus, and clay.
2. Pollution harms / natural resources.
3. Cars and trucks / make pollution.
4. Trash harms / land and water.
5. People can reuse / and recycle things.


MAZER PDF
Natural Resources Natural Resources
Name Name
Draw a line to the word that answers Write a word from the box to finish
the question. each sentence.
1. What is a hard, nonliving thing soil recycle reuse harms soil

that comes from Earth?
1. Some natural resources are air, water, and
2. What is the top layer of earth, rock
made of sand, humus, and clay?
soil .
3. What is anything from nature humus
that people can use? 2. Pollution from cars and trucks
4. What is pieces of dead plants natural

and animals? resource harms natural resources.
5. What you do when you use 3. Instead of throwing away old newspaper,
less of a natural resource. recycle
people can recycle it.

6. Which word tells about using
old resources to make new things? reuse
4. People can find ways to reuse

a natural resource again. reduce things like old jars.
Natural Resources
Name
Oral Reading
Fluency
humus pollution natural resources
trash reuse recycle
1. Soil is made of / sand, humus, and clay. used to review or test students’ recall of the
2. Pollution harms / natural resources. content. Oral Reading Fluency reinforces key
3. Cars and trucks / make pollution. science concepts through practice in oral
4. Trash harms / land and water.
5. People can reuse / and recycle things.

ISBN-13: 978-0-15-364279-1
ISBN-10: 0-15-364279-3
90000
Harcourt Leveled
Readers Online
Natural Resources www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642791

MAZER PDF
Measuring Weather
Details, Cause and Effect
VOCABULARY: weather, temperature, thermometer, water cycle,
evaporate, water vapor, condense
OTHER VOCABULARY: measure, anemometer, speed, windsock GRADE
WORD COUNT
125
BEFORE READING
GENRE
Lexile® 320L
Guided Reading F

Say the term.
struggling readers.
Give the meaning.
Harcourt Leveled
MEASURING THE TEMPERATURE Readers Online
weather what the air outside is like
temperature the measure of how hot or cold something is
thermometer a tool used to measure temperature
measure to find out the size, degree, length, or quantity of
something

ISBN 978-0-15-364280-7 ISBN 0-15-364280-7 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Measuring Weather
Teacher Guide

MAZER PDF
Ask students to describe the day’s weather. Is it warm or cold outside?

Explain that warm and cold describe the temperature of the air. Write the
word temperature on the board as you say it. Display or direct students’
attention to the photo of a thermometer on page 7. Help students read the
temperature on the thermometer. Then ask students to suggest a sentence
that uses the words thermometer and temperature, such as “A thermometer
measures temperature.” Write the sentence on the board, and read it aloud
while students track it. Point out that temperature is part of weather. Write
the word weather on the board, and read it aloud. Invite students to name
other parts of weather.
MEASURING WIND
anemometer a tool used to measure the speed of wind
windsock a cone-shaped sleeve mounted on a pivot used for showing the direction of
the wind
speed how fast something is moving
Tell students that wind, or moving air, is part of weather. Point out that tools
measure the speed of the wind and the direction in which it is blowing. Write
the vocabulary words on the board as you say them. Repeat, pointing to
each syllable of a word as you say it aloud.
THE WATER CYCLE

water cycle the movement of water from Earth to the air and back again
water vapor water in the air that you cannot see
evaporate to change from liquid into water vapor
condense to change from water vapor into tiny liquid water drops
Call on volunteers to put a drop of water on a sheet of paper and wave the
paper back and forth. After the paper has dried, encourage students to offer
ideas about where the water went. Guide students to understand that the
water evaporated into the air and formed water vapor. Write the vocabulary
words on the board as you use them. Explain that water is evaporating from
the surface of Earth all the time. There is always water vapor in the air. Point
out that at times water vapor may condense and form water droplets that we
see as clouds. These droplets may fall to Earth as rain or snow, and the cycle
begins again. Write the term water cycle on the board. Read it aloud as
students track the words. Call on volunteers to offer sentences that describe
the steps in the water cycle from evaporation to condensation.

5
Measuring Weather
Teacher Guide 2

MAZER PDF
DURING READING
OPTIONS FOR READING
Invite students to name kinds of weather they have experienced or are
familiar with and to suggest which kind of weather is being depicted in
each photo.
Pages 4–5 Read the heading aloud while students track it. Have students describe the
clouds today and the weather. Point out that sometimes clouds are clues to
the weather. Write the word clues on the board as you say it.
Have students describe the clouds in the photos and comment on the type of
weather they suggest.
Page 6 Call on a volunteer to read the heading aloud. Invite students to suggest
ways the weather affects their activities and the clothes they wear.
Page 7 Direct attention to the boxed word. Explain that the word is a label that
identifies the object shown in the photo. Read the label aloud with students.
What does a thermometer do? After students respond, read the heading
aloud with them.
Pages 8–9 Read each heading and associated labels aloud with students. Recall with
students any earlier discussions you may have had about tools used for
measuring different parts of weather. Invite students to offer ideas about
how these tools might work.
Pages 10–11 Direct attention to the heading and read it aloud. Recall with students any
earlier discussions of the steps in the water cycle. To help students interpret
the diagram, read the numbered sentences aloud while students track them.
What happens to the rain or snow that falls? Why do you think this is called
the water cycle? Before moving on, be sure students understand that the
process of evaporation, condensation, and precipitation (rain or snowfall) is
continuous.

6
3 Measuring Weather
Teacher Guide

MAZER PDF
AFTER READING
RESPOND
Encourage students to respond to the text by describing their favorite type of
weather and explaining why it is their favorite.

Have students compare weather conditions today with those from yesterday
and the day before, explaining how the conditions are different as well as
similar.

Name each part of weather—air temperature, rain, or wind—one at a time.
Have students offer details about what that part of weather is and how it
can be measured. Use students’ suggestions to write paragraphs on the
board about the different parts of weather.
CAUSE AND EFFECT

Describe weather-related conditions, such as a warm, rainy day. Have
students explain the effect the conditions would have on the kind of clothes
they would need to wear and the type of activities they could take part in.

7
EXTENSION
Where Did the Puddle Go? (Writing)
After talking about the water cycle with students, have them write a story
about a puddle. The stories must include the parts of the water cycle.
Measuring Weather
Teacher Guide 4

MAZER PDF
Measuring Weather
Vocabulary 5
Name
Draw a line from each question to

the answer.
1. Which word describes how evaporate

hot or cold something is?
2. Which word describes what

happens when water goes water cycle
into the air?

temperature
the air outside is like?
4. Which words describe water

in the air that you can not see?
thermometer
5. Which words describe water
moving from Earth to the
air and back again? water vapor
6. Which word names a tool
used to measure how hot
or cold something is? weather

MAZER PDF
Measuring Weather
Comprehension 6
Name

each sentence.
weather water vapor thermometer clouds
1. Different clouds may mean different kinds
of .
2. To find out the temperature, you can look
at a .
3. Water evaporates and forms .
4. Water vapor condenses and forms .

MAZER PDF
Measuring Weather
Oral Reading 7
Name Fluency
air weather clouds

water cycle Earth

each sentence.
1. The air / may be / warm or cool.
2. Puffy clouds / may mean / nice weather.
3. It is important / to dress / for the weather.
4. Clouds are part / of the water cycle.
5. Water moves / from Earth / to the air.


MAZER PDF
Measuring Weather Measuring Weather
Name Name
Draw a line from each question to Write a word from the box to finish
the answer. each sentence.
1. Which word describes how evaporate weather water vapor thermometer clouds
hot or cold something is?
1. Different clouds may mean different kinds
happens when water goes water cycle
into the air? of weather .
3. Which word describes what 2. To find out the temperature, you can look
temperature
the air outside is like?
4. Which words describe water at a thermometer .

in the air that you can not see?
thermometer
5. Which words describe water 3. Water evaporates and forms water vapor .
moving from Earth to the
air and back again? water vapor
4. Water vapor condenses and forms clouds .
6. Which word names a tool
used to measure how hot
or cold something is? weather
Measuring Weather
Name
Oral Reading
Fluency
air weather clouds
water cycle Earth
each sentence. concept-based activity. Comprehension may be
1. The air / may be / warm or cool. used to review or test students’ recall of the
2. Puffy clouds / may mean / nice weather. content. Oral Reading Fluency reinforces key
3. It is important / to dress / for the weather. science concepts through practice in oral
4. Clouds are part / of the water cycle.
5. Water moves / from Earth / to the air.

ISBN-13: 978-0-15-364280-7
ISBN-10: 0-15-364280-7
90000
Harcourt Leveled
Readers Online
Measuring Weather www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642807

MAZER PDF
Seasons
READING FOCUS SKILLS: Main Idea and Details, Sequence
VOCABULARY: season, spring, summer, fall, migrate, winter
OTHER VOCABULARY: pattern, born, hatch, daylight, leaves
EXTENSION: Writing
GRADE
BEFORE READING 1
WORD COUNT
BUILD BACKGROUND 125
Present Vocabulary and some or all of the Other Vocabulary in GENRE
groups, using the process shown below. Discuss the words, using Expository Nonfiction
the suggested strategy. Give the meaning or context provided. LEVEL
Below-Level
Write or Display the term. Lexile® 320L
Guided Reading F
Say the term.
SUMMARY
Point to the term.
Track the term and have students repeat. and vocabulary for the
Give the meaning. chapter in the Student Edition.
struggling readers.
CHARACTERISTICS OF SPRING
spring the season after winter when the weather
Harcourt Leveled
gets warmer Readers Online
born brought into life www.eharcourtschool.com
hatch to come out of an egg
Write the word spring on the board, and read it aloud with children.
Invite children to suggest words that come to mind when they think
of spring. Note children’s suggestions on the board. Use the
following prompts as needed:

ISBN 978-0-15-364281-4 ISBN 0-15-364281-5 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Seasons
Teacher Guide

MAZER PDF
What is the weather like in spring? What season comes before spring? After
spring? If if is not mentioned, point out that many animals are born in
spring. Others hatch. Write the words born and hatch on the board as you
say them. Retain children’s notes on the board for review when all the
seasons have been discussed.
CHARACTERISTICS OF SUMMER
summer the season after spring that is usually hot. Summer has many hours
of daylight.
daylight the light of day
Recall with children things they do during summer. How is summer different
from other times of the year? What is the weather like during summer? Note
children’s responses on the board under the word summer. If it is not
mentioned, comment that during summer the days are longer; there are
more hours of daylight. Write the word daylight on the board. Guide children
to see that daylight is a compound word made up of two smaller words.
Retain children’s notes on the board for use after the other seasons have
been discussed.
CHARACTERISTICS OF FALL
fall the season after summer when the air begins to get cooler
migrate to move to a new place to find food
leaves the parts of plants and trees that take in light and air; plural of leaf
Write the word fall on the board as a heading. Point out that fall is the
season that comes after summer. The school year in most places begins in
fall. What is the weather like in fall? What things happen in fall? If it is not
mentioned, comment that in some places leaves turn color and fall from
trees. Write the word leaves on the board as part of the phrase leaves fall
from trees and read it aloud with children. Explain that many animals,
including some types of birds, migrate in fall in order to find food. Write the
word migrate on the board as you use it. Retain the phrases and notes
children have suggested for use after all the seasons have been discussed.
CHARACTERISTICS OF WINTER
winter the season after fall that is usually cold. Winter has the fewest hours
of daylight.
Ask children to name the season of the year when the weather is coldest.
Write winter on the board as a heading. What does it look like outside in
winter? What words tell about the weather in winter? Write children’s
responses on the board under the heading.
Seasons
Teacher Guide 2

MAZER PDF
A YEAR OF WEATHER
season a time of year. A year has four seasons.
pattern organization or action that is repeated
Write or refer to the names of the four seasons on the board. Explain that
each word refers to a different season, or time of year. Write the word season
on the board. Guide children to understand that the seasons form a pattern
that is repeated. Let’s name the seasons one after the other – spring,
summer, fall, winter. What season comes after winter? Draw a circle or ring
on the board. Explain that, like a circle, the pattern of seasons has no
beginning or end; it repeats itself.
Review the characteristics of the seasons with reference to the words and
phrases on the board. Invite volunteers to suggest one or two sentences that
describe each season. Write the sentences on the board in a paragraph
about the seasons.

5
DURING READING
OPTIONS FOR READING
Guide children to interpret the diagram by explaining that the same tree is
shown in each season and that the arrows suggest that the seasons form a
continuous pattern.
Pages 4–5 Read the heading aloud with children. Direct attention to the boxed words.
Explain that the words are labels that give information about the
photographs. Read the labels aloud while children track them.
Pages 6–7 Read the heading aloud. Encourage children to comment on the part of
summer each photo shows. Then read the labels with children. Point out
that a label may give information about what the particular photo is
intended to show.
Pages 8–9 Have children point to the heading as you read it aloud. Encourage children
to use the labels to describe the part of fall each photograph shows. As
needed, read the labels aloud while children track them.
3 Seasons
Teacher Guide

MAZER PDF
Pages 10–11 Have children read the heading aloud and track the labels as you read them.
Afterward, discuss the way in which each photograph adds to children’s
understanding about what takes place during winter.

6
AFTER READING
RESPOND
Encourage children to respond to the text by describing the part of each
season they like best.

Name a season, such as winter. Have children mention as many details
about the season as they can. Use their ideas as the basis for sentences in a
paragraph about the season. Follow a similar procedure for each season.
SEQUENCE
Name a season, such as spring. Have children identify the season that
comes before and after the one you named.

7
EXTENSION
Name the Season (Writing)
Ask students to write ten words to describe a season of the year. Encourage
them to use words that describe the temperature, places to go, and things to
do during that season. Have students take turns reading their lists aloud
while other students guess the season.
Seasons
Teacher Guide 4

MAZER PDF
Seasons
Vocabulary 5
Name

phrase that tells about it.
1. spring a year has four of these
2. winter cold, snowy weather
to move to a new place

3. summer to find food
4. fall hot weather
leaves turn colors and

5. season fall off trees
6. migrate young are born or hatch

MAZER PDF
Seasons
Comprehension 6
Name

each sentence.
spring fall most

fewest seasons
1. Every year as four .
2. Young animals are born or hatch in .
3. Winter is the season with the
hours of daylight.
4. Summer is the season with the
hours of daylight.
5. Animals may migrate in .

MAZER PDF
Seasons
Oral Reading 7
Name Fluency
spring summer fall

migrate winter season

of each sentence.
1. Many plants / begin to grow / in spring.
2. Animals have ways / to stay cool / in summer.
3. Fall has / fewer hours / of daylight.
4. Some animals / migrate / to find food.
5. Winter is / the coldest season.


MAZER PDF
Seasons Seasons
Name Name
phrase that tells about it. each sentence.
1. spring a year has four of these spring fall most

fewest seasons
2. winter cold, snowy weather

1. Every year as four seasons .
to move to a new place spring

3. summer to find food 2. Young animals are born or hatch in .
3. Winter is the season with the

4. fall hot weather
fewest hours of daylight.

leaves turn colors and
5. season fall off trees 4. Summer is the season with the
most hours of daylight.

6. migrate young are born or hatch
5. Animals may migrate in fall .
Seasons
Name
Oral Reading
Fluency
spring summer fall
migrate winter season
1. Many plants / begin to grow / in spring. used to review or test students’ recall of the
2. Animals have ways / to stay cool / in summer. content. Oral Reading Fluency reinforces key
3. Fall has / fewer hours / of daylight. science concepts through practice in oral
4. Some animals / migrate / to find food.
5. Winter is / the coldest season.

ISBN-13: 978-0-15-364281-4
ISBN-10: 0-15-364281-5
90000
Harcourt Leveled
Readers Online
Seasons www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642814

MAZER PDF
Objects in the Sky

READING FOCUS SKILLS: Compare and Contrast, Cause and
Effect, Sequence
VOCABULARY: sun, star, moon, rotate, crater
OTHER VOCABULARY: planet, spin, astronauts, dust
EXTENSION: Writing GRADE
1

125
Present Vocabulary and some or all of the Other Vocabulary in
Below-Level
the suggested strategy. Give the meaning or context provided. Lexile® 290L
Guided Reading F
SUMMARY
Say the term. Presents identical content
Track the term and have children repeat.
Give the meaning. struggling readers.
UP IN THE SKY Harcourt Leveled

Readers Online
sun the star closest to Earth
star an object in the sky that gives off its own light
moon a huge ball of rock in the sky that does not give off its
own light
planet a relatively large body that travels around the sun
(Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune)

ISBN 978-0-15-364282-1 ISBN 0-15-364282-3 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Objects in the Sky

Teacher Guide

MAZER PDF
Go outside with children, or ask them to suppose that you were standing
outside. If you looked up at the sky right now, what would you see? Write
children’s responses on the board. Add sun if it is not mentioned. What
would you see if you looked up at the sky at night? Add moon and stars if
they are not mentioned. Point to and read each word aloud. Comment that
the sun actually is a star; it is the star closest to Earth. Then write the word
planet on the board, and read it aloud. Explain that a planet may be visible
in the sky at night. Invite children to share their understanding about the
differences between planets and stars.
DAY AND NIGHT

rotate to spin around like a top
spin to turn or whirl around
Have children stand and spin around one time. Explain that they have done
what Earth takes a whole day and night to do—rotate. Write rotate on the
board and read it aloud. Then write the word spin and read it with children.
Explain that rotate and spin are synonyms, words with the same meaning.
Using a globe or ball representing Earth and a lighted flashlight

representing the sun, guide children to understand that as Earth rotates,
the side facing the sun has daytime; the side facing away from the sun
has nighttime. Slowly rotate the globe or ball, or invite a volunteer to do so.
Which part of Earth has daytime? Which part has nighttime? How do
you know?
EXPLORING THE MOON

crater a hole in a surface, is shaped like a bowl. The moon has many craters.
astronauts people who travel in space
dust very fine, powdery material
Children may be familiar with the term astronauts. To find out, ask if they
know the word for people who travel in space. Write the word on the board
as you read it aloud, and track it for children. Invite children to share their
knowledge about astronauts or space exploration. If it is not mentioned,
explain that astronauts have landed on the moon. According to astronauts,
the surface is covered with dust and has many craters. Write the vocabulary
words on the board as you use them. To help children strengthen their
understanding of craters, drop a rock or stone into a pan of sand or soil.
Remove the rock, and have children observe the crater it made.

5
Objects in the Sky

Teacher Guide 2

MAZER PDF
DURING READING
OPTIONS FOR READING
Have children point to the labels as you read them aloud. Explain that the
labels name and locate important details in the photograph. What else
might you see in the sky during the day?
Pages 4–5 Read the heading and labels with children. Point out that it may be difficult,
especially in and near cities, to see planets in the sky at night though they
may be visible in other regions. How does the moon look in the sky at night?
How is that different from the way stars look? Why do you think this is so?
Pages 6–7 Direct attention to the heading and read it aloud. If possible, demonstrate
Earth’s rotation, using a lighted flashlight to represent the sun and a globe
or ball to represent Earth. Then direct attention to the images on these
pages. In each case, have children locate the sun and point to the part of
Earth that the sun’s light reaches. Guide them to understand that as Earth
rotates, different parts of Earth face the sun. Those parts facing the sun
have day.
Pages 8–9 Read the heading aloud with children. Explain that the diagram shows how
the appearance of the moon seems to change during a month’s time. Explain
that the moon itself does not change; it only seems to change. Recall with
children that the moon does not give off its own light, but reflects light from
the sun. Its appearance seems to change because during the 29-day period,
different parts of the moon are reflecting the sun’s light.
Pages 10–11 Read the heading and labels with children. Help them understand that the
astronaut is actually on the moon itself. Encourage children to describe the
moon as fully as they can and to comment about what it might be like to be
an astronaut.

6
3 Objects in the Sky

Teacher Guide

MAZER PDF
AFTER READING
RESPOND
Encourage children to respond to the text by naming their favorite object in
the sky and giving a fact about it.

Name two objects in the sky, such as the sun and Earth. Have children list
ways the objects are alike and different. Continue until children have
compared and contrasted all the objects mentioned in the book.
CAUSE AND EFFECT

Have children complete cause-and-effect sentences, such as We have day
because . We have night because . The sun seems to move in
the sky because . Write the completed sentences on the board in a
paragraph about day and night.
SEQUENCE
Have children contribute sentences to a paragraph about how the phases of
the moon change during a month’s time. Urge them to begin each sentence
with a sequence word, such as first, next, then, and last.

7
EXTENSION
Who Am I? (Writing)
Write the following words on the board: sun, star, moon, planet, astronaut.
Have students choose one of the words and write three things they know
about that word. Have them read their sentences while other children guess
which word is being described.
Objects in the Sky

Teacher Guide 4

MAZER PDF
Objects in the Sky
Vocabulary 5
Name
Draw a line under the word that

finishes the sentence.
1. The star that is closest to Earth is the .
moon sun
2. An object in the sky that gives off its own light is a .
planet star
3. An object in the sky that does not give off its own
light is the .
moon sun
4. Earth spins around like a top, or .
repeats rotates
5. On the moon, a hole shaped like a bowl is a .
astronaut crater

MAZER PDF
Objects in the Sky
Comprehension 6
Name

each sentence.
day light rotate night
1. You can see many stars in the sky.
2. When our part of Earth faces the sun,
we have .
3. It takes about 24 hours for Earth to
one time.
4. The Earth and the moon do not give off
their own .

MAZER PDF
Objects in the Sky
Oral Reading 7
Name Fluency
clouds moon Earth

rotates change astronauts

of each sentence.
1. In the daytime sky / you may see clouds.
2. The moon / does not give off / its own light.
3. Earth rotates, / or spins, / like a top.
4. The moon’s shape / seems to change.
5. In 1969 / astronauts went / to the moon.


MAZER PDF
Objects in the Sky Objects in the Sky
Name Name
Draw a line under the word that Write a word from the box to finish
finishes the sentence. each sentence.
1. The star that is closest to Earth is the . day light rotate night
moon sun
1. You can see many stars in the night sky.
2. An object in the sky that gives off its own light is a .
planet star 2. When our part of Earth faces the sun,
3. An object in the sky that does not give off its own
we have day .
light is the .
moon sun 3. It takes about 24 hours for Earth to
4. Earth spins around like a top, or .

rotate one time.
repeats rotates
4. The Earth and the moon do not give off
5. On the moon, a hole shaped like a bowl is a .
astronaut crater their own light .
CXENL09ALR1X_BLTG09.indd 5 3/23/07 9:22:23 AM CXENL09ALR1X_BLTG09.indd 6 3/23/07 9:22:24 AM
Objects in the Sky
Name
Oral Reading
Fluency
clouds moon Earth
rotates change astronauts
1. In the daytime sky / you may see clouds. used to review or test students’ recall of the
2. The moon / does not give off / its own light. content. Oral Reading Fluency reinforces key
3. Earth rotates, / or spins, / like a top. science concepts through practice in oral
4. The moon’s shape / seems to change.
5. In 1969 / astronauts went / to the moon.

ISBN-13: 978-0-15-364282-1
ISBN-10: 0-15-364282-3
90000
Harcourt Leveled
Readers Online
Objects in the Sky www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642821

MAZER PDF
All About Matter

Details, Cause and Effect
VOCABULARY: matter, solid, float, liquid, sink, gas, mixture,
dissolves, length, mass, steam
OTHER VOCABULARY: water, measure, balance, heat, cold, GRADE
forms, ice 1
EXTENSION: Writing WORD COUNT
125
GENRE
BEFORE READING
BUILD BACKGROUND LEVEL
Present Vocabulary and some or all of the Other Vocabulary in Below-Level
Lexile® 290L
groups, using the process shown below. Discuss the words, using Guided Reading F
SUMMARY
Say the term. chapter in the Student Edition.
Point to the term. Especially designed for
struggling readers.
Give the meaning. Harcourt Leveled
Readers Online
FORMS OF MATTER
matter everything around you
solid a kind of matter that keeps its shape
liquid a kind of matter that takes the shape of its container
gas a kind of matter that does not have its own shape

ISBN 978-0-15-364283-8 ISBN 0-15-364283-1 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 All About Matter

Teacher Guide

MAZER PDF
Ask students to name foods they eat and drink at mealtimes. List the foods
in columns according to whether they are solids or liquids. Direct attention to
the drinks. Point out that the drinks are a form of matter called liquids. Write
the term at the top of the column. Follow a similar procedure for the solid
foods. Invite students to give additional examples of solids and liquids. Then
ask students to inhale. Point out that the air they breathe is made up of
gases, another form of matter. Write the term gas on the board. Point out
that solids, liquids, and gases are forms of matter.
MORE ABOUT LIQUIDS

float to stay on top of a liquid
sink to fall to the bottom of a liquid
dissolve to completely mix a solid with a liquid
Drop a pebble into water; float a plastic bottle cap. Does the pebble float or
sink? What does the bottle cap do? Write the vocabulary words as they are
used. Have students observe as you mix sugar into the water. Point out that
the sugar mixes completely, or dissolves. Write the vocabulary words on the
board.
MORE ABOUT SOLIDS

mixture two or more things that have been mixed together
measure to find out the size, weight, amount, or length of something
length the measure of how long a solid is
Display a collection of small objects one by one. Have students identify each
object as you place it in a plastic bag. Shake the bag. Then pour the
contents onto a desktop. What happened to the things in the bag? Point out
that you formed a mixture of solids when you shook the bag. Write the word
mixture on the board. Then invite volunteers to sort the objects into groups.
Using a ruler, measure the length of one of the objects students have sorted.
I’m going to use this ruler to measure the length of this thing we sorted. I’m
going to find out how long it is. Demonstrate the technique for measuring.
Then write the vocabulary words measure and length on the board.
MEASURING SOLIDS
mass the measure of how much matter something has
balance a tool, or instrument, used to measure mass
All About Matter

Teacher Guide 2

MAZER PDF
Display a small pile of soil. How much soil do you think this is? How do you
think we could find out the amount of soil? After discussing students’ ideas,
place the soil on one side of a balance. Use objects such as coins or buttons
to equalize the balance. We can use this balance to find out the amount or
mass of the soil. The soil has the same mass as these (coins). Write the
vocabulary words on the board as they are used.
LETTER-SOUND CORRESPONDENCE: EA
steam gas that comes from boiling water
heat the degree to which something is hot
Have students listen for the vowel sound as you say each word. What is the
vowel sound in these words? Write the words one under the other so the like
vowel letters line up. Call on volunteers to underline the letters in each word
that stand for the vowel sound. Point out that the letters ea stand for the
long e vowel sound in many words. Write more examples on the board.

5
DURING READING
OPTIONS FOR READING
the text aloud. Then, allow time for independent silent reading.
Pages 2–3 Direct attention to each heading and read it aloud. Point out that the
heading on each page identifies the topic of the information on the page.
Have students describe the solids on page 3. How are the objects in this
picture different from water?
Pages 4–5 Read aloud each heading. Ask students to identify the topic for the page.
Direct attention to the objects in the fish bowl on page 4. Which one floats?
Which one sinks? Have students observe the bubble the girl on page 5 is
making. Point out that another form of matter is in the bubble. Encourage
students to use the information in the heading to speculate about what that
form of matter might be.
Pages 6–7 Point out that different solids may be used to make mixtures; mixtures can
also be made with solids and liquids. Recall that salt water, such as ocean
water, is a mixture in which salt is dissolved in, or completely mixed with,
water.
Pages 8–9 Read the heading aloud. Help students identify the measuring tools on each
page. Discuss what each tool measures.
3 All About Matter
Teacher Guide

MAZER PDF
Pages 10–11 Have students describe what is taking place in the photo on page 10. Then
read the heading. What matter is being heated in the photo? Follow a
similar procedure for page 11. What matter is being cooled?

6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the type of matter
that seemed to be most interesting to them and why.

Have students name something that is the same about everything around
them. Invite them to name some ways in which matter can be different.

Name a form of matter, such as a solid. Have students offer details about
the way that form of matter is different from other forms.
CAUSE AND EFFECT

Ask students to explain what heat can do to water. Then ask, What can
happen when water gets very, very cold?

7
EXTENSION
School Matter (Writing)
Ask students to carry notebooks with them on a class walk around the
school grounds. Each time they change locations, students should record in
the notebook five types of matter they see. Afterwards, have students
compare lists.
All About Matter

Teacher Guide 4

MAZER PDF
All About Matter
Vocabulary 5
Name
Draw a line from the sentence to the

word that finishes the sentence.
1. Everything is . solids
2. Things that keep their

shape are . matter
3. The kind of matter that

flows is . steam
4. Matter with no shape is

a . liquid
5. A gas that forms when

water boils is . gas
6. If a thing falls to the bottom

of water, it . mass
7. If a solid mixes completely

with water, it . dissolves
8. A balance measures
. sinks

MAZER PDF
All About Matter
Comprehension 6
Name

each sentence.
solid sink matter ice
1. Everything around you is made
up of .
2. Matter that keeps its size and shape
is a .
3. If water gets very cold, it may become
a solid called .
4. Some things float in water, and some
things .

MAZER PDF
All About Matter
Oral Reading 7
Name Fluency
around shape liquids

water measure amount

of each sentence.
1. Matter / is all the things / around you.
2. Solid matter / keeps its shape.
3. Some liquids / float / in water.
4. Gas is matter / that has / no shape.
5. You can measure / the amount / of a liquid.


MAZER PDF
All About Matter All About Matter
Name Name
Draw a line from the sentence to the Write a word from the box to finish
word that finishes the sentence. each sentence.
1. Everything is . solids solid sink matter ice

2. Things that keep their
1. Everything around you is made
shape are . matter
3. The kind of matter that matter

up of .
flows is . steam
2. Matter that keeps its size and shape
4. Matter with no shape is
a . liquid
is a solid .
5. A gas that forms when
water boils is . gas 3. If water gets very cold, it may become
6. If a thing falls to the bottom

of water, it . mass a solid called ice .
7. If a solid mixes completely 4. Some things float in water, and some

with water, it . dissolves
8. A balance measures things sink .

. sinks
All About Matter
Name
Oral Reading
Fluency
around shape liquids
water measure amount
1. Matter / is all the things / around you. used to review or test students’ recall of the
2. Solid matter / keeps its shape. content. Oral Reading Fluency reinforces key
3. Some liquids / float / in water. science concepts through practice in oral
4. Gas is matter / that has / no shape.
5. You can measure / the amount / of a liquid.

ISBN-13: 978-0-15-364283-8
ISBN-10: 0-15-364283-1
90000
Harcourt Leveled
Readers Online
All About Matter www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642838

MAZER PDF
Heat, Light, and Sound

READING FOCUS SKILLS: Cause and Effect, Main Idea and
Details, Compare and Contrast
VOCABULARY: heat, light, shadow, sound, vibrate, loudness,
pitch
OTHER VOCABULARY: energy, fire, stove, lamps, clear, pluck, GRADE
guitar, string, shout 1
EXTENSION: Writing WORD COUNT
125
GENRE
BEFORE READING
BUILD BACKGROUND LEVEL
Present Vocabulary and some or all of the Other Vocabulary in Below-Level
Lexile® 260L
groups, using the process shown below. Discuss the words, using Guided Reading F
SUMMARY
Say the term. chapter in the Student Edition.
Point to the term. Especially designed for
struggling readers.
Give the meaning. Harcourt Leveled
Readers Online
HEAT
heat a kind of energy that makes things hotter
energy something that can cause change. Most energy on
Earth comes from the sun.
fire the flame and heat caused by something burning
stove a device that creates heat for cooking

ISBN 978-0-15-364284-5 ISBN 0-15-364284-X 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Heat, Light, and Sound

Teacher Guide

MAZER PDF
Invite children to think of the stove they have at home. What do people use
stoves for? Point out that stoves can be used to create heat for cooking food.
Write the words stove and heat on the board as you use them. What else
gives off heat? Write children’s responses on the board. Add fire if it is not
mentioned. Explain that heat is a form of energy. Write the word on the
board. Discuss with children the changes that heat from a stove can
bring about.
LIGHT
light a kind of energy that lets us see
shadow a dark place made when an object blocks light
lamp a device that gives off light
clear easily seen through
Shine a flashlight onto a wall. What is coming from this flashlight? Write the
word light on the board. What besides the flashlight gives off light? Add
lamp to the list if it is not mentioned. Read the word aloud with children.
Invite a volunteer to hold several fingers directly in front of the light from the
flashlight. What do you see on the wall? Write the word shadow on the
board. Hold a sheet of plastic wrap in front of the light. What do you see on
the wall now? Guide children to understand that the plastic wrap is clear.
Write the word clear on the board.
SOUND
sound a kind of energy that you hear
vibrate to move quickly back and forth
pluck to quickly pull and release
guitar a stringed musical instrument played by plucking the strings
string a cord of wire for a musical instrument
Have children stretch a rubber band between their thumb and first finger.
Suggest they pluck the rubber band. What do you hear? What do you see?
Write the word sound on the board as it is used, and read it aloud with
children. Point out that the moving back and forth they observe is what
happens when something vibrates. Write vibrate on the board as you use the
word. What happened when the rubber band stopped vibrating?
Invite children to share experiences they may have had playing a guitar or
watching someone play. Or display a guitar and invite volunteers to play it.
What do you do to play a guitar? What part vibrates? Write children’s
responses in a sentence on the board, such as “People pluck the strings of a
guitar so they vibrate and make sound.” Read the sentence aloud.

Teacher Guide 2

MAZER PDF
DIFFERENT SOUNDS
loudness how loud or soft a sound is
pitch how high or low a sound is
shout a sudden and loud outcry or sound
Clap you hands, first quietly, then loudly. How has the clapping sound
changed? Write the word loudness on the board. Challenge children to find a
small, familiar word within the longer word. Invite a volunteer to underline
the small word. Encourage children to suggest examples of soft sounds,
such as whispers, and loud sounds, such as shouts. Write the word shout on
the board if it is not mentioned.

5
DURING READING
OPTIONS FOR READING
identifies the topic of the information on these pages. Point out that the
words associated with the photographs on these pages are captions. Point
out that a caption explains what is important about a picture. Read both
captions while children track the words.
Invite children to suggest answers to the caption question on page 3. Revisit
their ideas after they read the information on the page.
Page 4 Read the heading aloud with children. Then direct attention to the boxed
words. Explain that the words are labels that identify the image in the
photograph. Have students point to each label as you read it aloud. These
are things that give off heat. What else can you think of that gives off heat?
Page 5 Read the heading and label aloud with children. Where is the light in these
pictures coming from? What else gives off light?
Pages 6–7 Direct attention to the shadows on page 7. What do you think is happening
that causes the shadows? Look at the door on page 6. Why do you think the
door isn’t making a shadow? Note children’s responses on the board. Revisit
the responses to revise them after these pages are read.
3 Heat, Light, and Sound

Teacher Guide

MAZER PDF
Pages 8–9 Read the heading and caption on page 8 aloud with children. Invite children
to name the sounds they might hear on the street shown in the photograph.
What part of the guitar on page 9 is making a sound? Revisit children’s
responses after they read the page.
Pages 10–11 Read the heading and captions with children. Who can make a high sound?
A low sound? A soft sound? Invite children to demonstrate and describe
different sounds.

6
AFTER READING
RESPOND
Encourage children to respond to the text by naming a fact or word they
learned that was particularly interesting.
CAUSE AND EFFECT

Have children complete cause-and-effect oriented sentences, such as:
Sound stops because something stops . We can see because
of . We can’t see anything in a dark room because .

Name a kind of energy, such as heat. Have children offer as many details
about the topic as they can. Proceed until you have covered heat, light,
and sound.

Sing two notes, one high and one low, or one loud and one soft. Have
children compare and contrast the notes, explaining how they are alike and
different in terms of pitch and loudness. Invite volunteers to sing the next
two notes while their classmates compare and contrast.

7
EXTENSION
My Song (Writing)
Ask students to think about a tune that is likely to be familiar to all, such as
“Twinkle, Twinkle, Little Star”. Together, have them hum the notes of the song
without singing the words. Then, have them each write their own version of
the lyrics and share it with the class.

Teacher Guide 4

MAZER PDF
Vocabulary 5
Name
Draw a line to the word that finishes

the sentence.
1. The kind of energy that light

makes things hotter
is .
heat
2. The kind of energy that
lets us see is .
3. The kind of energy that sound

we hear is .
4. The dark place made where

loudness
an object blocks light is
a .
5. How loud or soft a sound shadow

is tells about its .
6. How high or low a sound

vibrate
7. To move back and forth

very quickly is to . pitch

MAZER PDF
Comprehension 6
Name

each sentence.
shadow heat loudness

pitch clear
1. A fire and a stove give off .
2. Something that blocks light can make
a .
3. Light can pass through things that are .
4. A whisper has a different

than a shout.
5. A whistle is a sound with a high .

MAZER PDF
Oral Reading 7
Name Fluency
heat light shadows

sound vibrates pitch

of each sentence.
1. Heat from the sun / warms Earth.
2. When light / is blocked, / shadows form.
3. Sound is made / if something vibrates.
4. A whisper / is soft. / A shout / is loud.
5. Pitch is / how high / or low / a sound is.


MAZER PDF
Heat, Light, and Sound Heat, Light, and Sound
Name Name
Draw a line to the word that finishes Write a word from the box to finish
the sentence. each sentence.
1. The kind of energy that light shadow heat loudness

makes things hotter pitch clear
is .
heat
2. The kind of energy that heat
1. A fire and a stove give off .
lets us see is .
2. Something that blocks light can make
3. The kind of energy that sound
we hear is .
a shadow .
4. The dark place made where
loudness
an object blocks light is
a . 3. Light can pass through things that are clear .
5. How loud or soft a sound shadow

is tells about its . 4. A whisper has a different loudness
than a shout.
6. How high or low a sound
vibrate
5. A whistle is a sound with a high pitch .
7. To move back and forth
very quickly is to . pitch
Name
Oral Reading
Fluency
heat light shadows
sound vibrates pitch
1. Heat from the sun / warms Earth. used to review or test students’ recall of the
2. When light / is blocked, / shadows form. content. Oral Reading Fluency reinforces key
3. Sound is made / if something vibrates. science concepts through practice in oral
4. A whisper / is soft. / A shout / is loud.
5. Pitch is / how high / or low / a sound is.

ISBN-13: 978-0-15-364284-5
ISBN-10: 0-15-364284-X
90000
Harcourt Leveled
Readers Online
Heat, Light, and Sound www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642845

MAZER PDF
Motion
READING FOCUS SKILLS: Compare and Contrast, Cause and
Effect, Main Idea and Details
VOCABULARY: motion, speed, force, push, pull, gravity, magnet,
attract, magnetic force, pole, repel
OTHER VOCABULARY: iron GRADE
WORD COUNT
125
BEFORE READING
GENRE
Lexile® 340L
Guided Reading F

Say the term.
struggling readers.
Give the meaning.
Harcourt Leveled
MOTION Readers Online
motion when something is moving
Toss a ball or other similar object. What is moving? What is in

motion? Call on volunteers to offer complete sentences that describe
what is in motion. Paraphrase the sentences to include the word
motion if it is not used. Invite volunteers to demonstrate how things
move, such as in a zigzag, in a curved path, in a straight path, and in
a circle.

ISBN 978-0-15-364285-2 ISBN 0-15-364285-8 01 02 03 04 05 06 07 08 09 10 179 16 15 14 13 12 11 10 09 08 07
1 Motion
Teacher Guide

MAZER PDF
MOVING THINGS
force something that makes an object move or stop moving
push to press an object away from you
pull to tug an object closer to you
speed the measure of how fast something moves
Invite a volunteer to move an object such as a chair. What did you have to do
to move the chair? Did you push it or pull it? Write the words push and pull
on the board. Explain that a push or a pull is a force. Write the word force on
the board as you use it. Invite a volunteer to push a book or a ball so it
moves fast, then slow. Point out that the amount of force used affects the
speed of an object. The more force, the greater the speed. Write the word
speed on the board as you use it.
GRAVITY
gravity a force that pulls things down to the ground
Display an eraser or a pencil where children can see it. What will happen if I
let go of this? Why do you think it will fall down and not up or sideways?
Guide children to understand that a force called gravity is pulling it down.
Write the word gravity on the board as you say it. Write the following
sentence on the board: “Gravity is a force that pulls everything to the
ground.” Read the sentence aloud as you track the words.
MAGNETIC FORCE
magnetic
force the pulling force of a magnet
magnet an object that will attract things made of iron
iron a metal used in making tools and other objects
attract to pull something. A magnet attracts things made of iron.
Distribute a magnet and several objects–some made with iron and some not
made with iron–to small groups of children. Display and identify a magnet.
Have someone in each group hold up the group’s magnet. Then challenge
children to use the magnet and objects to find out what a magnet can do.
After several minutes help children describe their findings. Which things did
the magnet pull, or attract? Have children put those things in a group. How
are all the things in the group alike? If it is not mentioned, point out that all
the things in the group are made with iron. Call on volunteers to suggest a
sentence that summarizes the experience, such as “Magnets attract things
made with iron.” Write the sentence on the board, and read it aloud with
children. Then write the words magnetic force on the board. Explain that
magnetic force refers to the pulling force of a magnet.
Motion
Teacher Guide 2

MAZER PDF
POLES
repel to push away. Poles that are the same repel each other.
pole the end of a magnet, where its pull is strongest
Display two bar magnets. Explain that the ends of a magnet are called
poles. One end is the N pole; the other is the S pole. Invite a volunteer to put
the S pole of one magnet next to the N pole of the other magnet and describe
what happens. On the board, write, “The N pole and the S pole attract each
other.” Follow a similar procedure for the two like poles. Help children
understand that two like poles push against each other, or repel. Write the
word repel on the board as you use it.

5
DURING READING
OPTIONS FOR READING
aloud. Finally, allow time for independent silent reading.
Pages 2–3 Help children understand that the arrowed labels on page 2 name the kind
of motion shown in the image. Have children point to each label as you read
it aloud. Invite them to name other things that move in the same way.
Pages 4–5 Read the heading and labels aloud with children. Invite children to
demonstrate pushing and pulling objects in the classroom such as books
and chairs. Point out that every action is either a push or a pull.
Pages 6–7 Read the heading while children follow in their books. Be sure children
understand that the labels on page 6 refer to the movement shown in the
corresponding photograph.
Read the caption on page 7 with children. Be sure children understand that
when the bat hits the ball, the force of the bat changes the ball’s direction.
What do soccer players do to change the direction of the ball?
Page 8 Explore the effects of gravity. If you throw a ball high into the air, what
happens to it? Why? Why do you think it takes more effort to go up a flight
of stairs than to go down? Help children understand that gravity holds them
onto the surface of Earth. Without gravity, everything and everyone on Earth
would be floating.
3 Motion
Teacher Guide

MAZER PDF
Pages 9–11 Read the headings aloud with children. Review the photographs and labels
on pages 10 and 11 carefully. If possible, display two bar magnets for
children to observe the pole markings and experience the feeling of the
magnets attracting and repelling each other.

6
AFTER READING
RESPOND
Encourage children to respond to the text by describing an interesting fact
about magnets or gravity they learned from reading the book.

Have children suggest words that can be used to compare and contrast
motion, such as fast, slow, in a curved path, in a straight path, in a zigzag,
and so forth. Write the words on the board as they are mentioned. Invite
volunteers to demonstrate their meaning.
CAUSE AND EFFECT

Have children indicate the effect of actions you name. Example actions
include: “I push the book. I pull the door. I let go of the pencil.” After each
example is discussed, have children compose a sentence that describes the
cause-and-effect relationship—for example, The book moved because you
pushed it.

Name a topic, such as the poles of a magnet. Have children suggest as many
details about the topic as they can. Incorporate children’s suggestions into a
paragraph with a topic sentence and detail sentences.

7
EXTENSION
Opposites Action (Writing)
Ask students to make a list of five pairs of motion-related words that
are opposites, such as fast/slow; push/pull; up/down; attract/repel;
backward/forward. Then, have them use the words to write a story
about two friends who always want to do opposite of what the other
wants to do. How do they remain friends?
Motion
Teacher Guide 4

MAZER PDF
Motion
Vocabulary 5
Name
Draw a line from the word to its

meaning.
how fast something is moving

1. motion
to press something away
2. speed from you
3. force when something is moving
something that makes an

4. push object move or stop moving
5. pull to tug something closer to you
a force that pulls things down

6. gravity to the ground
7. magnet to pull something
an object that will attract

8. attract things made of iron
9. repel to push away

MAZER PDF
Motion
Comprehension 6
Name

each sentence.
speed force iron gravity
1. To move something or to stop something from
moving, you need to use .
2. You can use force to change the

of an object.
3. Something falls down to the ground because of
4. A magnet attracts things made of .

MAZER PDF
Motion
Oral Reading 7
Name Fluency
force gravity magnets

attract iron poles

of each sentence.
1. A force / makes things / move or stop moving.
2. Gravity pulls things / down to the ground.
3. Magnets / attract things / made of iron.
4. Magnets have / a pole / at each end.
5. Magnetic force / is strongest / at the poles.


MAZER PDF
Motion Motion
Name Name
Draw a line from the word to its Write a word from the box to finish
meaning. each sentence.
how fast something is moving speed force iron gravity

1. motion
to press something away
2. speed from you 1. To move something or to stop something from
3. force when something is moving force

moving, you need to use .
something that makes an
4. push object move or stop moving
2. You can use force to change the speed
5. pull to tug something closer to you of an object.
a force that pulls things down 3. Something falls down to the ground because of
6. gravity to the ground
7. magnet to pull something gravity .

an object that will attract
8. attract things made of iron
4. A magnet attracts things made of iron .
9. repel to push away
Motion
Name
Oral Reading
Fluency
force gravity magnets
attract iron poles
1. A force / makes things / move or stop moving. used to review or test students’ recall of the
2. Gravity pulls things / down to the ground. content. Oral Reading Fluency reinforces key
3. Magnets / attract things / made of iron. science concepts through practice in oral
4. Magnets have / a pole / at each end.
5. Magnetic force / is strongest / at the poles.

ISBN-13: 978-0-15-364285-2
ISBN-10: 0-15-364285-8
90000
Harcourt Leveled
Readers Online
Motion www.eharcourtschool.com
Teacher 8
9 7 8 0 1 Guide
53 642852

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MAZER PDF

All About Animals

Track the term and have students repeat.

LIVING AND NONLIVING THINGS

Copyright © by Harcourt, Inc.

1 All About Animals

CXENL09ALR1X_BLTG01.indd 1 3/29/07 11:41:00 AM

NEEDS OF LIVING THINGS

CXENL09ALR1X_BLTG01.indd 2 3/22/07 1:27:25 PM

Invite students to complete the sentence: A [kitten] grows to become

Independent Practice Vocabulary Copying Master, page 5

CXENL09ALR1X_BLTG01.indd 3 3/22/07 1:27:27 PM

Independent Practice Comprehension Copying Master, page 6

COMPARE AND CONTRAST

MAIN IDEA AND DETAILS

Independent Practice Oral Reading Fluency Copying Master, page 7

All About Animals

CXENL09ALR1X_BLTG01.indd 4 3/22/07 1:27:28 PM

All About Animals

Draw a line from the word on the

9. shelter help fish take in air

12. life cycle a young frog

CXENL09ALR1X_BLTG01.indd 5 3/22/07 1:27:30 PM

All About Animals

Write a word to finish each sentence.

mammal insect scales

1. Living things need food, water, shelter, and

2. An animal covered with hair or fur is a .

4. Reptiles are covered with .

5. An animal with six legs and three body parts

6. A caterpillar grows to become a .

CXENL09ALR1X_BLTG01.indd 6 3/22/07 1:27:31 PM

All About Animals

Practice reading these words aloud.

nonliving mammals birth

Practice reading the phrases aloud. Then

1. Rocks and water / are nonliving things.

2. Animals need / food and water.

3. Mammals / give birth / to live young.

4. Amphibians have / smooth, wet skin.

5. A frog’s life cycle / begins / with an egg.

Work with someone. Take turns reading

CXENL09ALR1X_BLTG01.indd 7 3/22/07 1:27:33 PM

All About Animals All About Animals

4. Reptiles are covered with scales .

5 © Harcourt • Grade 1 BL 6 © Harcourt • Grade 1 BL

CXENL09ALR1X_BLTG01.indd 5 3/22/07 1:25:40 PM CXENL09ALR1X_BLTG01.indd 6 3/22/07 1:25:41 PM

All About Animals

Work with someone. Take turns reading

CXENL09ALR1X_BLTG01.indd 7 3/22/07 1:25:43 PM

CXENL09ALR1X_BLTG01.indd 8 3/22/07 1:34:00 PM

All About Plants

BEFORE READING WORD COUNT

Write or Display the term. SUMMARY

Copyright © by Harcourt, Inc.

1 All About Plants

CXENL09ALR1X_BLTG02.indd 1 3/29/07 11:40:53 AM

SOME PLANT PARTS

PLANTS FROM SEEDS

All About Plants

CXENL09ALR1X_BLTG02.indd 2 3/22/07 1:27:38 PM

WORD ENDING: PLURAL -S

Independent Practice Vocabulary Copying Master, page 5