snakes are reptiles. they are in the same family as ... files 5 day/rs2 am… · snakes are...
TRANSCRIPT
Snakes are reptiles. They are in the same family as lizards and crocodiles.
Like lizards and crocodiles, snakes have backbones and scales,
but snakes are different because they do not have legs.
Name: Date:
Reading Series Two: Amazing Snakes!
Homework Day 1, Page 1 of 2
1. What family of animals do snakes belong to?
2. In what way are snakes the same as lizards and crocodiles?
3. In what way are snakes diff erent from lizards and crocodiles?
4. Did you underline the evidence in the text? yes no
Day 1
Read and � inkFirst, read the text out loud with proper phrasing. � en answer each question in a complete sentence. Underline the evidence for your answers in the text and draw a line to the question it answers.
Day 1, continued
Reading Series Two: Amazing Snakes!
Homework Day 1, Page 2 of 2Parent Signature _________________________________
Connecting Spelling to MeaningFirst, read each example from the book. Next, fi nd the word in bold in the example. � en, write the base word in the “base noun” column. After that, write the word sum. Finally, circle the pronunciation of the ending. Tell if it sounds like an s or a z, or iz. � e fi rst one is done for you.
Example from the book
Base noun Word sum Pronunciation of ending
Snakes are reptiles. � ey are in the same family as lizards and crocodiles.
/s/ /z/ /iz/
/s/ /z/ /iz/
/s/ /z/ /iz/
/s/ /z/ /iz/
Like lizards andcrocodiles, snakes have backbones and scales, but snakes are diff erent because they do not have legs.
/s/ /z/ /iz/
/s/ /z/ /iz/
/s/ /z/ /iz/
Osnake + s snakes–snake
Reading Series Two: Amazing Snakes!
Day 2
Reading Series Two: Amazing Snakes!
Homework Day 2, Page 1 of 2
Name: Date:
Text Features1. Draw a rectangle around as many boldface headings as you see.2. Circle as many captions as you see.
Reading Series Two: Amazing Snakes!
Homework Day 2, Page 2 of 2
Day 2, continued
Connecting Spelling to MeaningFirst, read each example from the book. Next, fi nd the word in bold in the example. � en, write the base word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciation of the ending. Tell if it sounds like an s or a z, or iz. � e fi rst one is done for you.
Parent Signature _________________________________
Example from the book
Base verb Word sum Pronunciation of ending
Do you think a snake’s skin feels slimy? /s/ /z/ /iz/
Every snake sheds its skin. When a snake sheds, it stops eating for a day or two and hides in a safe spot. � e snake’s top skinseparates from the skin under it. � e stop skin splits and the snake slithers from it.
/s/ /z/ /iz/
/s/ /z/ /iz/
/s/ /z/ /iz/
/s/ /z/ /iz/
/s/ /z/ /iz/
Reading Series Two: Amazing Snakes!
Reading Series Two: Amazing Snakes!
Homework Day 3, Page 1 of 2
Name: Date:
Day 3
Spell the WordsSpell the words in the sound boxes. � ere will not always be a sound to fi ll in every box in the grid.
bite
globe
home
size
slime
case
safe
hope
time
Reading Series Two: Amazing Snakes!
Homework Day 3, Page 2 of 2Parent Signature _________________________________
Day 3, continued
The globe is home to over 2000 different snakes. They come in every size.
The littlest snakes are about the same length as your hand. Big snakes can
be as big as a truck!
1. How big can a snake be?
2. How little can a snake be?
3. How many diff erent kinds of snakes are there?
4. Did you underline the evidence in the text? yes no
Read and � inkFirst, read the text out loud with proper phrasing. � en answer each question in a complete sentence. Underline the evidence for your answers in the text and draw a line to the question it answers.
Day 4
Reading Series Two: Amazing Snakes!
Homework Day 4, Page 1 of 2
Name: Date:
Reading Series Two: Amazing Snakes!
Rabbit Word StrategyMap and divide the words on the Rabbit Word Strategy map. Use the Rabbit Word Strategy checklist to help you. � e fi rst one is done for you.
rabbit
2. Connect the dots with a line. rabbit
3. Label the vowels “V”. rabbit
4. Label the consonantsbetween the vowels “C”. rabbit
5. See the VCCV pattern.Make a line between the consonants. rabbit
6. Make a loop under each syllable. rabbit
7. Read each syllable. rab/bit
8. Blend the syllables to read the word. rabbit
v v
v c c v
v c c v
v c c v
1. First, map the word in the white gridboxes. Then, find the vowels.Make the red dots.
Rabbit Word Strategy
Words: legless, reptiles
Parent Signature _________________________________
DLL
Fou
ndat
iona
l Ski
lls G
uide
RS2:
Bla
cklin
e M
aste
r 3O
pen
Sylla
ble
Chec
klis
t w
ith S
chw
a
/e/
Op
en S
ylla
ble
Ch
eck
list
(V
)L
ook
1.
How
man
y vo
wel
s do
you
see
? (o
ne)
2. D
o yo
u s
ee a
con
son
ant
afte
r th
evo
wel
? (n
o)L
iste
n3.
Do
you
hea
r a
lon
g vo
wel
sou
nd,
th
esa
me
as t
he
lett
er’s
nam
e? (
yes)
Then
it is
an
ope
n s
ylla
ble
Flip
Flo
p S
chw
a
If t
he
wor
d do
es n
ot s
oun
d qu
ite
righ
tw
ith
a s
hor
t or
lon
g vo
wel
sou
nd,
tr
y a
sch
wa
sou
nd.
D
oes
the
wor
d so
un
d ri
ght?
/ e/
/e/
my
nam
e!
.
/// e e/
I ca
n s
ay
RS2
FSG
BLM
s 102
617.
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_Lay
out 1
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8/17
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8 PM
Pag
e 3
I ca
n s
ay
my
na
me!
I a
msi
len
t.
DLL
Fou
ndat
iona
l Ski
lls G
uide
RS2:
Bla
cklin
e M
aste
r 4Si
lent
eSy
llabl
e Ch
eckl
ist
wit
h Sc
hwa
/ e/
Sile
nt
eSy
lla
ble
Ch
eck
list
(V
Ce)
Look
1.
How
man
y vo
wel
s do
you
see
? (t
wo)
2. D
o yo
u s
ee a
con
son
ant
afte
r th
e fir
st v
owel
? (y
es)
3. Is
th
ere
the
lett
er e
afte
r th
at
con
son
ant?
(ye
s)4.
Do
you
see
a V
Ce
patt
ern
? (y
es)
Lis
ten
5. D
o yo
u h
ear
a lo
ng
vow
el s
oun
d fo
r th
e fir
st v
owel
? (y
es)
6. Is
th
e le
tter
eaf
ter
the
con
son
ant
sile
nt?
(ye
s)Th
en it
is a
sile
nt
esy
llabl
e.
Flip
Flo
p S
chw
a
If t
he
wor
d do
es n
ot s
oun
d qu
ite
righ
tw
ith
a s
hor
t or
lon
g vo
wel
sou
nd,
tr
y a
sch
wa
sou
nd.
D
oes
the
wor
d so
un
d ri
ght?
/ e/
/e/
/// e e/
RS2
FSG
BLM
s 102
617.
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_Lay
out 1
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8/17
4:5
8 PM
Pag
e 4
DLL
Fou
ndat
iona
l Ski
lls G
uide
RS2:
Bla
cklin
e M
aste
r 2Cl
osed
Syl
labl
e Ch
eckl
ist
with
Sch
wa
/ e/
Flip
Flo
p S
chw
a
If t
he
wor
d do
es n
ot s
oun
d qu
ite
righ
tw
ith
a s
hor
t or
lon
g vo
wel
sou
nd,
tr
y a
sch
wa
sou
nd.
D
oes
the
wor
d so
un
d ri
ght?
/ e/
/e/
/// e e/
Clo
sed
Syl
lab
le C
hec
kli
st (
VC
)L
ook
1.
How
man
y vo
wel
s do
you
see
? (o
ne)
2. D
o yo
u s
ee a
con
son
ant
afte
r th
evo
wel
? (y
es)
Lis
ten
3. D
o yo
u h
ear
a sh
ort
vow
el s
oun
d?(y
es)
Then
it is
a c
lose
d sy
llabl
e
.dn
uo s
elwo
vtor
hsy
y m
ao
se
tva
I h
RS2
FSG
BLM
s 102
617.
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_Lay
out 1
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8/17
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8 PM
Pag
e 2
Ope
n sy
llabl
eCl
osed
sylla
ble
Sile
nt e
Sort
Wor
ds b
y Vo
wel
Pat
tern
Sort
the
wor
ds in
to th
e sy
llabl
e co
lum
ns o
n th
e ch
art b
elow
. Use
the
chec
klist
at t
he to
p of
the
char
t to
help
you
.
Wor
ds: s
nake
, sam
e, sc
ales
, glid
e, sk
in, f
eels,
slim
e, sh
ed, h
ides
, saf
e, sp
lits,
mol
es, f
eed,
bite
, glo
be, h
ome,
siz
e, h
ope,
tim
e, fa
ct
Day
4, con
tinued
Read
ing
Serie
s Tw
o:
Am
azin
g Sn
akes
!H
omew
ork
Day
4, P
age
2 of
2
Day 5
� ink and WriteWhat is the most amazing thing you learned about snakes from this book? You can use more paper to write if you need to.
Reading Series Two: Amazing Snakes!
Homework Day 5, Page 1 of 1
Name: Date:
Parent Signature _________________________________