Beyond Reproducibles - Weeblymrpack.weebly.com/uploads/8/5/0/5/8505687/l3_beyond.pdf · Dear Juno Phonics: r-Controlled Vowels ... to decode unfamiliar words. First Day Jitters •

BeyondReproducibles

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ContentsUnit 1 • Let’s Learn

Learning to ReadWolf!

Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 46Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Comprehension: Compare and Contrast . . . . . 48Comprehension: Compare and Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . . 49Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 50Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Vocabulary Strategy: Dictionary: Multiple-Meaning Words . . . . . . . . . . . . . . . . 52Spelling: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 53Grammar: Predicates . . . . . . . . . . . . . . . . . . . . . 55Writing: A Single Object . . . . . . . . . . . . . . . . . . . 57

BooksMy Very Own Room

Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 58Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Comprehension: Make and Confi rm Predictions . . . . . . . . . . . . . . . . . . . . 60Comprehension: Predictions Chart . . . . . . . . . . 61Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 62Text Feature: Guide Words, Headings, and Captions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Vocabulary Strategy: Word Parts: Suffi xes -er, -est . . . . . . . . . . . . . . . . . . . . . . . 64Spelling: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 65Grammar: Compound Sentences . . . . . . . . . . . 67Writing: Setting . . . . . . . . . . . . . . . . . . . . . . . . . . 69

TeachersFirst Day Jitters

Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . 9Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Comprehension: Character, Setting, Plot . . . . . 11Comprehension: Story Map. . . . . . . . . . . . . . . . 12Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 13Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . . 14Vocabulary Strategy: Word Parts: Prefi xes. . . . 15Spelling: Short Vowels . . . . . . . . . . . . . . . . . . . . 16Grammar: Statements and Questions . . . . . . . 18Writing: Single Moment in Time. . . . . . . . . . . . . 20

The Power of BooksAmazing Grace

Phonics: Final e . . . . . . . . . . . . . . . . . . . . . . . . . 21Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Comprehension: Cause and Effect . . . . . . . . . . 23Comprehension: Cause and Effect Chart. . . . . 24Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 25Literary Element: Personifi cation. . . . . . . . . . . . 26Vocabulary Strategy: Word Families . . . . . . . . . 27Spelling: Words with Final e. . . . . . . . . . . . . . . . 28Grammar: Commands and Exclamations. . . . . 30Writing: Single Moment of Action . . . . . . . . . . . 32

Building SchoolsEarth Smart

Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 33Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Comprehension: Main Ideas and Details . . . . . 35Comprehension: Main Ideas and Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 36Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . 37Study Skill: Using a Dictionary. . . . . . . . . . . . . . 38Comprehension: Writing Frame. . . . . . . . . . . . . 39Vocabulary Strategy: Thesaurus: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Spelling: Words With a Long a. . . . . . . . . . . . . . 41Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . . 43Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . 45

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ContentsUnit 2 • Neighborhoods and Communities

Banding TogetherHere’s My Dollar

Phonics: Digraphs . . . . . . . . . . . . . . . . . . . . . . 107Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Comprehension: Author’s Purpose . . . . . . . . . 109Comprehension: Author’s Purpose Chart . . . . 110Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 111Literary Element: Rhyme Scheme and Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Vocabulary Strategy: Context Clues: Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Spelling: Digraphs (all) . . . . . . . . . . . . . . . . . . . 114Grammar: Possessive Nouns . . . . . . . . . . . . . 116Writing: Strong Verbs for Common Actions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Building HomesA Castle on Viola Street

Phonics: Contractions with Pronouns and Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Comprehension: Theme . . . . . . . . . . . . . . . . . 121Comprehension: Theme Map . . . . . . . . . . . . . 122Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 123Text Feature: Features in a Textbook . . . . . . . 124Vocabulary Strategy: Paragraph Clues. . . . . . 125Spelling: Contractions . . . . . . . . . . . . . . . . . . . 126Grammar: Sentence Combining with Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Writing: Strong Verbs . . . . . . . . . . . . . . . . . . . . 130

Birth of a TownBoom Town

Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 70Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Comprehension: Sequence . . . . . . . . . . . . . . . . 72Comprehension: Sequence Chart. . . . . . . . . . . 73Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 74Text Feature: Calendar. . . . . . . . . . . . . . . . . . . . 75Vocabulary Strategy: Word Parts: Compound Words. . . . . . . . . . . . . . . . . . . . . . 76Spelling: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 77Grammar: Common and Proper Nouns . . . . . . 79Writing: A Single Moment. . . . . . . . . . . . . . . . . . 81

Starting a Local BusinessHome Grown Butterfl ies

Phonics: Silent Letters . . . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Comprehension: Draw Conclusions . . . . . . . . . 84Comprehension: Conclusion Map. . . . . . . . . . . 85Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . 86Literary Element: Personifi cation and Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Vocabulary Strategy: Dictionary: Multiple-Meaning Words . . . . . . . . . . . . . . . . 88Spelling: Silent Letters . . . . . . . . . . . . . . . . . . . . 89Grammar: Singular and Plural Nouns . . . . . . . . 91Writing: An Emotion . . . . . . . . . . . . . . . . . . . . . . 93

CommunitiesCoasting to California

Phonics: Three-Letter Blends . . . . . . . . . . . . . . 94Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Comprehension: Main Ideas and Details . . . . . 96Comprehension: Main Ideas and Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 97Fluency: Pronunciation and Phrasing . . . . . . . . 98Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 99Comprehension: Writing Frame. . . . . . . . . . . . 100Vocabulary Strategy: Context Clues: Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Spelling: Words with Three-Letter Blends . . . 102Grammar: Irregular Plural Nouns . . . . . . . . . . 104Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 106

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ContentsUnit 3 • Express Yourself

Being an ArtistWhat Do Illustrators Do?

Phonics: Diphthong /oi/ oi, oy. . . . . . . . . . . . . . 168Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Comprehension: Sequence . . . . . . . . . . . . . . . 170Comprehension: Sequence Chart. . . . . . . . . . 171Fluency: Phrasing and Pacing . . . . . . . . . . . . . 172Text Feature: Interviews. . . . . . . . . . . . . . . . . . 173Vocabulary Strategy: Context Clues: Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 174Spelling: Words with oi, oy . . . . . . . . . . . . . . . . 175Grammar: Future-Tense Verbs . . . . . . . . . . . . 177Writing: Sensory Details to Setting . . . . . . . . . 179

My ArtThe Jones Family Express

Phonics: Variant Vowel: oo, u_e, ue, ew . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Comprehension: Make Inferences . . . . . . . . . 182Comprehension: Inference Chart . . . . . . . . . . 183Fluency: Intonation and Expression . . . . . . . . 184Text Feature: Directions . . . . . . . . . . . . . . . . . . 185Vocabulary Strategy: Dictionary: Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 186Spelling: Word with oo, u_e, ue, ew. . . . . . . . . 187Grammar: Sentence Combining with Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Writing: Sensory Detail. . . . . . . . . . . . . . . . . . . 191

Being a WriterAuthor: A True Story

Phonics: r-Controlled Vowels er, ir, ur . . . . . . . 131Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Comprehension: Author’s Purpose . . . . . . . . . 133Comprehension: Author’s Purpose Chart . . . . 134Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 135Literary Analysis: Onomatopoeia, Rhythm . . . 136Vocabulary Strategy: Context Clues: Word Clues . . . . . . . . . . . . . . . . . . . . . . . . . . 137Spelling: r-Controlled Vowels er, ir, ur . . . . . . . 138Grammar: Action Verbs . . . . . . . . . . . . . . . . . . 140Writing: Capitalization. . . . . . . . . . . . . . . . . . . . 142

Writing LettersDear Juno

Phonics: r-Controlled Vowels ar, or . . . . . . . . . 143Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Comprehension: Character, Setting, Plot . . . . 145Comprehension: Character Web. . . . . . . . . . . 146Fluency: Expression and Intonation . . . . . . . . 147Text Feature: Time Line . . . . . . . . . . . . . . . . . . 148Vocabulary Strategy: Context Clues: Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 149Spelling: r-Controlled Vowels ar, or . . . . . . . . . 150Grammar: Present-Tense Verbs . . . . . . . . . . . 152Writing: End Punctuation . . . . . . . . . . . . . . . . . 154

Let’s CommunicateMessage Mania

Phonics/Word Study: Prefi xes re-, un-, pre-, mis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Comprehension: Problem and Solution . . . . . 157Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 158Fluency: Pronunciation and Phrasing . . . . . . . 159Study Skill: Using the Library. . . . . . . . . . . . . . 160Comprehension: Writing Frame. . . . . . . . . . . . 161Vocabulary Strategy: Homographs . . . . . . . . . 162Spelling: Prefi xes re-, un-, pre-, mis- . . . . . . . . 163Grammar: Past-Tense Verbs . . . . . . . . . . . . . . 165Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 167

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ContentsUnit 4 • Our Teams

Family TeamsRamona and Her Father

Phonics/Word Study: Homophones . . . . . . . . 229Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Comprehension: Problem and Solution . . . . . 231Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 232Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 233Literary Element: Speaker and Alliteration . . . 234Vocabulary: Word Parts: Prefi xes re- un-, mis-, pre- . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Spelling: Homophones. . . . . . . . . . . . . . . . . . . 236Grammar: Main and Helping Verbs. . . . . . . . . 238Writing: Dialogue Format . . . . . . . . . . . . . . . . . 240

Teams at WorkOut of This World! The Ellen Ochoa Story

Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . 241Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Comprehension: Sequence . . . . . . . . . . . . . . . 243Comprehension: Sequence Chart. . . . . . . . . . 244Fluency: Pronunciation and Phrasing . . . . . . . 245Literary Element: Imagery . . . . . . . . . . . . . . . . 246Vocabulary Strategy: Thesaurus: Related Words . . . . . . . . . . . . . . . . . . . . . . . 247Spelling: Words with Soft c and g . . . . . . . . . . 248Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 250Writing: Punctuating Dialogue . . . . . . . . . . . . . 252

Working as OneSeven Spools of Thread

Phonics: Diphthong ou, ow . . . . . . . . . . . . . . . 192Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Comprehension: Draw Conclusions . . . . . . . . 194Comprehension: Conclusion Map. . . . . . . . . . 195Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 196Text Feature: Rules. . . . . . . . . . . . . . . . . . . . . . 197Vocabulary Strategy: Dictionary: Multiple-Meaning Words . . . . . . . . . . . . . . . 198Spelling: Words with ou, ow . . . . . . . . . . . . . . . 199Grammar: Verbs Be, Do, Have . . . . . . . . . . . . 201Writing: Replacing “That” Statements with Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Unique TalentsNacho and Lolita

Phonics: Plurals . . . . . . . . . . . . . . . . . . . . . . . . 204Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Comprehension: Theme . . . . . . . . . . . . . . . . . 206Comprehension: Theme Map . . . . . . . . . . . . . 207Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 208Literary Element: Consonance and Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209Vocabulary Strategy: Thesaurus: Related Words . . . . . . . . . . . . . . . . . . . . . . . 210Spelling: Plurals . . . . . . . . . . . . . . . . . . . . . . . . 211Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 213Writing: Replacing Telling Statements with Dialogue That Shows . . . . . . . . . . . . . . . . . . 215

Working TogetherA Solution to Pollution

Phonics: Variant Vowels au, aw, alt, alk, all, ough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217Comprehension: Problem and Solution . . . . . 218Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 219Fluency: Pronunciation and Phrasing . . . . . . . 220Study Skill: Media Center. . . . . . . . . . . . . . . . . 221Comprehension: Writing Frame. . . . . . . . . . . . 222Vocabulary Strategy: Word Parts: Suffi xes -ful, -ly . . . . . . . . . . . . . . . . . . . . . . . 223Spelling: Words with Variant Vowels au, aw, alt, alk, all, ough . . . . . . . . . . . . . . . . . . . . . . 224

Grammar: Contractions with Not . . . . . . . . . . . 226Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 228

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ContentsSpidersWilbur’s Boast (Charlotte’s Web)

Phonics/Word Study: Infl ectional Endings . . . 290Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291Comprehension: Make Judgments . . . . . . . . . 292Comprehension: Judgment Chart . . . . . . . . . . 293Fluency: Pacing and Phrasing . . . . . . . . . . . . . 294Literary Element: Personifi cation and Moral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Vocabulary Strategy: Prefi xes re-, un-, dis-, pre-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296Spelling: Words with Infl ectional Endings. . . . 297Grammar: Possessive Pronouns. . . . . . . . . . . 299Writing: Logical Structure: Distinguishing Moments . . . . . . . . . . . . . . . . 301

Survival and AdaptationUnique Animals of the Southwest

Phonics/Word Study: Open Syllables . . . . . . . 302Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303Comprehension: Compare and Contrast . . . . 304Comprehension: Venn Diagram . . . . . . . . . . . 305Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 306Literary Element . . . . . . . . . . . . . . . . . . . . . . . . 307Vocabulary Strategy: Dictionary: Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . 308Spelling: Words with Open Syllables . . . . . . . 309Grammar: Pronoun-Verb Contractions . . . . . . 311Writing: Logical Structure: Distinguishing Moments . . . . . . . . . . . . . . . . 313

Antarctic LifePenguin Chick

Phonics/Word Study: Compound Words . . . . 253Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Comprehension: Main Idea and Details . . . . . 255Comprehension: Main Idea and Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . 256Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 257Literary Element: Imagery . . . . . . . . . . . . . . . . 258Vocabulary Strategy: Dictionary: Homographs . . . . . . . . . . . . . . . . . . . . . . . . . 259Spelling: Compound Words . . . . . . . . . . . . . . . 260Grammar: Pronouns. . . . . . . . . . . . . . . . . . . . . 262Writing: Logical Structure: Chronological Order . . . . . . . . . . . . . . . . . . . 264

Animal HomesAnimal Homes

Phonics/Word Study: Infl ectional Endings . . . 265Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266Comprehension: Description . . . . . . . . . . . . . . 267Comprehension: Description Web. . . . . . . . . . 268Fluency: Pacing and Phrasing . . . . . . . . . . . . . 269Text Feature: Directions . . . . . . . . . . . . . . . . . . 270Vocabulary Strategy: Context Clues: Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 271Spelling: Infl ectional Endings . . . . . . . . . . . . . 272Grammar: Subject and Object Pronouns . . . . 274Writing: Logical Structure: Chronological Order . . . . . . . . . . . . . . . . . . . 276

Animals on the MoveCall of the Wild

Phonics: Closed Syllables . . . . . . . . . . . . . . . . 277Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Comprehension: Cause and Effect . . . . . . . . . 279Comprehension: Cause and Effect Chart. . . . 280Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 281Study Skill: Skim and Scan . . . . . . . . . . . . . . . 282Comprehension: Writing Frame. . . . . . . . . . . . 283Vocabulary Strategy: Context Clues: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 284Spelling: Words with Closed Syllables . . . . . . 285Grammar: Pronoun-Verb Agreement . . . . . . . 287Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 289

Unit 5 • Those Amazing Animals

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ContentsTelling TalesCock-a-Doodle-Doo!

Phonics: r-Controlled Vowel Syllables . . . . . . 351Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Comprehension: Compare and Contrast . . . . 353Comprehension: Venn Diagram . . . . . . . . . . . 354Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 355Text Feature: Diagrams . . . . . . . . . . . . . . . . . . 356Vocabulary Strategy: Dictionary: Idiom . . . . . 357Spelling: Words with r-Controlled Vowel Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 360Writing: Character Development: Shows Change and Growth . . . . . . . . . . . . . 362

Fairy TaleOne Riddle, One Answer

Phonics/Word Study: Suffi xes . . . . . . . . . . . . . 363Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364Comprehension: Character, Setting, Plot . . . . 365Comprehension: Setting Web . . . . . . . . . . . . . 366Fluency: Phrasing and Intonation . . . . . . . . . . 367Literary Element: Imagery . . . . . . . . . . . . . . . . 368Vocabulary Strategy: Dictionary: Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . 369Spelling: Words with Suffi xes . . . . . . . . . . . . . 370Grammar: Sentence Combining with Adjectives and Adverbs . . . . . . . . . . . . . . . . 372Writing: Character Development: Shows Change and Growth . . . . . . . . . . . . . 374

Unit 6 • Storytellers

Folk TalesStone Soup

Phonics/Word Study: Prefi xes . . . . . . . . . . . . . 314Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Comprehension: Make Inferences . . . . . . . . . 316Comprehension: Inference Map . . . . . . . . . . . 317Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 318Text Feature: Charts. . . . . . . . . . . . . . . . . . . . . 319Vocabulary Strategy: Context Clues: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Spelling: Words with Prefi xes . . . . . . . . . . . . . 321Grammar: Adjectives and Articles. . . . . . . . . . 323Writing: Character Development: Believable . . . . . . . . . . . . . . . . . . . . . . . . . . . 325

PlaysThe Strongest One

Phonics: Consonant + le Syllables . . . . . . . . . 326Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327Comprehension: Summarize . . . . . . . . . . . . . . 328Comprehension: Story Map. . . . . . . . . . . . . . . 329Fluency: Expression and Intonation . . . . . . . . 330Text Feature: Diagram . . . . . . . . . . . . . . . . . . . 331Vocabulary Strategy: Context Clues: Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 332Spelling: Words with Consonant + le Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333Grammar: Adjectives That Compare. . . . . . . . 335Writing: Character Development: Believable . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

Trickster TalesTales of the Trickster

Phonics: Vowel Team Syllables . . . . . . . . . . . . 338Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339Comprehension: Compare and Contrast . . . . 340Comprehension: Venn Diagram . . . . . . . . . . . 341Fluency: Pronunciation and Phrasing . . . . . . . 342Study Skill: Functional Documents . . . . . . . . . 343Comprehension: Writing Frame. . . . . . . . . . . . 344Vocabulary Strategy: Word Parts: Prefi xes and Suffi xes . . . . . . . . . . . . . . . . . . 345Spelling: Words with Vowel Team Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 348Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 350

8

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Practice

Complete each list with words with short vowel sounds.

Short a sound

Short o sound

Short e sound

Short u sound

Short i sound

Phonics:Short Vowels

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.

First Day Jitters • Grade 3/Unit 1 9

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The vocabulary words are in italics in the story below. Read the story and answer the questions.

My First Day in a New House

RRRR-ING! When the alarm rang I fumbled to shut it off. I didn’t

know where it was at first. This was the first day in our new house. I shut

off the alarm clock and trudged down the hall to take a shower. After I got

dressed I went downstairs to have breakfast.

“Well,” I told my mother, “today is my first day in a new school. I am

a little nervous about going.” “That’s nonsense, Jenna,” Mom chuckled.

“You will still be going to the same school. We moved only two blocks

from our old house!”

1. What is Jenna clumsy with?

2. How did Jenna walk down the hallway to the shower?

3. What is Jenna worried about?

4. What does Mom think is foolish?

5. Use two of the vocabulary words in one sentence about Jenna.

Name Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentFirst Day Jitters • Grade 3/Unit 1First Day Jitters • Grade 3/Unit 110

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Make up a new story. Complete the story frame below by filling in names of characters, descriptions of a setting, and important events in the beginning, middle, and end. Use the elements in parentheses to complete each blank.

(character) ’s First Day at

(setting)

It was a (setting) day. (character)

was feeling (character’s feeling)

about going to (setting) . It didn’t help when

(important event) . Now the time had come.

(character) set off for (setting) .

All week (character) had been thinking about

this moment. (Character) walked to the (setting)

. The (setting) was (important

event) . (Character) could not

believe it and felt (character’s feeling) . So, after

some thinking, (character) began to (important

event) . After a minute, (important event)

. Then (character)

(important event) . Finally, (character)

was at (setting) and

(important event) .

Comprehension:Character, Setting,

Plot

R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.R 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.


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Name

As you read First Day Jitters, fill in the Story Map.

Characters

Setting

Beginning

Middle

How does the information you wrote in this Story Map help you analyze story structure in First Day Jitters?

End

Comprehension:Story Map

R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.R 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

First Day Jitters • Grade 3/Unit 1First Day Jitters •12

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As I read, I will pay attention to phrasing.

“Come on, lazy bones! What are you doing inside on this

11 beautiful day?” Mom said, as she walked into Nicky’s room.

21 Nicky was lying on her bed, turning the pages of a

32 magazine. She looked up at her mother and sighed.

41 “What’s there to do?” she asked.

47 “Let’s hop in the car and go explore our new town,” said

59 Mom. She watched as Nicky rolled slowly off the bed.

69 Then they both headed downstairs.

74 “I can’t believe we have to drive every time we want to

86 buy something!” Nicky said. “I used to be able to walk to

98 all the stores by myself!”

103 Mom nodded her head a little sadly. “I know this is very

115 different from living in the city. It will take awhile for us to

128 get used to being in a new place, but maybe this little town

141 will surprise us.” 144

Comprehension Check1. How does Nicky feel about living in a new town? Plot Development

2. What advice does Nicky’s mom give her? Plot Development

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

Fluency:Phrasing

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.


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Name

Read Bar Graph 1. Use the information from Bar Graph 1 to complete Bar Graph 2.

Show the correct number of students in each grade for the new school year if the population changed as follows.

1. Grade 3 increased by 5 students.

2. Grade 1 has 10 fewer students than last year.

3. Grade 2 has the same number of students.

4. Grade 4 has 5 more students.

5. This year Grade 5 moved into the school with 45 students.

Text Feature:Bar Graphs

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

First Day Jitters • Grade 3/Unit 1First Day Jitters • Grade 3/Unit 114

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Vocabulary Strategy:Prefixes un-, non-

Read each sentence. Add the prefix un- or non- to a word in the box, and use the new word to complete each sentence.

clear satisfied slip ablestop aware stick sure

1. Our class was that we would be done on time.

2. It was whether or not we could fi nish by noon.

3. We worked all morning to try to cook all the food.

4. We used pans to cook the eggs.

5. We set out place mats for the parents.

6. Mrs. Hays was that so many parents would come.

7. So many parents came that we were to fi nd enough chairs.

8. But none of the parents left .

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words.


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Name

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Fold back the paper along the dotted line. Use the blanks to write each word as it is read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.

Review Words

Challenge Words

1. crops

2. snacks

3. messy

4. head

5. shut

6. stamp

7. click

8. pond

9. bathtub

10. anthill

11. clammy

12. slump

13. tunnel

14. gushed

15. chuckled

16. cat

17. can

18. man

19. fumbled

20. trudged

Spelling:Short Vowels

LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).

First Day Jitters • Grade 3/Unit 1First Day Jitters • Grade 3/Unit 116

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Look at the words in each set below. One word in each set is spelled correctly. Look at Sample A. The letter next to the correctly spelled word in Sample A has been shaded in. Do Sample B yourself. Shade the letter of the word that is spelled correctly. When you are sure you know what to do, go on with the rest of the page.

Sample A: Sample B:

𝖠 iff 𝖤 tel if 𝖥 telle

𝖢 ihf tell𝖣 If 𝖧 tehl

1. 𝖠 chouckled𝖡 chuhkled chuckled𝖣 chukled

2. slump𝖥 slemp𝖦 slimp𝖧 slamp

3. 𝖠 bahtub𝖡 bathtuhb𝖢 bethtub bathtub

4. stamp𝖥 stampe𝖦 stanp𝖧 stamnp

5. 𝖠 mesy messy𝖢 messey𝖣 meassy

6. 𝖤 snucks𝖥 snecks snacks𝖧 snocks

7. crops𝖡 cropes𝖢 crups𝖣 crupes

8. 𝖤 hed𝖥 hede𝖦 heade head

9. 𝖠 shute𝖡 shete shut𝖣 shet

10. 𝖤 cleck click𝖦 clik𝖧 clek

11. pond𝖡 ponde𝖢 pind𝖣 pinde

12. 𝖤 anthille𝖥 aunthill𝖦 anthil anthill

13. 𝖠 clamy clammy𝖢 clemy𝖣 clemmy

14. tunnel𝖥 tunnle𝖦 tennel𝖧 tennle

15. 𝖠 gushd𝖡 geshd gushed𝖣 geshed

Spelling:Short Vowels



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• A statement is a sentence that tells something. It ends with a period.

• A question is a sentence that asks something. It ends with a question mark.

Statement: There are many ways to make new friends. Question: What do you do to make friends?

Write statement if the sentence tells something. Write question if the sentence asks something. Put the correct end mark at the end of the sentence.

1. Meg liked to make new friends

2. She said hello to the new student

3. How would you greet a new student

4. She told him about their school

5. She told him how they had fun

6. What would you say about your school

7. She showed him around the school

8. Where would you take a new student

9. What would you ask someone new

10. Do you like to hear about new places

11. We like our school

12. What was your school like

13. We have a lot of fun reading

14. Have fun at your new school

Grammar:Statements and

Questions

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.First Day Jitters • Grade 3/Unit 1First Day Jitters • Grade 3/Unit 118

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Read the description of Carly’s first day at camp. Circle the mistakes and rewrite the paragraph.

I woke up early. it was the fi rst day of camp. I didn’t know what to

expect. Would I know anyone in my group. Would we do things I like to do?

Would we swim in the lake or the pool? I’ve never gone swimming outside

before!

The bus was already fi lled with campers. I looked nervously down the

aisle? Then I saw Lisa. she had been on my soccer team. I sat down next to

her. Now I didn’t even mind the rain. It would be fi ne because I had a friend

with me.

• A sentence is a group of words that tells a complete thought. • A statement is sentence that tells something. • A question is a sentence that asks something.

Grammar:Statements and

Questions

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. First Day Jitters • Grade 3/Unit 1 19

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NameWriting:

Single Momentin Time

1. Please read the following passage.

Shawn and Kathy were on the basketball court. Cindy was flying a kite

in the field. Sitting under a tree, Jon, Latoya, and Abe ate their lunch.

2. Underline one sentence.

3. Now, write two more sentences about that sentence.

Example: Cindy was flying a kite in the field. She held on to the string as tight as she could and ran in a zig-zag back and forth on the grass. As she ran she giggled so loudly that everyone could hear her from across the field.

Extra Practice: Do the same activity with one of the other sentences.

W 1.0 Writing StrategiesFirst Day Jitters • Grade 3/Unit 120

create classroom

refusing

entertain

surprise

defeated

glorious

decade

pancake

unhappy

divide

refuge

spinningmeanwhile adorable

seriously

beautiful

hospital

bathrobe

reinstate

sunshine

wildlife

hayride

dedicate

snowflakehurricane

situate alienateflagpole

compute

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A. Mike can follow only words with a final silent e that makes the vowel in that syllable have the long vowel sound. Make an X through each word in Mike’s path to school.

B. Circle the words with a final silent e that makes the vowel in that syllable have the long vowel sound.

rewrote stairway teacher funny skipping

excuse decide create update recite

bedroom inside crafty rabbit basket

Phonics: Final e

rewrote

excuse decide

inside

create update

R 1.2 Decode regular multisyllabic words.Amazing Grace • Grade 3/Unit 1 21

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Name Vocabulary

Write a complete sentence to answer each question below. In your answer, use the vocabulary word in bold type.

1. What kinds of things can you learn from an adventure story?

2. If there are auditions for a play, why should the actors read the story script before they try out?

3. Why do you think people enjoy exploring under the sea?

4. Where would you go if you wanted to take a fantastic trip?

5. If you wanted to make sparkling stars to decorate the stage for a play, what could you use?

6. What could you do to help your school play be a success?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAmazing Grace • Grade 3/Unit 122

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Comprehension: Cause and Effect

Write a sentence that makes sense for each missing cause or effect.

1. Cause:

Effect: All the power in the neighborhood went out for several hours.

2. Cause: Our class read a book about the California Gold Rush.

Effect:

3. Cause: We didn’t get any rain in our area for more than two months.

Effect:

4. Cause:

Effect: Our class donated 30 bags of dog and cat food to the local animal shelter.

R 2.0 Reading ComprehensionAmazing Grace • Grade 3/Unit 1 23

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Name

How does the information you wrote in this Cause and Effect Chart help you retell Amazing Grace?

As you read Amazing Grace, fill in the Cause and Effect Chart.

Cause Effect


Chart

R 2.0 Reading ComprehensionAmazing Grace • Grade 3/Unit 124

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Fluency:Intonation

As I read, I will pay attention to my intonation.

A forest is a wooded area, a place where many trees

11 grow. Forests are found on every continent except

19 Antarctica.

20 No two forests are the same. The content of each

30 forest depends on the climate where it is found.

39 A forest can be damp or dry. It may be several centuries

51 old or as young as a few days. Its trees may keep their

64 leaves, or they may drop their leaves. A forest may be

75 composed of one kind of tree. More often, it is made up of

88 many different kinds of trees.

93 Forests are all different from each other. In one way,

103 though, they are all alike. All forests are shady. Little sun

114 can reach beneath the canopy of tall trees. This shade

124 limits what can grow on the ground around the trees. 134

Comprehension Check1. What is the topic of this article? Main Idea and Details

2. Where are forests found? Main Idea and Details


Correct Score

First Read – =

Second Read – =


Amazing Grace • Grade 3/Unit 1 25

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Name

Write a short legend that teaches a lesson or explains why something happens. Include personification in your legend. Maybe animals will work together to solve a problem, or a tree or the wind will tell a story that teaches a lesson.

Literary Element: Personification

R 2.0 Reading ComprehensionAmazing Grace • Grade 3/Unit 126

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Vocabulary Strategy: Word Families

Read each base word. Write words that belong to the same word family. Then use one of the words in the family in a sentence.

1. success

Words in family:

My sentence:

2. light

Words in family:

My sentence:

3. memory

Words in family:

My sentence:

4. explore

Words in family:

My sentence:

5. imagine

Words in family:

My sentence:

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAmazing Grace • Grade 3/Unit 1 27

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NameSpelling:

Words withFinal e

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. fi ne

2. rice

3. globe

4. plane

5. wisely

6. smoke

7. graded

8. smiled

9. come

10. whale

11. envelope

12. crime

13. shapes

14. skated

15. stripes

16. sneezed

17. escaping

18. tunnel

19. crops

20. snack


Amazing Grace • Grade 3/Unit 128

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Spelling: Words With Final e

1. fi ne𝖡 fyn𝖢 feyn𝖣 fien

2. 𝖤 ries𝖥 reis

rice𝖧 riece

3. 𝖠 gloab𝖡 gloob

globe𝖣 glowb

4. plane𝖥 playn𝖦 planne𝖧 plaen

5. 𝖠 wizely wisely

𝖢 wisley𝖣 wiesly

6. 𝖤 smok smoke𝖦 smoek𝖧 smoak

7. 𝖠 grayded𝖡 gradid graded𝖣 gradded

8. 𝖤 smilled smiled𝖦 smyled𝖧 smieled

9. 𝖠 cuym come𝖢 coom𝖣 cume

10. 𝖤 whayl𝖥 waile whale𝖧 whael

11. envelope𝖡 enveloap𝖢 enveloop𝖣 enveloep

12. crime𝖥 criim𝖦 criem𝖧 cryme

13. 𝖠 shayps𝖡 shaps𝖢 shaeps shapes

14. 𝖤 skayted skated𝖦 skaited𝖧 skatted

15. 𝖠 stripez𝖡 striepes stripes𝖣 strypes


Sample A: Sample B:

shave 𝖤 browk𝖡 shaev 𝖥 broek𝖢 shayv broke𝖣 shaav 𝖧 brooke



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Name

• An exclamation shows strong feeling. It ends with an exclamation mark.

Example: What great news!

Add a word from the box to make each group of words an exclamation. Then write the sentence correctly.

great Hey Look Quicksee too What Wow

1. , there’s a letter for you

2. a surprise

3. , open the envelope

4. , it’s from Aunt Cara

5. , she has a new puppy

6. That’s

7. There’s a picture,

8. Let me

Grammar:Commands and Exclamations

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.

Amazing Grace • Grade 3/Unit 130

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PracticeGrammar:

Commands and Exclamations

Rewrite the letter from Steve, fixing any mistakes you might find.

Dear Chris,

What great news. I’m so happy to hear that you are coming to visit

next month. wow, I can’t believe it’s been a year since you were last here

I already have plans for things to do. I’ll give you some hints. Bring your

sleeping bag Pack a fl ashlight. Don’t forget the bug spray. yes, we’re going

camping

I hope you’ll do me another favor. Ask your dad for his chocolate chip

cookie recipe His cookies are the best! Then I’ll practice making them while

you are here.

Sincerely yours,

Your favorite cousin,

Steve

• A command is a sentence that tells someone to do something. • An exclamation shows strong feeling.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.


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Name Writing:Single Moment of Action

1. Remember when you brushed your teeth this morning.

2. List three actions you took in order to brush your teeth.

a.

b.

c.

3. Now, write three sentences that focus on how you brushed your teeth.

Example: I held my toothbrush under the cold water coming from the tap. Crusty, dried-up toothpaste fell into the sink as I unscrewed the toothpaste cap. I had to squeeze hard from the end of the old tube to get the paste onto my brush.

Extra Practice: Do the same activity for “I tied my shoes.”

W 1.0 Writing StrategiesAmazing Grace • Grade 3/Unit 132

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Phonics: Long a

Use the following long a words to write a poem on any topic you choose. Underline any additional long a words that you include.The poem does not have to rhyme.

plain paint sway braid tray

plays bay gray May ray

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. Earth Smart • Grade 3/Unit 1 33

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Name Vocabulary


1. What kind of charity would you like to donate your time to?

2. Describe one way members of a baseball team can help others learn to play baseball.

3. Describe how family members can contribute to helping a child learn to be a good sport.

4. What could you do if a friend was unaware that he or she was being a poor sport?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentEarth Smart • Grade 3/Unit 134

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A. Read the paragraphs below. Then write the main idea and two supporting details on the lines provided.

Many people have helped students in their community get a good

education. In 2006, the Major League Baseball organization opened the

Urban Youth Academy in California. While baseball players teach kids how

to play baseball there, the main focus is to teach kids the skills they need to

be successful in learning and in life.

A group called Free the Children has built more than 450 schools in

places around the globe. This group also pays for medical programs in poor

communities.

Main Idea:

Detail:

Detail:

B. Write one detail that does not support the main idea.

Non-supporting Detail:

Comprehension: Main Ideas and Details

R 2.6 Distinguish the main idea and supporting details in expository text.Earth Smart • Grade 3/Unit 1 35

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NameComprehension:

Main Idea and Details Chart

As you read Earth Smart, fill in the Main Idea and Details Chart.

Main Idea

Detail 1

Detail 2

Summary

How does the information you wrote on the Main Idea and Details Chart help you summarize Earth Smart?

R 2.5 Distinguish the main idea and supporting details in expository text.Earth Smart • Grade 3/Unit 136

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Fluency:Pacing

As I read, I will pay attention to pacing.

Dan didn’t mind reading the textbook, but sometimes

8 he wished he could get out of his seat and do something.

20 In Mr. Horatio’s class, the class did experiments during

29 science all the time. Dan had heard that they were going

40 to have an ant farm in their classroom this month.

50 Now Mr. Cruz was saying, “This week we are going to

61 focus on animal groups and animal adaptations. Does

69 anyone know what an adaptation is?”

75 Dan looked around the room. He could see that the

85 other kids were about as excited as he was. “If only

96 Mr. Cruz had props to make his ideas come alive,” thought

107 Dan. If Dan were leading the class, he would start by

118 holding up a chameleon or something.

124 He would say, “Did you know this chameleon can

133 change the color of its skin?” 139

Comprehension Check

1. What is Dan’s problem? Problem and Solution

2. What does Dan mean when he says that the other kids were about as excited as he was? Make Inferences


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. Earth Smart • Grade 3/Unit 1 37

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Name

Above are sample dictionary entries for green and grow. Using these models, create a dictionary entry for one word in Earth Smart. Include the guide words that would appear on the page, the word’s correct spelling, its pronunciation, its meanings, and a sample sentence for one of its meanings.

Study Skill: Using a Dictionary

132 green/grove grow/guide 133

green (gren) 1. the color of grass; 2. not ripe; 3. not harmful to the environment: Electric cars are more green than gas-powered cars.

grow (gro ) increase; 2. to get older; 3. to raise: We grow wheat on our farm.

W 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).Earth Smart • Grade 3/Unit 138

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Comprehension: Writing Frame

Description Writing Frame

A. Summarize Earth Smart. Use the Description Writing Frame below.

The Goodwillie Environmental School is a green school. The students at this green school help the environment in many ways.

One way they help is

.

Another way they help is

.

They also help by

.

B. Rewrite the completed summary on another sheet of paper. Keep it as a model for writing a summary of an article or selection using this text structure.

R 2.0 Reading ComprehensionEarth Smart • Grade 3/Unit 1 39

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Name

Look up each word below in a thesaurus. Select and write a synonym for each. Then write a sentence in which the word has the meaning you selected.

1. Word: futureSynonym:

Sentence:

2. Word: situationSynonym:

Sentence:

3. Word: forcedSynonym:

Sentence:

4. Word: differenceSynonym:

Sentence:

5. Word: formSynonym:

Sentence:

Vocabulary Strategy: Thesaurus: Synonyms

R 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meaning of words.Earth Smart • Grade 3/Unit 140

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PracticeSpelling:

Words withLong a

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. bay

2. pail

3. plainly

4. trail

5. braid

6. swaying

7. painted

8. snails

9. great

10. ladies

11. afraid

12. unfair

13. acres

14. explained

15. maybe

16. unafraid

17. neighborhood

18. smiled

19. globe

20. envelope


Earth Smart • Grade 3/Unit 1 41

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NameSpelling:

Words withLong a


Sample A: Sample B:

plays 𝖤 maal𝖡 playz mail𝖢 plaaz 𝖦 maele𝖣 plaas 𝖧 mayl

1. bay𝖡 baye𝖢 baey𝖣 baay

2. 𝖤 payl pail𝖦 payel𝖧 peyl

3. 𝖠 plannly plainly𝖢 playnly𝖣 planely

4. 𝖤 trayle𝖥 trale𝖦 traal trail

5. 𝖠 braide𝖡 briad braid𝖣 brade

6. 𝖤 swayeing𝖥 swaaying swaying𝖧 swaiing

7. painted𝖡 paynted𝖢 paneted𝖣 paintd

8. 𝖤 snayles snails𝖦 snales𝖧 snailez

9. 𝖠 grait great𝖢 grayt𝖣 graet

10. 𝖤 ladyies𝖥 ladys𝖦 laidies ladies

11. 𝖠 afrade𝖡 afrayed

afraid𝖣 afraide

12. 𝖤 unfaire𝖥 unfayre

unfair𝖧 unfarre

13. acres𝖡 achers𝖢 akers𝖣 akres

14. 𝖤 explaind explained

𝖦 explayned𝖧 explaned

15. 𝖠 maibe𝖡 maybee

maybe𝖣 maibey


Earth Smart • Grade 3/Unit 142

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• Every sentence has a subject. • The subject of a sentence tells what or whom the sentence

is about.

Add a subject to each group of words.

1. hopped into the water.

2. was bright and warm.

3. buzzed near the fl owers.

4. is orange and black.

5. perched on the branches.

6. drifted across the sky.

7. kept us cool.

8. grew on the trees.

Grammar:Subjects


Earth Smart • Grade 3/Unit 1 43

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Name

Read the paragraph about habitat below.

My habitat each day is Lowell Elementary School. Students make up the

largest group of living things in this habitat. They come in all shapes and

sizes. Be very loud. They can be very quiet. Move around. Some get their

food from brown lunch bags. Others get food from plastic containers. Other

living things include the plants sitting near the window. Are watered every

day. The living things also include the fi sh in the fi sh tank. We can watch the

fi sh and see how they live in their habitat. Swim around.

Rewrite the paragraph, fixing any sentence fragments you found.

• The subject of a sentence tells what or whom the sentence is about.

Grammar:Subjects


Earth Smart • Grade 3/Unit 144

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Writing:Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesEarth Smart • Grade 3/Unit 1 45

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Name Phonics:Long o

Each word below makes the long o sound. Think of a rhyming word; it doesn’t have to be spelled the same way. Then write a two-line rhyming poem using the two words.

1. fl oat

Poem:

2. sold

Poem:

3. show

Poem:

4. toast

Poem:

5. grown

Poem:


Wolf! • Grade 3/Unit 146

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Vocabulary

Read the paragraph. On each blank line, write the word from the box that makes sense. Circle the words in each sentence that help you figure out which word to write.

passion splendid achedbothering admire concentrate

Juan has a for reading. He would rather read than

do anything else. Today, he’s reading a story about a

wolf named Pepper. The story is wonderful! Pepper is trying to find

his way home after a long journey. Juan wants to

because he’s reading the best part of the story. Nearby, grizzly bears attack

small animals. Juan knows that Pepper’s foot has for

days, ever since Pepper stepped on a sharp rock. His foot has been

him as he limps slowly along. At the end of the story,

Pepper makes it home safely. Juan tells his teacher, “I

the author of this book. She writes the best stories ever!”

Write two sentences about a story you like. Use at least one vocabulary word in each sentence. Circle any words that help the reader figure out the meaning of the vocabulary word.

r

.

wonderful!

. bears attack

.

Pepper stepped on a sharp rock.

limps slowly along.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWolf! • Grade 3/Unit 1 47

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NameComprehension:

Compareand Contrast

Use the paragraphs below to answer the questions.

David is the lead singer in a band. David has no brothers or sisters, but

he has a dog. After school, David plays football with his friends. One day

he hopes to be a veterinarian and care for sick animals.

For three years, Josh has sung in his school’s choir. Josh has three

older sisters and no brothers. He has a dog named Rags. On weekends,

Josh plays basketball with his sisters in the park. In the future, Josh wants

to be president of the United States.

1. How are David and Josh different?

2. How are David and Josh alike?

R 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.


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PracticeComprehension:

Compareand Contrast Chart

How does the information you wrote in the Compare and Contrast Chart help you generate questions about Wolf!?

As you read Wolf!, fill in the Compare and Contrast Chart.

Alike Different

R 2.0 Reading ComprehensionWolf! • Grade 3/Unit 1 49

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Name Fluency:Expression

As I read, I will pay attention to my expression.

You see, I’m a lone wolf. I used to be in a wolf pack,

14 but they threw me out. Ever since then, I’ve been roaming

25 the forest and looking for a new group of friends.

35 Unfortunately, that’s turned out to be more difficult

43 than I’d anticipated. Wolf packs prefer to keep outsiders

52 out. After a long, cold winter, I hadn’t found a pack to

64 join, and I was very lonely.

70 Then I realized there might be another possibility. I

79 hadn’t been hanging out with any other animals. From

88 what I saw as I went roaming, there were many different

99 kinds. So what if I hadn’t found a pack of wolves? Maybe

111 I’d be happier in a gaggle of geese, a herd of elephants, a

124 pride of lions, or a school of fish.

132 I crossed through the forest, looking everywhere for

140 new friends. 142

Comprehension Check1. Why is Wolf having a diffi cult time fi nding a new pack to join? Plot

2. What plan does Wolf come up with? Problem and Solution


Correct Score

First Read – =

Second Read – =



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Text Features

Read the article about wolves and then answer the questions below.

Wolvesby Sean Ambrose

Just the Facts There are three species or types of wolves: the gray wolf, Canis lupus,

the red wolf, Canis rufus, and the Ethiopian wolf, Canis simensis. In 2004

there were close to 4,000 gray wolves in the wild. This is thanks to a huge

recovery effort to bring wolves back from the edge of extinction.

A wolf can live up to 11 years but typically does not live past eight

years old. The average wolf is less than fi ve feet long and usually weighs

less than a hundred pounds. Even though they are known as “gray”

wolves, their fur can also be black or white.

People Predators Wolves try to avoid people; however, people pose the biggest threat.

The main threat to their survival is the loss of their habitat or home. The

gray wolf has been on the endangered species list for a long time but is

close to coming off. By learning more about wolves, people will have a

better chance of seeing them in the future.

1. Identify a heading.

2. Identify an example of boldface type.

3. Identify an example of italics.

4. Use a dictionary to look up the pronunciation of predators, endangered, and extinction.


Wolf! • Grade 3/Unit 1 51

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NameVocabulary Strategy:

Dictionary: Multiple-Meaning

Words

Use a dictionary to find meanings for the words listed below. Then write a sentence that includes each word twice, using two different meanings. Circle words that give clues for each meaning.

Example: horn Dave stopped playing his horn when he heard Mom honk the car’s horn.

1. catch

2. force

3. master

4. just

5. panel

6. general

7. chest

playing car’s

j g

g g

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWolf! • Grade 3/Unit 152

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Review Words

Challenge Words

1. bowl

2. soaked

3. loaves

4. roasted

5. coast

6. scolded

7. fl oating

8. window

9. program

10. shown

11. growth

12. folk

13. throat

14. swallow

15. roam

16. snails

17. swaying

18. plainly

19. approach

20. dough

Spelling:Long o



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Name

6. 𝖤 swallow𝖥 swalloe𝖦 swullow𝖧 swallowe

7. 𝖠 rowm𝖡 rowme𝖢 roame𝖣 roam

8. 𝖤 window𝖥 windoe𝖦 windough𝖧 windo

9. 𝖠 fl oughting𝖡 fl owting𝖢 fl oating𝖣 fl oting

10. 𝖤 boal𝖥 bowl𝖦 bowle𝖧 boele

11. 𝖠 soaked𝖡 soked𝖢 sowked𝖣 soeked

12. 𝖤 cowste𝖥 coughst𝖦 coste𝖧 coast

13. 𝖠 loavs𝖡 loaves𝖢 lowves𝖣 lowvs

14. 𝖤 roasted𝖥 rosted𝖦 roested𝖧 roughsted

15. 𝖠 skolded𝖡 scoalded𝖢 scolded𝖣 skowlded

1. 𝖠 programm𝖡 program𝖢 proagram𝖣 proegram

2. 𝖤 shoene𝖥 showne𝖦 shown𝖧 shoan

3. 𝖠 growth𝖡 groeth𝖢 groathe𝖣 grothe

4. 𝖤 foak𝖥 fok𝖦 foke𝖧 folk

5. 𝖠 throte𝖡 throet𝖢 throat𝖣 throwt


Sample A: Sample B:

𝖠 sitt 𝖤 kis𝖡 sit 𝖥 kisse𝖢 syt 𝖦 kiss𝖣 siht 𝖧 kihs

Spelling:Long o

𝖡



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• Every sentence has two parts. • Every sentence has a predicate.• The predicate of a sentence tells what the subject does or is.

Match each group of words in the first column with a predicate in the second column. Write the predicate.

1. Ice and snow

2. The ice

3. Temperatures

4. Cold wind

5. Giant icebergs

6. Seals and penguins

7. Few plants

8. Tourists

Grammar:Predicates

stay below freezing.

float in the sea.

like to see Antarctica.

grow in Antarctica.

cover Antarctica.

blows across the land.

live in the cold.

is millions of years old.



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Name

Rewrite the paragraphs below. Be sure to correct each run-on sentence.

My mom loves to visit Antarctica. She goes there every winter she wants

me to go with her one day. She travels there for work she is an animal doctor

who works with penguins. My mom helps sick penguins feel better she also

works with the local animal doctors to help fi nd cures for diseases

One time, my mom got stuck in Antarctica. She could not fl y home for

a week. I was worried about her, but she called me every day to tell me that

she was okay. Maybe I will go to Antarctica one day with my mom I just do

not want to get stuck

• The predicate of a sentence tells what the subject does or is.

Grammar:Predicates



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Writing:A Single Object

1. Look carefully at one of your arms.

2. Write 4 sentences only about your arm. Focus on the object and describe exactly how it looks.

Example: My right arm looks pale sticking out of my dark blue t-shirt. Freckles make it look like the map of constellations that hangs in our classroom. If I look hard enough, I think I can make out Orion’s belt near my wrist. It’s right next to the jagged, white scar that my cat, George, gave me when I tried to put him in a doll’s dress last year.

Extra Practice: Do the same exercise describing one of your feet.

W 1.0 Writing StrategiesWolf! • Grade 3/Unit 1 57

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Name Phonics: Long i

A. Fill in the blank spaces below to form words with long i sounds. Blanks can be either vowels or consonants.

1. f l

+ t =

2. t + e =

3. f i + d =

4. f + y =

5. w i + d =

6. c h i + d =

7. m i + d =

8. m

+ t =

9. s t r i + e =

10. r e w i + d =

B. Add a consonant to the word in the first column. Make sure that the same consonant works for the word in the second column.

CVC

11. f i

12. k i

13. h i

14. p i

15. r i

16. d i

CVCe

f i e

k i e

h i e

p i e

r i e

d i e


My Very Own Room • Grade 3/Unit 158

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ruined storage determination exact separate luckiest

A. An author is writing a story, but she cannot think of the right words. Help the author tell the story by writing the word from the box that makes sense on each line. Use each word only once.

Shana has decided that she really wants a place of her own. She needs

a space inside the house or in the garage to practice

her music. And Shana is acting with great to get it!

Shana loves to play the drums. She thinks she’s the

person in the world to be a drummer. Her drums were packed in a wooden

box when Shana’s family moved to their new house. The drums have

stayed in a room until the family settles into the

house. Shana can’t wait for the moment when she

can unpack the drums. She is relieved when she finally does unpack them.

The drums are fine. They have not been during the

move. Best of all, Shana gets her own space in the garage to practice her

music!

B. Use two of the vocabulary words in a sentence.

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Very Own Room • Grade 3/Unit 1 59

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NameComprehension:

Make and Confirm Predictions

Write your prediction of what will happen next in the story below.

Maya just found out she is going to have a room of her own. Her mom told Maya that she can have some old furniture for her room if she cleans it up and paints it. One Saturday, Maya changes into old clothes and gathers some rags. What will she probably do next?

Prediction:

After the furniture is painted, Maya decides to start cleaning the room. She scrubs the walls and gets rid of all the spider webs in the corners. She sweeps the floor and throws out all the garbage she collects. She then mops the floor with soap and water until it is clean and shiny. What will probably happen next?

Prediction:

R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.


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Comprehension:Predictions Chart

As you read My Very Own Room, fill in the Predictions Chart.

How does the information you wrote in this Predictions Chart help you understand plot development in My Very Own Room?

What I Predict What Happens


My Very Own Room • Grade 3/Unit 1 61

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Name Fluency: Phrasing


“It’s time to get ready for the science fair,” Ms. Thomas, the

12 science teacher, announced to the science club. “But this year, we’ll

23 work in teams, rather than each on your own.”

32 “How many teams?” Erin asked.

37 “Let’s see,” Ms. Thomas said. “There will be five teams, each with

49 three members.”

51 “That’s only five exhibits,” said Ari.

57 “How are we going to pick the teams?” Tanya asked.

67 “We’ll pick names out of a hat,” Ms. Thomas said.

77 Soon everyone was part of a team.

84 “The fair is in two weeks,” Ms. Thomas said. “With hard work and

97 determination, you’ll all be done in time. There will be a prize for the

111 best exhibit.”

113 “What’s the prize?” Ari asked.

118 “I’ll keep that as a surprise,” Ms. Thomas said. “I predict that this

131 year’s fair will be our best yet.”

138 Tanya, Erin, and Ari, who were on the same team, met in

150 the school cafeteria.

153 “Who has an idea for the exhibit?” Tanya asked. 162

Comprehension Check1. What is the science club preparing for? Main Idea and Details

2. How many students will participate in the science fair? Plot Development


Correct Score

First Read – =

Second Read – =



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PracticeText Feature: Guide Words, Headings,

and Captions

Create the first page of an encyclopedia article about castles. Fill in the missing features below. Use the box to illustrate your encyclopedia article about castles.

Page number:

Guide word:

Heading:

Subheading:

Castles were built in the Middle Ages

to protect kings and lords from their

enemies. Lords and kings also used

castles to show their power over an

area. They used castles to control the

new areas they conquered.

Subheading:

Castles were built in stages. First, the

outer walls went up, then the castle

so the king could rule. After that, the

cathedral was built. This took a long

time because the church was very important to people, and the king

wanted it to look beautiful. After the cathedral was finished, the common

people could build their homes. An entire castle could take many, many

years to finish.

Subheading:

Caption:



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Name Vocabulary Strategy:Suffixes -er, -est

big young loud happy nicebigger younger louder happier nicerbiggest youngest loudest happiest nicest

Use the picture as a guide as you write a fantasy short story about a bear cub who wanted a room of his own in the family den. Use as many words in the box as you can.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Very Own Room • Grade 3/Unit 164

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Practice

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Review Words

Challenge Words

1. mild

2. mighty

3. fi ght

4. right

5. fry

6. tightly

7. fl ight

8. brightness

9. buy

10. dye

11. wind

12. children

13. satisfy

14. delight

15. grind

16. soaked

17. bowl

18. scolded

19. advice

20. appetite

Spelling:Long i



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Name Spelling:Long i

1. 𝖠 mietey mighty

𝖢 myty𝖣 mightey

2. 𝖤 myld𝖥 mylde𝖦 mighld

mild

3. 𝖠 frigh𝖡 frie

fry𝖣 frye

4. right𝖥 rihgt𝖦 ryt𝖧 ryte

5. 𝖠 grinde grind

𝖢 grynde𝖣 grinnd

6. 𝖤 fi te𝖥 fyte𝖦 fi hte

fi ght

7. 𝖠 deligh𝖡 delitte

delight𝖣 delite

8. satisfy𝖥 satusfy𝖦 satissfy𝖧 satisfi e

9. 𝖠 winde wind

𝖢 whind𝖣 wynd

10. 𝖤 childrun children

𝖦 childrinn𝖧 childrenn

11. 𝖠 dy dye

𝖢 di𝖣 digh

12. 𝖤 biie𝖥 byue𝖦 buye

buy

13. brightness𝖡 briteness𝖢 brightnuss𝖣 britenuss

14. 𝖤 fl ite𝖥 fl ihgt

fl ight𝖧 fl yte

15. 𝖠 tietly𝖡 titely𝖢 tytely

tightly


Sample A: Sample B:

𝖠 darke 𝖤 clas dark 𝖥 classe𝖢 darkk class𝖣 darrk 𝖧 klass



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Practice

Grammar:Compound Sentences

Write a compound sentence by joining each pair of sentences. Use a comma and the word and.

1. Hamsters are fun. They are easy to care for.

2. Hamsters are small. They are quiet.

3. Some hamsters have long hair. Some have short hair.

4. Hamsters are small. They can fi t in your pocket.

5. They stuff food in their cheeks. They carry it that way.

• A sentence that contains two sentences joined by and is called a compound sentence.



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Name Grammar:Compound Sentences

Read the paragraph, and look for sentences you can combine. Then rewrite the paragraph.

I observed my cat, Eddie. Then I studied my dog, Belle. Eddie is orange.

He weighs twenty pounds. Belle is white. She weighs twelve pounds. Both

like to sleep. Both like to be in the sun. Eddie likes to chase birds. He likes

to climb. Belle likes to dig. She plays fetch. Eddie sleeps on my bed. Belle

sleeps on my fl oor. They are both good. They make great pets.

• A sentence that contains two sentences joined by and is called a compound sentence.

• Use a comma before and when you join two sentences to form a compound sentence.



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1. Read the following sentence:

The room was a mess.

2. Imagine a messy room that you have seen.

3. Write 2–4 sentences describing one moment in that messy room.

Example: My brother’s room was so messy that I couldn’t see the floor. I felt like I was wading through an ocean of dirty laundry as I walked over to his desk to get the book I wanted to borrow. There was a moldy, half-eaten sandwich next to his computer, and all I could smell were his stinky socks.

Extra Practice: Do the same exercise describing a different type of room.

Writing:Setting

W 1.0 Writing StrategiesMy Very Own Room • Grade 3/Unit 1 69

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Name Phonics: Long e

A. On the lines below, write as many words as you can that follow each rule.

Rule 1. All these one-syllable words begin with the letter m or l, and have a

long e sound in the middle that is spelled ea.

Rule 2. All these one-syllable words begin with the letter f or s and have a

long e sound in the middle that is spelled ee.

Rule 3. All these one-syllable words end with the letter e and have a long e sound at the end.

B. See how many words with a long e sound you can create by using only the letters in the word below.

meantime

R 1.1 Know and use complex word families when reading (e.g., -ight ) to decode unfamiliar words.

Boom Town • Grade 3 /Unit 270

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Vocabulary

Write the correct definition as a clue for each vocabulary word in the puzzle.

Across

2.

5.

6.

Down

1.

3.

4.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBoom Town • Grade 3 /Unit 2 71

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Name Comprehension: Sequence

Read the two events below and think of events before and after them, then write them in the spaces provided. Make the events about working or making money.

1.

2. Then it began to rain. Lightning fl ashed.

3.

4.

5. Jake woke up and looked out the window.

6.

R 2.0 Reading ComprehensionBoom Town • Grade 3 /Unit 272

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Comprehension:Sequence Chart

As you read Boom Town, fill in the Sequence Chart.

How does the information you wrote in this Sequence Chart help you summarize Boom Town?

Sequence Chart

Event

Event

Event

Event

Event

Event

R 2.0 Reading ComprehensionBoom Town • Grade 3 /Unit 2 73

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Name Fluency:Phrasing

As I read, I will pay attention to punctuation.

In the 1890s, cities were booming. Many immigrants lived in

9 tenements. They got jobs in nearby factories and mills where iron

20 and steel were produced or factories that made thread, fabric, clothing,

31 and other goods.

34 The work was long and hard, and wages were low. The workrooms

46 were dimly lit and crowded. People grew tired and often grumbled

57 about their jobs. They worked long hours, and there were often

68 accidents and fires.

71 By 1880 there was a great need for steel. Steel is made

82 from iron ore that is found in the earth. Many miners were

94 needed to dig out the iron. That was hard work. Miners

105 worked long hours for little pay. Young boys were paid

115 even less.

117 Coal was also important in the early 1900s. It provided

126 most of the country’s energy. Miners worked hundreds of

135 feet below the surface of the earth to dig it out.

146 Both iron and coal miners helped our country to grow. Iron

157 was used for buildings, railroads, and other goods. Coal kept

167 people warm and fueled steam engines. 173

Comprehension Check1. What does the word wages mean? Context Clues

2. Why were young boys paid less? Plot Development


Correct Score

First Read – =

Second Read – =



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Text Feature: Calendar

Create a calendar for your business. Enter the month and the dates. Decide what business you are interested in starting. Then fill in the calendar boxes with the steps you need to take to start up the business. What research will you do? When? How many days will you advertise? What meetings will you need to set up? What date will you open for business?

My business will be


Boom Town • Grade 3 /Unit 2 75

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Name Vocabulary Strategy: Compound Words

bookcase briefcase photocopies mousepaddesktop salesperson outlet stockroompaperwork payroll payday screensaver

Write a dialogue between two people who are in the same business. Use at least six of the compound words in the box. Use a dictionary if you need help with word meanings. Underline the words.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBoom Town • Grade 3 /Unit 276

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Review Words

Challenge Words

1. heel

2. seal

3. creek

4. speaks

5. cream

6. street

7. freeze

8. fi eld

9. sixteen

10. peanut

11. chief

12. repeat

13. freedom

14. weakest

15. weekly

16. right

17. dye

18. satisfy

19. knead

20. families

Spelling:Long e



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Name


Sample A: Sample B:

𝖠 wek 𝖤 clene week 𝖥 clien𝖢 weke 𝖦 cleen𝖣 weik clean

Spelling:Long e

1. 𝖠 speeks𝖡 spieks

speaks𝖣 speacks

2. 𝖠 hele heel

𝖢 hiel𝖣 heele

3. chief𝖡 cheef𝖢 cheaf𝖣 chefe

4. 𝖤 peanit𝖥 penenut𝖦 penut

peanut

5. 𝖠 weakist𝖡 weekest

weakest𝖣 wekest

6. seal𝖥 seel𝖦 sceal𝖧 sele

7. 𝖠 rupeat repeat

𝖢 repeet𝖣 repete

8. 𝖤 criek 𝖥 creeck

creek𝖧 creke

9. 𝖠 freedim 𝖡 fredom𝖢 freedm

freedom

10. 𝖤 sixtene𝖥 sixtean

sixteen𝖧 siksteen

11. 𝖠 kream cream

𝖢 creme 𝖣 creem

12. 𝖤 streat𝖥 strete

street𝖧 stret

13. freeze𝖥 freze𝖦 freez𝖧 freaze

14. 𝖠 feild𝖡 feald𝖢 feuld

fi eld

15. 𝖤 wekly weekly

𝖦 weeckly𝖧 weaklie



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PracticeGrammar:

Common and Proper Nouns

• The name of a day, month, or holiday begins with a capital letter.

Complete the sentences by writing the name of the day, month, or holiday correctly.

1. We found an anthill on saturday.

2. We looked for it again on sunday.

3. It kept getting bigger during june.

4. More and more ants came during july.

5. The busy ants worked hard in august.

6. There was less action on labor day.

7. The ant hill was quiet by Halloween.

8. It was gone on thanksgiving day.

9. Father is off on monday.

10. Next month is mother’s day.

11. I like spring weather in may.

12. We ate pancakes on new year’s day.

13. We saw fi reworks on independence day.

14. Squirrels gathered acorns in november.

15. It can be very cold in january.

16. Next week is valentine’s day.



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NameGrammar:

Common and Proper Nouns

• Begin a proper noun with a capital letter. • Begin the name of a day, month, or holiday with a capital letter.

A. Look at the underlined nouns. Put a C over common nouns. Put a P over proper nouns.

The students in ms. harris’s class would like an ant farm. An ant

farm is a good way to learn science. It lets students practice their

observation skills. It shows us how insects live and work. It takes less

care than fish or a guinea pig.

Ant farms are sold at tom’s toy shop. The students would like to get one

before thanksgiving.

B. Writing ActivityRewrite the paragraphs so that proper nouns begin with capital letters and common nouns begin with lowercase letters.



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Writing:A Single Moment

1. Please read the following sentence:

Something was wrong with the car.

2. Write three things that could be wrong with how the car looks.

Smoke coming from hood

Bumper falling off

Flat tire

3. Write three things that could be wrong with how the car sounds.

Clacking noise in back

Horn won’t stop beeping

Screeching sound when turning

4. Write three things that could be wrong with the way the car moves.

Only turns left

Won’t go over 5 miles per hour (very slow)

Brakes don’t work

5. Using these ideas, now write two more sentences that tell what is wrong with the car.

We heard a loud, annoying clacking coming from the back of the car and smoke was coming out from under the hood. My mom tried to make a right turn, but the car would only turn left.

Extra Practice: Use this sentence and follow the same directions:

Something was wrong with my friend.

W 1.0 Writing StrategiesBoom Town • Grade 3 /Unit 2 81

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Name Phonics: Silent Letters

Imagine that you have gone on vacation. Write a journal entry using at least eight of the words listed below to describe something that happens. Share your journal entry with a partner.

wrap knit sign write wrongknight wreck wrists knots wringwrote gnat knock gnaws know

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.Home-Grown Butterfl ies

Grade 3/Unit 282

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Vocabulary

Answer each question using the underlined vocabulary word.

1. What might you keep in an enclosure?

2. What is something that is helpful to have in supply before a big storm?

3. What plant or animal would you like to protect the most?

4. What is another word to describe animals that disappear from the world?

5. What animal would you like to capture on fi lm?

6. What is harming the environment?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Home-Grown Butterfl ies Grade 3/Unit 2

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Name Comprehension: Draw Conclusions

Read the passage below. Write two different conclusions you can draw about the situation that is described.

It was a beautiful Monday morning, and Sharon walked to school

thinking of the caterpillar experiment her class was doing in science. She

attended homeroom and then went to her science class. When she entered

science class, all the other students were staring up at the ceiling. Sharon

looked up to see what everyone was looking at. She heard the teacher

telling everyone to be very careful where they moved as he closed the

windows.

Possible conclusion 1:

Possible conclusion 2:

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.Home-Grown Butterfl ies

Grade 3/Unit 284

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Comprehension:Conclusion Map

As you read Home-Grown Butterflies, fill in the Conclusion Map.

How does the information you wrote in this Conclusion Map help you monitor comprehension in Home-Grown Butterflies?

Clue

Clue

Clue

Conclusion

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions. Home-Grown Butterfl ies

Grade 3/Unit 285

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Name Fluency: Pacing


A few years ago, a man in Maryland ordered a pair of live northern

14 snakehead fish from a market in New York City’s Chinatown. He

25 wanted to use them to make soup for his sick sister. Snakehead meat is

39 used in soup in China, where he was born.

48 By the time the fish arrived, the man’s sister was better. Now he had

62 two live snakeheads on his hands. At first he kept them in an aquarium.

76 When the fish grew too large, he brought them to a pond and set

90 them free.

92 Before long the snakeheads started a colony in the pond. With no

104 natural enemies, their numbers grew. Two years after the man set his

116 fish free, scientists took action. They were able to capture more

127 than a hundred fish, but they didn’t know how many more lived in

140 the pond.

142 The scientists were worried. The ecosystem of the pond was in

153 danger. These fish grow up to 3 feet (0.9 m) long. Most of their diet

165 is made up of other fish. They could eat all the native fish. 178

Comprehension Check1. How was a large snakehead colony able to develop in the pond? Cause

and Effect

2. Why are scientists worried about the growing snakehead population? Draw Conclusions


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.Home-Grown Butterfl ies

Grade 3/Unit 286

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PracticeLiterary Element:

Personification and Assonance

Personification and assonance are literary devices that poets use to create pleasing images and sounds. Personification gives human characteristics to animals or things. Assonance is the repetition of the same or similar middle vowel sound in a series of words grouped closely together.

A. Read each line of poetry. Underline the words that create assonance. Then write the word for the animal or object that is being personified.

1. Its mouth was dripping with a load of slippery soil.

2. and drinks softly at the faucet

3. Some stretch out their arms to rest.

4. Daring pilots, swooping and dipping, then landing with care

B. Write two sentences in which an animal or an object has human characteristics. Include a sound that creates assonance.

5.

6.

pp g pp y

gpp gp g

R 2.0 Reading Comprehension Home-Grown Butterfl ies Grade 3/Unit 2

87

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NameVocabulary Strategy: Multiple-Meaning

Words

Some words can be used in more than one way. Create a dictionary entry for a word about the environment that has more than one meaning, such as flower, soil, or hazard. In your dictionary entry, include: • Entry Word

• Parts of Speech

• Numbers for Different Meanings

• Examples of Word in Sentences

R 1.7 Use a dictionary to learn the meaning and other features of unknown words.Home-Grown Butterfl ies

Grade 3/Unit 288

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Review Words

Challenge Words

Spelling:Words with

Silent Letters

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. knitted

2. gnat

3. wrists

4. knots

5. wrote

6. knight

7. knock

8. wreck

9. wring

10. gnaws

11. writing

12. wrong

13. wristwatch

14. knapsack

15. wrinkle

16. freeze

17. speaks

18. families

19. knickknack

20. signing


Home-Grown Butterfl ies Grade 3/Unit 2

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11. 𝖠 knite knight

𝖢 knighte𝖣 knitte

12. 𝖤 reck𝖥 wrek

wreck𝖧 rek

13. gnaws𝖡 gnaus𝖢 naws𝖣 gnawes

14. 𝖤 rong wrong

𝖦 ronge𝖧 wronge

15. 𝖠 knapsak𝖡 napsack𝖢 napsake

knapsack

6. writing𝖥 riting𝖦 writeing𝖧 writting

7. 𝖠 ristwatch𝖡 wriswatch𝖢 wristwach

wristwatch

8. 𝖤 rinkle𝖥 wrinkl

wrinkle𝖧 wrinkel

9. 𝖠 nat𝖡 ganat𝖢 gnate

gnat

10. 𝖤 nottes𝖥 knouts𝖦 nots

knots

1. 𝖠 nitted𝖡 nited𝖢 knited

knitted

2. 𝖤 rists𝖥 wristes

wrists𝖧 ristes

3. wrote𝖡 rwote𝖢 rotte𝖣 wroat

4. 𝖤 nock knock

𝖦 knoc𝖧 knok

5. 𝖠 wrig wring

𝖢 rinng𝖣 wrinng


Sample A: Sample B:

knife 𝖤 wrape𝖡 nife wrap𝖢 knif 𝖦 rapp𝖣 nief 𝖧 rappe

NameSpelling:

Words withSilent Letters


Home-Grown Butterfl iesGrade 3/Unit 2

90

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PracticeGrammar:

Singular and Plural Nouns

• Add -es to form the plural of singular nouns that end in s, sh, ch, or x.

• To form the plural of nouns ending in a consonant and y, change the y to i and add -es.

A. Change each word to a plural noun.

1. worry 6. path

2. wish 7. fl ash

3. bench 8. porch

4. box 9. mix

5. bus 10. kiss

B. Write the plural form of each noun in parentheses.

11. There are several (library) .

12. The books are fi lled with (story) .

13. There are trees and (bush) outside the library.

14. You can read under the (branch) .

15. I read a story about a wolf that lived with (fox) .

16. I was able to read on one of the (bench) .

17. Animals can hear you if you step on (stick) .

18. Ned found salamanders under several (rock) .

19. Look carefully and you’ll see a variety of (grass) .

20. In the woods, we camped out in (tent) .

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Home-Grown Butterfl ies

Grade 3/Unit 291

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NameGrammar:

Singular and Plural Nouns

• Add -s to form the plural of most singular nouns. • Add -es to form the plural of singular nouns that end in s, sh,

ch, or x.• To form the plural of nouns ending in a consonant and y,

change the y to i and add -es.

A. On the lines below, write thecorrect plural version of the underlined nouns from the poster.

You can learn all kinds of wild things at library you can fi nd fun story you can discover interesting fact you can take out movies And it is all free! now get wild, and go to your library Get box of book and learn bunch of things

B. Writing ActivityRewrite the paragraph on the poster using plural nouns. Make sure every sentence begins with a capital letter and ends with an end mark.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Home-Grown Butterfl ies

Grade 3/Unit 292

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Writing: An Emotion

1. Read the following sentence:

She was afraid.

2. Write a sentence about what she might be doing.

She ran and hid behind the big chair in the living room.

3. Write a sentence about a sound she might make.

She could hear her heart pounding in her chest.

4. Describe her face.

Her eyes were as big as saucers and her mouth was closed in a tight line.

5. Now using these details, write 3 more sentences that show the girl was afraid.

The girl cowered behind the chair, frozen. She could hardly breathe. Her legs began to shake as the sound of footsteps in the hallway got closer and closer.

Extra Practice: Do the same activity using the following sentence:

The man was angry.

W 1.0 Writing Strategies Home-Grown Butterfl ies Grade 3/Unit 2

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Name Phonics:Three-Letter Blends

A. Look at the example of the tongue twister below. It uses four words with the same three-letter blend. Write four tongue twisters of your own in the spaces provided that use words with the three-letter blends shown.

Example: The strong string stretches the strap.

1. str:

2. scr:

3. spr:

4. thr:

B. Write one sentence that includes words beginning with str, scr, spr, and thr.

5.

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.Coasting to California

Grade 3/Unit 294

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Vocabulary

culture immigrants traditional communities established

A. Use the clues below to complete the vocabulary crossword puzzle.

Across

1. groups of people living together in one place

Down

1. a people’s beliefs and customs

2. people who move from one country to another

3. passed down from one generation to another

4. started or created

B. Use two of the vocabulary words in one sentence. Underline the vocabulary words.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentCoasting to California

Grade 3/Unit 295

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Name Comprehension: Main Ideas and Details

Read the passages below. Then, for each passage, write the main idea, one supporting detail, and one non-supporting detail on the lines below.

Passage 1: California, like other states, is made up of many different types of communities. Each community is unique because of the people who live in them. Every community contributes something special to the state. Some communities are far from one another.

Main Idea:

Detail:


Passage 2: People who move to California’s cities often live in communities with other people like themselves. In these communities, people often practice their culture and do things in their traditional ways. The special skills of community members help California grow and prosper. In the past, there were fewer communities than there are now.

Main Idea:

Detail:


R 2.6 Distinguish the main idea and supporting details in expository text.Coasting to California

Grade 3/Unit 296

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As you read Coasting to California, fill in the Main Idea and Details Chart.

How does the information you wrote on the Main Idea and Details Chart help you summarize Coasting to California?

Main Idea

Detail 1

Detail 2

Summary

R 2.5 Distinguish the main idea and supporting details in expository text. Coasting to California

Grade 3/Unit 297

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NameFluency:

Pronunciation and Phrasing

As I read, I will pay attention to my pronunciation and phrasing.

Many people believe when there is a need, someone

9 comes up with an idea to meet that need. This is certainly

21 true for many inventions that have changed the way we

31 travel.

32 Long ago, the only way to travel on land was by foot.

44 People could go only as far or as fast as their legs would

57 take them. As time went on, people wanted to move farther

68 and faster. They wanted to carry goods from one place to

79 another. They had to find ways to do this.

88 About 5,500 years ago, someone realized that round

95 objects, such as logs, could roll. This led to the important

106 invention of the wheel. If you placed a log under an object,

118 you could push it more easily. The wheel opened new doors

129 for people. It led to new vehicles. 136

Comprehension Check1. What makes people invent things? Make Inferences

2. Why was the invention of the wheel important? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.Coasting to California

Grade 3/Unit 298

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Practice

Study Skill: Parts of a Book

Suppose that you had a chance to design a book about your community. What title would you give your book? How would you organize the chapters? Below, write a title for your book. Include a table of contents that shows three chapter titles, a glossary, and an index. Give the page number on which each would begin.

Book Title page

Table of Contents

Chapter 1: Title: page



Glossary page

Index page

R 2.0 Reading ComprehensionCoasting to California

Grade 3/Unit 299

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Name

Description Writing Frame

A. Summarize Coasting to California. Use the Description Writing Frame below.

Chinese immigrants to the United States succeeded in many ways.

One way they succeeded is

.

Another way they succeeded is

.

They also succeeded by

.



R 2.0 Reading ComprehensionCoasting to CaliforniaGrade 3/Unit 2

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Vocabulary Strategy: Antonyms

A. Look up each word in a dictionary and write one definition for the word. Then use a thesaurus to find and write one synonym and one antonym for that definition.

1. dryDefi nition

Synonym

Antonym

2. ancientDefi nition

Synonym

Antonym

3. hireDefi nition

Synonym

Antonym

B. Select a word from the box to solve each riddle. Use a dictionary or thesaurus for help if you don’t know the meanings of the words.

faint taint bellow mellow

4. I rhyme with paint. I am the opposite of strong. What am I?

5. I rhyme with yellow. I am the opposite of whisper. What am I?

R 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words. Coasting to California

Grade 3/Unit 2101

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NameSpelling:

Words withThree-Letter Blends

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. threaten

2. scrubs

3. spree

4. screams

5. stream

6. scratch

7. spread

8. throne

9. screens

10. strong

11. scraped

12. strengthen

13. streamer

14. scribble

15. sprinkle

16. thrown

17. through

18. signing

19. wrote

20. knickknack


Coasting to CaliforniaGrade 3/Unit 2

102

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PracticeSpelling:

Words withThree-Letter Blends

6. 𝖤 scrach𝖥 skratch

scratch𝖧 schratch

7. 𝖠 spred spread

𝖢 sppread𝖣 spreid

8. 𝖤 throwne throne

𝖦 throan𝖧 throune

9. 𝖠 screans screens

𝖢 screenz𝖣 skreens

10. 𝖤 strowng𝖥 stroung𝖦 stronge

strong

11. scraped𝖡 scraaped𝖢 skraped𝖣 scrapt

12. 𝖤 strengethen𝖥 strengthin

strengthen𝖧 sterengthen

13. 𝖠 streamir streamer

𝖢 streemer𝖣 stremer

14. 𝖤 skribble scribble

𝖦 scrible𝖧 scribbel

15. 𝖠 spreenkle𝖡 sprinkel

sprinkle𝖣 sprinkele

1. threaten𝖡 threten𝖢 threatin𝖣 thraeten

2. 𝖤 scrubz scrubs

𝖦 schrubs𝖧 skrubs

3. 𝖠 sprea𝖡 spreigh𝖢 spreye

spree

4. 𝖤 screems𝖥 screamz

screams𝖧 skreams

5. 𝖠 streem𝖡 streame

stream𝖣 streme


Sample A: Sample B:

strays 𝖤 scraep𝖡 strayz scrap𝖢 straaz 𝖦 scrapp𝖣 straas 𝖧 skrap

LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural) and common homophones (e.g., hair-hare).

Coasting to California Grade 3/Unit 2

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Name

A few nouns have the same singular and plural forms.

Singular Plural Singular Pluralsheep sheep fish fishdeer deer trout troutbuffalo buffalo salmon salmonmoose moose scissors scissors

Complete each sentence with the correct plural form of the noun in parentheses.

1. In the future, will (buffalo) once again live in the Great Plains?

2. Will (deer) still live in the forests or only in zoos?

3. These wild (sheep) lived on their own in the hills.

4. Maybe (moose) will survive in the north.

5. Large schools of (fi sh) will feed millions of people.

6. Dams must allow (salmon) to swim upstream.

7. People once fi shed for (trout) for food.

8. Maybe someone will invent laser (scissors) to cut paper.

Grammar:Irregular Plural Nouns

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Coasting to California

Grade 3/Unit 2104

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• Some nouns have special plural forms. • A few nouns have the same singular and plural forms.

A. Proofread the paragraph for incorrect plural nouns. Circle each incorrect plural noun and write its correct form on the lines below.

What is in store for the future? I think our lifes will change. Maybe

humans will have four foots. Then we will be able to run faster. Maybe we

will have super-sharp toothes. Then we will use them instead of scissorses.

Science will change the world in many ways. Tomato might be bigger than

gooses. Mouses might be as strong as mooses. I think the world will be a

very strange place!

Writing ActivityB. Write a personal narrative about something that you think will

happen in the future. Use the irregular plural nouns that you learned.

Grammar:Irregular Plural Nouns

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Coasting to California

Grade 3/Unit 2105

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Name Writing:Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesCoasting to CaliforniaGrade 3/Unit 2

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Phonics:Digraphs

A. Answer each riddle with a word that has ch or tch.

1. If something costs less than a dollar, and you pay with a dollar, you get me back.

What am I?

2. I am what you do before you exercise so you don’t hurt yourself. What

am I?

3. If you miss me in the middle of your day, you may get very hungry. What

am I?

4. If you could look down and see the bottom of your face, you’d see me.

What am I?

5. I can be anywhere on your body and you scratch to get rid of me. What

am I?

6. Come look for us if you want to play a game. We sit on squares on a

board. What are we?

7. Take time to answer this one. You wear me on your wrist. What am I?

B. Write one riddle of your own that has a one-word answer. Be sure your answer is a word that contains ch or tch. Exchange papers with a partner and answer each other’s riddle.

8.

R 1.2 Decode regular multisyllabic words.Here’s My Dollar • Grade 3/Unit 2 107

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Name Vocabulary

Use the words in the box to complete the puzzle.

Across

2. a trip or journey to a place

3. a phrase or motto

5. to have a right to

Down

1. offer to do something, usually without expecting payment

4. gave a feeling of pleasure or excitement

deserve volunteers tourslogan thrilled

1

2

4

3

5

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentHere’s My Dollar • Grade 3/Unit 2108

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Comprehension:Author’s Purpose

Read the informative passage below. Then change it tomake it a passage that is persuasive.

Volunteers will meet after school in the cafeteria. We will discuss ways

to raise money for the library. After our discussion, we will vote on the

suggestions. We will agree to do the project that gets the most votes. Then

everyone will decide what he or she can do to make the project a success.

Persuasive Passage

R 3.4 Determine the underlying theme or author’s message in fi ction and nonfi ction text.

Here’s My Dollar • Grade 3/Unit 2 109

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Name

Clues

As you read Here’s My Dollar, fill in the Author’s Purpose Chart.

How does the information your wrote in this Author’s Purpose Chart help you monitor comprehension in Here’s My Dollar?

Author’s Purpose

Comprehension:Author’s Purpose

Chart


Here’s My Dollar • Grade 3/Unit 2110

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Fluency:Pacing


The history of service dogs began near the end of

10 World War I. Dogs were trained to guide soldiers who had

20 lost their eyesight. These animals were called guide dogs.

29 During World War II, many Americans gave up their

37 pets so the dogs could defend their country. These former

47 pet dogs kept watch around the beaches and airfields

56 looking for spies. Some went with the troops overseas.

65 They carried notes and guarded army camps at night.

74 Trainers were surprised by the many things dogs could

83 learn to do. Guide dogs can guide their owners away

93 from construction sites or other dangers. The dogs know

102 when it is safe to cross the street.

110 Soon, people learned that dogs could help people in

119 many ways. Today, service dogs are being trained by

128 volunteers to do even more to help people. 136

Comprehension Check1. How did dogs help during World War II? Summarize

2. How do guide dogs help blind people? Main Idea and Details


Correct Score

First Read – =

Second Read – =



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NameLiterary Element:

Rhyme Scheme and Repetition

A. Underline the rhyming words in this poem. Draw a circle around each refrain.

I saw you toss the kites on high

And blow the birds about the sky;

And all around I heard you pass,

Like ladies’ skirts across the grass—

O wind, a-blowing all day long,

O wind, that sings so loud a song!

O you that are so strong and cold,

O blower, are you young or old?

Are you a beast of fi eld and tree,

Or just a stronger child than me?

O wind, a-blowing all day long,

O wind, that sings so loud a song!

—Robert Louis Stevenson

B. Write a short poem about helping others. Rhyme every other line. Use a refrain.

R 2.0 Reading ComprehensionHere’s My Dollar • Grade 3/Unit 2112

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PracticeVocabulary Strategy:

Context Clues:Examples

Write a sentence for each word below. Include example clues. Use a dictionary if you need help.

1. contemplate:

2. senior:

3. organization:

4. participate:

5. improved:

R 1.6 Use sentence and word context to fi nd the meaning of unknown words.


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Name

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. pitch

2. teacher

3. cheese

4. crunching

5. sandwich

6. ached

7. searching

8. chuckled

9. whales

10. washing

11. pathway

12. shadow

13. thicken

14. seashells

15. wreath

16. challenge

17. whisper

18. throne

19. strengthen

20. sprinkle

Spelling:Words with Digraphs



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PracticeSpelling:

Words with Digraphs

1. 𝖠 acked ached𝖢 acht𝖣 aked

2. 𝖤 whashing𝖥 waching𝖦 wasching washing

3. 𝖠 pich𝖡 pitsh pitch𝖣 pitche

4. 𝖤 shadoa shadow𝖦 shaddow𝖧 shado

5. 𝖠 reath𝖡 wreeth wreath𝖣 reathe

6. 𝖤 teecher teacher𝖦 techer𝖧 teatcher

7. 𝖠 pathwai pathway𝖢 pahway𝖣 pathwey

8. 𝖤 cheez𝖥 chease𝖦 sheese cheese

9. thicken𝖡 thiken𝖢 thicking𝖣 thiccken

10. 𝖤 cruncking𝖥 cruching𝖦 crunnching crunching

11. 𝖠 chuckeled chuckled𝖢 chuckuled𝖣 chukled

12. 𝖤 seeshells𝖥 sheshells seashells𝖧 seshells

13. 𝖠 sandwich𝖡 sandwitch𝖢 sanwich sandwich

14. whales𝖥 whailes𝖦 wayles𝖧 whayles

15. 𝖠 sirching searching𝖢 serching𝖣 seartching


Sample A: Sample B:

𝖠 strech what𝖡 streetch 𝖥 wat

stretch 𝖦 whate𝖣 stetch 𝖧 whaat



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Name Grammar:Possessive Nouns

• Add an apostrophe (’) to make most plural nouns possessive. Example: planets’ names

• Add an apostrophe (’) and s to form the possessive of plural nouns that do not end in s. Example: people’s view

Write the possessive form of each underlined noun.

1. the size of the rings the size

2. the orbits of the planets the orbits

3. the telescope of the children the telescope

4. the tails of comets the tails

5. the distances of the orbits the distances

6. the lengths of the days the lengths

7. the speed of the meteors the speed

8. the patterns of the stars the patterns

9. the light of the pulsars the light

10. the music of the spheres the music

11. the glow of the moons the glow

12. the timings of the eclipses the timings



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• A possessive noun is a noun that shows who or what owns or has something.

A. Proofread the radio ad for incorrect possessive nouns. Circle each incorrect possessive noun and write its correct form on the lines below.

How long is Earths orbit What are Saturns rings made of how hot

is the suns’ surface? Learn all this and more in “Our Super Solar System,”

a new show at the Museum of Science!

call 555-SOLAR for todays showtimes. Mondays shows are sold

out. Ask about our special childrens’s shows for schools and other

groups So get in orbit and come out to the Museum of Science!

B. Writing ActivityRewrite the ad using correct forms of possessive nouns. Make sure every sentence begins with a capital letter and has an end mark.

Grammar:Possessive Nouns



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NameWriting:

Strong Verbs for Common Actions

1. Please list 2 ways to describe 2 different people who are both moving quickly without using the word “quickly”.

Sprinting

Scurrying

2. Please describe 2 different words or expressions that mean moving slowly without using the word “slowly”.

Trudging

Plodding

3. Please describe 2 different words or expressions that mean to throw something without using the word “throw”.

Hurl

Fling

Extra Practice: Write three different words or expressions for each of the following:

1. To want something

2. To dislike something

3. To work on something

W 1.0 Writing StrategiesHere’s My Dollar • Grade 3/Unit 2118

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A. Make as many contractions as you can, using each word below as the first part of a contraction. After you write each contraction, write the two words from which it is formed. Use the example for help.

Example: they’ll they will

B. Write a paragraph about helping to build a home. Use at least six contractions in your paragraph.

g

g

g

g

they should do I we

Phonics: Contractions with

Pronouns and Verbs

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Castle on Viola Street

Grade 3/Unit 2119

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Name

As you read each question below, look at the underlined word, and write your answer. Then write a short definition of the underlined word.

1. What are two appliances that are found in many homes?

Defi nition:

2. Where in your home might you fi nd something that is leaky?

Defi nition:

3. What kinds of workers might fi nd jobs where construction is taking place?

Defi nition:

4. What type of equipment do people who work on a construction site need?

Defi nition:

5. What kind of construction projects might you fi nd in your neighborhood?

Defi nition:

6. What kinds of things might new owners of houses need?

Defi nition:

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Castle on Viola StreetGrade 3/Unit 2

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Read the passage below and answer the questions that follow.

One weekend I went to visit my aunt and uncle who lived in another

town. My uncle was a rock climbing coach for an afterschool program

in that town. He offered to take me rock climbing with the other kids in

his group. I had never been rock climbing before. I was a little afraid of

heights and I was really afraid of looking foolish in front of other kids. I

told my fears to my uncle. He told me that he understood my fears, but

that I would be safe at all times. I would be connected to a safety harness

if I fell. My uncle also pointed out that I shouldn’t be worried about

looking foolish. The other kids in this group had never rock climbed

either. I felt a lot better after I heard this and I looked forward to learning

how to rock climb.

1. What do you think is the most important theme of this passage?

2. What theme or message about communication does the passage want the

reader to understand?

An essential message or theme is what the author wants the reader to understand. For example the theme of the fable “The Tortoise and the Hare” is “Slow and steady wins the race.”

Comprehension:Theme

R 3.4 Determine the underlying theme or author’s message in fi ction and nonfi ction text. A Castle on Viola Street

Grade 3/Unit 2121

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Name

As you read A Castle on Viola Street, fill in the Theme Map.

Clue

Clue

Clue

How does the information you wrote in this Theme Map help you understand the essential message in A Castle on Viola Street?

Theme

Comprehension:Theme Map

R 3.4 Determine the underlying theme or author’s message in fi ction and nonfi ction text.A Castle on Viola Street

Grade 3/Unit 2122

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As I read, I will pay attention to inflection and punctuation.

It had been two weeks since his family had moved to Gatesburg. In all

14 that time, Jeremy hadn’t met a single kid his own age. In fact, he hadn’t

29 met any kids at all.

34 In his old neighborhood, there was always something going on. After

45 school, children brought out their roller skates and bicycles. They played

56 one-on-one at the O’Neills’ house. They skateboarded in the school

66 playground.

67 Jeremy hadn’t realized that Gatesburg would be so different. It was a

79 brand new suburb and the houses were bigger and farther apart. Some were

92 still under construction. Even the finished homes appeared empty because

102 trees, grass, and flowers hadn’t been planted yet. He rarely saw the owners

115 outside. There was hardly any traffic on the streets. And there were no

128 sidewalks either.

130 Jeremy could usually talk to his parents about things that worried him,

142 but lately they hadn’t had time to listen. They were preoccupied with

154 getting the house in order. They were busy with chores or dashing out

167 on various errands. 170

Comprehension Check1. Compare and contrast Jeremy’s new neighborhood and old

neighborhood. Compare and Contrast

2. Why is Jeremy worried? Plot Development


Correct Score

First Read – =

Second Read – =

Fluency: Phrasing

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. A Castle on Viola Street

Grade 3/Unit 2123

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Name

Suppose you are writing an article about building an ideal house for a family of six people. The family includes parents, children, and grandparents. Write a short article about your ideas for the house and your plans for getting it built. Include the following features in your article:

• a short introduction that tells what will be discussed in the article

• boldface type to emphasize one or more special words in your intro duction

• a heading for the next section of your text

• a small picture with a caption that gives information about the house

Text Feature: Features in a Textbook

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.A Castle on Viola Street

Grade 3/Unit 2124

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Write sentences about a new home using the words below. Be sure to include clues for the words. Then write the definition of the word.

1. electric

Defi nition:

2. bulldozer

Defi nition:

3. budget

Defi nition:

4. fl ooring

Defi nition:

5. permits

Defi nition:

6. model

Defi nition:

Vocabulary Strategy: Paragraph Clues

R 1.6 Use sentence and word context to fi nd the meaning of unknown words. A Castle on Viola Street

Grade 3/Unit 2125

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Name

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Review Words

Challenge Words

1. he’d

2. she’d

3. that’s

4. what’s

5. won’t

6. there’s

7. you’re

8. wasn’t

9. we’ll

10. we’ve

11. we’re

12. couldn’t

13. I’ve

14. didn’t

15. they’re

16. shouldn’t

17. wouldn’t

18. sandwich

19. ached

20. seashells

Spelling: Contractions


A Castle on Viola StreetGrade 3/Unit 2

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Spelling: Contractions


Sample A: Sample B:

𝖠 Ii’d isn’t I’d 𝖥 izint𝖢 Id 𝖦 is’nt𝖣 I’de 𝖧 izn’t

1. couldn’t𝖡 couldin’t 𝖢 couldint 𝖣 could’nt

2. 𝖤 heede𝖥 he’dd he’d𝖧 h’ed

3. 𝖠 Iv’e I’ve𝖢 Ive𝖣 Ih’ve

4. 𝖤 wazn’t wasn’t𝖦 wasnot𝖧 wazint

5. 𝖠 she’de 𝖡 shed’e𝖢 shede she’d

6. won’t𝖥 wonet𝖦 whon’t𝖧 wo’nt

7. 𝖠 wee’l we’ll𝖢 wee’ll𝖣 wel’l

8. 𝖤 that’is𝖥 thatss𝖦 that’ss that’s

9. didn’t𝖡 din’t𝖢 did’nt𝖣 dinn’t

10. 𝖤 whats what’s𝖦 wha’ts𝖧 wat’s

11. 𝖠 ther’s𝖡 their’s there’s𝖣 theres

12. they’re𝖥 theyr’e𝖦 theyre𝖧 theiy’re

13. 𝖠 you’r𝖡 youre you’re𝖣 your’e

14. we’re𝖥 wee’re𝖦 wer’e𝖧 we’ir

15. 𝖠 wev’e𝖡 wea’ve we’ve𝖣 weve


A Castle on Viola StreetGrade 3/Unit 2

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Name

• Two sentences can be combined by joining two nouns with and. Separate: Teachers help children. Teachers help adults. Combined: Teachers help children and adults.

• Some nouns are the objects of sentences. Sometimes two objects can be joined with and.

Separate: The book described tigers. The book described lions. Combined: The book described tigers and lions.

Combine the sentences. Use and to join the underlined nouns. Write the new sentences.

1. Authors write books. Authors write short stories.

2. Authors imagine places. Authors imagine characters.

3. An author visited Ms. Green’s class. An author visited Mr. Finn’s class.

4. The author portrayed imaginary people. The author portrayed real people.

5. The author discussed her books. The author discussed her characters.

6. The author heard our stories. The author heard our poems.

Grammar: Sentence Combining

with Nouns

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.A Castle on Viola Street

Grade 3/Unit 2128

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• Two sentences can be combined by joining two nouns with and.• Some nouns are the subjects of sentences. • Sometimes two subjects can be joined with and.• Some nouns are the objects of sentences. Sometimes two

objects can be joined with and.

A. Proofread the book review. Find two pairs of sentences that can be combined. Then write the new combined sentences on the lines below.

I just fi nished the book fi rst year. It is about Nicole. It is about Laurie.

They are twins it is their fi rst year at boarding school. the girls had real-life

problems School wasn’t easy. they wanted to go home. Then Nicole made new

friends. Then Laurie made new friends. They had fun.

I couldn’t put this book down. I would tell others to read this book.

B. Writing ActivityRewrite the book review with the new combined sentences. Make sure all sentences begin with a capital letter and end with an end mark. Make sure that book titles are written correctly.

Grammar: Sentence Combining

with Nouns

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. A Castle on Viola Street

Grade 3/Unit 2129

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Name Writing:Strong Verbs

1. Please underline the verbs in the following sentences:

I said goodbye.

I came to school.

I ate lunch in the cafeteria.

2. Now, rewrite each sentence so that it shows more about how YOU did these things.

I yelled, “Goodbye!” as I waved out the bus window.

I galloped to school.

I gobbled up my lunch in the cafeteria.

Extra Practice: Do the same activity for the following sentences.

I like ice cream.

I went to my friend’s house.

W 1.0 Writing StrategiesA Castle on Viola StreetGrade 3/Unit 2

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PracticePhonics:

r-Controlled Vowels er, ir, ur

A. Write a sentence for the words with the /ûr/ sound below and include another word that rhymes with it that has a /ûr/ sound. The two words can have different spellings of the /ûr/ sound. Underline the two words.

Example: Terry was first in line because his thirst was the greatest.

1. bird

2. earn

3. turn

4. girl

5. purse

6. serve

B. Fill in the missing letters to complete each word with a /ûr/ sound.

7. l n =

8. g m =

9. f m =

10. t t l e =

R 1.2 Decode regular multisyllabic words.Author: A True Story • Grade 3/Unit 3 131

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Name

Write a sentence using the vocabulary word and underline the word in the sentence.

1. proper

2. talented

3. useful

4. single

5. excitement

6. acceptance

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Author: A True Story • Grade 3/Unit 3132

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Practice

Write two or three sentences to inform, to entertain, and to persuade readers about their favorite hobby.

inform

entertain

persuade

Which is your favorite purpose for writing and why?

Comprehension: Author’s Purpose

R 2.0 Reading ComprehensionAuthor: A True Story • Grade 3/Unit 3 133

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Name Comprehension: Author’s Purpose Chart

Clues

Author’s Purpose

As you read Author: A True Story, fill in the Author’s Purpose Chart.

How does the information you wrote in the Author’s Purpose Chart help you summarize Author: A True Story?

R 2.0 Reading ComprehensionAuthor: A True Story • Grade 3/Unit 3134

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Practice

Fluency: Phrasing

As I read, I will pay attention to sentence length.

Some time around 1773, a Cherokee woman named

7 Wuh-teh gave birth to a son named Sequoyah. No one

17 knows the exact date of his birth, because the Cherokee

27 did not keep written records.

32 Wuh-teh lived with her son in Taskigi, in the Smoky

42 Mountains of Tennessee. Sequoyah’s father was a fur

50 trader from Virginia who left Wuh-Teh to raise her son alone.

61 Young Sequoyah walked with a limp, but no one knows

71 for sure how he got it.

77 A Cherokee boy hunted and fished with the men of his

88 village. He played games that involved running,

95 throwing, and shooting with a bow and arrow. Sequoyah

104 knew he could never be the fastest runner or the best hunter.

116 Still, he must have longed for some way to gain acceptance

127 from his friends. 130

Comprehension Check

1. Why isn’t the exact date of Sequoyah’s birth known? Main Idea and Details

2. What do you think was important to young Cherokee boys? Draw Conclusions


Correct Score

First Read – =

Second Read – =


Author: A True Story • Grade 3/Unit 3 135

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NameLiterary Analysis:

Onomatopoeia, Rhythm

Write a poem about a day at the beach. Include at least three examples of onomatopoeia in your poem. Remember that a poem does not have to rhyme. When you finish, read your poem aloud. Listen for the stressed and unstressed syllables. Underline the stressed syllables in each line, and circle the examples of onomatopoeia.

R 3.5 Defi ne fi gurative language (e.g., simile, metaphor, hyperbole, personifi cation) and identify its use in literary works.Author: A True Story • Grade 3/Unit 3136

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Practice

Read each sentence and look at the underlined word. Write the correct meaning of the word. Then write a new sentence that includes the underlined word.

1. I found the biography on the author very interesting. The book had information about her entire life.

Meaning:

Sentence:

2. Mrs. Phillips told us a folk tale in class today. It was a story her parents were told when they were little, and that they told Mrs. Phillips when she was a little girl.

Meaning:

Sentence:

3. My mother found a paperback on the bus. The paper cover was very worn and folded, but all the pages were perfect.

Meaning:

Sentence:

4. The article in the newspaper was so humorous. We all laughed at how funny it was.

Meaning:

Sentence:

Vocabulary Strategy: Context Clues:

Word Clues



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Name

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. nurse

2. third

3. learned

4. perch

5. serve

6. worth

7. perfectly

8. Thursday

9. preserve

10. suffered

11. reform

12. tempered

13. inform

14. infi rm

15. emerge

16. conserve

17. restore

18. he’d

19. won’t

20. couldn’t

Spelling: r-Controlled Vowels

er, ir, ur



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Practice


Sample A: Sample B:

𝖠 tirns 𝖤 fearst turns 𝖥 frist𝖢 trns 𝖦 furst𝖣 truns fi rst

1. 𝖠 wirth worth 𝖢 wrothe𝖣 werth

2. suffered 𝖥 suffrd𝖦 suffured𝖧 sufered

3. 𝖠 Thirsday𝖡 Thurday Thursday 𝖣 Thrsday

4. 𝖤 pirch𝖥 purch𝖦 pearch perch

5. nurse𝖡 nurs𝖢 nirse𝖣 nerse

6. 𝖤 inferm infi rm 𝖦 infurn 𝖧 infi rme

7. 𝖠 reforme𝖡 ruform reform 𝖣 refoarm

8. 𝖤 perfecly𝖥 prefectly𝖦 purfectly perfectly

9. third 𝖡 thrd𝖢 thurd𝖣 therd

10. 𝖤 informe inform 𝖦 inforem 𝖧 infrom

11. 𝖠 emerg𝖡 emurge 𝖢 umerge emerge

12. 𝖤 tempured𝖥 tempred tempered 𝖧 timpered

13. 𝖠 laerned𝖡 lerned 𝖢 lurned learned

14. preserve 𝖥 perserve𝖦 presurve𝖧 preserv

15. 𝖠 sirve serve 𝖢 serv𝖣 surve

Spelling: r-Controlled Vowels

er, ir, ur



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Name Grammar:Action Verbs

• An action verb is a word that shows action. Some action verbs tell about actions that are hard to see.

Carly enjoys parties. She invites friends for lunch.

Here is a list of action verbs. Choose an action verb to finish each sentence. Write the verb on the line.

answers sitseats slicesgreets smilesmakes tastessets works

1. Carly the door.

2. She the guests.

3. Everyone together in the kitchen.

4. Ray the tomatoes with a knife.

5. Tracy the sandwiches.

6. Brian the table.

7. The whole group down.

8. Everyone lunch.

9. The food good.

10. Carly happily.



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Practice

Grammar: Action Verbs

A. Proofread the story. Start by finding and circling the action verbs.

It is the day after Thanksgiving. The same thing happens on this day

every year. Grandma gets up early then she goes to the kitchen. She takes

the leftovers from Thanksgiving and uses them to make soup. She trims the

turkey off the bone I cut up the vegetables. We pour in some water and stir

everything around. George says he can’t eat another thing. then he eats the

rest of the pie and stuffi ng.

The soup cooks in a big pot on the stove. It smells good. Later in the day,

our cousins visit us. We’ll have the soup then we’ll say again how we can’t

eat another thing. We’ll enjoy a good day.

B. Rewrite the story. Make sure commas are used correctly. Put in capital letters and end marks where they are needed.



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Name Writing:Capitalization

1. Please fi ll in the blank:

Every sentence starts with a .

2. Now, read the following sentences.

the phone was ringing all morning long. steve would hang up with one person when it would ring again. he wondered how long it would last.

3. Circle the words that should start with capital letters.

Extra Practice: Do the same exercise using the following sentences.

molly wished that she didn’t have to go to the dentist. she dreaded dentist appointments more than anything in the world. she would rather do a book report than go to the dentist. the only good thing about it is that once it’s over, she doesn’t have to go again for another year.

W 1.0 Writing StrategiesAuthor: A True Story • Grade 3/Unit 3142

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PracticePhonics:

r-Controlled Vowelsar, or

summer September doctor lawyer late calendarharbor never circular neighbor editor

Use at least six of the words with the final /әr/ sound in the box to write a letter to the governor of your state. Your letter should express a concern you have as a citizen of your city or town.

R 1.2 Decode regular multisyllabic words.Dear Juno • Grade 3/Unit 3 143

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Name Vocabulary

crackle announced soared starry noticed

ACROSS

1. said in a formal way

4. fl ew through the sky

DOWN

2. what the night sky looks like

3. observed or took note of

5. a noisy snapping sound

Use the clues to fill in the crossword puzzle.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDear Juno • Grade 3/Unit 3144

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Character, Setting, Plot

On the lines below, write a short story about how a letter or an e-mail changed someone’s life.

The characters are the people and animals in a story. The setting is where and when the story takes place. The plot is the important events in the beginning, middle, and end of the story.

R 2.0 Reading ComprehensionDear Juno • Grade 3/Unit 3 145

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NameA

s yo

u r

ead

Dea

r Ju

no,

fill

in t

he

Ch

arac

ter

Web

.

How

doe

s th

e in

form

atio

n yo

u w

rote

in th

is C

hara

cter

Web

hel

p yo

u an

alyz

e st

ory

stru

ctur

e in

Dea

r Ju

no?

Comprehension:Character Web


Dear Juno • Grade 3/Unit 3146

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Practice

Fluency:Phrasing

As I read, I will pay attention to the dialogue and punctuation.

For the past three weeks, ever since his family moved

10 to Seward, Alaska, the fog had barely lifted. It matched

20 Sam’s gloomy mood.

23 “Sam, why don’t you go out and play?” coaxed

32 his mom.

34 Sam wiped the sun off the window and dried his hand

45 on his blue jeans. He grabbed a couple of cookies and

56 went to sit on the porch steps. Playing was the last thing

68 he felt like doing. Why did Dad have to lose his job?

80 His father used to be a dockworker. When he couldn’t

90 find another job, he announced that it was time to move.

101 “There are good jobs in Alaska,” he told Sam and his

112 mom one evening. Soon after, Sam’s dad landed a job

122 working on a fishing boat in Seward. 129

Comprehension Check

1. Why does Sam feel gloomy? Draw Conclusions

2. Why did Sam’s family move to Alaska? Plot


Correct Score

First Read – =

Second Read – =


Dear Juno • Grade 3/Unit 3 147

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Name Text Feature:Time Line

Use the information in the paragraph below to complete the time line. Then answer the questions below about your completed time line.

Some Important Dates in Computer HistoryComputers have changed the way people all over the world communicate.

Over the years, there have been many inventions and improvements related

to computers. The fi rst Electronic Numerical Integrator and Calculator

computer was built in 1946. It was called ENIAC. Another famous computer

called UNIVAC I was fi rst used by the U.S. Census Bureau in 1951. But,

could computers really think? In 1956 people started to wonder. That’s when

a computer fi rst beat a human in a game of chess. Computer use continued to

grow. In 1969 the U.S. Department of Defense created a computer network

known as ARPANET. Of course we all know computers are used for games

as well. It was in 1972 that the video game “Pong” was introduced by Nolan

Bushnell.

1945 19701965196019551950

1. How many years after ENIAC was built was Pong introduced?

2. About 7 years after Pong was introduced, the game Pac-Man was sold in Japan. In what year did this event happen?



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PracticeVocabulary Strategy:

Context Clues:Sentence Clues

Use the words in the box to complete the letter. Use context clues in the sentences to help find the correct word.

Dear Manny,

How are you? How is your family? I hope everyone is well. I am good.

Yesterday my class went on a field trip. My class went to hear a concert

performed by our town’s . The musicians knew

exactly when they were supposed to play. The

stood in front of them with his baton in his hand and directed their

playing. There were many different instruments that

were played by being hit or shaken. There were several kinds of drums,

including a small double-headed drum called a

because of the snares across its lower head. It made a sound like a rattle

when it was played. I liked the drum that looked like a giant covered soup

bowl. It is called a .

There were other instruments, too. The brass is

shaped like a plate, but I can’t imagine eating my dinner on it! To play

it you strike it with a stick or even with another instrument just like it. I

think the has the funniest name of all. It makes me

think of shapes we study in school.

What have you been up to? How is everybody at school? Tell them I

said hello. Write to me soon.

Your friend,

James

conductor orchestra cymbal percussionsnare drum triangle kettledrum



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NameSpelling:

r-Controlled Vowels ar, or

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. sharp

2. sore

3. sharks

4. porch

5. pour

6. chore

7. wore

8. carve

9. orchard

10. artist

11. heartache

12. courtyard

13. tortilla

14. ignore

15. ordeal

16. sardine

17. gardener

18. inform

19. third

20. Thursday



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PracticeSpelling:

r-Controlled Vowels ar, or

1. 𝖠 woar𝖡 wor

wore𝖣 worre

2. 𝖤 porech porch

𝖦 poarch𝖧 porech

3. artist𝖡 artis𝖢 airtist𝖣 aretist

4. 𝖤 oardeal𝖥 ordiel𝖦 ordele

ordeal

5. 𝖠 sorr𝖡 soare

sore𝖣 sor

6. 𝖤 hartache heartache𝖦 heartacke𝖧 hertache

7. sharks𝖡 shareks𝖢 shorks𝖣 sharcks

8. 𝖤 orechard𝖥 ortchard𝖦 orchird orchard

9. 𝖠 sharpe sharp𝖢 sharep𝖣 shorp

10. 𝖤 toretilla𝖥 tortella tortilla𝖧 tortiya

11. pour𝖡 por𝖢 poure𝖣 porr

12. 𝖤 cortyard𝖥 courtyared𝖦 cortyarde courtyard

13. 𝖠 ignor ignore𝖢 iggnore𝖣 ignoar

14. carve𝖥 carv𝖦 carrve𝖧 careve

15. 𝖠 chor𝖡 choar chore𝖣 chorr


Sample A: Sample B:

𝖠 barek 𝖤 stor𝖡 barke store𝖢 brak 𝖦 stoore

bark 𝖧 stoar



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• A verb in the present tense tells what happens now. • A present-tense verb must agree with its subject. • Add -s to most verbs if the subject is singular. • Add -es to verbs that end in s, ch, sh, x, or z if the subject is

singular. • Change y to i and add -es to verbs that end with a consonant

and y.• Do not add -s or -es to a present-tense verb when the subject

is plural or I or you.

She wishes. The ink dries. They wish. The papers dry.

For each verb below, write the form that agrees with the subject given.

1. carry Ann .

2. pitch Mike .

3. wash We .

4. fi x They .

5. guess Flora .

6. push We .

7. match They .

8. mix Kim .

9. squash She .

10. fl y Don .

11. snatch They .

12. toss Lee .

Grammar:Present-Tense Verbs



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A. Proofread the paragraph. Circle any verbs that do not agree with their subjects.

Dad tell us riddles when we go on car trips. The riddles makes the ride

more fun. They sounds easy at fi rst. There is always a trick, though. He ask

how many letters are in the alphabet. We tell him twenty-six. Then, Dad

laugh at us. He say, “Count again.” There are only eleven letters in the word

alphabet! When we complains, Dad gives us a hint. “Think fi rst, he explains.

Sometimes Kris hurry up with her answer. He ask, “Are you sure?” When I

rushes my guess, he tells me, “Listen again.” Now we makes better guesses.

Sometimes we even gets them right!

B. Rewrite the paragraph. Write the verbs so that they agree with their subjects.

Grammar:Present-Tense Verbs



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Name Writing:End Punctuation

1. Fill in the blanks. You may look back at your last journal entry if you need help remembering the answers.

Every sentence ends with .

You can use a , a , or a .

2. Now, read the sentences below and add the correct punctuation mark at the end.

a. Tom drove us to the movies

b. When did you get that haircut

c. Look out

d. Who is that guy

e. Those clouds look pretty stormy

f. The phone is ringing

Extra Practice: Do the same exercise with these sentences:

a. May I go to the restroom, please

b. Yesterday I was late for school

c. Stop it

d. Do you think this picture is nice

e. I was excited to fi nish my book

f. Fall is my favorite season

W 1.0 Writing StrategiesDear Juno • Grade 3/Unit 3154

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Practice

The sentences below have words with prefixes, but the prefixes are incorrect. Circle the incorrect prefix and then write the word with the correct prefix on the blank line.

1. I have to undial the phone number, because it didn’t go through the

fi rst time.

2. Did you misheat the oven before you put in the cookies?

3. When I called my brother at college, he seemed misexcited to hear

from me.

4. Even though I got directions for assembling the model, I must have been

preinformed.

5. I’m refamiliar with the rules for playing that game, so you’ll have to

teach me.

6. Instead of unjudging someone, you should wait until you hear the whole

story.

Prefixes are word parts that are added to the beginning of base words. Prefixes change the meanings of base words.

Phonics/Word Study: Prefixes re-, un-,

pre-, mis-

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words. Messaging Mania

Grade 3/Unit 3155

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Name

A. Write the vocabulary word from the box that matches each definition below.

record focus estimate

1. make a good guess

2. concentrate all your attention on something

3. the best that has ever been done

B. Use each vocabulary word in a sentence.

4.

5.

6.

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMessaging ManiaGrade 3/Unit 3

156

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Practice

You are going to write a story about someone named Evan. Circle the choice you want for each item below. Then write a story using the items you circled.

Problem: Evan had to:

write a report make a costume give a speech

Character: Evan was:

thorough funny creative

Solution: To solve his problem, Evan:

worked on his own worked with a friend worked with a librarian

Comprehension: Problem and Solution

write a report write a report

thorough thorough thorough

worked with a librarianworked with a librarian

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions. Messaging Mania

Grade 3/Unit 3157

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NameComprehension:

Problem and Solution Chart

As you read Messaging Mania, fill in the Problem and Solution Chart.

How does the information you wrote in this Problem and Solution Chart help you better understand Messaging Mania?

Problem

Solution

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.Messaging Mania

Grade 3/Unit 3158

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PracticeFluency:



On October 4, 1957, the world changed forever. That

7 day, the Soviet Union launched the first satellite into space.

17 It was called Sputnik I. It was a small metal ball that

28 sent radio signals back to Earth. It orbited Earth at

38 18,000 miles (28,968.19 km) per hour, more than ten times

45 faster than any vehicle before it.

51 The success of Sputnik I proved that a machine could

60 survive in space. Could a person survive in space too?

70 Probably. But no one knew.

75 The Soviet Union tried to find out. They took the first

86 step by sending a dog into space. When Sputnik II blasted

96 off, Laika, the dog, was the first creature to travel in space.

108 Scientists measured Laika’s breathing, heart rate, and

115 body temperature. Since the dog stayed healthy, they felt

124 it would be safe to send a person into space. 134

Comprehension Check1. What did the success of Sputnik I prove? Main Idea and Details

2. In your own words, explain why the Soviet Union sent a dog into space. Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. Messaging Mania

Grade 3/Unit 3159

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Name

For your science project, you are going to write and illustrate a report about a pond ecosystem. Listed below are different library resources. Next to each one, write what you do with it to research your topic. You do not have to write the report.

1. Electronic card catalog:

2. Newspapers and periodicals:

3. Online Web sites:

4. Which library resource would you use fi rst and why?

Study Skill:Using the Library

W 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).Messaging Mania

Grade 3/Unit 3160

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Comprehension:Writing Frame

Problem and Solution Writing Frame

A. Summarize Messaging Mania. Use the Problem and Solution Writing Frame below.

Instant messaging has resulted in several problems.

One problem is because

.

Another problem is because

.

The solution to these problems is

.


R 2.0 Reading ComprehensionMessaging Mania

Grade 3/Unit 3161

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Name

The following words are homographs. For each one, write two questions, beginning with What that show the different meanings of the words. Then work with a partner to see if you know all the meanings.

1. palm

2. coat

3. park

4. ring

Vocabulary Strategy: Homographs

A homograph is a word that has more than one meaning. The word is always spelled the same.For example, the word bank can mean two different things.

1. I put my allowance in my piggy bank.2. Don’t get too close to the slippery river bank!

R 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.Messaging Mania

Grade 3/Unit 3162

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Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. unfair

2. unwanted

3. unhappy

4. undone

5. uncertain

6. retold

7. recalling

8. recycled

9. misfi led

10. misnumbered

11. misread

12. mistreat

13. precut

14. preplanned

15. presale

16. uncomfortable

17. premeasure

18. orchard

19. heartache

20. tortilla

Spelling: Words with

Prefixes re-, un-, pre-, mis-


Messaging ManiaGrade 3/Unit 3

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Name

11. 𝖠 persale𝖡 presayl𝖢 presale𝖣 presalle

12. 𝖤 unfayre𝖥 unfair𝖦 unfar 𝖧 unnfair

13. 𝖠 recalling𝖡 recauling𝖢 recawling𝖣 reecalling

14. 𝖤 unwonted𝖥 unnwanted𝖦 unwantid𝖧 unwanted

15. 𝖠 missread𝖡 misread𝖢 misrede𝖣 misred

6. 𝖤 misfi led𝖥 misfi eled𝖦 missfi led𝖧 misfyled

7. 𝖠 misstreat𝖡 mistreet𝖢 mistreat𝖣 misttreat

8. 𝖤 undone𝖥 undun𝖦 unndone𝖧 undune

9. 𝖠 preplaned𝖡 preplanned𝖢 perplanned𝖣 prepland

10. 𝖤 retold𝖥 reetold𝖦 retolled𝖧 retoled

1. 𝖠 unhapy𝖡 unhappy𝖢 unnhappy𝖣 unhappey

2. 𝖤 recicled𝖥 reecycled𝖦 recykled𝖧 recycled

3. 𝖠 misnumberd𝖡 missnumbered𝖢 misnumbred𝖣 misnumbered

4. 𝖤 uncertin𝖥 unncertain𝖦 uncertain𝖧 uncirtain

5. 𝖠 precutt𝖡 prekut𝖢 precut𝖣 preecut

Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. Sample A has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

𝖠 rename 𝖤 unnload𝖡 renam 𝖥 unlode𝖢 reename 𝖦 unload𝖣 reaname 𝖧 unlod

Spelling: Prefixes re-, un-,

pre-, mis-

𝖡

𝖧

𝖣

𝖦

𝖢

𝖤

𝖢

𝖤

𝖡

𝖤

𝖢

𝖥

𝖠

𝖧

𝖡


Messaging ManiaGrade 3/Unit 3

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• A verb in the past tense tells about an action that already happened.

• Add -ed to most verbs to show past tense. • If a verb ends with e, drop the e and add -ed to show past

tense. • If a verb ends with a consonant and y, change y to i and add -ed.• If a verb ends with one vowel and one consonant, double the

consonant and add -ed.

Choose the correct past-tense verb for each sentence. Circle your answer.

1. Felix across the beach. marchedd marched

2. The hot sand his feet. burnd burned

3. The sand dunes toward sloped sloppedthe water.

4. Felix down the dunes. rolld rolled

5. He the sand off his face. dusted dustted

6. Casey from the water. wavved waved

7. Felix toward the water. skippd skipped

8. The waves over his feet. splashd splashed

9. Felix on his back. fl oated fl oatted

10. Casey to do a handstand. tryed tried

11. Jellyfi sh on the water. coasted coastted

12. We in the shade. ressted rested

Grammar:Past-Tense Verbs

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Name

A. Proofread the paragraph. Circle past-tense verbs that are incorrect.

On Saturday, our class clean up the beach at Perch Bay. We picked

up litter twigs and seaweed. We packked the other garbage into bags. We

discoverred all kinds of things while we work. Sam showd me movie tickets

bottle tops and even a watch. The beach lookked much better when we were

fi nished. The sand glitterd like the sun on the water. I’m glad we workd so

hard at the beach.

B. Rewrite the paragraph. Write the past-tense verbs correctly. Add commas where necessary.

• A verb in the past tense tells about an action that already happened.

• Add -ed to most verbs to show past tense. • If a verb ends with e, drop the e and add -ed to show past

tense. • If a verb ends with a consonant and y, change y to i and add -ed.• If a verb ends with one vowel and one consonant, double the

consonant and add -ed.

Grammar:Past-Tense Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Messaging Mania

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Writing:Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesMessaging Mania

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NamePhonics:

Diphthong /oi/

A. Solve each riddle with a word that has the same vowel sound as the /oi/ sound in boil and boy.

1. I am a word you can use to describe a king or a queen.

What am I? r al

2. I am what you make when you decide something.

What am I? ch ce

3. I am on the tip of a sharp pencil.

What am I? p nt

4. I am how you feel when something bothers you.

What am I? ann ed

5. I am a meeting you have with a doctor.

What am I? app ntment

6. I am a color that is a combination of blue and green.

What am I? turqu se

B. Write two riddles for words with the same vowel sound as the /oi/ sound in boil and boy. Then write the answer to your riddle.

7.

8.

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.What Do Illustrators Do?

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uggest

ons

s2.

t3.

i4.

ty

e

ex

ns

ure

ances

1.

5.

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Vocabulary

instance illustrate stylesketches suggestions textures

Write the vocabulary words in the crossword puzzle for the clues that are given. Write the clues below for the words given in the crossword puzzle.

Across

1. drawings that are done quickly

5. to draw or add pictures

Down

1.

2.

3.

4.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWhat Do Illustrators Do?

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Name Comprehension:Sequence

Write a paragraph describing in chronological order the steps to making a painting. Use sequence words, such as first, next, then, and finally, to make the order of the steps sound clear. Underline the sequence words.

R 2.0 Reading ComprehensionWhat Do Illustrators Do? Grade 3/Unit 3

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Comprehension:Sequence Chart

As you read What Do Illustrators Do?, fill in the Sequence Chart.

How does the information you wrote in this Sequence Chart help you analyze text structure in What Do Illustrators Do?

Event

Event

Event

Event

Event

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Name Fluency:Phrasing and Pacing

As I read, I will pay attention to phrasing and pacing.

In fact, the artist is in control of a picture. Think about

12 photographing a scene. By adjusting the camera a little bit,

22 you can change what goes into your picture. Turn the

32 camera on its side and you will have a picture that is taller

45 than it is wide. Move the camera to one side and you will

58 make the composition, or plan, of the picture more

67 interesting. Drawing a landscape is similar to this.

75 One big choice you must make is where to put the

86 horizon. The horizon is the line where the earth meets the

97 sky. If the horizon is at the bottom of the picture, the picture

110 will seem very near. If it is close to the top, the picture will

124 seem far away.

127 There are no rules you have to follow when you draw

138 a landscape, but it is a good idea to think of your picture

151 as having three parts. Try to put something interesting in

161 each part. 163

Comprehension Check1. What is a horizon? Context Clues

2. How can you give a picture more depth? Relevant Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.What Do Illustrators Do?

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Text Feature:Interview

Pretend you are a famous children’s book illustrator. A reporter asks you the following questions in an interview. Write your answer to each interview question.

Interviewer: When did you first realize you wanted to be a children’s book illustrator?

1. You:

Interviewer: What do you most like to draw? Why?

2. You:

Interviewer: What are some of your favorite children’s books? Why do you like them?

3. You:

Interviewer: Do you think being a children’s book illustrator is fun? Why or why not?

4. You:

Interviewer: If you weren’t an illustrator, what work would you want to do? Why?

5. You:

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. What Do Illustrators Do?

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Name Vocabulary Strategy: Sentence Clues

Write a sentence or two for each of the words below and provide sentence clues for a reader to figure out the words. Look up any unfamiliar words in a dictionary to help you. Try to make all your sentences about illustrating or painting.

Example: dawn: I woke up at dawn to make a painting of the sun rising over the mountains.

1. landscapes:

2. blossoms:

3. improving:

4. exhibit:

5. endless:

R 1.6 Use sentence and word context to fi nd the meaning of unknown words.What Do Illustrators Do?

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PracticeSpelling:

Words withoi, oy


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. coy

2. foil

3. toil

4. point

5. noise

6. loyal

7. voice

8. choice

9. soybean

10. joyful

11. noisy

12. checkpoint

13. asteroid

14. royalty

15. broiled

16. coinage

17. embroider

18. unwanted

19. recycled

20. preplanned


What Do Illustrators Do? Grade 3/Unit 3

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NameSpelling:

Words with oi, oy

11. 𝖠 noisey noisy

𝖢 noicy𝖣 noiscy

12. checkpoint𝖥 checkpoynt𝖦 chekpoint 𝖧 checkpointe

13. 𝖠 ascteroid asteroid

𝖢 assteroide𝖣 asteroyd

14. 𝖤 royelty𝖥 roilty

royalty𝖧 roiletry

15. 𝖠 broyled broiled

𝖢 broilt𝖣 broilled

6. 𝖤 loil𝖥 loyl𝖦 loiyal

loyal

7. 𝖠 voyce voice

𝖢 voise𝖣 voyse

8. choice𝖥 choise𝖦 choyce𝖧 choyse

9. 𝖠 soybeen𝖡 soibean𝖢 soybene

soybean

10. 𝖤 joyfull𝖥 joyfl e𝖦 joiful

joyful

1. 𝖠 koy𝖡 couy𝖢 coi

coy

2. 𝖤 foyl foil

𝖦 fouil𝖧 foyle

3. toil𝖡 toyle𝖢 toyl𝖣 tuyl

4. point𝖥 poynt𝖦 pownt𝖧 poind

5. 𝖠 noice noise

𝖢 noyse𝖣 noyce


Sample A: Sample B:

head 𝖤 klic𝖡 hed 𝖥 klick𝖢 heede click𝖣 heade 𝖧 clik


What Do Illustrators Do? Grade 3/Unit 3

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• A present-tense verb tells what happens now.• A past-tense verb tells about an action that already

happened. • A verb in the future tense tells about an action that is going

to happen. • To write about the future, use the special verb will.

Each sentence below has a time clue that tells if the action is happening now, in the past, or in the future. Choose the correct form of the verb to complete each sentence. Write your answer on the line.

1. Now Pete (needs, needed) a gift for his Uncle Carl.

2. Tomorrow he (will shop, shop) for something.

3. Years ago, Uncle Carl (will play, played) baseball.

4. Today he (works, worked) as an announcer at games.

5. Now Pete (walks, walked) through the stores.

6. In the past, his mother (will pick, picked) out presents for him.

7. Now he (chooses, will choose) a big book about baseball.

8. The baseball stars in the book (play, played) many years ago.

9. Pete (will give, gives) it to Uncle Carl on Saturday.

10. Uncle Carl (enjoyed, will enjoy) reading the book on the plane ride

home.

Grammar:Future-Tense Verbs

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Name

A. Read the dialogue. Circle any verbs that are not written in the correct tense or do not agree with their subjects.

“Ann I hoped you can help me, said Jim.

I will tried my best, said Ann.

I needs a gift for Aunt Cara, said Jim.

She will mention something last week, said Ann.

Tell me now! cry Jim.

She said that next year she will learned to fly, said Ann.

“I will looked for a book about airplanes, said Jim.

“That’s great Jim! I think she will liked that,” said Ann.

B. Writing Activity

Rewrite the dialogue. Write verbs correctly. Make sure that quotation marks are in the right place. Be sure to put a comma before the name of anyone being spoken to.

• A present-tense verb tells what happens now. • A past-tense verb tells about an action that already happened. • A future-tense verb tells about an action that is going to happen.

Grammar:Future-Tense Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.What Do Illustrators Do?

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PracticeWriting:

Sensory Details to Setting

RecessBy: Josie Fredricks

Our walk broke into a run as we sprang onto the playground for recess.

I plugged my ears as I ran by the screaming kids arguing over who would

go first on the monkey bars. I leaped over puddles of water from last

night’s rain. It smelled like rain. The grass was as green as the broccoli

I ate last night! I sat down on the damp grass to eat my snack before the

kickball game began. My tongue turned red with the strawberry flavor of

my fruit roll-up.

1. Read the journal entry above:

2. Please look at the chart below. Each of your 5 senses is listed across the top, and under each heading is a sensory detail from the journal entry above that goes along with each sense.

Setting: Playground

Sound Smell Sight Touch Taste

Screaming Rain Puddles, green grass

Damp grass Strawberry roll-up

3. Using the charts below, try to think of sensory details that you might be able to write about to describe the settings listed. Remember, sensory details are descriptions of sight, taste, touch, hearing, and smell.

Setting: Cafeteria


Setting: In a kitchen, making pizza dough


4. Now try it with a setting of your choice.

W 1.0 Writing StrategiesWhat Do Illustrators Do?

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NamePhonics Word Study:

Variant Vowel oo, u_e, ue, ew

The vowel diagraphs oo, ue, and ew can stand for the /ü/ sound, as in spoon, clue, and chew. The vowel digraph oo also can stand for the /u/ sound, as in good and wool. In a word with the CVCe pattern, the letters u_e can stand for the /u/ sound, as in refuse and use. The letters ue and ew can also stand for the /u/ sound, as in hue and few.

Read the words aloud and decide if the sounds are alike or not. Write yes or no on the blank line.

1. Do hood and food have the same sound?

2. Do fool and due have the same sound?

3. Do fuse and moon have the same sound?

4. Do new and huge have the same sound?

5. Do boot and look have the same sound?

6. Do cartoon and foot have the same sound?

7. Do Yule and fuel have the same sound?

8. Do mute and school have the same sound?

9. Do shook and mood have the same sound?

10. Do loose and knew have the same sound?

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.The Jones Family Express

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Vocabulary

annual potential expensivepolitely innocent wrapping

Make up a story about a long car or bus trip. In your story, include at least one other character besides yourself. Use each of the vocabulary words at least once and underline them.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Jones Family Express

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Name Comprehension:Make Inferences

A. Read the paragraph below. Use clues in the paragraph to make an inference about what is happening and why.

Matthew is the captain of the swim team. It is the night before the

biggest meet of the year. When he starts packing his swim gear for the

meet, Matthew suddenly needs to sit down on the end of his bed. He

begins to feel dizzy.

Inference:

B. Write a paragraph that contains clues that will make the inference below make sense.Inference: Nancy wants to enter the school writing contest.

R 2.0 Reading ComprehensionThe Jones Family ExpressGrade 3/Unit 3

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Comprehension:Inference Chart

Clues Inference

As you read The Jones Family Express, fill in the Inference Chart.

How does the information you wrote in this Inference Chart help you visualize details in The Jones Family Express?

R 2.0 Reading ComprehensionThe Jones Family Express

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NameFluency:

Intonation and Expression

As I read, I will pay attention to intonation and expression.

Carl Simon was spending the last week before school

9 started with his Grandma Jackie. Her summer home on

18 Long Island was just two blocks from the Atlantic Ocean.

28 On the day that the amazing thing happened, they’d

37 spent all day together on the beach. Now the sun was low

49 in the sky. Most people had already left the beach.

59 They stood at the edge of the water and watched

69 seabirds run along the shore. “They’re looking for small

78 creatures that the waves wash in,” Grandma told Carl.

87 She used American Sign Language to tell him this. Her

97 fingers moved quickly as she made the signs that stood for

108 letters and words.

111 Grandma Jackie had learned to sign when Carl was a

121 baby. That was when his family first realized that Carl

131 could not hear. He was deaf.

137 Carl was eight now and he had also learned American

147 Sign Language. He and his grandmother could talk

155 together easily. 157

Comprehension Check1. What are the seabirds looking for? Main Idea and Details

2. How did Grandma Jackie communicate with Carl? Relevant Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.The Jones Family Express

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Practice

Carlos is a new student at your school. You are trying to help him and his family. His mother needs to know how to drive from their house to the school. Read the information that follows. Then fill in the blank map to help Carlos’s mother drive him to school. Label landmarks on the map that might help her.

Carlos lives on Maple Street. It is eight city blocks from the school.

There are three stores, a park, and a fi rehouse on Carlos’s way to

school. There is also one right turn and one left turn. The school is

on Walnut Street.

Text Feature:Directions

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. The Jones Family Express

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Name Vocabulary Strategy:Homophones

A. Use each pair of homophones in the same sentence.

1. weigh, way

2. herd, heard

3. ant, aunt

4. our, hour

5. bored, board

B. List several homophones of your own.

6.

7.

8.

9.

10.

R 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.The Jones Family Express

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PracticeSpelling:

Words withoo, u_e, ue, ew

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. rude

2. clues

3. tube

4. shook

5. cubes

6. goose

7. mules

8. gloom

9. stew

10. classroom

11. childhood

12. annual

13. snoop

14. include

15. assume

16. vestibule

17. actually

18. joyful

19. royalty

20. asteroid


The Jones Family ExpressGrade 3/Unit 3

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NameSpelling:

Words withoo, u_e, ue, ew


Sample A: Sample B:

whale coast𝖡 wael 𝖥 kost𝖢 wayl 𝖦 coste𝖣 whal 𝖧 koaste

1. rude𝖡 rooud𝖢 rewd𝖣 roode

2. 𝖤 cloose clues𝖦 clewse𝖧 cleuse

3. 𝖠 tewb tube𝖢 tueb𝖣 toob

4. 𝖤 shoock𝖥 shuk𝖦 shouk shook

5. 𝖠 cuebes𝖡 coobes𝖢 cyubs cubes

6. 𝖤 gooes goose𝖦 gewse𝖧 gouse

7. mules𝖡 moules𝖢 mewles𝖣 muels

8. 𝖤 glume𝖥 glewm gloom𝖧 glome

9. 𝖠 stue𝖡 stoo𝖢 stoue stew

10. 𝖤 clasroom𝖥 classroume classroom𝖧 classrume

11. 𝖠 chilhood childhood

𝖢 chilehood𝖣 childhude

12. 𝖤 anyul annual

𝖦 anual𝖧 annuall

13. 𝖠 snoup𝖡 snewp

snoop𝖣 snuepe

14. 𝖤 inclewd𝖥 inclued𝖦 incloode

include

15. 𝖠 asume assume

𝖢 asewm𝖣 assoom


The Jones Family ExpressGrade 3/Unit 3

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Practice

• Two sentences can be combined by joining the predicates with and. Two sentences: Jan draws with pencils.

Jan sculpts with clay. Combined sentence: Jan draws with pencils and sculpts

with clay.

Underline the predicates in each pair of sentences. Combine the two sentences, and write your combined sentence on the line.

1. Elaine goes to art school. Elaine studies painting.

2. The students sketch outside. The students paint in the classroom.

3. Elaine mixes paint. Elaine invents colors.

4. The brush sweeps the canvas. The brush leaves colors behind.

5. The students look at paintings. The students talk about them.

6. Elaine stands near the tree. Elaine draws the bird.

7. The teacher points to a painting. The teacher explains it.

8. Elaine fi nishes her painting. Elaine shows it to others.

Grammar:Sentence Combining

with Verbs

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. The Jones Family Express

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Name

A. Proofread the paragraph. Find and underline the pairs of sentences that share the same subject and can be combined.

My mom is an illustrator. She draws pictures for books. She paints

pictures for books. I like to watch her work. She reads the book. She takes

notes. Sometimes I read it, too. We talk about the characters. We think about

how they look. Then Mom makes some sketches. She experiments. She tests

out ideas. She decides what belongs on each page. Then she is ready to paint.

Mom decides on colors. Mom mixes the paint. Then she stands at her

easel. We talk while she paints. Her brush moves fast. Her brush fi lls the

canvas with color. The shapes grow. The shapes turn into a picture. The

fi nished picture is beautiful.

B. Rewrite the paragraph with the combined sentences.

Grammar:Sentence Combining

with Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.The Jones Family Express

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Writing:Sensory Detail

1. Read the sentence below:

Jamie led us on a barefoot walk through the woods.

2. Now write 3 sentences using sensory details that show what the walk was like.

Example: The forest smelled like a pile of wet leaves. Sometimes soft moss tickled the bottoms of my feet and other times my toes squished into slimy mud. Everything was silent except for the sound of the breeze rustling the branches all around us.

Extra Practice: Try the same exercise again using the following sentence.

We waded in the shallow water at the ocean’s edge.

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Practice

Name

A. Choose the correct word from the box to answer each riddle. Make sure each word has the /ou/ sound, as in found or crowd.

1. A farmer may use me before planting. What am I?

2. Voices may become this way when people quarrel. What am I?

3. I am a bird that you hear only at night. What am I?

4. People like to sit on me and read or watch television. What am I?

5. I am the shape of a circle. What am I?

B. Write your own riddle. Use another word from the box for your answer. Make sure the word has the /ou/ sound.

6.

bowtie crow found couch grown round

louder owl plow ground proud

Phonics:Diphthong ou, ow

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.Seven Spools of Thread

Grade 3/Unit 4192

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Vocabulary

argued fabric possessionspurchased beamed quarreling

Use all the words below to write a fable about two animals that learn to get along with each other. Underline the words.Remember that all fables have a moral or teach a lesson.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSeven Spools of Thread

Grade 3/Unit 4193

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Name

To draw conclusions, pay attention to the facts and add information you already know from your own experiences. Drawing conclusions helps you to understand what you read.

What conclusions can you draw from each paragraph? Write your conclusions on the lines.

1. President Jimmy Carter helped Israel and Egypt reach a peace

agreement. Later, he founded the Carter Center. The center helps

people solve their disagreements. It also sends people to watch

elections in different countries to make sure that they are fair. Carter and

his wife also volunteer to build houses for people who could not afford

them otherwise.

2. Mary Church Terrell worked to help women gain the right to vote. She

was also a founder of the National Association of Colored Women. In

Washington, D.C., she led a boycott against restaurants. She encouraged

people not to eat at restaurants that refused to serve African Americans.

Comprehension:Draw Conclusions

R 2.0 Reading ComprehensionSeven Spools of ThreadGrade 3 /Unit 4

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Clue

As you read Seven Spools of Thread, fill in the Conclusion Map.

How does the information you wrote in this Conclusion Map help you better understand Seven Spools of Thread?

Conclusion

Clue

Clue

Clue

Conclusion

Clue

Clue

Comprehension:Conclusion Map

R 2.0 Reading ComprehensionSeven Spools of Thread

Grade 3/Unit 4195

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Name Fluency: Phrasing


Once upon a time, in a tiny village in southern China,

11 there lived a poor woman and her son. They lived in a tiny

24 hut with few possessions. The woman made a living by

34 weaving brocade. The entire village admired her work and

43 considered her the finest weaver in the region.

51 The woman enjoyed her work and she loved her son

61 dearly. She loved him so much that she wished she could

72 do more for him. Instead of living in a poor hut, she

84 wished their home were a great house. Instead of a

94 few skinny trees, she wished their house were surrounded

103 by beautiful gardens with fine fruits and colorful flowers.

112 Instead of a few rabbits, she wished the fields were full

123 of exotic animals. Instead of a few old crows, she wished

134 that the skies above teemed with different birds with many

144 bright feathers.

146 All these things she wished for, but she knew that none

157 of her wishes would come true. 163

Comprehension Check1. What did the poor woman wish for? Relevant Details

2. Why did she wish for these things? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.Seven Spools of Thread

Grade 3/Unit 4196

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Create a list of rules for a club you are organizing. The rules should encourage club members to get along and not to quarrel. Put a title at the top of your list of rules that includes your club’s name.

1.

2.

3.

4.

5.

6.

Text Feature:Rules

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Seven Spools of Thread

Grade 3/Unit 4197

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Name

A. Use a dictionary to figure out the definition of each word in boldface type below. Write the correct definition for the way the word is used in the sentence. Then answer the question.

1. Can a baby call?

2. Can a fl ag wave?

3. Can a person catch a cold?

4. Can a well learn a lesson?

5. Can you rub fabric between your palms?

B. Write two different meanings for the word rose.

6.

7.

Multiple-meaning words have more than one meaning. For example, the word beamed could mean “shone.” The moon beamed down. Beamed could also mean “smiled.” My coach beamed when we won the soccer match. Dictionaries give all the meanings of a word. A dictionary entry may also show how a word is used in a sentence.

Vocabulary Strategy:Multiple-Meaning

Words

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSeven Spools of ThreadGrade 3/Unit 4

198

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. found

2. shouted

3. couch

4. bowed

5. scout

6. plow

7. crowd

8. proudly

9. louder

10. bounce

11. snowplow

12. outline

13. scowled

14. pounce

15. prowling

16. mountain

17. boundary

18. stew

19. assume

20. include


ou, ow


Seven Spools of ThreadGrade 3/Unit 4

199

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Name


Sample A: Sample B:

smoke trail𝖡 smoak 𝖥 trale𝖢 smock 𝖦 trial𝖣 smoack 𝖧 treal

11. 𝖠 snoplow𝖡 snowploue𝖢 snoeplow snowplow

12. outline𝖥 owtline𝖦 outlien𝖧 outlyne

13. 𝖠 skowled𝖡 schowled𝖢 skouled scowled

14. 𝖤 pounse pounce𝖦 pownse𝖧 ponce

15. 𝖠 proulling𝖡 proweling prowling𝖣 prauling

6. 𝖤 plowe plow𝖦 plou𝖧 ploue

7. crowd𝖡 kroud𝖢 croued𝖣 krowed

8. 𝖤 prowdly proudly𝖦 prouddly𝖧 prowdle

9. 𝖠 loudder𝖡 lowder louder𝖣 loyder

10. 𝖤 bounse bounce 𝖦 bownse𝖧 bounsce

1. 𝖠 founed𝖡 fownd found𝖣 fuond

2. shouted𝖥 showted𝖦 shoutted𝖧 shooted

3. 𝖠 couche𝖡 cowch couch𝖣 coche

4. 𝖤 bowd𝖥 boud𝖦 bouwed bowed

5. 𝖠 skout𝖡 scowt𝖢 skoute scout


ou, ow


Seven Spools of ThreadGrade 3/Unit 4

200

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• The verb be has special forms. The chart shows which form of be to use with a sentence subject.

SUBJECT PRESENT PAST he, she, it is was we, you, they are were I am was

Write the correct form of be to finish each sentence.

1. Tanya a baker.

2. She 16 years old when she took her fi rst baking job.

3. We among her fi rst customers at her shop.

4. We nearby when the shop opened.

5. Now we big fans of her strawberry pies.

6. They the best pies in the world.

7. I certain you would like them.

8. Years ago, Tanya a strawberry picker.

9. “That is why I now a strawberry expert,” she explains.

10. Strawberries at their best in June.

11. Baking lots of fun!

12. Where the sugar for the strawberries?

13. Tanya mixing the batter.

14. We ready to put the pie in the oven.

Grammar: Verbs Be, Do, Have

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Seven Spools of Thread

Grade 3/Unit 4201

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Name

• Remember that the verbs be, do, and have have special forms.

A. Proofread the passage. Circle any incorrect uses of be, do, or have.

I is learning to bake. Grandma are teaching me. We was at her house

today. She asked if I knew how to bake a strawberry shortcake. I told her I

did not. I does like strawberries, though! Grandma agreed to let me help her.

After we baked the cake, we served it to the family.

“I is very impressed,” declared Mom.

“It be a fantastic strawberry shortcake!” said Dad.

“You does a great job!” said Grandma.

“We was a good team,” I said.

B. Writing ActivityRewrite the passage. Use the correct forms of be, do, or have.

Grammar: Verbs Be, Do, Have

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Seven Spools of Thread

Grade 3/Unit 4202

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1. Please read these sentences.

Jill said that she was going home. Amanda said that she was too.

This second set replaces these “telling” statements with dialogue that give a much clearer picture of what is happening. For example:

Jill said, “I’ve had enough of this. I’m going home.” “Me too,” Amanda agreed. “I’ve never been so cold in my life.”

2. Rewrite these sentences. Try to SHOW how Paul and Jimmy, and then Janet and Michael were feeling by the kind of words that they use.

a. Paul said that he did not want to fi nish the game. Jimmy said that he wanted to keep playing.

b. Janet asked who had the remote control. Michael said that Janet had it last.

Extra Practice: Rewrite these sentences following the above instructions:

Theo said that he was done with his dinner. Mom said that he wasn’t.

Writing: Replacing “that” Statements with

Dialogue

W 1.0 Writing StrategiesSeven Spools of Thread

Grade 3/Unit 4203

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Name

A. Use the plural form of each word to complete the puzzle.

Across

4. daisy

6. penny

7. butterfly

8. sky

Down

1. dragonfly

2. company

3. baby

5. bunny

B. Use one of the plural words in a sentence that tells why someone might want to have a place of his or her own.

Phonics/Word Study: Plurals

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.R 1.2 Decode regular multisyllabic words.Nacho and Lolita • Grade 3/Unit 4204

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Vocabulary

brilliance affection pleadedpreparations guarantee exhausted

Include all the vocabulary words in the box in a story about someone you know who has a unique talent.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentNacho and Lolita • Grade 3/Unit 4 205

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Name Comprehension: Theme

Read the passage below and answer the questions that follow.

Last summer my family moved to a new town. I missed my old house

and my friends. The only familiar thing was my violin. I spent most the

summer in my room, playing the violin.

My dad knew I was sad and missed my old friends. He came to meet

me after my f irst day of school. He suggested we go back into school to

meet the music teacher. Ms. Moore was friendly and happy to meet me.

She encouraged me to join the school orchestra.

When I went to the f irst orchestra meeting, I was nervous. Meg, a girl

in my class, was there. She plays the violin, too. We sat together during

the meeting. The next day, Meg invited me to eat lunch with her friends. I

think I might like this school after all.

1. What do you think is the most important theme of this passage?

2. What theme or message about special talents does the author of the

passage want the reader to understand?

The theme is an essential message that the author wants readers to understand. For example, the theme of the fable “The Ant and the Grasshopper” is “It pays to prepare for the days ahead.”


Nacho and Lolita • Grade 3/Unit 4206

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Comprehension: Theme Map

As you read Nacho and Lolita, fill in the Theme Map.

How does the information you wrote in this Theme Map help you understand Nacho and Lolita?

Clue

Clue

Clue

Theme


Nacho and Lolita • Grade 3/Unit 4 207

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Name Fluency: Expression

As I read, I will pay attention to my expression.

Losing our estuaries causes other problems too. The marshes

9 in estuaries are like giant sponges. They absorb water and store it.

21 The marshes store water from heavy rainfalls too. This helps prevent

32 floods. Estuary grasses and plants also trap dirt in the water. This way,

45 they clean water that has been made dirty by factories and farms. This

58 helps keep the drinking water clean. Estuaries give us many things.

69 That’s why across the United States, people are working to restore

80 our estuaries.

82 They are listening to what scientists tell them. They are banning

93 pesticides and other chemicals that hurt estuaries and their wildlife.

103 They are digging holes, or diversions, in canals. These holes let

114 marshes get flooded by rivers. This helps save wetlands. People are

125 also creating preserves, or parks. There, people are not allowed to

136 drain wetlands or fill in land to build towns or houses.This helps

149 estuaries stay healthy. 152

Comprehension Check1. How do estuary marshes prevent fl oods? Main Idea and Details 2. How are people trying to restore estuaries? Relevant Details


Correct Score

First Read – =

Second Read – =



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PracticeLiterary Element: Consonance and

Metaphor

Write two riddles. Include consonance in the first. Include at least one metaphor in the second. Draw a picture for each riddle.

Riddle 1— Consonance

Riddle 2— Metaphor

R 2.0 Reading ComprehensionNacho and Lolita • Grade 3/Unit 4 209

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Name Vocabulary Strategy: Related Words

Read each sentence and look at the word in dark type. Write a related word for that word. Then write a new sentence that includes the related word.

1. Jim can construct just about anything.

Related word

Sentence

2. I will be sorry when my art class concludes.

Related word

Sentence

3. My brother invited me to cheer at his tennis match.

Related word

Sentence

4. My mom wonders if I can play a sport without getting fi lthy.

Related word

Sentence

R 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.


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Spelling: Plurals

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. trays

2. ashes

3. foxes

4. inches

5. ponies

6. bunches

7. alleys

8. cherries

9. daisies

10. heroes

11. libraries

12. chimneys

13. eyelashes

14. journeys

15. scratches

16. dictionaries

17. victories

18. shouted

19. mountain

20. pounce



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Name Spelling: Plurals

Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. Sample A has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

𝖠 yearz 𝖤 fl yes𝖡 yeares fl ies𝖢 yeers 𝖦 fl iees𝖣 years 𝖧 fl iese

11. 𝖠 foxs𝖡 foxse𝖢 fokses

foxes

12. 𝖤 chimnees chimneys

𝖦 chimnies𝖧 chimneyies

13. 𝖠 eyelashis𝖡 eyelashs𝖢 eyelashess

eyelashes

14. 𝖤 daisyes𝖥 daisyies

daisies𝖧 daizies

15. 𝖠 inchse inches

𝖢 inchs𝖣 inchess

6. 𝖤 bunchs bunches𝖦 bunchse𝖧 bunchess

7. ashes𝖡 ashs𝖢 ashis𝖣 ashse

8. 𝖤 alleyies𝖥 allyies𝖦 alleyes alleys

9. 𝖠 librarys libraries𝖢 libraryies𝖣 libaries

10. 𝖤 cherrys𝖥 cherryies cherries𝖧 cheeris

1. ponies𝖡 ponyes𝖢 ponys𝖣 ponyies

2. 𝖤 heros𝖥 heroz heroes𝖧 herroes

3. 𝖠 journys𝖡 journies𝖢 journeyes journeys

4. 𝖤 trais𝖥 trayes trays𝖧 traies

5. scratches𝖡 scratchs𝖢 scraches𝖣 scratchies

𝖣



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Practice

• The verb be is a common linking verb. Be has special forms in the past tense.

Jim was at the door. My brothers and I were sorry.

For each sentence below, write the verb form of be that agrees with the subject of the sentence.

1. My brothers and I always fi ghting.

2. Dad upset about our fi ghts.

3. The solution to make us work together.

4. Our task to build a tree house.

5. We all eager to have a tree house.

6. I in charge of measuring.

7. Dad there to help us cut and nail.

8. We hard at work.

9. It all very peaceful.

10. We glad we did something together.

11. My brothers and I careful with the nails.

12. The wooden planks everywhere.

13. We out back all day.

14. Dad happy with our progress.

15. We thirsty in the hot sun.

Grammar: Linking Verbs



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Name

• The verb be connects the subject to the rest of the sentence. Be has special forms in the present tense and the past tense.

PRESENT PAST I am I was He, she, it is He, she, it was You, they, we are You, they, we were

A. Proofread the story. Circle any linking verbs that are not correct.

my brother and I helped Grandma decorate for Kwanzaa. I is the oldest, so I

got the red, black, and green candles. I arranged them in the center of the table

“That be my job” Carl said. “I did it last year.”

Then we started yelling at each other.

“Boys” said Grandma. “why don’t you work together to arrange the table”

So we did and made the table look nice. It are not so bad. in fact, we be a

pretty good team

B. Rewrite the paragraph. Use the correct linking verbs. Make sure that all sentences begin with a capital letter and have an end mark.

Grammar: Linking Verbs



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PracticeWriting: Replacing

TELLING Statements with Dialogue that

SHOWS

1. Please read the following TELLING sentences:

The turtle escaped. Mom and I were looking for it everywhere.

2. Now turn this into a dialogue. Use verbs that SHOW that the two people were feeling upset.

Example:

I screamed, “The turtle is missing.” Then running downstairs, I begged

my mother, “Please stop what you are doing and help me look for the turtle

until we find it.”

3. Rewrite this again, substituting verbs that SHOW that the people are feeling not at all concerned.

Extra Practice: Change the following TELLING sentence into a dialogue using verbs that SHOW that the people are excited:

Kurt and Myles got ready for Juanita’s surprise party.

W 1.0 Writing StrategiesNacho and Lolita • Grade 3/Unit 4 215

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NamePhonics/Word Study:

Variant Vowels au, aw, alt, alk, all, ough

List at least two words that have the letters au, aw, alt, alk, all, and ough that make the /ô/ sound as in haul, hawk, salt, talk, ball, and cough. Then write two riddles. Make the answer to each riddle a word from your list.

au as in Paul aw as in law alt as in halt

all as in tall alk as in chalk ough as in bought

Riddles

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.A Solution to Pollution

Grade 3/Unit 4216

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Vocabulary

A. Write a complete sentence to answer each question below. In your answer, use the vocabulary word in bold type.

1. How could a community raise awareness about a problem?

2. What is one cause of air pollution in our cities?

3. What is one tool people can utilize to learn about where pollution comes from?

4. Why is it important for communities to emphasize the importance of keeping the environment clean?

B. Write a sentence using one of the vocabulary words.

5.

utilize awareness pollution emphasize

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Solution to Pollution

Grade 3/Unit 4217

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Name Comprehension: Problem and Solution

Write a story about a man named Jeff. Circle the choice you want for each item below. Then write a story using the items you circled.

Problem: Jeff is concerned about

problems caused by air pollution pollution in his neighborhood park

animals without homes

Character: Jeff is

clever funny puzzled

Solution: To solve his problem, Jeff:

worked on his own worked with others worked with a teacher

problems caused by air pollution

clever

worked on his own

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.A Solution to Pollution

Grade 3/Unit 4218

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As you read A Solution to Pollution, fill in the Problem and Solution Chart.

How does the information you wrote in the Problem and Solution Chart help you summarize A Solution to Pollution?

Problem

Solution

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions. A Solution to Pollution

Grade 3/Unit 4219

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NameFluency:



Oil is found underground. A long drill digs a deep hole

11 to find the oil. The drill must pass through layers of sand

23 and rock.

25 The energy and products we get from oil make our

35 lives easier. But drilling, transporting, and using oil can

44 hurt the environment.

47 At times, forests are cut down to run oil pipes under the

59 ground. Huge tankers transport oil. If the oil spills, it can

70 harm native fish and sea birds.

76 When oil is burned as fuel in cars or to heat our homes,

89 it gives off gases that pollute the air. Research on cars

100 that run on other types of fuel may change that.

110 Another source of energy, natural gas, is used to

119 cook food and to heat homes and water. Pockets of this gas

131 are trapped in the rock and soil under great pressure. By

142 getting at this trapped gas and bringing it to the surface,

153 we can use it for energy. 159


Correct Score

First Read – =

Second Read – =

Comprehension Check1. How can oil be harmful to the environment? Main Idea and Details

2. Compare and contrast oil and natural gas. Compare and Contrast

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.A Solution to Pollution

Grade 3/Unit 4220

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Practice

Study Skill: Media Center

How would you research the following topics? On the lines after each topic, write the various steps you would use to do research on the computer in your school’s media center. Remember to include key words you would put into the search engine.

1. Collecting used bikes to donate to kids

2. Getting volunteers for the local animal shelter

3. Painting a mural on a city wall

4. Planting and harvesting a community garden

5. Protecting the endangered polar bear

6. What is your favorite way to do research on a topic?

W 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). A Solution to Pollution

Grade 3/Unit 4221

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Name

Problem/Solution Writing Frame

A. Summarize A Solution to Possution. Use the Problem/Solution Writing Frame below.

California has many beautiful beaches. However, these beaches face several problems.

One problem is because

.

Another problem is because

.

To help solve these problems,

.

The result is that

.



R 2.0 Reading ComprehensionA Solution to PollutionGrade 3/Unit 4

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Vocabulary Strategy: Suffixes -ful, -ly

quick rapid stress wonder quietnice peace thought friend wonder

B. Think of some words and add the -ful or -ly suffixes to make new words.

Example: joy + ful = joyful

1. +

=

2. + =

3. +

=

4. +

=

A. Make as many words as you can out of the words in the box by adding the suffix -ful or -ly.

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words. A Solution to Pollution

Grade 3/Unit 4223

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NameSpelling:

Words with Variant Vowels au, aw, alt,

alk, all, ough

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. yawn

2. taught

3. salt

4. hauls

5. hawks

6. squawk

7. bought

8. bawls

9. paused

10. crawled

11. coughing

12. walrus

13. scrawny

14. stalk

15. fault

16. awesome

17. autumn

18. dictionaries

19. inches

20. heroes


A Solution to PollutionGrade 3/Unit 4

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PracticeSpelling:

Variant Vowels au, aw, alt, alk, all, ough


Sample A: Sample B:

𝖠 ball 𝖤 laun𝖡 baul lawn𝖢 baull 𝖦 loughn𝖣 bawel 𝖧 lauwn

11. 𝖠 tought𝖡 tawt

taught𝖣 tauht

12. 𝖤 haulz𝖥 haulls𝖦 hawls

hauls

13. 𝖠 stauk𝖡 stallk

stalk𝖣 stawk

14. 𝖤 crauled crawled

𝖦 crawld𝖧 cralled

15. 𝖠 hauks𝖡 haaks𝖢 hawkes

hawks

6. walrus𝖥 wallrus𝖦 waulrus𝖧 walruss

7. 𝖠 bauls𝖡 bawels bawls𝖣 bauwls

8. scrawny𝖥 scrauny𝖦 scrawnny𝖧 scranny

9. coughing𝖡 cauffi ng𝖢 caughing𝖣 couffi ng

10. 𝖤 boute𝖥 baught bought𝖧 bouht

1. 𝖠 squauk𝖡 squauck squawk𝖣 squawke

2. 𝖤 fawlt𝖥 faulet𝖦 faullt fault

3. salt𝖡 sallt𝖢 sault𝖣 sawlt

4. 𝖤 yaun𝖥 yawen yawn𝖧 yawne

5. paused𝖡 pawzd𝖢 pausd𝖣 pawsed

𝖠


A Solution to PollutionGrade 3/Unit 4

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Name

• A contraction is a shortened form of two words.• An apostrophe (’) shows where one or more letters have

been left out. In most contractions with not, the apostrophe takes the place of the letter o.

Rewrite each sentence using a contraction in place of the underlined verb. Make the sentence mean the opposite.

1. I did want to share a room with my brothers.

2. There was enough space for all of us.

3. There is a place in the house for me to call my own.

4. At fi rst, we were sure what to do.

5. “I do mind using the storage room,” I told Mom.

6. “I will mind,” said Mom.

7. I have had a room of my own yet.

8. I was sure how to fi x it up.

Grammar: Contractions with Not

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.A Solution to Pollution

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• A contraction is a shortened form of two words.• An apostrophe (’) shows where one or more letters have

been left out.

A. Proofread these paragraphs. Circle any contractions that are not correctly written. Add the apostrophes where they belong.

Its very diffi cult to share a room. You dont have any space of your own.

You cant ever have the whole place to yourself. I had this problem. I shared

my room with my brothers. They came in and played when I tried to do

homework. We fought all the time. I didnt have a way to get away from

everyone!

Then I had an idea. Our attic hadnt been used much. Mom and Dad said

that they werent planning to use all the space. I cleared out an area in the

attic. I put up curtains to make it private. I found old furniture that wasnt

being used. Suddenly I had an offi ce. Its my own special place. Best of all,

my brothers and I arent fi ghting anymore! So if you havent got a place of

your own, look around. There might be a special place just waiting for you

to fi nd it!

A. Writing Activity

Write a short poem that describes a space of your own. Use at least two contractions.

Grammar: Contractions with Not

To the Teacher: Have students complete the page independently. Ask students to add to the passage on separate piece of paper. A Solution to Pollution

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Name Writing:Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesA Solution to PollutionGrade 3/Unit 4

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Phonics/Word Study:Homophones

Read each pair of homophones. Write a sentence using both.

weight wait groan grown tale tailit’s its pear pair red read

1.

2.

3.

4.

5.

6.

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. Ramona and Her Father

Grade 3/Unit 4229

1.

3.

4.

5.

6.

2.

us

xio

a

nd

re

e

p

a

ed

a

g

m

a

ed

m

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Name Vocabulary

cross alarmed unfortunately managed pretend anxious


Across

1. unluckily

2. angry

Down

3.

4.

5.

6.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentRamona and Her FatherGrade 3/Unit 4

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Comprehension: Problem and Solution

The problem is what a character in a story wants to do, needs to find out, or wants to change.The way the problem is solved is called the solution.

Write a sentence for each missing problem or solution.

1. Problem: No one in the family wants to walk the dog in the morning.

Solution:

2. Problem:

Solution: Dara helped her sister with her math homework.

3. Problem: The family car was very dirty.

Solution:

4. Problem:

Solution: Dad trimmed the bushes in the yard, Mom cut the grass, and Anna and Jon picked up the cut branches.

5. Problem: Anna didn’t have enough money to buy her Mom a birthday gift.

Solution:

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions. Ramona and Her Father

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NameComprehension:


As you read Ramona and Her Father, fill in the Problem and Solution Chart.

How does the information you wrote on the Problem and Solution Chart help you better understand Ramona and Her Father?

Problem

Solution

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.Ramona and Her Father

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Fluency: Intonation

As I read, I will pay attention to intonation.

Alexander Fleming was born in 1881. He grew up on

9 a farm in a remote part of Scotland. As a schoolboy, he

21 walked barefoot to a country schoolhouse miles away.

29 When not in school or tending sheep, he and his three

40 brothers would play outdoors.

44 When Fleming was in his teens, his family moved to

54 London. London was a crowded, noisy place. Fleming’s

62 new home was over an underground railway. Every few

71 minutes, the sturdy house would shake as a steam train

81 roared below.

83 Think about moving from a quiet, peaceful farm to a

93 big city. Fleming and his brothers loved it. To them, it

104 probably felt like going from a desert island to the middle

115 of a funfair.

118 Fleming left school at age 16 and went to work in an

129 office. He had to copy piles of letters and business forms

140 by hand. He did this for long hours, six days a week. He

153 yearned for another type of work. 159

Comprehension Check1. What was Alexander Fleming’s childhood like? Main Idea and Details

2. How was Fleming’s life different in London? Compare and Contrast


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. Ramona and Her Father

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NameLiterary Element:

Speaker and Alliteration

Write a poem about a time when your family worked together to solve a problem. Include two or more examples of alliteration. Remember that a poem does not have to rhyme. Underline the speaker of the poem, and circle the alliterated words.

R 2.0 Reading ComprehensionRamona and Her FatherGrade 3/Unit 4

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Practice

Vocabulary Strategy: Prefixes

Read each sentence. Add the prefix re-, pre-, mis-, or un- to a word in the box and then complete each sentence.

build likely safe stable cut aligned placed happy

1. Last week, my dad decided we should our fence.

2. The boards were old, and the fence was .

3. The boards that hadn’t yet fallen were all .

4. First, my dad all the wood so the boards were the same size.

5. Then my brother and I all the broken fence boards with the new boards.

6. Once the new fence was fi nished, no one was .

7. We were happy that our fence was no longer .

8. Since we did such a good job, it is that we’ll have to fi x this fence again.

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words. Ramona and Her Father

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Name Spelling: Homophones


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. its

2. it’s

3. your

4. you’re

5. there

6. they’re

7. peace

8. piece

9. seen

10. scene

11. their

12. fl ea

13. fl ee

14. weight

15. wait

16. stationary

17. stationery

18. bought

19. coughing

20. autumn


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Spelling: Homophones

11. 𝖠 their𝖡 theyre𝖢 thier𝖣 theyr

12. 𝖤 fl ei𝖥 fl eye𝖦 fl ea𝖧 fl eay

13. 𝖠 peece𝖡 peace𝖢 pece𝖣 peice

14. 𝖤 wayte𝖥 wieght𝖦 wate𝖧 weight

15. 𝖠 sein𝖡 seen𝖢 seene𝖣 sene

6. 𝖤 itz’𝖥 its’𝖦 it’s𝖧 it’es

7. 𝖠 fl ee𝖡 fl eigh𝖢 flae𝖣 fleey

8. 𝖤 you’re𝖥 your’e𝖦 youre’𝖧 yor’e

9. 𝖠 wate𝖡 wait𝖢 wayt𝖣 waite

10. 𝖤 sceen𝖥 scene𝖦 seene𝖧 seane

1. 𝖠 its𝖡 itz𝖢 ites𝖣 itts

2. 𝖤 the’re𝖥 ther’re𝖦 theyr’e𝖧 they’re

3. 𝖠 yur𝖡 yure𝖢 your𝖣 youre

4. 𝖤 piese𝖥 piece𝖦 peese𝖧 pece

5. 𝖠 there𝖡 theer𝖢 ther𝖣 theyr


Sample A: Sample B:

𝖠 cint 𝖤 som𝖡 sent 𝖥 sume𝖢 sint 𝖦 some𝖣 cente 𝖧 soum

𝖠

𝖧

𝖢

𝖥

𝖠

𝖦

𝖠

𝖤

𝖡

𝖥

𝖠

𝖦

𝖡

𝖧

𝖡


Ramona and Her FatherGrade 3/Unit 4

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Name

• Is, are, am, was, were, and will can be helping verbs. • Use is, are, and am to tell about what is happening now. I am reading about plant life. Jeff is reading about plant life. We are reading about plant life. • Use was and were to tell about what happened in the

past. I was learning about sea creatures last week. We were learning about sea creatures last week. • Use will to tell about something that will happen in the future. We will visit the bay tomorrow.

Write a helping verb to finish each sentence.

1. Last week we learning about spartina.

2. I listening to Mr. Perkins.

3. He talking about the problems in the bay.

4. Kim and I doing a project about native bay life.

5. I looking for good photos to use.

6. We fi nding lots of interesting information.

7. We trying to fi nd a way to use it all.

8. Kim bringing her camera to the bay.

9. She going to take her own pictures.

10. As we walked, I feeling very surprised.

11. I looking for spartina.

12. I walking in some muddy water.

Grammar: Main and

Helping Verbs

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Ramona and Her Father

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• Helping verbs help other verbs show an action.• Forms of have—have, has, and had—are used with verbs

ending in -ed.• Forms of be—is, are, was, and were—are used with verbs

ending in -ing.• Will helps to tell what will happen in the future.

A. Proofread the passage. Circle any incorrect helping verbs.

We has gotten on the buses very early, at 7:00 a.m. We slept on the way to

Padilla Bay. We fi nally arrived at 9:00 a.m.

“I has never been so tired! yawned Steph.

“Wake up! said Tory. I is planning to take a class picture.”

“She have taken pictures at every class trip sighed Steph.

“Hurry up!” said Ms. Harper. We has a lot of activities planned for today.

B. Writing Activity

Rewrite the passage. Write the helping verbs correctly. Add commas and quotation marks where necessary.

Grammar: Main and

Helping Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Ramona and Her Father

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Name Writing: Dialogue Format

1. Please write the following dialogue, and add quotation marks around the words that come out of each person’s mouth:

Where are you going? Millie asked.

I can’t tell you. It’s a secret, Jameel said.

Come on! Tell me, please! begged Millie.

2. Now do the same with the next two dialogues:

a. Does anyone want the rest of this cookie? asked Jonas.

No way, said Ramon. Those were nasty.

b. This is my favorite song. Turn it up! Stevie begged.

What? I can’t hear you, yelled Marta.

Extra Practice: Place quotation marks in the following dialogue:

Mom, have you seen my jeans? asked Danny.

No, Mom answered. Did you look in your drawer?

Oh yeah, Danny agreed. Good idea.

W 1.0 Writing StrategiesRamona and Her FatherGrade 3/Unit 4

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Phonics:Soft c and g

Read the words with the soft c or soft g sound in the box below. Use at least four of the words in a paragraph.

danger custom general century gypsy gym genius twice place coal gentle celebrate giant message

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.R 1.2 Decode regular multisyllabic words. Out of This World! • Grade 3/Unit 4 241

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Name


1. Why would a scientist do research?

2. What kinds of decisions do team members make?

3. Why would you want a specialist on your team?

4. Why is it important for team members to communicate with one another?

5. Do you think every team member should be responsible for getting a project fi nished on time?

6. Why is it essential for team members to work together?

communicate responsible specialist research essential decisions

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentOut of This World! • Grade 3/Unit 4242

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Write a paragraph describing in chronological order the steps a team would follow in making a cake. Use sequence words, such as first, next, then, and finally, to make the order of the steps sound clear. Underline the sequence words.

Comprehension: Sequence

R 2.0 Reading ComprehensionOut of This World! • Grade 3/Unit 4 243

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Name

As you read Out of This World! The Ellen Ochoa Story, fill in the Sequence Chart.

How does the information you wrote on the Sequence Chart help you better understand Out of This World! The Ellen Ochoa Story?

Comprehension: Sequence Chart

R 2.0 Reading ComprehensionOut of This World! • Grade 3/Unit 4244

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PracticeFluency:



Drawbridges came into use when castles were first built in England

11 after 1066. This was about 30 years before the time of knights in

22 shining armor. People who lived in these castles owned the land around

34 them for many miles. Castles existed as forts to protect this land. From

47 the highest part of the castle, they could see if someone was trying to

61 invade their land.

64 If attacked, those who lived in the castle could defend themselves in

76 several ways. Standing at the top of the castle, they could shoot arrows at

90 their enemies. They could also use a drawbridge. Moats surrounded many

101 castles, and the only way to cross them was to use the drawbridge. When

115 the castle was threatened, someone inside would turn a winch that worked

127 a pulley. This pulley pulled a chain attached to the drawbridge. The

139 drawbridge would turn on a pivot and lift up.

148 In our time, drawbridges let tall ships pass through a waterway. Modern

160 drawbridges use a light sensor to tell when a ship or boat is near. 174

Comprehension Check1. How did moats and drawbridges protect castles? Main Idea and Details

2. How were the fi rst drawbridges different from drawbridges today? Compare and Contrast


Correct Score

First Read – =

Second Read – =


Out of This World! • Grade 3/Unit 4 245

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Sky Bear is the name of a constellation, a group of stars in the sky that appears in the shape of a bear. Write a poem about Sky Bear. Make sure you use imagery to create a detailed picture of Sky Bear in the reader’s mind.

Imagery is the use of words to create a detailed picture in a reader’s mind.

Name Literary Element: Imagery

R 2.0 Reading ComprehensionOut of This World! • Grade 3/Unit 4246

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Create a thesaurus entry for the words below. Then list three related words and their meanings.

1. mobile g

Related Word Meaning

g

Vocabulary Strategy: Related Words

2. create g g

Related Word Meaningg

g gg

gg



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NameSpelling:

Words withSoft c and g

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. cell

2. Egyptian

3. spacesuit

4. giant

5. changes

6. gently

7. messages

8. giraffe

9. celebrated

10. garage

11. dangerous

12. cabbage

13. courage

14. citizen

15. offi cer

16. groceries

17. generous

18. weight

19. stationary

20. they’re


Out of This World! • Grade 3/Unit 4248

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PracticeSpelling:

Words withSoft c and g


Sample A: Sample B:

𝖠 center 𝖤 gipsy𝖡 sentor 𝖥 gypsee𝖢 senter 𝖦 gypsy𝖣 cennter 𝖧 gipsey

1. 𝖠 changes𝖡 changis𝖢 chanjes𝖣 changhis

2. 𝖤 siticen𝖥 sitizen𝖦 citisun𝖧 citizen

3. 𝖠 spasesuit𝖡 spassuit𝖢 spacesuit𝖣 spacesute

4. 𝖤 jiant𝖥 giint𝖦 gyant𝖧 giant

5. 𝖠 cill𝖡 cell𝖢 scell𝖣 siell

6. 𝖤 Egyption𝖥 Egyptian𝖦 Ejiptian𝖧 Egipshan

7. 𝖠 messagez𝖡 messages𝖢 messajez𝖣 messagiz

8. 𝖤 garage𝖥 gurage𝖦 garaje𝖧 garadge

9. 𝖠 selebrated𝖡 celibrated𝖢 celebrated𝖣 selibrated

10. 𝖤 jirafe𝖥 giraffe𝖦 jiraffe𝖧 girafe

11. 𝖠 offi ser𝖡 offi cer𝖢 ofi ccer𝖣 offi sir

12. 𝖤 cabbidge𝖥 cabbadge𝖦 cabbage𝖧 cabbaje

13. 𝖠 couradge𝖡 courije𝖢 courage𝖣 couraje

14. 𝖤 jentlee𝖥 jently𝖦 gentley𝖧 gently

15. 𝖠 dangerous𝖡 dangerus𝖢 danjerous𝖣 danjerus

𝖧

𝖢

𝖧

𝖡

𝖥

𝖡

𝖤

𝖢

𝖥

𝖡

𝖦

𝖢

𝖧

𝖠



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Name

• The past tense of regular verbs end with -ed. Irregular verbs have special forms to show the past tense: I saw a parrot.

• Some irregular verbs have another form when they follow the helping verb have: I have seen a parrot before.

A. Rewrite these sentences. Write the underlined verbs correctly.

1. We goed to the zoo often during the summer.

2. We seened a special bird exhibit.

3. The colorful birds singed loudly.

4. Now they have goed to another zoo.

5. Our zoo has growed in the last few years.

B. Complete each sentence with the correct form of the verb.

6. We to the zoo last week. come came

7. We the polar bears being fed. saw seen

8. The zoo attendant a bucket bringed broughtof food.

9. She carefully the food to gave has givedthe bears.

10. The bears with their big paws. ate have eat

Grammar:Irregular Verbs


Out of This World! • Grade 3/Unit 4250

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• An irregular verb has a special form to show the past tense.• Some irregular verbs have another special form when used

with the helping verb be.

A. Proofread the paragraphs. Circle any incorrect irregular verbs.

In class, we read about Angel Arellano. She seen that the Chaffee Zoo

was having money problems. She worried about the animals at the zoo.

She wrote a letter to her local newspaper. It bringed attention to the zoo.

Angel have a suggestion. She has gave a dollar to the zoo. She hoped

everyone else would give a dollar, too. People begun to donate money. It

helped the zoo survive.

We wondered what we could change. If we all given a dollar, who could

we help?

B. Writing Activity

Rewrite the paragraphs. Write the irregular verbs correctly. Make sure other verbs are also written in the correct tense.

Grammar:Irregular Verbs



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Name

1. Please read the following dialogue. Notice that before the closed quotation marks, there always has to be some punctuation fi rst. If it is a regular sentence, not a question or an exclamation, a comma goes inside the quotation marks and a period goes at the end. Example:

“I’m thirsty,” said Joe.

“Me too,” agreed Byron.

“Well, let’s stop at the next store,” Jo said.

2. Now copy these dialogues, adding the quotation marks, commas, and periods:

a. There aren’t enough seats complained Jaya

Go ask those people for their extra chair Mom said

I’m too shy Jaya whined

b. This movie is boring whispered Wilson

Yeah Frankie agreed

Then lets get out of here Wilson said

Extra Practice: Copy this dialogue, and add the punctuation:

I’m glad we got here before it closed Eva said

We’re lucky. We were almost out of gas noticed Tony.

I’ll pump the gas, you pay ordered Eva

Writing:Punctuating Dialogue

W 1.0 Writing StrategiesOut of This World! • Grade 3/Unit 4252

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Phonics/Word Study: Compound Words

boy cab clerk notedress black cow drivermaker sales smith book

Compound Words:

1.

2.

3.

4.

Riddle 1

Riddle 2

Riddle 3

Riddle 4

Use the words in the box to form four compound words. Then make up four riddles in which the answer is one of the compound words.

R 1.2 Decode regular multisyllabic words.Penguin Chick • Grade 3/Unit 5 253

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Practice

Name Vocabulary

down echoes huddlejunior shuffles fierce

Write a paragraph about a trip someone takes. Use all of the vocabulary words from the box in your paragraph.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentPenguin Chick • Grade 3/Unit 5254

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Comprehension: Main Idea and Details

Read the article below. Then answer the questions below.

The weather at Antarctica’s South Pole presents special challenges for

humans. During the six months of summer, the sun never sets. All of that

sun can be dangerous. The South Pole is at a high altitude, so the sunlight

is more intense. The sun also refl ects off the snow. Everyone must wear

sunglasses outdoors all the time. Some people get sunburned on their eyes.

This condition is called snow blindness.

The cold is another danger. In winter, the temperature averages about

-76 degrees Fahrenheit (-60 degrees Celsius). The cold temperatures mean

people are at risk for frostbite and sickness from the cold.

The South Pole gets less than 4 mm of rain or snow a month. The

Sahara gets about the same amount. Even though it’s cold, the South Pole

is a desert environment. The dry air creates the risk of cracked and bleeding

skin. People protect their skin with petroleum jelly and cream.

1. What is the main idea of the article?

2. Write three details that support the main idea.

R 2.5 Distinguish the main idea and supporting details in expository text.Penguin Chick • Grade 3/Unit 5 255

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NameComprehension:


How does the information you wrote in your Main Idea and Details Chart help you summarize Penguin Chick?

As you read Penguin Chick, fill in the Main Idea and Details Chart.

Main Idea

Detail 1:

Detail 2:

Summary

R 2.5 Distinguish the main idea and supporting details in expository text.Penguin Chick • Grade 3/Unit 5256

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Fluency:Pacing


If you travel the waters of Antarctica on a fishing vessel,

11 you might spy a great white bird circling your boat. And it

23 might be the magnificent wandering albatross. It’s the

31 largest of all sea birds, and it does indeed wander. It spends

43 most of its life in the air, flying over southern seas. It’s a

56 true sea bird. It even sleeps on top of the water! Early

68 sailors thought the albatross was a sign of good luck.

78 When one followed their ship, it meant they would have

88 good winds.

90 If you should see an albatross with dark wing tips,

101 you will know it’s a junior bird. An adult albatross has mainly

112 white wing feathers. At either age, a wandering albatross

121 is a graceful bird. It has long, narrow wings, a long neck,

133 and a yellow-pink bill. 138

Comprehension Check1. Why do you think the albatross is called a wandering albatross? Draw

Conclusions

2. Compare and contrast an adult albatross and a junior albatross. Compare and Contrast


Correct Score

First Read – =

Second Read – =


Penguin Chick • Grade 3/Unit 5 257

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Name Literary Element:Imagery

One way to solve a riddle is to picture the clues in your mind. For example: What animal wears a black and white tuxedo and waddles like a wind-up toy? Write five animal riddles. Be sure to use imagery in your clues so that readers can picture the animal you are describing.

Imagery is the use of words to create a picture in the reader’s mind.

R 2.0 Reading Comprehension Penguin Chick • Grade 3/Unit 5258

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Vocabulary Strategy:Homographs

The following words are homographs. For each one, write two questions that show the different meanings of the words. Then work with a partner to see if you know all the meanings.

1. slip

2. date

3. steer

A homograph is a word that has more than one meaning. The word is always spelled the same.

For example, the word down can mean two different things.

The chicks’ down was replaced with feathers as it aged.

Sam came down the street on his new scooter.



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Name Spelling:Compound Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. windshield

2. lightheaded

3. birthday

4. thumbnail

5. hairdo

6. windowpane

7. whoever

8. barefoot

9. headlight

10. homemade

11. someone

12. newspaper

13. throughout

14. basketball

15. stagecoach

16. somebody

17. handwriting

18. giant

19. celebrated

20. dangerous


Challenge Words

Review Words


Penguin Chick • Grade 3/Unit 5260

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Spelling:Compound Words


Sample A: Sample B:

𝖠 giant 𝖤 cellebrated𝖡 giante 𝖥 celabrated𝖢 gyant 𝖦 celebrated𝖣 gient 𝖧 celebratted

11. 𝖠 someone𝖡 somewon𝖢 sumone𝖣 sommone

12. 𝖤 nusepaper𝖥 newespaper𝖦 newspapper𝖧 newspaper

13. 𝖠 throughout𝖡 throoout𝖢 thrughout𝖣 thruwout

14. 𝖤 baskitball𝖥 basketball𝖦 baskettball𝖧 bascetball

15. 𝖠 stadgecoach𝖡 stajecoach𝖢 stagcoach𝖣 stagecoach

6. 𝖤 windopane𝖥 windowpain𝖦 windowpane𝖧 windopain

7. 𝖠 whooever𝖡 whoevver𝖢 whoever𝖣 hooever

8. 𝖤 bairfoot𝖥 barefoot𝖦 bayrfoot𝖧 barfoot

9. 𝖠 hedlite𝖡 headlight𝖢 headlite𝖣 hedlight

10. 𝖤 homemade𝖥 hommade𝖦 homemaid𝖧 hommaid

1. 𝖠 windsheild𝖡 windchield𝖢 windshield𝖣 winsheild

2. 𝖤 liteheaded𝖥 lightheaded𝖦 ligtheaded𝖧 lighthedded

3. 𝖠 birthday𝖡 berthday𝖢 burthday𝖣 birthdday

4. 𝖤 thumnail𝖥 thumbnale𝖦 thumnale𝖧 thumbnail

5. 𝖠 haredo𝖡 hairdo𝖢 hairdew𝖣 hairedo



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Name Grammar:Pronouns

• Plural pronouns are we, you, they, us, and them.

Read each sentence. Replace the underlined word or words with a plural pronoun. Use clues in the sentences to help you decide.

1. James, Sarah, and I decided to start a cookie business.

2. Have you and your friends ever tried to start a business?

3. James and Sarah made the cookies.

4. I painted signs while I waited for James and Sarah.

5. Then there was a phone call for James, Sarah, and me.

6. James, Sarah, and I had our fi rst customers!

7. The cookies were still warm from the oven.

8. Sarah carefully wrapped the cookies.

9. James, Sarah, and I delivered the cookies to our customers.

10. The people were delighted and promised to order more.


Penguin Chick • Grade 3/Unit 5262

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Grammar:Pronouns

• A pronoun is a word that takes the place of one or more nouns.• A pronoun must match the noun that it replaces. • Singular pronouns are I, you, he, she, it, me, him, and her.• Plural pronouns are we, you, they, us, and them.

A. Proofread the paragraph. Circle any incorrect pronouns.

We recently read Boom Town. They is the story of a girl named amanda,

who lived in california in the 1800s. Her helped her town grow by starting a

pie business. Us decided to try the gooseberry pie recipe in the book. Mom

suggested using blueberries instead. Then Mom thought there wasn’t enough

sugar. Him kept adding more. I thought there weren’t enough berries. You

piled them so high that there wasn’t enough dough to cover them. Then me

forgot to turn on the oven. No wonder the pie took so long to bake!

B. Rewrite the paragraph with the correct pronouns. Make sure all proper nouns and I are capitalized.



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NameWriting:

Logical Structure: Chronological Order

1. Read:

Jake ran to catch the ball.

The batter hit the ball into the outfield.

It bounced out of his glove.

He scooped the ball up and threw it to Kevin.

2. Think: Are these sentences in an order that makes sense?

3. Write the sentences in order:

1.

2.

3.

4.

W 1.0 Writing StrategiesPenguin Chick • Grade 3/Unit 5264

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Phonics/Word Study:Inflectional Endings

Write a sentence for each word below, adding inflectional ending -s, -ed, or -ing to the word.

1. rely

2. spy

3. apply

4. deny

5. delay

6. fry

7. hurry

8. satisfy

R 1.2 Decode regular multisyllabic words.Animal Homes

Grade 3/Unit 5265

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Name Vocabulary

Look at the crossword puzzle. Some of the answers have been given. Some clues have been provided. Complete the crossword and fill in the missing clues.

retreat

ontain

s

st

ucture

r

s

c1 2 3 4

5

6

Across

1. people who plan and

design houses and

other buildings

6. a structure that protects

Down

2.

3.

4. not deep

5.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAnimal HomesGrade 3/Unit 5

266

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Comprehension:Description

A. Read the passage below. Write five details about a magpie’s nest on the lines that follow the passage.

The Magpie

The magpie is a type of bird. It uses twigs and mud to make its nest.

The magpie fi nds shiny objects to keep in its nest. Its nest may have bits

of wire, tiny metal ties, and even coat hangers. If you lose a shiny ring,

the magpie may grab it with its beak. Watch out for your coins, too!

Details:

B. Write a paragraph describing an animal’s home that you’ve seen in a zoo or in your community.

R 2.0 Reading ComprehensionAnimal Homes

Grade 3/Unit 5267

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Name Comprehension:Description Web

As you read Animal Homes, fill in the Description Web.

Topic

Example

Detail

How does the information you wrote in this Description Web help you summarize Animal Homes?

Detail

R 2.0 Reading ComprehensionAnimal Homes Grade 3/Unit 5

268

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Fluency:Pacing and Phrasing

As I read, I will pay attention to pacing and phrasing.

Hives contain many wax structures called honeycombs. The

8 honeycombs are made with wax from the bees’ stomachs. Honeybees

18 churn the wax out of their stomachs. Then they chew the wax to soften

32 it. The bees then mold the wax into hundreds of hexagonal, or

44 six-sided, cells.

46 The cells in a honeycomb are like little rooms. They are small holes

59 or spaces. Some of these cells are used as storage bins for the honey and

74 pollen that bees eat. The queen honeybee lays eggs in the other cells.

87 Wasps are similar to honeybees, but they are also very different.

98 Like bees, they live in large groups with a queen. Wasps also build

111 nests with hexagonal cells. But they don’t use wax. They make their

123 nests out of paper they make themselves!

130 How do they do it? Wasps scrape bits of wood from fence posts, old

144 boards, or dead trees. Then they chew the wood into a soft pulp by

158 mixing it with their saliva, or spit. They spread the pulp in layers and

172 shape it into cells. 176

Comprehension Check1. Compare and contrast a honeycomb and wasp nest. Compare and

Contrast

2. What are the cells of a honeycomb used for? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. Animal Homes

Grade 3/Unit 5269

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Name Text Feature:Directions

Below are directions for making an origami butterfly. Answer the questions that follow.

Materials

construction paper, scissors, markers or crayons, a pipe cleaner or curling ribbon for antennae

1. Start with a square piece of paper.2. Fold the square in half to make a triangle.3. Open up the fold you just made. Put the triangle on the table with

the central fold pointing up (like a tent). Fold one corner over. 4. Open it up again. Fold the other corner over. 5. Open it up. You now have a butterfly shape. 6. Decorate the butterfly. 7. Attach two antennae made of pipe cleaners or curling ribbon

(curled by pulling along a scissors).

1. What do the directions describe?

2. What information tells you what you will need to make the butterfly?

3. How many steps do you have to follow to make the butterfly?

4. What other kind of information would be helpful to include with these

directions?

Directions help you follow steps to do or make something. Directions usually include a list of materials needed for the project and are often numbered or follow bullets.

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.Animal Homes

Grade 3/Unit 5270

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Vocabulary Strategy:Homophones

A. Use each pair of homophones in the same sentence.

1. hole, whole

2. their, there

3. past, passed

4. two, to

5. its, it’s

B. List several homophone pairs of your own.

6.

7.

8.

9.

10. R 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meaning of words. Animal Homes

Grade 3/Unit 5271

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NameSpelling:

Words withInflectional Endings

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. tries

2. tried

3. trying

4. dries

5. dried

6. drying

7. hurries

8. replied

9. hurrying

10. studies

11. studied

12. studying

13. worried

14. obeying

15. worrying

16. obeyed

17. producing

18. birthday

19. windowpane

20. thumbnail


Animal HomesGrade 3/Unit 5

272

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Sample A: Sample B:

𝖠 creid 𝖤 fl yying𝖡 cride 𝖥 fl iing𝖢 cried 𝖦 fl eyeing𝖣 criyed 𝖧 fl ying

1. 𝖠 trize𝖡 tries𝖢 triez𝖣 trys

2. 𝖤 tride𝖥 tried𝖦 treid𝖧 tryed

3. 𝖠 tryeing𝖡 trieing𝖢 tryeng𝖣 trying

4. 𝖤 dryies𝖥 dryes𝖦 drize𝖧 dries

5. 𝖠 dryed𝖡 dried𝖢 driede𝖣 dride

6. 𝖤 drying𝖥 dreyeing𝖦 dryeing𝖧 drieing

7. 𝖠 hurries𝖡 huries𝖢 hurryies𝖣 hurrys

8. 𝖤 repleid𝖥 replyed𝖦 replied𝖧 repplied

9. 𝖠 hurreing𝖡 hurying𝖢 hurrieing𝖣 hurrying

10. 𝖤 studys𝖥 studies𝖦 studyies𝖧 studeis

11. 𝖠 studyed𝖡 studied𝖢 studeyed𝖣 studeid

12. 𝖤 studeying𝖥 studieing𝖦 studeeing𝖧 studying

13. 𝖠 worried𝖡 worryed𝖢 wuried𝖣 wurried

14. 𝖤 obaying𝖥 obeying𝖦 obeyeing𝖧 obieing

15. 𝖠 worreing𝖡 worying𝖢 worrying𝖣 worreying


Animal HomesGrade 3/Unit 5

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NameGrammar:

Subject and Object Pronouns

• Use an object pronoun after an action verb or after a word such as for, at, of, with, or to.

• Me, you, him, her, it, us, and them are object pronouns.

Read the sentences. Choose the correct pronoun in parentheses to complete each sentence. Write the pronoun.

1. Ms. Robinson read Beatrice’s Goat. (us, we)

2. It is about a girl named Beatrice and the goat given (her, she)

to .

3. The story showed how Beatrice’s family took the (it, its)

goat’s milk and sold to raise money.

4. Beatrice’s family used the money to send (her, she)

to school.

5. Josh listened to the story with . (I, me)

6. I told I had met some goats last (he, him)summer at a farm.

7. We played with a lot while we (they, them)were there.

8. “I will show a picture of a baby (you, your)goat,” I said.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Animal Homes

Grade 3/Unit 5274

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• Use a subject pronoun as the subject of a sentence. • I, you, he, she, it, we, and they are subject pronouns. • Use an object pronoun after an action verb or after a word

such as for, at, of, with, or to. • Me, you, him, her, it, us, and them are object pronouns.

A. Proofread the paragraphs below. Circle any pronouns that are used incorrectly.

My class read a book called Beatrice’s Goat. Us learned how the gift of a

goat from Heifer International helped Beatrice go to school. The book had an

infl uence on we all. Everyone wanted to do something to help others.

We decided to make and sell farm-animal pins. Everyone in town loved

they. Them helped the class raise a lot of money. We were glad to give the

money to Heifer International. We felt good—we were helping they. Maybe

yous can help someone, too!

B. Rewrite the paragraph. Write the pronouns correctly.

Grammar:Subject and Object

Pronouns

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Animal Homes

Grade 3/Unit 5275

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NameWriting:

Logical Structure:Chronological Order

1. Review:

There are many ways to start a journal entry:

Four Types of LeadsActionDialogueObservationQuestion

2. Read:

“Why are you eating my sandwich?” Jim demanded.

“I didn’t know it was yours,” Cara replied. Type of Lead

Have you ever been lost in a book? Type of Lead

The motorcycle rider slammed on the brakes. Type of Lead

I noticed the rain as it pattered softly on the window. Type of Lead

3. Write the correct type of lead next to each sentence above.

W 1.0 Writing StrategiesAnimal HomesGrade 3/Unit 5

276

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Practice

Phonics: Closed Syllables

Circle the words with only closed syllables from the box.

common signal falcon cactus basis favor upset shellpilot plastic bacon insect contest total dentist

R 1.2 Decode regular multisyllabic words.Call of the Wild • Grade 3/Unit 5 277

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Name Vocabulary

crucial adjust survive source unpredictable


1. Why is it crucial for animals to have enough food and water?

2. How might an animal have to adjust to a new place to live?

3. Why would it be diffi cult for an animal that normally lives in a hot place to survive in a very cold place?

4. Why might animals that move into a new area become a source of trouble for animals that already live there?

5. Why is unpredictable weather sometimes a problem for animals?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentCall of the Wild • Grade 3/Unit 5278

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Write a sentence that makes sense for each missing cause or effect.

1. Cause: Many trees in the forest were cut down by logging companies.

Effect:

2. Cause:

Effect: The streams and ponds dried up.

3. Cause: A large fi re burned several miles of forest land.

Effect:

4. Cause:

Effect: The beaches were washed away by the huge waves.

5. Cause: Warmer temperatures have caused some of the polar ice cap to melt.

Effect:

R 2.0 Reading ComprehensionCall of the Wild • Grade 3/Unit 5 279

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NameComprehension: Cause and Effect

Chart

As you read Call of the Wild, fill in the Cause and Effect Chart.

How does the information you wrote on the Cause and Effect Chart help you better understand Call of the Wild?

Cause Effect

R 2.0 Reading ComprehensionCall of the Wild • Grade 3/Unit 5280

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Fluency: Phrasing


We know a lot of things about earthquakes. We know

10 what causes them and where they are likely to happen. We

21 know what to do to be prepared.

28 However, we cannot tell when an earthquake will hit or

38 how big it will be. We have to be ready for anything. We

51 must rely on earthquake heroes to help us.

59 Earthquake heroes work before, during, and after

66 an earthquake. They try to make sure that people are safe

77 and property is protected.

81 Some earthquake heroes are on the job even before an

91 earthquake strikes. A scientist who studies earthquakes

98 is called a seismologist. Seismologists are part of a team

108 of earthquake heroes. They work in labs and in the field

119 to learn how energy moves through rock. They watch

128 how Earth’s crust moves. They keep track of where

137 and when quakes occur. They measure how strong the

146 quakes are. 148

Comprehension Check1. What do we know about earthquakes? Main Idea and Details

2. What are seismologists and what do they do? Main Idea and Details


Correct Score

First Read – =

Second Read – =


Call of the Wild • Grade 3/Unit 5 281

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Name Study Skill: Skim and Scan

A. Skim and scan the passage to answer the following questions. Write the answer on the line below each question.

The temperature on Earth is approximately 1°F warmer now than it was

a hundred years ago. That doesn’t sound like a big change, but it is causing

problems for many animals. Some animals are moving in search of food.

Other animals may become extinct because they can’t adapt to the changes.

Many animals are affected by the warming temperatures. For example,

sand eels in the North Sea are disappearing. Since the water has become

warmer, plankton no longer grows there. The eels depend on plankton

for food. Without the plankton, the eels move away or die. Sea birds are

affected too. Many seabirds depend on the eels for food. Without the eels,

the birds have to move away or die. So, the warming temperature can

cause problems for many species.

1. What is a good title for this passage?

2. To answer question 1, should you skim or scan the passage? Explain

your answer.

B. Write two questions that can be answered by skimming or scanning the passage.

3. Question:

Answer:

4. Question:

Answer:

R 2.0 Reading ComprehensionCall of the Wild • Grade 3/Unit 5282

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Comprehension:Writing Frame

Cause/Effect Writing Frame

A. Summarize Call of the Wild. Use the Cause/Effect Writing Frame below.

Many animals have had to adapt to their environments to survive.

Arctic foxes have adapted to living in the Arctic because .

The result of this is .

The breaks of the Galapagos Island finches have changed because .

The result of this is .

Other animals that have changed are .

They have changed because .


R 2.0 Reading ComprehensionCall of the Wild • Grade 3/Unit 5 283

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Context Clues: Synonyms

Read each sentence and look at the underlined word. Look at the other sentence to find a synonym of the underlined word and write it on the line. Then write a new sentence that includes the underlined word.

1. Animals migrate to fi nd better places to live. They travel to fi nd food or safer living conditions.

Synonym:

Sentence:

2. Sometimes animals have to adapt to new conditions. The animals have to change in order to survive.

Synonym:

Sentence:

3. Animals that move into areas where people live can be a nuisance. These animals can become pests when they bother humans for food.

Synonym:

Sentence:

4. Animals sometimes move to new areas in search of nourishment. They have to move because they need food to survive.

Synonym:

Sentence:


Call of the Wild • Grade 3/Unit 5284

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PracticeSpelling:

Words withClosed Syllables


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. basket

2. rabbit

3. napkin

4. rascal

5. suppose

6. bedtime

7. mammal

8. narrate

9. fellow

10. chapter

11. method

12. problem

13. chicken

14. retreat

15. Sunday

16. splendid

17. completion

18. replied

19. studies

20. obeyed


Call of the Wild • Grade 3/Unit 5 285

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NameSpelling:


11. 𝖠 Sonday𝖡 Sunday𝖢 Sundeigh𝖣 Suneday

12. 𝖤 problim𝖥 probblem𝖦 problem𝖧 probleme

13. 𝖠 chicken𝖡 chickin𝖢 chikun𝖣 chiken

14. 𝖤 raskel𝖥 raskal𝖦 rascul𝖧 rascal

15. 𝖠 methoud𝖡 method𝖢 methud𝖣 meathod

6. 𝖤 bedtime𝖥 bedtiim𝖦 beadtime𝖧 bedtyme

7. 𝖠 felow𝖡 felo𝖢 fellow𝖣 felloe

8. 𝖤 narate𝖥 narrate𝖦 naerrate𝖧 nairrate

9. 𝖠 napken𝖡 napkinn𝖢 napkin𝖣 napckin

10. 𝖤 chappter𝖥 chaptur𝖦 chaapter𝖧 chapter

1. 𝖠 supose𝖡 suppose𝖢 suppoes𝖣 suppoas

2. 𝖤 rabit𝖥 rabete𝖦 rabbit𝖧 rabbet

3. 𝖠 mammal𝖡 mammil𝖢 mammul𝖣 mammel

4. 𝖤 retriete𝖥 reatreat𝖦 retrete𝖧 retreat

5. 𝖠 baskett𝖡 basket𝖢 bassket𝖣 baskit


Sample A: Sample B:

𝖠 peper 𝖤 leson𝖡 pepper 𝖥 lesson𝖢 peppir 𝖦 leeson𝖣 peppar 𝖧 lessin


Call of the Wild • Grade 3/Unit 5286

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PracticeGrammar:

Pronoun-Verb Agreement

Write the correct form of the verb in parentheses to complete each sentence.

1. I on our school newspaper staff this year. (be)

2. I many different jobs to do at our newspaper. (have)

3. It fun to learn about putting a paper together. (be)

4. We help from Ms. Lawrence and Mr. Green. (have)

5. He in charge of the photography. (be)

6. She there to help us with writing. (be)

7. They many good ideas. (have)

8. He several types of cameras. (have)

9. She friends at real newspapers. (have)

10. We happy to visit their offi ces today. (be)

11. It a lot different than I expected. (be)

12. Do you a newspaper at your school? (have)

• The verbs have and be have special forms in the present tense.

Forms of have Forms of be I have You have I am You are He has We have He is We are She has They have She is They are It has It is

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Call of the Wild • Grade 3/Unit 5 287

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NameGrammar:

Pronoun-Verb Agreement

• A present-tense verb must agree with its subject pronoun.• Add -s to most present-tense action verbs when you use the

pronouns he, she, and it. • Do not add -s to present-tense action verbs when you use the

pronouns I, we, you, and they. • The verbs have and be have special forms.

A. Proofread the paragraph. Circle any verbs that do not agree with their subject pronouns.

This summer, my best friend and I are doing something new. We puts out

our own newspaper every week. It be only four pages long, but it take a lot

of time to do it well. I are in charge of the stories. Curt take all the pictures.

Each week, I has to fi nd new stories for our paper. I talk to people in town. I

look for interesting things. Curt take his’s camera everywhere. He have more

pictures than pages!

B. Writing ActivityRewrite the paragraph. Make sure the verbs agree with their subject pronouns. Fix incorrect possessive pronouns, too.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Call of the Wild • Grade 3/Unit 5288

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Practice

Writing: Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesCall of the Wild • Grade 3/Unit 5 289

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Name

A. Circle the word with an inflectional ending and write whether the tense is past or present.

1. Jiwon traded her pen for a pencil.

2. Tristan helps his mother with dinner.

3. We are voting for class president.

4. Stephanie clapped when she heard the good news.

5. Hector is caring for the ducks.

6. Kristen mopped the fl oors yesterday.

7. Fluffy marshmallows topped my hot chocolate.

8. Evan zips his parka up to go outside.

9. Diego is juggling several projects at the same time.

10. Mia brushes her hair early in the morning.

B. Write each of the base words from above. Then use two of them in a sentence.

11. Base Words:

12. Sentence:

Phonics/Word Study: Inflectional Endings

traded

helps

voting

clapped

caring

mopped

topped

zips

s juggling

brushes

R 1.2 Decode regular multisyllabic words.Wilbur’s Boast • Grade 3/Unit 5290

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Practice

Look at the crossword puzzle. Use the vocabulary words from the box to answer the Across clues. The answers for the Down clues are given. Use them to write the clues.

Vocabulary

r erc

b im

z

a

i

on

a

i

n

d

v

l

o

s

s

ur

d

l

eb

se

c

t

1 2

3

4

5 6

e

de

Across Down

4. stopped from speaking 1.

5. speaking with too much pride 2.

3.

6.

boasting conversation interrupted

seized rebuild scrambled

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWilbur’s Boast • Grade 3/Unit 5 291

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Name

When you make judgments, it means you form an opinion of a character’s actions. Readers should use details from the story and their own experience to support their judgment. Making judgments helps readers to understand plot development.

Read the passage and answer the questions below.

Before 1839, people didn’t have good waterproof raincoats, rubber

tires, or pencil erasers. Rubber existed, but it was sticky and melted easily

in summer, broke apart in winter, and smelled bad all the time. The person

who found a way to make rubber a useful, long-lasting product was named

Charles Goodyear. He made clothes, babies’ teething rings, boats, doormats,

electric cords, and many other items that we still use today. He did this

because he wanted to help people and because he wanted to make a lot of

money. However, the money he did make went to inventing new objects

instead of supporting his family. He was sent to prison many times because

he could not pay his bills. His efforts and failures fi nally made him sick.

Then his idea was stolen by another person, and Goodyear died soon after.

1. In your opinion, why do you think Goodyear was so driven?

2. What do you think of the products that Goodyear invented?

3. Do you think Goodyear’s efforts were worth the price he paid? Why or

why not?

4. How did you reach your judgment?

Comprehension: Make Judgments


Wilbur’s Boast • Grade 3/Unit 5292

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Action Judgment

Comprehension: Judgment Chart

As you read Wilbur’s Boast, fill in the Judgment Chart.

How does the information you wrote in this Judgment Chart help you understand plot development in Wilbur’s Boast?


Wilbur’s Boast • Grade 3/Unit 5 293

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Name Fluency: Pacing and Phrasing

As I read, I will pay attention to pacing and phrasing.

The grizzly bear sat quietly a moment, tapping her chin

10 thoughtfully. “You know,” she said at last, “I think it would be a

23 wonderful experience if you were to come fishing with me tomorrow.

34 We can fish together, and you will see for yourself what an expert I am.

49 I do not need any help from a pelican. What do you say?”

62 The frigate bird nodded in agreement. “I would be delighted to go

74 fishing with you,” he said. He was sure that the grizzly bear couldn’t

87 be as good at fishing as she said she was. He wanted to see her in

103 action. “I will meet you here by the river for breakfast.”

114 Early the next morning, the grizzly bear and the frigate bird met up

127 on the rocky land at the mouth of the river that ran into the sea. The

143 grizzly bear stood perched on a big rock overlooking the swirling

154 waters. She looked as graceful as a ballerina standing on tiptoe.

165 The frigate bird always moved awkwardly on land. 173

Comprehension Check1. Why does the grizzly bear invite the frigate bird to go fi shing? Main Idea

and Details

2. Why does the frigate bird agree to go fi shing with the grizzly bear? Main Idea and Details


Correct Score

First Read – =

Second Read – =



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PracticeLiterary Element: Personification

and Moral

Write a short fable that teaches a lesson. Include personification in your fable. Maybe the sun or moon will talk to an animal in your fable. Maybe two animals will work together to solve a problem. Ask a partner to identify the lesson, or moral, of your fable.

R 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.R 3.4 Determine the underlying theme or author’s message in fi ction and nonfi ction text.


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Prefixesre-, un-, dis-, pre-

Read each sentence. Add the prefix re-, pre-, dis-, or un- to a word in the box and then complete each sentence.

located design certain test

continued historic able appeared

1. I was to check out the book on animals without my library card.

2. We lost the dog’s collar and fi nally it behind the shed.

3. My sister is which book she needs from the library.

4. Our dog dug up some bones from the backyard that looked

.

5. The bird that hid behind the branch fi nally and fl ew away.

6. The dog got too big for his house, so we had to it.

7. We were unhappy to learn that the paint we would use for the doghouse

had been .

8. I cannot walk my dog because I am taking a to get ready for tomorrow’s test.

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffi xes (e.g., -er, -est, -ful ) to determine the meaning of words.


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NameSpelling:


Practice

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. arrived

2. noticed

3. offering

4. hopes

5. hoped

6. hoping

7. achieves

8. danced

9. dancing

10. dropped

11. dropping

12. wrapped

13. wrapping

14. driving

15. traded

16. determined

17. encourages

18. chapter

19. problem

20. splendid

LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare ).


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Name Spelling:Inflectional Endings

1. 𝖠 arived𝖡 arrived𝖢 arivet𝖣 arrivd

2. 𝖤 notised𝖥 notized𝖦 noticed𝖧 notict

3. 𝖠 offering𝖡 ofering𝖢 offring𝖣 offiring

4. 𝖤 hopes𝖥 hoopes𝖦 hopez𝖧 hoeps

5. 𝖠 hopet𝖡 hopete𝖢 hoped𝖣 hoppt

6. 𝖤 hopeing𝖥 hoping𝖦 hoppng𝖧 hoeping

7. 𝖠 achieves𝖡 acheeves𝖢 achievez𝖣 achievs

8. 𝖤 danct𝖥 dansed𝖦 danced𝖧 dancd

9. 𝖠 dansing𝖡 danceng𝖢 danzing𝖣 dancing

10. 𝖤 dropet𝖥 droped𝖦 droppte𝖧 dropped

11. 𝖠 drupping𝖡 dropping𝖢 droping𝖣 droppeng

12. 𝖤 wrapped𝖥 rappd𝖦 wrappt𝖧 wraped

13. 𝖠 wrapping𝖡 wraping𝖢 rapng𝖣 wrappeng

14. 𝖤 dryving𝖥 driveing𝖦 driving𝖧 dreyeving

15. 𝖠 trayded𝖡 traided𝖢 traded𝖣 tradet


Sample A: Sample B:

𝖠 survivd 𝖤 stoping𝖡 survived 𝖥 stoppng𝖢 surrvived 𝖦 stopping𝖣 survyved 𝖧 stupping

LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare ).


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Name

Practice

Grammar:Possessive Pronouns

• Some possessive pronouns can stand alone. These include mine, yours, his, hers, its, ours, yours, and theirs.

Read the sentences and the possessive pronouns in parentheses. Write the correct possessive pronoun.

1. The students in class are designing (our, ours)carousels.

2. I am almost fi nished with . (my, mine)

3. Did you fi nish ? (your, yours)

4. Nina and Nick showed me designs. (their, theirs)

5. Nina used dinosaurs in . (her, hers)

6. Nick put only birds in carousel. (his, their)

7. I liked both of . (their, theirs)

8. Each carousel had own style. (its, their)

9. carousel would be different from (Your, Yours)anyone else’s design.

10. All of are different. (our, ours)

11. I hope the teacher likes ! (my, mine)

12. class has worked really hard. (Our, Ours)



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Name Grammar:Possessive Pronouns

• A possessive pronoun takes the place of a possessive noun. It shows who or what owns something.

• Some possessive pronouns are used before nouns. These include my, your, his, her, its, our, your, and their.

• Some possessive pronouns can stand alone. These include mine, yours, his, hers, its, ours, yours, and theirs.

Rewrite this journal entry. Be sure to correct the pronouns and nouns.

We visited ours relatives in New York City this summer. Mine cousin Tracy

took we to Riverbank State Park, along the Hudson River. Her showed us an

unusual carousel in the park. The octopus had two heads. The zebra was plaid.

The lion was green. She explained that the carousels animals were all designed

by local kids. Tracy pointed out how the artists signature is engraved beneath

each animal.



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PracticeWriting:

Logical Structure: Distinguishing Moments

1. Read:

When we went on vacation, we had so much fun. We went swimming,

we went shopping, we went hiking in the mountains, and we even went

sailing. It was the best time ever.

2. List the four moments this student could write about:

1.

2.

3.

4.

3. Circle one moment from your list.

4. Write three more sentences about that moment.

Swimming: The water was cold, but I jumped in anyway. It made a big

splash that soaked Dad. He jumped in and made an even bigger splash.

Extra Practice: Do the same activity with one of the other moments.

W 1.0 Writing StrategiesWilbur’s Boast • Grade 3/Unit 5 301

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Name Phonics:Open Syllables

A. Sort the words in the box. Decide whether the first syllable in each word is open or closed. Write it in the correct list.

region animals eyesight habitat rodents

humans senses insect continent unique

Open First Syllable Closed First Syllable

B. Rearrange the letters to form a two-syllable word. Write the word on the line. Show where the word breaks into two syllables.

Example: N E P O o/pen

1. P E X T R E

2. D R E N U

3. R E C T J E

R 1.2 Decode regular multisyllabic words.Unique Animals of the Southwest Grade 3/Unit 5

302

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Vocabulary


1. What special ability do females have?

2. How might good sight help an animal survive?

3. How does venom help snakes survive?

4. How is a kitten related to a lion and a tiger?

5. Are animals that are related to one another identical? Why or why not?

related to females identical sight odor venom

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentUnique Animals of the Southwest

Grade 3/Unit 5303

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Name Comprehension: Compare and Contrast

Read the passage. Then compare and contrast the animals of the Southwest desert region.

How Desert Animals Survive

Like all living things, animals that live in the desert Southwest have

special traits that help them survive. All animals, including those that live

in a desert habitat, must be able to keep themselves safe from enemies. The

traits that make it possible for animals to do this differ. To escape from

enemies, roadrunners, collared peccaries, armadillos, and coyotes are able

to run very fast. Snakes, Gila monsters, scorpions, and tarantulas have

poison in their glands that they can use to harm their enemies.

To survive, all animals also need food. Coyotes have an excellent sense

of smell, run fast, and swim well. These traits help them hunt successfully

for food. The roadrunner gets its food in a different way. It uses speed to

help it snatch any prey that fl ies close by. On the other hand, armadillos get

food by using their strong sense of smell and their sticky tongues to pull

ants and termites from their nests.

Characteristics desert animals share:

Special traits that keep desert animals safe:

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.Unique Animals of the Southwest

Grade 3/Unit 5304

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Practice

Comprehension: Venn Diagram

As

you

rea

d U

niq

ue

An

imal

s o

f th

e S

ou

thw

est,

fill

in t

he

Ven

n D

iag

ram

.

How

doe

s th

e in

form

atio

n yo

u w

rote

in th

e V

enn

Dia

gram

hel

p yo

u be

tter

unde

rsta

nd U

niq

ue A

nim

als

of th

e S

outh

wes

t ?

Alik

e

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions. Unique Animals of the Southwest

Grade 3/Unit 5305

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Name Fluency: Intonation

As I read, I will pay attention to intonation.

Colonial America won its freedom from England in 1783. But there

10 were new problems. The 13 colonies were now 13 united states, and they

21 had to work together. They had disputes on many issues. They needed a

34 strong government to bring them together.

40 In May 1787, a historical meeting took place. Men from the newly

51 formed states attended the Constitutional Convention in the city of

61 Philadelphia. They came to work out a new plan of government. George

73 Washington led the meeting. Benjamin Franklin attended and was looked

83 on with great respect. He had worked as a leader for many years.

96 Franklin was one of the founding fathers of the United States. He

108 was also a writer, inventor, diplomat, and statesman. He helped write the

120 Declaration of Independence. He spoke for the United States in France

131 during the war against England.

136 Now, at age 81, Franklin was in poor health. He could not lead the

149 convention. However, he was its voice of wisdom and experience. 159

Comprehension Check1. Who was Benjamin Franklin? Main Idea and Details

2. Why couldn’t Benjamin Franklin lead the Constitutional Convention? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.Unique Animals of the Southwest

Grade 3/Unit 5306

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Practice

Literary Element:Foreshadowing

Write a short myth in which you include foreshadowing. Maybe an animal will lose a part of its body or get a new or changed body part. Maybe one animal will trick another. Underline the sentences in your myth that show foreshadowing.

R 2.0 Reading ComprehensionUnique Animals of the Southwest

Grade 3/Unit 5307

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Name Vocabulary Strategy: Dictionary

Use a dictionary to find the meanings of the words in the box. Then fill in the blanks with the right word.

There are many animals in the desert

Southwest. These include animals who hunt for prey, as well as their

. All of the desert animals have traits that help them

survive the . But they are all different from one

another in some ways. Some of the animals are nocturnal, while others are

. Some become active at .

Collared lizards are carnivores, while other lizards, such as chuckwallas,

are . Some, such as desert tortoises, dig burrows to

protect themselves from heat and cold, while desert snakes seek shade

and in the sun to keep their bodies comfortable.

The wide variety of unusual animals makes the Southwest region an

place to visit.

climate predators intriguing bask unique dusk herbivores diurnal

R 1.7 Use a dictionary to learn the meaning and other features of unknown words.Unique Animals of the Southwest

Grade 3/Unit 5308

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PracticeSpelling:

Words withOpen Syllables


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. pilot

2. jealousy

3. favorite

4. lemon

5. planet

6. model

7. shady

8. robotic

9. tiny

10. label

11. cozy

12. modern

13. cousin

14. frozen

15. melon

16. quivered

17. stomach

18. arrived

19. wrapped

20. encourages


Unique Animals of the Southwest Grade 3/Unit 5

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NameSpelling:


11. 𝖠 cozzy𝖡 cozy𝖢 cozee𝖣 coze

12. 𝖤 modurn𝖥 moddern𝖦 modren𝖧 modern

13. 𝖠 cousin𝖡 couzin𝖢 cusin𝖣 cousen

14. 𝖤 frosin𝖥 froezen𝖦 frozen𝖧 frozin

15. 𝖠 mellen𝖡 melin𝖢 melon𝖣 mellon

6. 𝖤 model𝖥 moddel𝖦 modul𝖧 modle

7. 𝖠 shady𝖡 shadee𝖢 shaidy𝖣 shaddy

8. 𝖤 rabotic𝖥 rowbotic𝖦 robotic𝖧 robbotic

9. 𝖠 tiney𝖡 tienny𝖢 tieny𝖣 tiny

10. 𝖤 labul𝖥 label𝖦 labbel𝖧 lable

1. 𝖠 pilot𝖡 pillot𝖢 pilott𝖣 pilut

2. 𝖤 jealousee𝖥 jelousy𝖦 jealosy𝖧 jealousy

3. 𝖠 faivorite𝖡 favvorite𝖢 favoret𝖣 favorite

4. 𝖤 lemen𝖥 lemmon𝖦 lemon𝖧 lemin

5. 𝖠 plannet𝖡 planet𝖢 plannit𝖣 planit


Sample A: Sample B:

𝖠 jiant 𝖤 reesent𝖡 giant 𝖥 reccent𝖢 gient 𝖦 recent𝖣 gyeant 𝖧 recint


Unique Animals of the Southwest Grade 3/Unit 5

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PracticeGrammar:

Pronoun-Verb Contractions

• Remember, a contraction is a shortened form of two words. Here are some contractions:

I have = I’ve I will = I’ll we will = we’ll you have = you’ve he will = he’ll you will = you’ll we have = we’ve she will = she’ll they will = they’ll they have = they’ve

Underline the two words in each sentence that you can make into a contraction. Then write each sentence with the contraction.

1. We have seen two beavers building a home in our pond.

2. It will be fun to watch them work.

3. You will see them when you come over.

4. I have read about beavers and their homes.

5. She will fi nd branches for their home.

6. He will build with branches and mud.

7. They will build an underwater door to their home.

8. They have lots of building to do!

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Unique Animals of the Southwest

Grade 3/Unit 5311

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Name

• A contraction is a shortened form of two words.

A. Proofreading Proofread the paragraph. Circle any incorrectly written contractions.

Im hoping to become a zoologist someday. That is someone who studies

animals. Until then I can learn a lot by just watching the animals that live all

around me. There are plenty of rabbits in our backyard. Theyve built their

warren near our fence. Ive seen a rabbit hop across the yard. Then suddenly

its gone. Its jumped down the hole into the warren. I can guess what its like

inside. Its got several entrances. They lead down long tunnels. Then theyve

got nests at the end of the tunnels.

B. Writing ActivityRewrite the paragraph. Write each contraction with the apostrophe in the right place. Make sure possessive pronouns and contractions are used correctly.

Grammar: Pronoun-Verb Contractions

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Unique Animals of the Southwest

Grade 3/Unit 5312

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PracticeWriting:

Logical Structure: Distinguishing Moments

1. Read:

As I threw the ball to my dog, I heard the snow crunch as my

foot slipped. My face was frozen, and I could see my breath. Suddenly,

a snowball hit my leg, and I dove to the ground. I heard my sister

laughing hysterically and could feel the cold from the snow that had gotten

in my coat.

2. List the two moments and two details about each moment.

Moment 1: threw the ball

Detail: heard the snow crunch

Detail:

Moment 2:

Detail: sister laughing

Detail:

3. Read:

She was sweating as she ran towards the goal line. Clouds of dust

and the screams of the other players surrounded her. Launching herself

into the air, she snatched the Frisbee out of the sky and landed with her

arms raised victoriously. Her heart pounded and her face was a giant

smile.

4. List the two moments and two details about each moment.

Moment 1: ran towards the goal line

Detail:

Detail:

Moment 2:

Detail:

Detail:

W 1.0 Writing StrategiesUnique Animals of the Southwest

Grade 3/Unit 5313

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Name

The sentences below have words with prefixes, but the prefixes are incorrect. Circle the incorrect prefix and then write the word with the correct prefix on the blank line.

1. Some of the fruit is reripe, so we should wait for a few days before we

eat it.

2. Devon was fi lled with untrust when Kim made a promise she couldn’t

keep.

3. Cara said that it is disusual for her cat to bite anyone.

4. Learning to ride a bicycle means that sometimes you will be wobbly and

prebalanced.

5. Could you prefi ll that glass so I can have another sip?

6. The doctor disscribed a vaccination to keep me from getting sick this

winter.

7. The rules of our classroom state that we are not allowed to rerespect

others.

8. The recipe instructions say that it is necessary to uncook the noodles

before adding them to the salad.

Prefixes are word parts that can be added to the beginning of base words. Prefixes change the meanings of base words.

Phonics/Word Study: Prefixes

R 1.2 Decode regular multisyllabic words.Stone Soup • Grade 3/Unit 6314

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gaze agreeable guests banquet untrusting curiosity

Fill in each blank in the poem with the correct word from the box.

An Ode to Raw Fish and Seaweed

Raw fi sh wrapped in rice and green seaweed—

You might say it’s disgusting,

But I’m not that .

It’s my belief and favorite hobby

To sample this unusual .

Mmmm—the taste, so unbelievable!

But so pleasantly likeable and .

I dream of a summer picnic blanket

Spread with a raw sushi .

At the colorful fi sh rolls, I fi x my .

Bright pink wrapped in dark green, I’m so amazed.

If my friends and passed on the fi sh I like best,

I’ll be sure to eat all the rest!

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStone Soup • Grade 3/Unit 6 315

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Name

A. A group of people went to a new restaurant. Based on what each person said, make inferences about what he or she thought of the restaurant and food.

1. “I think we should leave the waiter a big tip,” said Mom.

2. “Next time I’m going to bring earplugs,” said Dad.

3. “At these prices, we can eat here again tomorrow night,” said Jim.

4. “I love what they have done with the interior of this place,” said Mom.

5. “Next time we should come earlier and get a better parking spot,” said

Dad.

B. Think of a time you went to a new restaurant or ate a food that was new to you. Write down something you said. Then write an inference another person might make based on your words.

6.

Comprehension: Make Inferences

R 2.0 Reading ComprehensionStone Soup • Grade 3/Unit 6316

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Clu

e

Infe

ren

ce

As you read Stone Soup, fill in the Inference Map.

How

doe

s th

e in

form

atio

n yo

u w

rote

in th

is In

fere

nce

Map

hel

p yo

u vi

sual

ize

deta

ils in

Sto

ne S

oup?

Infe

ren

ce

Clu

e

Clu

eC

lue

Clu

eC

lue

Comprehension: Inference Map

R 2.0 Reading ComprehensionStone Soup • Grade 3/Unit 6 317

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Name


Dan pulled his shopping list out of his pocket. He had a

12 long list of errands he had to run in the village shops.

24 He bought two pounds of whole-wheat flour from the

34 baker and a block of goat cheese from the cheese maker.

45 He bought red and green apples from the farmer and a

56 cake of bath soap from the soap maker. He bought

66 cinnamon and nutmeg from the spice merchant and a

75 length of cotton cloth from the weaver. One by one he

86 placed all of the goods he bought into a basket for the long

99 trip back up the hill.

104 When he had everything he needed, he set out for

114 home, but he didn’t get very far. The heat from the late-

126 afternoon sun made Dan feel hot and tired. 134

Comprehension Check1. What does the word errands mean? Main Idea and Details

2. How did the heat affect Dan’s walk home? Relevant Details


Correct Score

First Read – =

Second Read – =

Fluency: Phrasing


Stone Soup • Grade 3/Unit 6318

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Complete the two charts below. On the first chart, write the column headings and your favorite foods, drinks, and places to eat. Fill in the second chart with the column headings and your least favorite of the same things. Remember that places to eat might include people’s homes and parks as well as restaurants.

FAVORITES

Foods

LEAST FAVORITES

Text Feature: Charts


Stone Soup • Grade 3/Unit 6 319

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Name Vocabulary Strategy: Synonyms

disaster wonderful consumed chefpopped stop disagree avoidpile dish home exciting

1. I did not want to argue with the waiter, but I could not escape it.

2. You cannot prevent the cook from making the dish he chooses to make.

3. There was still a heap of potatoes left on the plate.

4. We all went to my house after the catastrophe of a meal we had at the new restaurant.

5. At the end of the delightful party, we burst the balloons that were hanging around the restaurant.

Rewrite each sentence, replacing each underlined word with a synonym from the box.



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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. untied

2. reread

3. disagree

4. rearrange

5. unafraid

6. rebuild

7. disappear

8. unknown

9. prehistoric

10. prepay

11. unbeaten

12. reenter

13. unwrap

14. unlucky

15. recover

16. discontinue

17. unfamiliar

18. pilot

19. planet

20. modern


Prefixes



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Name


Sample A: Sample B:

𝖠 onsafe 𝖤 ritell𝖡 unsafe 𝖥 retell𝖢 ensafe 𝖦 retel𝖣 unsave 𝖧 retil

11. 𝖠 unbeeten𝖡 unbeaten𝖢 onbeaten𝖣 unbeaden

12. 𝖤 rentar𝖥 reender𝖦 reentar𝖧 reenter

13. 𝖠 unwrap𝖡 enwrapp𝖢 unrap𝖣 onwrap

14. 𝖤 unlucy𝖥 unlukey𝖦 unlucky𝖧 onlucky

15. 𝖠 rekover𝖡 recovar𝖢 recover𝖣 reecover

6. 𝖤 rebild𝖥 reebuild𝖦 rebuild𝖧 reabuild

7. 𝖠 dizappear𝖡 disappear𝖢 dissappear𝖣 disapere

8. 𝖤 unnown𝖥 onknown𝖦 unknone𝖧 unknown

9. 𝖠 preahistoric𝖡 preehistoric𝖢 preistoric𝖣 prehistoric

10. 𝖤 prepay𝖥 preapay𝖦 preepay𝖧 pripay

1. 𝖠 untied𝖡 untyd𝖢 ontied𝖣 unteyed

2. 𝖤 reread𝖥 rereed𝖦 reeread𝖧 rearead

3. 𝖠 desagree𝖡 dissagress𝖢 disagree𝖣 dizagree

4. 𝖤 rearange𝖥 rearrange𝖦 reearange𝖧 reiarrange

5. 𝖠 unnafraid𝖡 onafraid𝖢 unafraid𝖣 unafrade


Prefixes



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PracticeGrammar:

Adjectives and Articles

• An adjective tells what kind or how many. • Use the articles a and an before singular nouns. Use a

before a word that starts with a consonant. Use an before a word that starts with a vowel.

• Use the before a singular or plural noun.

Complete each sentence with an adjective from the box. Some adjectives may be used more than once.

an one the magic strange tall

tiny two a beautiful new

1. My brothers and I share room.

2. Our apartment doesn’t have much space.

3. I like to look at houses while walking to school.

4. One house always catches my attention.

5. It has a tower on one corner.

6. The house looks like a castle.

7. It is unusual sight on our street.

8. I think about living in castle like that.

9. Our room has windows.

10. One house has a garden.

11. We helped by putting shelf up.

12. There is a rug on the fl oor.



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NameGrammar:

Adjectives and Articles

• An adjective tells what kind or how many. • Use the articles a and an before singular nouns. Use a

before a word starting with a consonant. Use an before a word starting with a vowel.

• Use the before a singular or plural noun.

Proofread the paragraph. Underline the adjectives. Circle any articles that are used incorrectly.

No one had lived in an old house on Cray Street for a long time. It was

in bad shape. Windows were broken. The porch sagged. A wall had fallen

down inside. Then a community group bought the house. They were going to

fi x it and give it to an family in town. I helped clean up the rooms. I carried

materials to a carpenters. I learned how to measure and cut wood. Best of all,

I got to pick out colors for a rooms! Everyone loves the new living room and

dining room that I painted.

Rewrite the paragraph. Write the articles correctly. Add any adjectives that will make the paragraph better.



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Practice

1. Brainstorm three things you did yesterday or today. These should be things you think other kids your age do sometimes too.

Example: ate a snack

1.

2.

3.

2. Circle one of the moments from your brainstorm.

3. Think about the moment you circled.

4. List three things you did or said in the moment you circled.Example: asked Mom for another cookie

1.

2.

3.

5. Write three to fi ve sentences about a made-up kid doing the activity you described. What does the kid do and say in that moment?

Writing: Character

Development: Believable

W 1.0 Writing StrategiesStone Soup • Grade 3/Unit 6 325

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NamePhonics:

Consonant + le Syllables

nickel raccoon squirrel handle couple gaveljungle edge bangle paler channel fringe

1. What is worth fi ve cents?

2. What is a small animal with a bushy tail?

3. What is the part of a tool that you hold?

B. Write similar questions for three other words in the box that end with -el or -le.

A. Answer each question below with a word from the box that ends with -el or -le.

R 1.2 Decode regular multisyllabic words.The Strongest One • Grade 3/Unit 6326

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Vocabulary

securing decorated weakest darkened symbol gnaws

A. Match each vocabulary word from the box at the top of the page with a word it is related to below.

1. beautifi ed

2. fastening

3. sign

4. dimmed

5. frailest

6. nibbles

B. Write a short definition of each word.

7. securing

8. decorated

9. weakest

10. darkened

11. symbol

12. gnaws

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Strongest One • Grade 3/Unit 6 327

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Name Comprehension: Summarize

Think about a movie you enjoyed. Fill in the chart with details of the performance. Then write a summary and state the main idea.

A GREAT PERFORMANCE

Title

Type

Characters’ names

When and where

Important events

Opinion

Summary:

R 2.5 Distinguish the main idea and supporting details in expository text.

The Strongest One • Grade 3/Unit 6328

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Comprehension: Story Map

As you read The Strongest One, fill in the Story Map.

Character

Setting

Beginning

Middle

How does the information you wrote in this Story Map help you summarize The Strongest One?

End

R 2.5 Distinguish the main idea and supporting details in expository text.

The Strongest One • Grade 3/Unit 6 329

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NameFluency:

Expression and Intonation

As I read, I will pay attention to expression and intonation.

Dorje: My dear friend, I have come to ask a favor. I

12 need to travel to the city to visit my old uncle who is very

26 ill, and I need you to take care of an important matter for

39 me.

40 Sonam: You know I will always help an old friend.

50 Dorje (holding out two bags): You see these two sacks

60 decorated with ancient symbols? Well, they are full of gold!

70 My father found this valuable treasure when he was a young

81 man. When he died, he left it to me. I am afraid to leave this

96 gold in my house when I am away. Will you please take care

109 of it for me?

113 Sonam: Oh, yes! Of course! I will keep your gold very

124 safe indeed.

126 Narrator: When Dorje heard this, he was very glad. 135

Comprehension Check1. What is Dorje’s problem? Problem and Solution

2. In your own words, explain how Dorje solved his problem. Summarize


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression.The Strongest One • Grade 3/Unit 6330

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Label the body parts of the bird.

Text Feature:Diagram

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in a text.


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Name Vocabulary Strategy: Antonyms

A. Write the antonyms of the words below.

1. longest

2. old

3. slow

4. tall

5. mean

B. Use the pairs of antonyms above, and write them in the same sentence. Underline the antonyms.

6.

7.

8.

9.

10.



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PracticeSpelling:

Words withConsonant + le

Syllables


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1. unstable

2. terrible

3. riddle

4. handle

5. towel

6. whistle

7. motel

8. castle

9. single

10. nickel

11. camel

12. pickle

13. icicle

14. tunnel

15. squirrel

16. several

17. couple

18. disagree

19. unfamiliar

20. prehistoric



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NameSpelling:

Words withConsonant + le

Syllables

11. 𝖠 camel𝖡 kamel𝖢 camal𝖣 camle

12. 𝖤 piccel𝖥 pikle𝖦 pickal𝖧 pickle

13. 𝖠 isicle𝖡 icicle𝖢 icikle𝖣 icical

14. 𝖤 tunnal𝖥 tunle𝖦 tunnel𝖧 tunnil

15. 𝖠 skuiral𝖡 squirril𝖢 squirrl𝖣 squirrel

6. 𝖤 whissil𝖥 wistle𝖦 whistle𝖧 wissal

7. 𝖠 mowtel𝖡 motal𝖢 motel𝖣 moetel

8. 𝖤 cassel𝖥 kassel𝖦 castel𝖧 castle

9. 𝖠 singel𝖡 singgal𝖢 seengle𝖣 single

10. 𝖤 nickel𝖥 nikkel𝖦 nickal𝖧 niccle

1. 𝖠 unstaybel𝖡 unstable𝖢 unstabal𝖣 unstabil

2. 𝖤 terable𝖥 terribal𝖦 terrable𝖧 terrible

3. 𝖠 ridle𝖡 riddel𝖢 riddal𝖣 riddle

4. 𝖤 handil𝖥 handle𝖦 handdle𝖧 handal

5. 𝖠 towal𝖡 towel𝖢 towle𝖣 towil


Sample A: Sample B:

𝖠 hospitil 𝖤 paddel𝖡 hospitel 𝖥 padle𝖢 hospital 𝖦 paddle𝖣 hospitle 𝖧 paddal



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PracticeGrammar: Adjectives

That Compare

• If an adjective ends in a consonant and y, change the y to i before adding -er or -est.

• If an adjective ends in e, drop the e before adding -er or -est. • If an adjective has a single vowel before a final consonant,

double the final consonant before adding -er or -est. Change y to i: happy happier happiest Drop the e: safe safer safest Double the consonant: hot hotter hottest

A. Add -er or -est to each adjective. Write the correct form.

Add -er 1. pretty

2. blue

3. big

4. noisy

5. red

Add -est 6. white

7. tiny

8. pale

9. fat

10. silly

B. Write the correct form of each adjective in parentheses.

1 1. Charlotte was the (nice) spider anyone knew.

12. The (busy) worker in the barn was Charlotte.

13. Templeton was (lazy) than Wilbur.

14. It was the (wet) day anyone had ever seen.

15. The fair was the (happy) day of Wilbur’s life.



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NameGrammar: Adjectives

That Compare

• Add -er to an adjective to compare two nouns and -est to compare more than two nouns.

• If an adjective ends in a consonant and y, change the y to i before adding -er or -est.

• If an adjective ends in e, drop the e before adding -er or -est. • If an adjective has a single vowel before a final consonant,

double the final consonant before adding -er or -est.

A. Proofread these lines of dialogue. Circle any adjectives that are incorrectly used or misspelled.

“I remember the scaryiest thing that ever happened to me. I woke up

before dawn and couldn’t go back to sleep. I turned on the kitchen light and

walked through the door. Suddenly, there was something on my face—the

bigest, gummyest spiderweb I had ever seen! I let out the louddest scream

I had ever screamed. Then I started to laugh. After all, what was sillyer than

getting upset about a spiderweb?”

B. Rewrite the dialogue. Write the comparative adjectives correctly.



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PracticeWriting:

Character Development: Believable

1. Read:

Mira couldn’t believe her eyes. It was the funniest thing she had ever seen!

2. Write two to three more sentences that show what Mira saw and how she reacted in this moment.

W 1.0 Writing StrategiesThe Strongest One • Grade 3/Unit 6 337

R 1.2 Decode regular multisyllabic words.

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Name Phonics: Vowel Team Syllables

A. Sort the words in the box below by vowel team syllables.

creampuff stories viewpoint raccoontextbook eagle explaining

ea

ie

oo

oi

ai

B. Rearrange the letters to form a word with a vowel team syllable. Show where the word breaks into two syllables.

Example: pecery cree/py

1. tourbel

2. pteare

3. frdaia

Tales of the TricksterGrade 3/Unit 6

338

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

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Vocabulary

insightful technique majority investigate cunning


Across

1. more than half of something you can count

2. helping to understand things in a new way

3. a way of doing something

Down

4.

5.

1.

sc4.

n

4.

un

i

ve

tiga

i5.

te

ng

2.

3.


339

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.

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Name Comprehension: Compare and Contrast

Read the passage. Then answer the questions below.

Tales That Are ToldPeople around the world tell tales to share stories that are important

to them. Folk tales are all told orally. They explain what happens in the

natural world or teach important lessons. There are many kinds of folk

tales. All share some common characteristics but are different in some

ways. They are all set in the past and begin with words such as “Once

upon a time” or “Long ago.” The characters may be humans or animals.

These stories often end with the words “and they lived happily ever after.”

Trickster tales are one kind of folk tale. Like all folk tales, these stories

are told orally and are set long ago. They explain things in nature or teach

an important lesson. The characters are animals. The main character is

very clever and uses trickery to outwit a stronger animal. But trickster tales

don’t end with “and they lived happily ever after.”

1. What characteristics do all folk tales share?

g

g g

2. How are trickster tales different from other folk tales?

g


340

R 2.6 Extract appropriate and signifi cant information from the text, including problems and solutions.

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Comprehension: Venn Diagram

Dif

fere

nt

Alik

e

As

you

rea

d T

ales

of

the

Tric

kste

r, fi

ll in

th

e V

enn

Dia

gra

m.

How

doe

s th

e in

form

atio

n yo

u w

rote

in th

e V

enn

Dia

gram

hel

p yo

u be

tter

unde

rsta

nd T

ales

of t

he T

ricks

ter?


341


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NameFluency:


As I read, I will pay attention to pronunciation and phrasing.

When Gerald was 14, he got a job in a pet shop in London. At

15 age 20, he got an even better job. He was hired as a student zookeeper

30 at the Whipsnade Zoo in London. Animals were bred and raised there.

42 Gerald learned everything he could about zoo work. He learned what

53 to feed the animals. He learned how to groom and care for them.

66 He also studied how the animals behaved. He wrote notes about them.

78 He was most interested in animals that were in danger of extinction. He

91 hoped someday that he could help save these endangered animals.

101 “I knew exactly what I was going to do,” he later wrote. “I was going

116 to have my own zoo.”

121 When Gerald turned 21, he inherited some family money. He

131 decided to use the money to go on safari in Africa. He wanted to find rare

147 animals and bring them back to English zoos.

155 In 1947, he left with a friend for the British Cameroons in West

168 Africa. 169

Comprehension Check1. What did Gerald learn as a student zookeeper? Relevant Details

2. What did Gerald want to do? Main Idea and Details


Correct Score

First Read – =

Second Read – =


342

R 2.0 Reading Comprehension

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Practice

Study Skill: Functional Documents

Use the space below to design the words and pictures for a poster. Your poster should be a functional document containing information that a good citizen needs in order to do something. For example, you might create a poster advertising an election or a neighborhood meeting to discuss a concern such as speeding cars or how to best use a vacant lot.


343

R 2.0 Reading Comprehension

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Name Comprehension: Writing Frame

Compare/Contrast Writing Frame

A. Summarize Tales of the Trickster. Use the Compare/Contrast Writing Frame below.

Both Robert Greygrass and Rose Red Elk are the same in some ways. They are the same because

.

However, in other ways Robert Greygrass and Rose Red Elk are different.They are different because

.

So, Robert Greygrass and Rose Red Elk have both similarities and differences.



344

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words.

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Practice

Vocabulary Strategy: Prefixes and Suffixes

A. Add the prefix re-, pre-, un-, or dis-, or the suffix -ful, -less, -er, or -ly to the words in the box. Write as many words as you can on the lines below.

B. Write sentences using words you formed above. Then underline the words that have a prefix or a suffix.

1.

2.

3.

4.

view historic thank hope tell certain packcare cover peace cheer read meaning great


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NameSpelling:

Words withVowel Team Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. textbook

2. allowable

3. appear

4. viewpoint

5. coffee

6. complaining

7. enjoyment

8. explaining

9. poisonous

10. remainder

11. repeatedly

12. unreal

13. unclear

14. reachable

15. detailed

16. fourteen

17. holiday

18. several

19. squirrel

20. pickle


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PracticeSpelling:

Words withVowel Team Syllables

11. 𝖠 repeatidly𝖡 repetedley𝖢 repeetedly𝖣 repeatedly

12. 𝖤 unrael𝖥 unrele𝖦 unreil𝖧 unreal

13. 𝖠 unclear𝖡 unclair𝖢 unclere𝖣 uncleare

14. 𝖤 reechable𝖥 reachable𝖦 raechable𝖧 recheable

15. 𝖠 detialed𝖡 detaled𝖢 detailed𝖣 detaild

6. 𝖤 complianing𝖥 complaining𝖦 complaning𝖧 complayning

7. 𝖠 enjoyment𝖡 injoymint𝖢 enjoiment𝖣 injoyment

8. 𝖤 explayning𝖥 explaning𝖦 explaining𝖧 exsplaining

9. 𝖠 poisonus𝖡 poisonus𝖢 poisonous𝖣 poysonous

10. 𝖤 remiandar𝖥 remainder𝖦 remaindar𝖧 remaneder

1. 𝖠 textbok𝖡 textbook𝖢 textbuk𝖣 texstbook

2. 𝖤 allowabel𝖥 allowible𝖦 allowable𝖧 allouable

3. 𝖠 apear𝖡 appeir𝖢 appear𝖣 appair

4. 𝖤 veiwpoint𝖥 viewpoint𝖦 viewpont𝖧 vewpoint

5. 𝖠 coufee𝖡 cofeey𝖢 coffee𝖣 couffey


Sample A: Sample B:

𝖠 mayntaining 𝖤 ranecoot𝖡 maintaening 𝖥 ranecoat𝖢 maintaining 𝖦 raincoat𝖣 manetaining 𝖧 rayncote


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Name Grammar: Adverbs

• Adverbs can be put in different places in a sentence. Moving an adverb may make the sentence sound better.

People eagerly follow space missions. People follow space missions eagerly.

Add -ly to the adjective in parentheses to form an adverb. Write the sentence, placing the adverb where you think it sounds best.

1. (swift) The shuttle launches.

2. (wild) The crowd cheers.

3. (immediate) The astronauts get to work.

4. (careful) John Glenn checks his heartbeat.

5. (eager) The scientists follow his progress.

6. (great) They are excited about the experiments.

7. (automatic) Some of the shuttle’s systems run.

8. (perfect) The shuttle runs itself.


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Practice

A. Proofread the paragraph. Circle any adverbs that are incorrect or in the wrong place.

I made my own space shuttle for a science project. I worked endless on

it! First, I careful drew a design. Then I measured and cut out pieces of

cardboard. The pieces had to fi t together perfect. I was sad when some didn’t

fi t exact. But I just went back and tried again. This time everything slid easy

into place. I used tape to hold it together secure. Then I painted neatly some

small details onto it. I gentle added a string. Then I pulled it rapid through

the air. It real looked like it was fl ying!

B. Rewrite the paragraph. Write the adverbs correctly.

Grammar: Adverbs

• An adverb is a word that tells more about a verb. • Most adverbs that tell how end in -ly. They are formed by

adding -ly to an adjective.


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Name

Writing Rubric

4 Excellent 3 Good 2 Fair 1 Unsatisfactory

Ideas and Content/Genre




Organization and Focus




Sentence Structure/ Fluency




Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

Writing: Rubric


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PracticePhonics:

r-ControlledVowel Syllables

In two minutes, list as many one-syllable words as you can that have the /är/ sound as in harm, and the /ôr/ sound, as in port. Then write four sentences, each using two words from your lists. Underline the ar and or words you use.

ar as in harm or as in port

1.

2.

3.

4.

R 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. Cock-a-Doodle-Doo!

Grade 3/Unit 6351

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Name Vocabulary

Write a paragraph about an animal that cooks or bakes a tasty dessert. You may choose a rooster, a pig, a duck, or another animal and any dessert you like. Use at least four of the words from the box in your paragraph. Underline the words you use.

recipes magnificent ingredient masterpiece tasty tradition

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentCock-a-Doodle-Doo!Grade 3/Unit 6

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Practice

Comprehension: Compare and Contrast

Read the passage below, and answer the questions.

Dana is the best soccer player on her team. She has no brothers or

sisters, but she has a dog named Max. After school, Dana likes to listen to

music with her friends. One day she hopes to be a veterinarian and care

for sick animals.

For three years, Jenna has played the fl ute in her school band. She

has three older sisters and no brothers. Jenna has a dog named Rags. On

weekends, Jenna volunteers with her friends at the community hospital. In

the future, Jenna wants to be a doctor.

1. How are Dana and Jenna different?

2. How are Dana and Jenna alike?

R 2.0 Reading ComprehensionCock-a-Doodle-Doo!

Grade 3/Unit 6353

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Name Comprehension:Venn Diagram

Rooster Both Little Red Hen

As you read Cook-a-Doodle-Doo!, fill in the Venn Diagram.

Pig Both Turtle

How does the information you wrote in this Venn Diagram help you compare and contrast characters in Cook-a-Doodle-Doo!?

R 2.0 Reading ComprehensionCock-a-Doodle-Doo!Grade 3/Unit 6

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Practice

Fluency:Phrasing


People in ancient Greece and Rome ate seasoned

8 flatbread. It looked a little like the pizza crust we know

19 today. They added herbs, spices, and oil to make the bread

30 tasty. Egyptians made flatbread like this too. They made it

40 to celebrate the Pharaoh’s birthday.

45 Scientists think Roman soldiers ate something like

52 pizza. They found traces of ovens where the men once

62 lived. The ovens were more than 2,000 years old. They were

72 lined with stone. They looked like early pizza ovens!

81 In the 1600s, people who lived in Italy ate

89 simple round flatbread as their main food. They had little

99 to work with besides wheat flour, olive oil, and local

109 herbs. They called the bread “focaccia” (foh•KAH•chee•uh).

115 They were the first people to put tomatoes on their

125 flatbread. The first tomatoes brought to Italy were most

134 likely yellow. Italians called them “golden apples.” 141

Comprehension Check1. Why do scientists think Roman soldiers ate something similar to pizza?

Main Idea and Details

2. Why were the breads used in both Greece and Italy fl at? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. Cock-a-Doodle-Doo!

Grade 3/Unit 6355

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Name Text Feature: Diagrams

Think of how to make your favorite sandwich. Use the boxes below to create a diagram showing how to make this sandwich. Be sure to include captions.

1.

3.

5.

2.

4.

6.

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.Cock-a-Doodle-Doo!

Grade 3/Unit 6356

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Practice

Vocabulary Strategy: Idioms

Authors use idioms to make their writing more colorful. Write a sentence that includes each idiom in the box.

out to lunch spill the beans

between a rock and a hard place sounds fishy

butter him up

1. out to lunch:

2. spill the beans:

3. between a rock and a hard place:

4. sounds fi shy:

5. butter him up:

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentCock-a-Doodle-Doo!

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NameSpelling:

Words withr-Controlled

Vowel Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. circular

2. sailor

3. dollar

4. toaster

5. doctor

6. feather

7. dancer

8. mayor

9. governor

10. silver

11. cellar

12. trailer

13. December

14. author

15. editor

16. daughter

17. neighbor

18. viewpoint

19. explaining

20. repeatedly


Cock-a-Doodle-Doo!Grade 3/Unit 6

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PracticeSpelling:

Words withr-Controlled

Vowel Syllables

1. 𝖠 circullar𝖡 circuler𝖢 sircular𝖣 circular

2. 𝖤 saylor𝖥 sailer𝖦 sailor𝖧 sailar

3. 𝖠 dollor𝖡 doller𝖢 dolar𝖣 dollar

4. 𝖤 toester𝖥 toaster𝖦 toastar𝖧 toestar

5. 𝖠 docta𝖡 doctor𝖢 docter𝖣 doctre

6. 𝖤 feather𝖥 feathor𝖦 fether𝖧 featha

7. 𝖠 dansir𝖡 danser𝖢 dancer𝖣 dancar

8. 𝖤 mayoor𝖥 mayar𝖦 mayor𝖧 mayur

9. 𝖠 govvernor𝖡 governur𝖢 govurnur𝖣 governor

10. 𝖤 silver𝖥 silvor𝖦 silvur𝖧 silvar

11. 𝖠 sellar𝖡 cellar𝖢 cellur𝖣 celar

12. 𝖤 traylur𝖥 trailer𝖦 trailre𝖧 trailor

13. 𝖠 December𝖡 Decembur𝖢 Dessember𝖣 Decembor

14. 𝖤 awthur𝖥 authur𝖦 awther𝖧 author

15. 𝖠 editer𝖡 editur𝖢 editor𝖣 edditor


Sample A: Sample B:

𝖠 vapor 𝖤 celler𝖡 vapa 𝖥 sellar𝖢 vapper 𝖦 cellar𝖣 vapur 𝖧 celar

𝖠

𝖦

𝖣

𝖦

𝖣

𝖥

𝖡

𝖤

𝖢

𝖦

𝖣

𝖤

𝖡

𝖥

𝖠

𝖧

𝖢


Cock-a-Doodle-Doo!Grade 3/Unit 6

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Name Grammar:Adverbs

• Some adverbs tell where an action takes place. • Adverbs that tell where include there, outside, up, here,

nearby, ahead, around, far, away, and everywhere.

Draw one line under each adverb that tells where. Draw two lines under the verb it describes.

1. The baby tigers didn’t live outside.

2. They stayed here inside the apartment.

3. The tigers roamed everywhere in the apartment.

4. They didn’t go far from Helen, though.

5. She stayed nearby and watched them.

6. Dacca saw the curtains and climbed up.

7. Rajpur crawled around the sofa.

8. Raniganj jumped ahead of the others.

9. Finally, the tigers went away to the zoo.

10. With some help, Helen and Fred moved the tigers there.

11. They do not always like being inside.

12. I have been here before.

13. The tigers went everywhere with them.

14. The zoo was not far from my school.

15. We walked around the zoo.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Cock-a-Doodle-Doo!

Grade 3/Unit 6360

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Practice

Grammar:Adverbs

• Some adverbs tell when an action takes place. • Some adverbs tell where an action takes place.

A. Proofread the passage. Circle adverbs that tell when or where.

Today we met a zookeeper. Yes her name is Meg. Early in the day, she

gave us a tour of the zoo. First we went outside. There we saw the workers

feed the animals. Ahead we saw a sign for the nursery. We came inside.

Here is where the zoo takes care of the baby tigers. Two baby tigers just

arrived yesterday. They are awake now. It is fun to see them close to us. Wow

it’s late. Therefore we must go home soon. However tomorrow I will look

for books about baby tigers.

B. Writing Activity Rewrite the paragraph. Add commas after introductory words.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Cock-a-Doodle-Doo!

Grade 3/Unit 6361

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NameWriting:

Character Development:Shows Change and

Growth

1. Think of a thing or activity that you didn’t like before, but do like now.

2. Write the name of that thing or activity.

3. Write two to three sentences about when you didn’t like it. What did you do or say?

4. Write two to three sentences that show what you do or say now that you do like it.

W 1.0 Writing StrategiesCock-a-Doodle-Doo!Grade 3/Unit 6

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Practice

Phonics/Word Study:Suffixes

A. Add the suffix -ful, -less, or -ly to the words in the box. Write as many words as you can on the lines below.

B. Write sentences using words that you formed above. Then underline the words that have suffixes.

1.

2.

3.

4.

cloud peace pain wonder success play wisefriend brave color meaning care sad taste

R 1.2 Decode regular multisyllabic words.One Riddle, One Answer

Grade 3/Unit 6363

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Name Vocabulary

depart suitable increaseobserved advised discouraged

Write a sentence using each vocabulary word from the box. Underline the vocabulary word.

1.

2.

3.

4.

5.

6.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentOne Riddle, One AnswerGrade 3/Unit 6

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Character, Setting, Plot

Choose one plot and one setting from the lists below. Use both to write a story.

Plots • A person must overcome his

or her fear of water to save a friend.

• A ten-year-old must find an old letter to solve a mystery.

• A photographer working on a newspaper story loses his or her camera.

• A person or animal must answer a riddle correctly to help someone.

Settings • a pioneer town in the 1800s

• the mountains in the present time

• a beach in the distant future

• a supermarket in the present time

• a planet in the past, present, or future

R 2.0 Reading ComprehensionOne Riddle, One Answer

Grade 3/Unit 6365

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Name Comprehension:Setting Web

As

you

rea

d O

ne

Rid

dle

, On

e A

nsw

er, f

ill in

th

e S

etti

ng

Web

.

How

doe

s th

e in

form

atio

n yo

u w

rote

in th

is S

ettin

g W

eb h

elp

you

anal

yze

stor

y st

ruct

ure

in

One

Rid

dle

, One

Ans

wer

?

Clu

e

Clu

e

Se

ttin

g

Clu

e

Clu

e

Clu

e

Se

ttin

g

Clu

e

Clu

e

R 2.0 Reading ComprehensionOne Riddle, One AnswerGrade 3/Unit 6

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PracticeFluency:

Phrasing and Intonation

As I read, I will pay attention to phrasing and intonation.

“Are you ready for a math contest?” Kara asked.

9 “It’s time to ride Pixie,” Kevin reminded her. “We’ll

18 have a contest later.”

22 Kara said, “I’ll write an equation in the dirt. Whoever

32 answers it gets to ride Pixie for the entire hour.”

42 “You might pick an equation you already know,” Kevin

51 pointed out.

53 “You pick the first number of the equation and I’ll

63 finish it,” Kara suggested.

67 That seemed suitable to Kevin. Kara was younger and knew

77 less math. It would be great to ride Pixie for the entire

89 hour. “Okay, I pick the number six,” he agreed.

98 Kara found a stick and wrote the number six in the dirt.

110 “Now, I’ll pick a number,” she said. “I pick the number

121 seven.” She wrote in the dirt: 6 + 7 =?

127 “What’s the answer to that?” she asked.

134 Kevin was surprised. How did she know the one

143 equation he wouldn’t be able to solve? 150

Comprehension Check1. Why did Kevin think he would win the contest? Make Inferences

2. What surprises Kevin? Plot Development


Correct Score

First Read – =

Second Read – =

R 1.3 Read aloud narrative and expository text fl uently and accurately and with appropriate pacing, intonation, and expression. One Riddle, One Answer

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Name Literary Element: Imagery

Write two riddles. Include imagery in each riddle to create a picture in a reader’s mind. Draw a picture for each riddle.

Riddle 1

Riddle 2

R 2.0 Reading ComprehensionOne Riddle, One AnswerGrade 3/Unit 6

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Practice

Vocabulary Strategy:Unfamiliar Words

apply fade crumpled mound stern

1. I had to a lot of tape so the poster did not fall.

2. We had to be with my cat because it kept running out the door.

3. My stack of papers when my dog ran into the table.

4. There is a of dirt at the park that my brother and I love to play on.

5. The color on the cover of my book began to after I had it for a long time.

Choose the word from the box that best completes each sentence. Write the definition, and create your own sentence.

R 1.6 Use sentence and word context to fi nd the meaning of unknown words. One Riddle, One Answer

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NameSpelling:

Words withSuffixes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Challenge Words

Review Words

1. careful

2. graceful

3. ungrateful

4. colorful

5. harmful

6. peaceful

7. pitiful

8. priceless

9. angrily

10. rainless

11. helplessly

12. carefully

13. peacefully

14. wonderful

15. cloudless

16. breathless

17. beautiful

18. dollar

19. daughter

20. neighbor


One Riddle, One AnswerGrade 3/Unit 6

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PracticeSpelling:

Words withSuffixes

1. 𝖠 cairful𝖡 carefi l𝖢 careful𝖣 kareful

2. 𝖤 graseful𝖥 gracefil𝖦 graceful𝖧 graysful

3. 𝖠 ongrateful𝖡 ungraytful𝖢 ungratefull𝖣 ungrateful

4. 𝖤 culorfel𝖥 colerful𝖦 colorfull𝖧 colorful

5. 𝖠 harmful𝖡 hormful𝖢 harmfil𝖣 harmfull

6. 𝖤 pieceful𝖥 peaceful𝖦 peeseful𝖧 peacefill

7. 𝖠 pitiful𝖡 pityful𝖢 petiful𝖣 piteeful

8. 𝖤 priseless𝖥 pricless𝖦 priceless𝖧 pryceless

9. 𝖠 angryly𝖡 angrily𝖢 engrily𝖣 angrilly

10. 𝖤 reignless𝖥 rainless𝖦 raneless𝖧 rainles

11. 𝖠 helplessly𝖡 helplessley𝖢 helplesly𝖣 helplusly

12. 𝖤 carefuly𝖥 carefully𝖦 cairfully𝖧 carfully

13. 𝖠 piecefuly𝖡 peacefully𝖢 peecefully𝖣 peasefully

14. 𝖤 onederful𝖥 wondurfull𝖦 wonderfull𝖧 wonderful

15. 𝖠 clowdless𝖡 cloudles𝖢 clodless𝖣 cloudless


Sample A: Sample B:

𝖠 weyesly 𝖤 cheerful𝖡 wizely 𝖥 cherful𝖢 wislee 𝖦 cheerfull𝖣 wisely 𝖧 cheerfi l𝖣

𝖤

𝖢

𝖦

𝖣

𝖧

𝖠

𝖥

𝖠

𝖦

𝖡

𝖥

𝖠

𝖥

𝖡

𝖧

𝖣


One Riddle, One AnswerGrade 3/Unit 6

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NameGrammar:

Sentence Combining with Adjectives

and Adverbs

Two sentences can be combined by using an adverb from one of the sentences.

The butterfly lands on my finger. It lands neatly. The butterfly lands neatly on my finger.

Combine each pair of sentences by adding an adverb to one sentence. Write the new sentence on the line.

1. We enter the butterfl y room.

We enter quietly.

2. A butterfl y brushes against my face.

It brushes gently.

3. Tim reaches for a butterfl y.

He reaches quickly.

4. The butterfl y darts away.

It darts speedily.

5. The butterfl y’s wings echo through the room.

They echo softly.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.One Riddle, One Answer

Grade 3/Unit 6372

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PracticeGrammar:

Sentence Combining with Adjectives

and Adverbs

• Two sentences can be combined by adding an adjective to one sentence.

• Two sentences can be combined by adding an adverb to one sentence.

A. Proofread the paragraph. Find and underline the pairs of sentences that can be combined.

The butterfl y swooped down from the sky. It swooped gracefully. It

landed on Mom’s lilac bush. It landed gently. It was a bush of purple lilacs.

I walked over to it. I walked quietly. I wanted to see it up close. The butterfl y

was mostly yellow. It was a pale yellow. It had black marks around the edges

of its wings. The wings looked like they were made of velvet feathers. They

looked soft. I sketched the butterfl y. I quickly sketched. Then I went inside

and looked it up. It was a Tiger Swallowtail.

B. Writing Activity Rewrite the paragraph with the combined sentences.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. One Riddle, One Answer

Grade 3/Unit 6373

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NameWriting:

Character Development:Shows Change and

Growth

1. Think of a time when you or someone you know changed the way he or she looked. Write that person’s name.

2. Write two to three sentences that show what the person looked like before the change.

3. Write two to three sentences that show what the person looked like after the change.

W 1.0 Writing StrategiesOne Riddle, One AnswerGrade 3/Unit 6

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