Practice Book 1

PracticeBook

GRADE 3

B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be

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Printed in the United States of America

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Unit 1 • Let’s Learn

WolvesWolf!

Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 31Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 32Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Comprehension: Compare and Contrast . . . . . 34Comprehension: Compare and

Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . . 35Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 36Comprehension: Persuasive Text . . . . . . . . . . . 37Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . . 39Reading Strategy/Reading Log . . . . . . . . . . . . . 40

Those Special BooksMy Very Own Room

Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 41Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 42Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Comprehension: Make and

Confirm Predictions . . . . . . . . . . . . . . . . . . . . 44Comprehension: Predictions Chart . . . . . . . . . . 45Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 46Comprehension: Narrator . . . . . . . . . . . . . . . . . 47Text Feature: Guide Words, Headings, and

Captions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Vocabulary Strategy: Suffixes -er, -est . . . . . . . 49Reading Strategy/Reading Log . . . . . . . . . . . . . 50

TeachersFirst Day Jitters

Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . . 1Decoding Strategy Chart . . . . . . . . . . . . . . . . . . . 2Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Comprehension: Character, Setting, Plot . . . . . . 4Comprehension: Story Map. . . . . . . . . . . . . . . . . 5Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . . 6Comprehension: Sensory Language . . . . . . . . . 7Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . . . 8Vocabulary Strategy: Prefixes un-, non- . . . . . . . 9Reading Strategy/Reading Log . . . . . . . . . . . . . 10

The Power of BooksAmazing Grace

Phonics: Final e . . . . . . . . . . . . . . . . . . . . . . . . . 11Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 12Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Comprehension: Cause and Effect . . . . . . . . . . 14Comprehension: Cause and Effect Chart. . . . . 15Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 16Comprehension: Theme . . . . . . . . . . . . . . . . . . 17Literary Element: Personification. . . . . . . . . . . . 18Vocabulary Strategy: Dictionary . . . . . . . . . . . . 19Reading Strategy/Reading Log . . . . . . . . . . . . . 20

Building SchoolsEarth Smart

Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 21Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 22Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Comprehension: Main Ideas and Details . . . . . 24Comprehension: Main Ideas and

Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 25Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Comprehension: Cause and Effect . . . . . . . . . . 27Study Skill: Using a Dictionary. . . . . . . . . . . . . . 28Vocabulary Strategy: Thesaurus:

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Reading Strategy/Reading Log . . . . . . . . . . . . . 30

Contents

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ContentsUnit 2 • Neighborhoods and Communities

Working TogetherHere’s My Dollar

Phonics: Digraphs . . . . . . . . . . . . . . . . . . . . . . . 81Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Comprehension: State Author’s Purpose . . . . . 84Comprehension: Author’s Purpose Chart . . . . . 85Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Comprehension: Persuasive Language . . . . . . 87Literary Element: Rhyme Scheme and

Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Vocabulary Strategy: Context Clues:

Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Reading Strategy/Reading Log . . . . . . . . . . . . . 90

Building HomesA Castle on Viola Street

Phonics: Contractions with Pronouns and

Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91–95Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 96Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Comprehension: Theme . . . . . . . . . . . . . . . . . . 98Comprehension: Theme Map . . . . . . . . . . . . . . 99Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 100Comprehension: Make and

Confirm Predictions . . . . . . . . . . . . . . . . . . . 101Text Feature: Features in a Textbook . . . . . . . 102Vocabulary Strategy: Paragraph Clues. . . . . . 103Reading Strategy/Reading Log . . . . . . . . . . . . 104

Birth of a TownBoom Town

Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 51Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 52Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Comprehension: Sequence . . . . . . . . . . . . . . . . 54Comprehension: Sequence Chart. . . . . . . . . . . 55Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 56Comprehension: Cause and Effect . . . . . . . . . . 57Text Feature: Calendar. . . . . . . . . . . . . . . . . . . . 58Vocabulary Strategy: Compound Words . . . . . 59Reading Strategy/Reading Log . . . . . . . . . . . . . 60

Starting a Local BusinessHome-Grown Butterflies

Phonics: Silent Letters . . . . . . . . . . . . . . . . . . . . 61Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 62Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Comprehension: Draw Conclusions . . . . . . . . . 64Comprehension: Conclusion Map. . . . . . . . . . . 65Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Comprehension: Draw Conclusions . . . . . . . . . 67Literary Element: Personification and

Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . . 69Reading Strategy/Reading Log . . . . . . . . . . . . . 70

CommunitiesGo West!

Phonics: Three-Letter Blends . . . . . . . . . . . . . . 71Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 72Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Comprehension: Main Ideas and Details . . . . . 74Comprehension: Main Ideas and

Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 75Fluency: Pronunciation and Phrasing . . . . . . . . 76Comprehension: Draw Conclusions . . . . . . . . . 77Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 78Vocabulary Strategy: Antonyms . . . . . . . . . . . . 79Reading Strategy/Reading Log . . . . . . . . . . . . . 80

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ContentsUnit 3 • Express Yourself

Being an ArtistWhat Do Illustrators Do?

Phonics: Diphthong oi, oy. . . . . . . . . . . . . . . . . 135Decoding Strategy Chart . . . . . . . . . . . . . . . . . 136Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Comprehension: Sequence . . . . . . . . . . . . . . . 138Comprehension: Sequence Chart. . . . . . . . . . 139Fluency: Phrasing and Rate. . . . . . . . . . . . . . . 140Comprehension: Cause and Effect . . . . . . . . . 141Text Feature: Interviews. . . . . . . . . . . . . . . . . . 142Vocabulary Strategy: Sentence Clues . . . . . . 143Reading Strategy/Reading Log . . . . . . . . . . . . 144

My ArtThe Jones Family Express

Phonics: Variant Vowel: oo, u_e,

ue, ew, ou, ui . . . . . . . . . . . . . . . . . . . . . . . . . 145Decoding Strategy Chart . . . . . . . . . . . . . . . . . 146Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Comprehension: Make Inferences . . . . . . . . . 148Comprehension: Inference Chart . . . . . . . . . . 149Fluency: Intonation and Expression . . . . . . . . 150Comprehension: First- and

Third-Person Narrator . . . . . . . . . . . . . . . . . 151Text Feature: Directions . . . . . . . . . . . . . . . . . . 152Vocabulary Strategy: Homophones . . . . . . . . 153Reading Strategy/Reading Log . . . . . . . . . . . . 154

Being a WriterAuthor: A True Story

Phonics: r-Controlled Vowels er, ir, ur . . . . . . . 105Decoding Strategy Chart . . . . . . . . . . . . . . . . . 106Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Comprehension: Author’s Purpose . . . . . . . . . 108Comprehension: Author’s Purpose Chart . . . . 109Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 110Comprehension: Biography

and Autobiography . . . . . . . . . . . . . . . . . . . . .111Literary Element: Onomatopoeia, Rhythm . . . .112Vocabulary Strategy: Context Clues:

Word Clues . . . . . . . . . . . . . . . . . . . . . . . . . . .113Reading Strategy/Reading Log . . . . . . . . . . . . .114

Writing LettersDear Juno

Phonics: r-Controlled Vowels ar, or . . . . . . . . . .115Decoding Strategy Chart . . . . . . . . . . . . . . . . . 116Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Comprehension: Character, Setting, Plot . . . . .118Comprehension: Character Web. . . . . . . . . . . .119Fluency: Expression and Intonation . . . . . . . . 120Comprehension: Use Graphic Features . . . . . 121Text Feature: Time Line . . . . . . . . . . . . . . . . . . 122Vocabulary Strategy: Context Clues:

Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 123Reading Strategy/Reading Log . . . . . . . . . . . . 124

Let’s CommunicateMessaging Mania

Phonics/Word Study: Prefixes re-, un-,pre-, mis-, dis- . . . . . . . . . . . . . . . . . . . . . . . . 125

Decoding Strategy Chart . . . . . . . . . . . . . . . . . 126Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Comprehension: Cause and Effect . . . . . . . . . 128Comprehension: Cause and Effect Chart. . . . 129Fluency: Pronunciation and Phrasing . . . . . . . 130Comprehension: Media Literacy . . . . . . . . . . . 131Study Skill: Using the Library. . . . . . . . . . . . . . 132Vocabulary Strategy: Homographs . . . . . . . . . 133Reading Strategy/Reading Log . . . . . . . . . . . . 134

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ContentsUnit 4 • Our Teams

Family TeamsRamona and Her Father

Phonics/Word Study: Homophones . . . . . . . . 189Decoding Strategy Chart . . . . . . . . . . . . . . . . . 190Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191Comprehension: Problem and Solution . . . . . 192Comprehension: Problem and

Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 193Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 194Comprehension: Media

and Communication . . . . . . . . . . . . . . . . . . . 195Literary Element: Speaker and Imagery . . . . . 196Vocabulary Strategy: Prefixes . . . . . . . . . . . . . 197Reading Strategy/Reading Log . . . . . . . . . . . . 198

AstronautsOut of This World! The Ellen Ochoa Story

Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . 199Decoding Strategy Chart . . . . . . . . . . . . . . . . . 200Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Comprehension: Sequence . . . . . . . . . . . . . . . 202Comprehension: Sequence Chart. . . . . . . . . . 203Fluency: Pronunciation and Phrasing . . . . . . . 204Comprehension: Theme of a Myth . . . . . . . . . 205Literary Element: Imagery . . . . . . . . . . . . . . . . 206Vocabulary Strategy: Synonyms . . . . . . . . . . . 207Reading Strategy/Reading Log . . . . . . . . . . . . 208

Working as OneSeven Spools of Thread

Phonics: Diphthong ou, ow . . . . . . . . . . . . . . . 155Decoding Strategy Chart . . . . . . . . . . . . . . . . . 156Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Comprehension: Draw Conclusions . . . . . . . . 158Comprehension: Conclusion Map. . . . . . . . . . 159Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 160Comprehension: Sensory Language . . . . . . . 161Text Feature: Rules. . . . . . . . . . . . . . . . . . . . . . 162Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . 163Reading Strategy/Reading Log . . . . . . . . . . . . 164

Unique TalentsNacho and Lolita

Phonics/Word Study: Plurals . . . . . . . . . . .165–169Decoding Strategy Chart . . . . . . . . . . . . . . . . . 170Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Comprehension: Theme . . . . . . . . . . . . . . . . . 172Comprehension: Theme Map . . . . . . . . . . . . . 173Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 174Comprehension: Character . . . . . . . . . . . . . . . 175Literary Element: Consonance and

Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Vocabulary Strategy: Synonyms . . . . . . . . . . . 177Reading Strategy/Reading Log . . . . . . . . . . . . 178

Community TeamworkA Growing Interest

Phonics/Word Study: Variant

Vowels au, aw, alt, alk, all, ough. . . . . . . . . . 179Decoding Strategy Chart . . . . . . . . . . . . . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Comprehension: Problem and Solution . . . . . 182Comprehension: Problem and

Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 183Fluency: Pronunciation and Phrasing . . . . . . . 184Comprehension: Text Features . . . . . . . . . . . . 185Study Skill: Media Center. . . . . . . . . . . . . . . . . 186Vocabulary Strategy: Suffixes -ful, -ly, -less . . 187Reading Strategy/Reading Log . . . . . . . . . . . . 188

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ContentsUnusual Animal TalentsWilbur’s Boast (Charlotte’s Web)

Phonics/Word Study: Infl ectional

Endings . . . . . . . . . . . . . . . . . . . . . . . . . .247–251Decoding Strategy Chart . . . . . . . . . . . . . . . . . 252Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253Comprehension: Draw Conclusions . . . . . . . . 254Comprehension: Draw Conclusions Chart . . . 255Fluency: Pacing and Phrasing . . . . . . . . . . . . . 256Comprehension: Theme of a Fable. . . . . . . . . 257Literary Element: Personifi cation and

Moral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Vocabulary Strategy: Prefi xes re-, un-,

dis-, pre-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Reading Strategy/Reading Log . . . . . . . . . . . . 260

Survival and AdaptationUnique Animals of the Southwest

Phonics/Word Study: Open Syllables . . . .261–265Decoding Strategy Chart . . . . . . . . . . . . . . . . . 266Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267Comprehension: Compare and Contrast . . . . 268Comprehension: Venn Diagram . . . . . . . . . . . 269Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 270Comprehension: Draw Conclusions . . . . . . . . 271Literary Element: Foreshadowing . . . . . . . . . . 272Vocabulary Strategy: Dictionary . . . . . . . . . . . 273Reading Strategy/Reading Log . . . . . . . . . . . . 274

Antarctic LifePenguin Chick

Phonics/Word Study: Compound Words . . . . 209Decoding Strategy Chart . . . . . . . . . . . . . . . . . 210Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Comprehension: Main Idea and Details . . . . . 212Comprehension: Main Idea and

Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . 213Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 214Comprehension: Main Idea and Details . . . . . 215Literary Element: Imagery . . . . . . . . . . . . . . . . 216Vocabulary Strategy: Homographs . . . . . . . . . 217Reading Strategy/Reading Log . . . . . . . . . . . . 218

Animal HomesAnimal Homes

Phonics/Word Study: Infl ectional

Endings . . . . . . . . . . . . . . . . . . . . . . . . . .219–223Decoding Strategy Chart . . . . . . . . . . . . . . . . . 224Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Comprehension: Description . . . . . . . . . . . . . . 226Comprehension: Description Web. . . . . . . . . . 227Fluency: Pacing and Phrasing . . . . . . . . . . . . . 228Comprehension: Follow Directions . . . . . . . . . 229Text Feature: Directions . . . . . . . . . . . . . . . . . . 230Vocabulary Strategy: Homophones . . . . . . . . 231Reading Strategy/Reading Log . . . . . . . . . . . . 232

Animals on the MoveCall of the Wild

Phonics: Closed Syllables . . . . . . . . . . . . .233–237Decoding Strategy Chart . . . . . . . . . . . . . . . . . 238Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239Comprehension: Cause and Effect . . . . . . . . . 240Comprehension: Cause and Effect Chart. . . . 241Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 242Comprehension: Text Features . . . . . . . . . . . . 243Study Skill: Skim and Scan . . . . . . . . . . . . . . . 244Vocabulary Strategy: Synonyms . . . . . . . . . . . 245Reading Strategy/Reading Log . . . . . . . . . . . . 246

Unit 5 • Those Amazing Animals

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ContentsOur StoriesCook-a-Doodle-Doo!

Phonics: r-Controlled Vowel Syllables . . . 317–321Decoding Strategy Chart . . . . . . . . . . . . . . . . . 322Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323Comprehension: Compare and Contrast . . . . 324Comprehension: Venn Diagram . . . . . . . . . . . 325Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 326Comprehension: Compare Settings . . . . . . . . 327Text Feature: Diagrams . . . . . . . . . . . . . . . . . . 328Vocabulary Strategy: Idioms . . . . . . . . . . . . . . 329Reading Strategy/Reading Log . . . . . . . . . . . . 330

Tales of Long AgoOne Riddle, One Answer

Phonics/Word Study: Suffi xes . . . . . . . . . .331–335Decoding Strategy Chart . . . . . . . . . . . . . . . . . 336Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337Comprehension: Character, Setting, Plot . . . . 338Comprehension: Setting Web . . . . . . . . . . . . . 339Fluency: Phrasing and Intonation . . . . . . . . . . 340Comprehension: Compare Settings . . . . . . . . 341Literary Element: Sensory

Language: Imagery . . . . . . . . . . . . . . . . . . . 342Vocabulary Strategy: Unfamiliar Words . . . . . 343Reading Strategy/Reading Log . . . . . . . . . . . . 344

Unit 6 • Storytellers

FolktalesStone Soup

Phonics/Word Study: Prefi xes . . . . . . . . . 275–279Decoding Strategy Chart . . . . . . . . . . . . . . . . . 280Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281Comprehension: Make Inferences . . . . . . . . . 282Comprehension: Inference Map . . . . . . . . . . . 283Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 284Comprehension: Character . . . . . . . . . . . . . . . 285Text Feature: Charts. . . . . . . . . . . . . . . . . . . . . 286Vocabulary Strategy: Synonyms . . . . . . . . . . . 287Reading Strategy/Reading Log . . . . . . . . . . . . 288

PlaysThe Strongest One

Phonics: Final Stable Syllables . . . . . . . . 289–293Decoding Strategy Chart . . . . . . . . . . . . . . . . . 294Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Comprehension: Summarize . . . . . . . . . . . . . . 296Comprehension: Story Map. . . . . . . . . . . . . . . 297Fluency: Expression and Intonation . . . . . . . . 298Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 299Text Feature: Diagram . . . . . . . . . . . . . . . . . . . 300Vocabulary Strategy: Antonyms . . . . . . . . . . . 301Reading Strategy/Reading Log . . . . . . . . . . . . 302

Trickster TalesTales of the Trickster

Phonics: Vowel Team Syllables . . . . . . . . 303–307Decoding Strategy Chart . . . . . . . . . . . . . . . . . 308Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309Comprehension: Compare and Contrast . . . . 310Comprehension: Venn Diagram . . . . . . . . . . . .311Fluency: Pronunciation and Phrasing . . . . . . . 312Comprehension: Compare Settings . . . . . . . . 313Study Skill: Functional Documents . . . . . . . . . 314Vocabulary Strategy: Prefi xes and Suffi xes . . 315Reading Strategy/Reading Log . . . . . . . . . . . . 316

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Practice

1

Phonics:

Short Vowels

Fill the blank in each word below with a letter that makes a short

vowel sound.

1. Please st p to the rear of the bus.

2. Our new baby sleeps in a cr b.

3. This is the fi rst time I have eaten carrots for a sn ck.

4. I just learned how to j mp rope.

5. Our fi rst time at the park we saw ducks in the p nd.

6. Sandy forgot to put a st mp on the fi rst letter she wrote.

7. The audience will cl p at the beginning of the show.

8. Mom and Dad will sh p for a new car.

9. I have to p ck my clothes before I leave.

10. Pat will p ck the place to go on vacation.

11. My room was a m ss after my little brother played in it.

12. Would you like a peach or a pl m?

The short vowel sounds are the vowel sounds that the letters

a, e, i, o, and u stand for in the following words:

pack step pick sock truck

First Day Jitters • Grade 3/Unit 1

Decoding Strategy Chart

Step1

Step2

Step3

Step4

Step5

Use the decoding strategy. It will help you make sure

that you are decoding words correctly.

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Name Phonics:

Word Study


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5.

1. 2.

3.

4.

Vocabulary

Use the clues to complete the following crossword puzzle.

Across

3. dropped

5. laughed in a quiet way

Down

1. afraid or worried

2. walked slowly

4. silly or untrue idea

trudged nonsense nervous

fumbled downstairs chuckled


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4

Comprehension:

Character, Setting,

Plot

The characters are the people or animals in a story. The

characters’ actions affect each other and the events of the

story. The plot includes the important events that happen in the

beginning, middle, and end of the story. The setting is when

and where the story happens.

Read the story, then answer the questions below.

Brian and Josh worked in a supermarket. They were not friends. One

day Josh had to pick up the carts. Josh did not like this job. It was cold

outside. Brian wanted to help Josh. Brian showed Josh how to make a train

of carts. After an hour, Josh had ten carts. He pushed them into the store.

Josh finished his job. Then he thanked Brian. Soon Josh and Brian became

best friends.

1. How do Josh and Brian feel about each other at the beginning of

the story?

2. What happened in the story fi rst?

3. What happens after Josh fi nishes his job?

4. How does Josh feel about Brian at the end of the story?


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

Characters

Setting

How does the information you wrote in this Story Map help you

analyze story structure in First Day Jitters?

Comprehension:

Story Map

Beginning

Middle

End


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6

Fluency:

Phrasing

As I read, I will pay attention to phrasing.

One Monday in November, Jay and his mother drove

9 to a yellow brick building with a sign in front that said:

21 “Rosewood Middle School.” It was a big building—much

30 taller than Jay’s old school.

35 Jay’s mother filled out lots of forms. Before they left,

45 the school principal, Ms. Tucker, came out of her office

55 and shook Jay’s hand. “Welcome to Rosewood,” she said.

64 “We’ll see you tomorrow.”

68 On Tuesday morning, Jay’s older sister, Eva, gave him

77 a ride to school. “Are you nervous?” she asked.

86 Jay shrugged and then nodded. “I hate being the new kid,”

97 he admitted. 99

Comprehension Check1. Who is the main character, and what is the story about? Character, Plot

2. Why is Jay nervous? Plot

Words Read –Number of

Errors=

Words Correct Score

First Read – =

Second Read – =


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Read each passage below. Write the words that help create a

picture in your mind.

1. My mom was telling me about how safe our neighborhood is. Then, like a

fl ash of lightning, Aaron raced by on his bicycle. As he passed, he left a

cloud of dust and a few leaves swirling in the air. He nearly ran over us.

2. We stared down into the deep canyon. Rocks looked like tiny pebbles

scattered in piles. The river was a twisting ribbon that glittered in the sun.

The sight of water made our dry, scratchy mouths ache from thirst.

3. The heavy winds made the trees sway back and forth. We leaned into the

wind so that we would not fall over and tumble down the street. Vernon

pointed to Ms. Crabtree’s recycling bucket. It had tipped over. Cans and

bottles were sent rattling and clanking down the street.

Sensory language is a writer’s use of words to create a picture

in a reader’s mind. Writers use strong adjectives and lively

verbs to make sensory language. Such words show how people

and events in a story look, feel, act, sound, or smell.

Comprehension:

Sensory Language


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8

Nu

mb

er

of

Stu

de

nts

Feelings on First Day of School

How Did You Feel on Your First Day of School?

happy afraid excited curious

6

5

4

3

2

1

0

Text Feature:

Bar Graphs

Use a bar graph to compare the numbers shown on the bars.

The title tells what the graph is about. Labels tell you what each

row is about. The numbers show amounts.

Use the bar graph to locate information and answer the

questions below.

1. How many of the students said they felt curious?

a. 4 b. 6

2. Four students said they felt .

a. happy b. afraid

3. The total number of students that felt happy or curious was .

a. 10 b. 2

4. More students felt than .

a. afraid, excited b. excited, happy

5. You can use the graph to fi nd out .

a. how many more students felt happy than excited

b. why more students felt curious than afraid


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The prefixes un-, in-, non-, and dis- are word parts that can be

added to the beginning of base words. They form new words

with new meanings. Un- and in- mean “not” or “the opposite of.”

Non- and dis- mean “not” or “without.”

un + kind = unkind non + stop = nonstop

in + correct = incorrect dis + obey = disobey

Vocabulary Strategy:

Prefixes

1. First, the teacher may the ingredients.

2. We usually cook in pans.

3. I some of the foods we made.

4. Without the mats, the kitchen could be .

5. I would be to miss cooking class.

6. Germs can be .

visible happy safe

stick wrap like

Add the prefix un-, in-, non-, and dis- to the words in the box.

Then complete the sentences below with the new words.


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A. Reading Strategy: Set a Purpose for Reading

As you read, think about your purpose for reading. You might set your

own purpose for reading, or your teacher might set a purpose for you.

Choose a text that you will read this week, and complete the activity.

Before Reading Circle the answer that best completes the sentence.

My purpose is to . . .

have fun. think about life or how people act.

learn about something. learn how to do something.

think in a new way decide about something.

After Reading Complete the sentences.

I read to .

This purpose helped me understand

.

B. Independent Reading Log

Choose something you would like to read. After reading, complete the

reading log. Be sure to paraphrase, or tell the main idea or meaning of

the text. Keep the details or events in the correct order. You may use the

log to talk to others about what you read.

Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log


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Phonics:

Final e

Circle the word that has a long vowel sound and a final silent e.

Then write it on the line to complete the sentence.

1. We read a book about a storm called a .

rainstorm blizzard hurricane

2. We looked at a to see where one can form.

map globe book

3. We learned when a hurricane might .

begin appear arrive

4. We found out the storm can bring winds.

high brisk huge

5. The amount of rain can you.

surprise surround frighten

6. Scientists can how strong the storm will be.

complain compute tell

7. No two storms are exactly .

always similar alike

8. Our class a report about hurricanes.

read printed wrotewrote

A final silent e often makes the vowel in that syllable have the

long vowel sound. For example:

confuse refine dislike pancake alone quote

globe

arrive

huge

surprise

compute

alike

Amazing Grace • Grade 3/Unit 1


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Vocabulary

Read the story. Choose words from the box to complete the

sentences. Then write the answers on the lines.

auditions adventure exploring sparkling fantastic success

My friends and I love stories. We wish we could

go with the story characters. We can’t do that. But we

do learn all sorts of things from these exciting tales.

Sometimes we put on a play about a story we’re reading. We hold

to see who will play each part. From the book, we

learn where and when the story takes place. Then we take old clothes and

add decorations like jewels to make costumes. We

make the costumes look like clothes the story characters wore. People who

see our plays often say the costumes are . The right

costumes help make a play a .


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Comprehension:

Cause and Effect

The cause makes an event in the plot happen. The effect is

what happens. Finding causes and effects help you see how

one event leads to another event.

Read the passage and answer the questions about the

relationship between the causes and effects.

Our library needed to raise money to buy new books and equipment. My

class decided to have a bake sale. We made cakes, cookies, and brownies.

We raised over $200.00 for the library book fund. The library bought two

new computers. I took a computer class after school. I learned how to

make flyers for our next bake sale.

1. What are the main events of the passage?

2. What happens as a result of the main events?


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Comprehension:

Cause and Effect

Chart

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


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Fluency:

Intonation

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

Rain forests are home to over half the world’s plants

10 and animals. When the rain forest is lost, the circle of life

22 breaks down. The climate changes. The plants and animals

31 die off.

33 People have come up with many ways to address this

43 problem. One way to save the forests is to learn all about

55 them.

56 Another way is to get wood from somewhere else. Now

66 there are tree farms where wood is grown. If you can get

78 trees from a farm, then you don’t need to cut down a forest.

91 Cutting a rain-forest tree should only be done as a last

102 resort. 103

Comprehension Check

1. What happens when the rain forest is lost? Cause and Effect

2. What can happen when people learn about a problem? Cause and Effect


Errors=

Words Correct Score

First Read – =

Second Read – =


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Think about “The Storytelling Stone.” Then answer the

questions that follow.

1. Put a check mark next to the sentence that tells the theme of the

passage.

People like to help others when they can.

Stories can be a special gift to people.

Winter is a time to think about the past.

2. What details in the legend support the theme?

3. Write a short story with the same theme as the legend. Use different

characters and details.

A theme is a message about life in a story. To find the theme,

think about the message that the author wants to tell you in the

story.

Comprehension:

Theme


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Literary Element:

Personification

Personification means giving human characteristics to an animal

or thing. It creates a picture in the reader’s mind. Examples:

The star raced across the sky. My old car coughed.

A legend is a story that is passed down orally from person

to person. It may teach a lesson or explain why something

happens. A legend often includes personification.

Read the legend below. Then answer the questions.

Father Sun and Mother Moon lived inside the rocks at Rock House. They

didn’t give any light to the sky, so the people and the animals lived in darkness.

Coyote loved to play tricks. He thought it would be fun to dump fleas on

Father Sun and Mother Moon. He gathered fleas in a bag and set out. On

the way, he met Rabbit and Gopher. When he told them his plan, Rabbit and

Gopher joined him on the path to Rock House. When they got to Rock House,

they dumped the fleas down a hole in the rocks and ran away.

The fleas landed on Father Sun and Mother Moon. Mother Moon flew out

of Rock House and began to fly around the Earth. Father Sun followed, racing

around the Earth trying to get rid of those fleas. That is why, to this day, the

Sun follows the Moon across the sky.

1. What things show human characteristics?

2. What words help you picture the objects in the story?


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Dictionary


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Choose a text that you will read this week, and complete the chart.

Before Reading: My purpose for reading is...

After Reading: My purpose for reading helped me...

B. Inde pendent Reading Log





Genre

Title

Author

T his Text Is About

Reading Strategy/

Reading Log


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The long a sound can be spelled several different ways. The

letters ai, ay, and eigh can stand for the long a sound.

A. Read each sentence. Circle the word that has the

long a sound.

1. It’s fun to walk outside in the rain.

2. I like to paint using watercolors.

3. The kitten plays with yarn until it is tired.

4. “Don’t knock over that pail!”

5. May is one of the loveliest months of the year.

6. My dog weighs fi ve pounds.

B. Write rhyming words for the words with the long a sound.

7. rain

8. paint

9. plays

10. pail

11. eight

12. laid

Phonics:

Long a

rain.

paint

plays

p

May

weighs

Earth Smart • Grade 3/Unit 1


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Vocabulary

unaware members contribute donate

A. Use the clues to complete the puzzle with words from the box.

Across

2. to work with a group by

giving your time, money, or

efforts to achieve a common

goal. Example: My class will

to the “Green

World” program by collecting cans

and newspapers for recycling.

4. the people who make up a group

Down

1. to give time or money to help

other people. Example: I want

to some of

my allowance to the local animal

shelter.

3. to not know something is

happening

B. Write a sentence using one of the vocabulary words.


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Comprehension:

Main Ideas and Details

The main idea of a paragraph or section is the most important idea.

Supporting details are examples and evidence that support the

main idea.

To find the main idea, look at the details. Figure out what they

have in common. This tells you the main idea.

Read the paragraph. Then answer the questions that follow.

Many groups help students get an education. In California, the Major

League Baseball organization built a learning center for students. They can

play baseball and learn reading and math. Another group called Free the

Children has built more than 450 schools around the world.

1. What are the important details of this paragraph?

2. What do these details have in common?

3. What is the main idea of the paragraph?


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Comprehension:

Main Idea and

Details Chart

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

How does the information you wrote in the Main Idea and Details

Chart help you summarize Earth Smart?

Detail

Detail

Detail

Main Idea


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As I read, I will pay attention to rate.

Charlie called Emma. “I’ve got a problem,” he told her

10 as soon as she picked up the phone. “How can I show my

23 mom I can take care of a pet?”

31 “Hmmm…,” said Emma. “What if you did some

39 research on pets?”

42 “Yeah,” he said. “I could do that.”

49 “Listen,” Emma said. “Lucy needs a bath. She keeps

58 scratching her fur, and I’m worried that she has fleas. Let’s

69 talk about this tomorrow, okay?”

74 Charlie called Josh. Josh said, “I can’t talk. I’m feeding

84 Prince. I can’t believe this dog’s appetite! If I don’t get this

96 food in his bowl, I’m afraid he’s going to cook for himself.” 108

Comprehension Check1. What is Charlie’s problem? Problem and Solution

2. Why can’t Charlie’s friends talk with him about his problem? Plot


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Rate


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A. Read the passage. Then answer the questions

Water is a liquid. A liquid can be poured. Heat and cold can affect the

state of water. If you put a pot of water on a hot stove, the water will soon

boil and you will see steam. Steam is water that has become a gas. When

water is a gas, it can float into the air. If you take that same pot of water

and put it in the freezer, the water will freeze and turn into ice. Ice is a

solid, and a solid doesn’t change shape. However, if you take the ice out of

the freezer, the heat from the air in your house will melt the ice and it will

become a liquid again.

1. What are two things that affect the state of water?

B. Fill in the missing cause or effect.

2. Cause: A pot of water is heated.

Effect:

3. Cause:

Effect: Water turns to ice.

4. Cause: Ice is taken out of the freezer and put in a warm room.

Effect:

A cause is what makes something happen. An effect is what

happens as a result of a cause.

Comprehension:

Cause and Effect


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Study Skill:

Using a Dictionary


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A thesaurus is a book of synonyms. Synonyms are words

that have similar meanings. When you don’t know the exact

meaning of a word, finding words with similar meanings in a

thesaurus can help you figure out the meaning of that word.

Sometimes a word has more than one meaning. A thesaurus

will provide synonyms for each meaning of the word.


Thesaurus: Synonyms

A. Read the thesaurus entry. Then answer the question below.

direction 1. leadership, guidance, control, management

2. guideline, instruction, rule, order, command 3. path, route,

course, track, way

1. How many different synonyms for direction does this thesaurus entry

provide?

B. Use the thesaurus entry to find a synonym for direction that

makes sense in each sentence. Write a synonym.

2. Our school is under the direction of our new principal, Mrs. Jackson.

3. Which direction do you want to take on our hike?

4. Did you read the directions before you started the activity?

5. Write two sentences using the synonyms path and track.


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Choose a text that you will read this week, and answer the questions.

What is the title?

What is the subject?

What do you already know or think about this subject?

What do you want to know about this subject?

What is your purpose for reading this text?






Genre

Title

Author

T his Text Is About

Reading Strategy/

Reading Log


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Phonics:

Long o

The long o sound can be spelled in different ways.

Here are several spelling patterns that stand for the long o

sound:

The letters oa stand for the long o sound. (coat)

The letters ow stand for the long o sound. (row)

When the letter o comes before the letters ld, the letter stands

for the long o sound.

A. Circle the letter or letters in each word that make the long o

sound. Write the letters on the line.

1. soak 9. know

2. snow 10. fl oat

3. blow 11. moat

4. coast 12. show

5. gold 13. boast

6. loaf 14. fl ow

7. scold 15. loan

8. roast 16. grow

B. Follow the directions above to review these words with the

long a sound.

17. gray 19. straight

18. play 20. delay

Wolf! • Grade 3/Unit 1


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Vocabulary

A. Write the correct word from the word box on each line.

passion splendid ached

bothering admire concentrate

1. The exciting games made the party the most ever!

2. I the paintings of a good artist.

3. The wolf’s paw after he stepped on a sharp rock.

4. A person who has a strong feeling has .

5. The buzzing bee kept me when I picked the fl owers.

6. I had to while I read a hard part of the story.

B. Use the words from the box to answer the questions.

7. Which word from the box has one syllable?

8. Write the words from the box that are two-syllable words.

9. Write the words from the box that are three-syllable words.


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34

Comprehension:

Compare

and Contrast

Read the following paragraph, and answer the questions below.

Sally and Mike are students in Mrs. Stine’s classroom. They both had

to act in the class play. Mike enjoys acting. Sally doesn’t like acting at all.

Mike has fun practicing his acting at home. Mike invited Sally to practice

with him. The practice helped Sally feel comfortable about acting. Now

Sally enjoys acting. When it was time for the class play, Sally felt good

about acting in the class play.

1. How does Mike feel about being in the class play?

2. How does Sally feel about being in the class play?

3. What does Mike do to help change the way Sally feels about acting?

When you compare characters, settings, or events, you tell how they

are alike.

When you contrast characters, settings, or events, you tell how

they are different. When you compare and contrast characters,

you can see how they treat each other. You can also see how their

relationships change.


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Comprehension:

Compare

and 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


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Fluency:

Expression

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

“You haven’t eaten any lunch, Katie,” my grandmother

8 said. She was right. The pile of mashed potatoes was a

19 round ball. My broccoli pieces still looked like perfect

28 little trees. And I had eaten only a spoonful of bean chili.

40 The next day, Granny was leaving on a trip to Europe.

51 She was staying on a sheep farm in Ireland for a month.

63 Traveling the world was Granny’s passion, but I was

72 worried.

73 “With all those sheep, there might be wolves,” I told

83 her. “It could be dangerous.”

88 “You’ve been reading too many fairy tales,” Granny

96 said.

97 I had read plenty of fairy tales. But I had also read a lot

111 of nonfiction. 113

Comprehension Check1. Why is Katie worried? Plot

2. Are Katie and Granny’s feelings about the trip the same or different?

How? Compare and Contrast


Errors=

Words Correct Score

First Read – =

Second Read – =


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Read each passage, and explain what the author wants you to

think or do.

1. Texas is a great place to visit. It has everything from beaches to prairies

to mountains. Texas also has exciting cities. In Texas, you can go for a

hike or spend the day at a museum. There is fun for everyone in Texas.

Visit Texas if you get the chance!

2. It is very important to vote. When you vote, you help to choose leaders

and make decisions. If you don’t vote, you don’t get a say in decisions

that may affect you. So, vote whenever you get the chance.

Authors often write to inform or to entertain. Sometimes an

author writes to be persuasive. Persuasive text is meant to

encourage readers to believe or to do something. The author

will include reasons that explain why readers should believe or

do something.

Comprehension:

Persuasive Text


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Text Features

Animals in the Wild

Animals living in the wild know they must take care of themselves. Animals

know this because they were born with instinct (in´ • stingkt´) and don’t have

to learn how to do things. For example, wolves know to make their home in

a place called a den. They know that the den must be well hidden to keep the

young wolves safe.


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Multiple-Meaning

Words

load noun 1. a large amount of something that is carried: We put a load of

groceries in the car. 2. a lot of something: My cousin has a load of friends.

3. the amount of work that a person has to do: They hired another person to

help with the work load. 4. a problem or worry: Finding the lost wallet was

a load off her mind. 5. an amount of clothes that are washed together in a

washing machine: We did two loads of laundry.

verb 1. to put into a computer: Press Enter to load the program into the

computer.


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Look at the title. What do you think the text will be about?

Look at any pictures. What do they tell you about the subject?

Read the fi rst paragraph. Why do you think the author wrote the text?

Think about your answers to the fi rst three questions. What is your

purpose for reading this text?






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log


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A. Find the two words in each sentence that have the long i

sound, and write them on the lines provided.

1. Why is the sky so blue?

2. The child got into a fi ght.

3. Dad went to buy a tie at the store.

4. I might ask the cook to fry the food.

5. Can you fi nd a bright red paint for the barn?

B. Write the word in each sentence that has the long i sound.

Underline the letter or letters that stand for the sound.

6. Did you know that pilot fi sh swim near blue sharks?

7. A bear once walked in front of my dad’s car.

8. We need to pry open this box.

9. The lights went out during the storm.

10. What is your favorite pie?

11. The pesky fl y almost ruined our picnic.

12. Sam eats only mild food.

Remember the following common spellings for the long i sound:

i, ie, y, and igh.

Phonics:

Long i

My Very Own Room • Grade 3/Unit 1


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Vocabulary

A. Fill in the blank with the word from the box that best

completes each sentence.

1. Rose’s family had planned their trip with great .

2. The family’s furniture was put into a room for on

the ship.

3. The ship sailed at the time it was supposed

to leave.

4. Rose used a sheet to her space from the rest of

her family.

5. She thought she was the person on the ship.

She had her own quiet space to write in her journal.

6. Rose unpacked at her new home. Some boxes had been squashed.

Nothing had been broken or during the move.

B. Write a sentence using one of the vocabulary words.

7.

determination ruined storage

exact separate luckiest


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You can use ideas in stories to make and confirm predictions.

When you make a prediction, you use details in a story to tell

what you think will happen next. As you continue reading, you

can confirm your prediction, or find out if you were right.

Read the title of each story to help you predict what will happen.

A Good Day to Play

1. What will the story be about?

Rain has fallen for days and days.

We’ve been bored in many ways.

The sun is finally out today.

We can’t wait to run out and play.

2. Was your prediction right?

The Tired Queen

1. What will the story be about?

The queen went to sleep late last night.

She stayed up ‘til almost dawn.

When she wakes up later this morning,

You’ll probably see her yawn.

2. Was your prediction right?

Comprehension:

Make and Confirm

Predictions


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

Comprehension:

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


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“What are your plans for today?” Mr. Sanchez asked his

son Carlo.

“I’m hiking with my nature club,” Carlo said, “from

the state park entrance to Turtle Lake. Jimmy’s father,

Mr. Gordon, is going with us.”

“It’s colder than yesterday,” his mother said. “Please

take your warmest jacket and your gloves.”

“Hold on,” Carlo’s father said. “I need to get your warm

blue jacket from the storage box in the attic. Then I’ll

drop you off.”

A short time later, Carlo met up with Mr. Gordon and

the other members of the club, Jimmy, Julie, and Tyrone.

Mr. Gordon packed them in his van and drove them to

the state park.

When they arrived he checked his compass. “The

old logging trail is somewhere directly west of here,”

he said.

Comprehension Check

Number of Errors

Words Correct Score

Fluency:

Phrasing


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Read each passage. Then tell what type of narrator is being used

and how you know.

1. I had hoped to be class president. I shook a lot of hands and made a lot of

promises. On election day, I asked all my classmates to vote for me. I was

so busy that I nearly forgot to vote for myself. I remembered just in time.

When the votes were counted, I had won by just one vote!

• What type of narrator appears in the passage? How do you know?

2. Maria wished that it would snow, but she knew that southern Texas was

too warm for snow, even in winter. Then one morning Maria woke up and

felt a chill in the air. She looked outside. White flakes were falling from

the sky. “Snow!” she cried. Her wish had come true.

• What type of narrator appears in the passage? How do you know?

In a story, a narrator tells what happens. A narrator who is a

character in the story is a first-person narrator. The reader

sees all events through that character’s eyes. The first-person

narrator uses the words I, me, mine, and my. A narrator who is

not a character in the story is a third-person narrator. This

narrator may also tell the story through a single character’s

eyes. Sometimes a third-person narrator knows and tells what

all the characters are thinking and doing. The third-person

narrator uses he or she, him or her, or they or them when telling

a story.

Comprehension:

Narrator


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210

Vincent van Gogh’s LifeVincent van Gogh was born

Early paintings Van Gogh’s earlypaintings were

Painters

Vincent van Goghpainted beautifulpictures.

An encyclopedia is a set of books filled with articles. The articles

are in alphabetical order and give information about many subjects.

On the top of each page a guide word tells the reader what will be

on that page. Some articles have headings and subheadings in

boldface type to summarize information and make it easy to find. Key

words are important words. Sometimes pictures have captions that

explain the pictures. Use text features to locate information and make

and confirm predictions.

Answer the following questions about the encyclopedia article above.

1. Read the heading. What do you think this article is about?

2. What is the guide word?

3. What is the heading?

4. What is a key word?

5. What is the caption?

6. Was your prediction about the article correct?

Text Feature: Guide

Words, Headings,

and Captions


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Suffixes -er, -est


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Study the chart. Then complete the sentences.

Genre Possible Purposes for Reading

Fiction/Drama/Poetry to have fun, to think about something in a new

way, to understand something about life or people

Informational Text to learn about a subject, to learn how to do

something

Persuasive Text to learn about a subject, to think about something

in a new way, to decide whether to do something

The genre that I will read is .

The subject of the text is .

My purpose for reading is to .






Genre

Title

Author

T his Text Is About

Reading Strategy/

Reading Log


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Phonics:

Long e

Boom Town • Grade 3/Unit 2


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Vocabulary

wailed traders blossomed grumbled

A. Use a word from the box to answer each question. Then use

the word in a sentence.

1. What is another word for complained in a low voice?

2. What word might describe an idea that grew very quickly?

3. Who might be upset if they couldn’t sell their goods?

4. What did the coyote do when it lifted its head toward the moon?

B. Combine the smaller words below to make a compound word.

Use a dictionary to write the meaning of each new word.

5. lone + some =

6. side + walks =


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Comprehension:

Sequence

In a story, the events happen in a certain order or sequence of

events. Words such as before, after, then, and finally are clues to

help you know the order. Understanding the sequence of events

helps you summarize the main events in the story.

Read the passage below. Then answer the questions.

Jessica and her family moved to Texas. Jessica made a shirt for her brother.

Many people liked the shirt she sewed for her brother. Then Jessica had

an idea to start making more shirts so he could sell them. Jessica had

to convince her brother to help her with the shirts. Before she got her

brother’s help, she could not keep up with all the work. Finally, Jessica had

enough help to start a shirt business.

1. What happened after Jessica and her family moved to Texas?

2. People liked the shirt Jessica made for her brother. What happened next?

3. What happened before Jessica got her brother’s help?

4. What happened last?


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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

understand the chronological order of events in Boom Town?

Sequence Chart


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Fluency:

Phrasing

As I read, I will pause at commas and stop at periods.

They came by horse and wagon. They came by flatboat

10 down rivers. They came with everything they owned. Most

19 made the trip west with their parents. Some came alone.

29 From the 1780s to the 1880s, thousands of children

36 moved to the frontier. They started a new life at the

47 western edge of settled land in the United States.

56 Families moved west for many reasons. Some wanted

64 their own land to start a new life. Others wanted to find

76 gold. Still others came for adventure.

82 In 1862, the Homestead Act made moving to the frontier

91 possible for these families. They paid the government $18

99 for 160 acres of land. To keep the land, the family had to

111 build a house on it. Then they had to live in it for at least

126 five years. 128

Comprehension Check1. Why did families move west? Main Idea and Details

2. What did families have to do to keep their land? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Cause and Effect

A cause is what makes something happen. An effect is what

happens as a result of a cause. In a story, the plot’s main

events may cause other events.

Read the story, and complete the Cause and Effect chart. Some

boxes have been filled in for you.

When City Park became littered with trash, Jorge knew that he had to

do something. He and his friends couldn’t even play there anymore. During

their next tree-house meeting, Jorge announced his plan.

“We’re going to start a clean-the-park project,” Jorge said.

“What do you mean?” asked Daniel.

Krista stood and pumped both fists in the air. “He means that we’re

going to take back City Park!” she shouted.

The next Saturday, the three friends and their parents entered the park with

gloves and garbage bags. When the group’s neighbors saw what was happening,

they joined in the cleanup project. By the end of the day, the cleanup crew had

stuffed ten bags full of litter. The park was clean and beautiful.

People loved visiting the park after that. Sometimes, they even stopped

Jorge while he was playing there to thank him for his great idea.

Cause Effect

Jorge and his friends could not play at City Park.

Jorge, his friends, and their parents began to clean up City Park.


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Text Feature:

Calendar


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Compound Words

A compound word is made up of two shorter words. Sometimes

combining the meaning of the smaller words can help you figure

out the meaning of the compound word. Other times, you need to

look up the word in a dictionary to find the meaning.

Underline the compound word in each sentence. Then write its

definition. Use a dictionary to help you.

1. Anna and her family traveled by stagecoach to Texas.

2. Anna spent her daytime hours sewing clothing.

3. Anna would use a landmark so she would not get lost while walking to

the store.

4. The blacksmith in town traded some tools for a new shirt.

5. One day a cowboy rode into town and asked Anna to sew him a new

shirt.

g

y

y


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A. Reading Strategy: Ask Questions

Ask questions to understand stories you read. Look in the story for facts

and details to answer the question. Use them as evidence to support

your answer. Here are three kinds of questions to ask:

Who? What? When? The answers to these questions are right there in the

story.

Why? How? The answers to these questions aren’t in the story. You

use facts and details to fi gure out the answer

What was the story’s theme?

Did the author do a good job?

You look at story details and make a decision about

how answer this question.

Write three kinds of questions about the story. Use facts and details from

the story to answer them. Write your answers on another paper.

1. Question

2. Question

3. Question






Genre

Title

Author

T his Text Is About

Reading Strategy/

Reading Log


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Phonics:

Silent Letters

Home-Grown Butterflies Grade 3/Unit 2


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Home-Grown Butterfl iesGrade 3/Unit 2

62

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Vocabulary

Read each clue. Then fill in the crossword puzzle with the

correct word from the box.

disappear protect harming

supply capture enclosure

Across

1. causing injury

4. to catch or get hold of

5. to go away completely

Down

2. to keep from harm

3. a structure that keeps things

closed in

6. an amount available for use


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Comprehension:

Draw Conclusions

A conclusion is an answer based on information.

You can draw conclusions based on relevant details in a story

or a passage. Then support your conclusion with details from

the text.

Draw your conclusions about the story below by answering each

question.

At a recent neighborhood meeting, people talked about planting a

vegetable garden. There was a vacant lot nearby, but it was filled with

garbage. Ivan raised his hand and said, “I have a great idea, but it will take

a lot of work.” That was it! The next Saturday, we all got to work.

Ivan took charge. He asked people what they wanted to do. Then he

helped them get started. Some people cleared garbage from the vacant

lot. Other people loaded garbage bags onto a truck. Everyone worked hard.

We were all tired at the end of the day, but the lot looked great. Now we

were ready for the next step.

1. What do you think was Ivan’s “great idea”? How do you know?

2. How does the community feel about planting a garden? What details

helped you draw this conclusion?


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Comprehension:

Conclusion Map

Detail

Detail

Detail

Conclusion

Home-Grown Butterflies Grade 3/Unit 2

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Fluency:

Rate


Purple loosestrife has been around a long time. It is a

11 native plant in Europe and Asia. The plant did not become

22 a pest in those places. It didn’t grow out of control as it has

36 here. In fact, some people thought it was a helpful herb.

47 They used it as a medicine. How did it get from there to

60 here?

61 Purple loosestrife came to North America in the 1800s,

69 but no one is sure how it traveled. Could seeds have been

81 carried across the sea in ships?

87 Many people believe a supply of seeds arrived in the

97 baggage of new immigrants. They planted the seeds in

106 their new gardens. The purple flowers may have reminded

115 them of home.

118 Purple loosestrife did not grow out of control in Europe

128 and Asia. It did not kill its plant neighbors. Why? The

139 answer is simple. Purple loosestrife had natural enemies

147 in its homeland. 150

Comprehension Check1. How was purple loosestrife controlled in Asia and Europe? Problem and

Solution

2. What might be a good way to control loosestrife in America? Problem

and Solution


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Draw Conclusions

A conclusion is what you understand after you have thought

about an idea. You can draw conclusions about what you read.

Use clues from the text as evidence, or support, when you draw

a conclusion.

Read the passage. Then draw conclusions by answering the

questions.

Honeybees are the only insects that make a food that we eat. The food

that they make is honey. People use honey to make things taste sweet. A

honeybee makes honey by collecting pollen from a flower. The honeybee

also pollinates the flower. This means that the flower can grow a seed or a

fruit. Apples, melons, and cherries all need honeybees to help them grow.

If there were no honeybees, we wouldn’t have honey. We also wouldn’t

have many of the fruits that we like to eat.

1. Given the information in this passage, do you think that honeybees are

important? Why or why not?

2. What are two sentences in the passage that support your conclusion?


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Literary 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. It helps you

picture the animal or thing. Assonance is the repetition of the

same or similar vowel sounds in a series of words grouped

closely together. Assonance appeals to the senses.

Read the poem. Then answer the questions.

One day a girl went walking

And stepped into a store;

She bought a pound of sausages

Then set them on the floor.

The girl began to whistle

A merry little tune;

Soon the sausages jumped up

And danced around the room.

1. What three words create assonance in the fi rst stanza?

2. What two words create assonance in the second stanza?

3. What lines in the poem show personifi cation?


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Context Clues

Some words have more than one meaning. To figure out

the correct meaning in a sentence, look for context clues. The

correct meaning depends on the way the word is used in the

sentence.

Look at the word duck in each sentence. Underline the context

clues that help you find its meaning. Write the meaning on the line.

duck (duk) Noun 1. A water bird that has a broad, flat bill and webbed

feet that help it to swim. There are both wild and tame ducks. Tame

ducks are often raised for food.

Verb 1. to lower the head or bend down quickly: The batter ducked

to keep from being hit by the ball. 2. to avoid; evade: I ducked the

embarrassing question by bringing up another subject.

1. We can hide from my brother if you duck under the table as soon as

you see him.

Duck means

2. The duck used his webbed feet to swim across the lake.

Duck means

3. Did you duck when all the butterfl ies fl ew over your head?

Duck means


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Ask questions to understand texts you read. Look in the text for facts and

details to answer the question. Use them as evidence to support your

answer. Here are three kinds of questions to ask:

Who? What? When? The answers to these questions are right there in

the text.

Why? How? The answers to these questions aren’t in the text. You

use text facts and details to fi gure out the answer

What was the author’s purpose?


You look at text details and make a decision about


Write three kinds of questions about the text. Find and use facts and

details from the text to answer them. Write your answers on another paper.

1. Question

2. Question

3. Question






G enre

Title

Author

T his Text Is About

Reading Strategy/

Reading Log


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Read each word. Underline the three-letter blend in each word.

Then use the word in a sentence.

1. strong

2. three

3. scrape

4. sprout

5. throne

When three consonants with different sounds come together in

a word, they form a three-letter blend. They often appear at the

beginning of a word. Blending the individual sounds will help

you read the word.

Say each of these words: stream, scrap, spread, throw.

Phonics:

Three-Letter Blends

p

Go West! • Grade 3/Unit 2


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culture communities immigrants established traditional

1. In Texas, there are many different types of neighborhoods.

2. Newcomers moved to Texas from around the world.

3. They started new businesses and learned new skills.

4. To keep from feeling homesick, the newcomers tried to do things in their

usual ways.

5. They brought their beliefs and traditions with them.

A. Write a vocabulary word from the box that means almost the

same as the underlined word or words in each sentence. Then

use the clues in the sentence to write the definition of the

vocabulary word. Check your definitions with a dictionary.

Vocabulary


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Comprehension:

Main Idea and Details

The main idea of a paragraph or section is what it is mostly

about. Details give more information about the main idea. To

figure out the main idea, look at the main details. Decide what

they have in common.

Read the passage. Then answer the questions below. Then find

the sentence that states the main idea.

Texas, like other states, has many cities that are made up of many

different communities. Each community is special in its own way.

Communities are different from one another because of the people

who live in them. In many communities, people have come from other

countries. They practice their culture and do things in their traditional

ways. Often, people move to a community for its schools.

1. What two important details have something in common?

2. Which detail doesn’t tell about the main idea?

3. What is the main idea?


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Comprehension:


Chart

As you read Go West!, fill in the Main Idea and Details Chart.

How does the information you wrote on the Main Idea and Details Chart

help you summarize Go West! ?

Detail

Detail

Detail

Main Idea


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

There are many predictions about the future of

8 computers. Most people agree that progress will be made

17 in the way computers look and in the way people will use

29 them.

30 Some experts think that handheld computers will take

38 the place of books. Others think we’ll have computers we

48 can wear. Some may hook onto your eyeglasses. This would

58 help pilots. They will be able to look at the sky and see

71 their gauges at the same time. Computers sewn in jackets

81 will let people keep track of their heart rate.

90 Computer screens that show 3-D images are predicted,

98 too. This will make game-playing far more exciting. 106

Comprehension Check1. What is the main idea of this selection? Main Idea and Details

2. How do you think computers will help in the future? Draw Conclusions


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing


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Comprehension:

Draw Conclusions

A conclusion is what you understand after you have thought about

an idea. You can draw conclusions about what you read. Use clues

from the text as evidence, or support, when you draw a conclusion.

Read the passage, and complete the chart. Write three clues

from the text and the conclusion that you draw from those clues.

One interesting fact about Texas concerns its land. In south Texas and

in the panhandle, there are plains. Plains are flat land usually covered

with grass. Prairies are also covered with grass, but they can have hills,

too. Prairies are found in north and central Texas. Texas Hill Country,

in the middle of the state, has hills and plateaus. A plateau is a high, flat

landform. East Texas is home to a thick forest of pine trees. The Gulf

Coast is an area of beaches and wetlands along the Gulf of Mexico.

Clue

Clue

Clue

Conclusion


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There are parts at the beginning and end of a book that can help

you find information you need quickly. The different parts of a

book include

title title page table of contents

preface chapter titles headings

subheadings index glossary

Answer each question below by writing the name of the book part

or parts.

1. Where would you look to fi nd out the pages that have information on a

specifi c topic?

2. Which parts of a book are usually printed in bold or colored type?

3. Where might you fi nd a short introduction to the book?

4. Where can you fi nd the meaning of a diffi cult word?

5. Which part of a book lists the chapter titles, other book parts, and page

numbers?

6. Which part of a book contains the title, the author’s name, and the

illustrator’s name?

Study Skill:

Parts of a Book


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Antonyms

Antonyms are words with opposite meanings. Sometimes,

knowing the opposite of an unknown word can help you figure

out the meaning of the new word. You can find antonyms

listed in a thesaurus. Sometimes the abbreviation ant is

written before antonyms. Sometimes antonyms are printed in

a different kind of type.

A. Read the thesaurus entry for the word ancient. Then answer

the questions below.

Thesaurus

ancient 1. very old, elderly 2. from early times 3. old-fashioned

ant: young, modern, new

1. What is an antonym for young?

2. What antonyms for ancient are listed in the thesaurus?

B. Choose an antonym to complete each sentence.

enormous happy modern

3. The ant is small but its bravery is .

4. Today I’m sad but yesterday I was .

5. The building was ancient, but the furniture was .


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Reading Strategy/

Reading Log


Ask questions to understand texts you read. Look in the text for facts and

details to answer the question. Use them as evidence to support your

answer. Here are three kinds of questions to ask:


the text.

Why? How? The answers to these questions aren’t in the text. You

use text facts and details to fi gure out the answer

What was the author’s purpose?


You look at text details and make a decision about




1. Question

2. Question

3. Question






G enre

Title

Author

T his Text Is About


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Phonics:

Digraphs

Here’s My Dollar • Grade 3/Unit 2


Step1

Step2

Step3

Step4

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Name Phonics:

Word Study


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Vocabulary


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Comprehension:

State Author’s

Purpose

Authors write for three main reasons: to entertain, to inform, or

to persuade. To identify an author’s stated purpose, find the

important details. Decide what the details have in common.

Then find the sentence that states the author’s purpose.

Read the following passages. Look at the details. Find what

they have in common. Then write the sentence that states the

author’s purpose.

1. Animals do not eat the same food as humans, so some zoos sell food

that you can feed to the animals. This food is part of their diet and is

healthy for them. All animals need a proper diet to thrive.

The sentence that states the author’s purpose:

2. Keep our zoos and nature parks clean. Use the trash cans that are

placed throughout the parks. Animals can cut themselves on soda cans.

Their necks can get caught in plastic rings. They can swallow objects

that make them choke. We need everyone’s help. We all lose if we don’t

protect our animals.


3. My class wanted to help out the community. We planted a vegetable

garden in an empty lot near our school. We grew tomatoes, beans, and

squash. We gave all the vegetables to a local food bank.



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Details

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

How does the information you wrote in this Author’s Purpose Chart help you

monitor comprehension in Here’s My Dollar?

Author’s Purpose

Comprehension:

Author’s Purpose

Chart


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Fluency:

Rate


All playgrounds should be safe. But some of them are

10 not. Sometimes playground equipment breaks down. And

17 a broken piece of equipment can be dangerous. Sometimes

26 there are holes in the ground where children can trip and

37 fall. Kids, and even grownups, don’t always recognize these

46 dangers.

47 One nine-year-old girl did spot dangers on a playground,

56 and she decided to take action. She came up with a

67 wonderful plan for making the playground safe. She’s

75 Devan Hickey, a fun-loving girl who lives in Bryan, Ohio.

85 First Devan got all her facts together. Then she reported

95 her plan to a group of people in her community who could

107 help her. She also asked family and friends to help out. She

119 didn’t give up until the playground was safe. Read her

129 story. 130

Comprehension Check1. How do playgrounds become unsafe? Main Idea and Details

2. What steps did Devan follow to make a playground safer? Chronological

Order


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Persuasive Language

Authors write to inform, to entertain, or to persuade. When you

read persuasive writing, determine what the author wishes to

persuade you to think or to do. In persuasive writing, authors

use persuasive language to influence readers to agree with

their point of view.

Read the passages below. Then answer the questions.

1. It’s time for all students at Greenview Elementary to keep our school clean.

Too many kids throw trash on the floor. Last week, I saw a kid drop his

notebook. Papers blew all over the play area. No one bothered to pick up

those papers. It’s the same with the cafeteria. Too often, food wrappers

litter the floor.

It’s up to all of us to pick up trash when we see it. It’s our school, and

we have a part to play in keeping it clean.

• What does the author want readers to think or do?

2. School uniforms are a good idea, and should be required here at Horace

Mann Elementary. Students would take less time getting ready in the

morning. That means that more students would arrive on time. Students

wouldn’t be pressured to wear the “right” clothes. Parents would like school

uniforms for the cost savings. It’s time to make a school rule about uniforms.

• What does the author want readers to think or do?


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Literary Element:

Rhyme Scheme and

Repetition

A rhyme scheme is the pattern of rhymes in a poem. In many

poems there is repetition, or repeated words or phrases. A

repeated line or lines in a poem is called a refrain.

Read the poem. Underline the rhyming words and circle the refrain.

Draw a square around words or phrases that show repetition.

Harbor

Down at the harbor

I did see,

A little gray mouse

as frisky as can be.

He scampered aboard a tugboat

and pulled a ship to sea.

He skittered aboard a motorboat

and helped the skiers ski.

He scuttled onto a fishing boat

and set the dolphins free.

Down at the harbor

I did see,

A little gray mouse

As frisky as can be.

The rhyme scheme of this poem is formed by rhyming the words in which

lines?


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Context Clues:

Examples

When you are reading, you will sometimes come across an

unknown word. You can often figure out its meaning by looking

at context clues, the words and phrases around it. Some

context clues will contain examples of the unfamiliar word.

Examples are one kind of context clue. These are words or

phrases that are examples of the unknown word. Robins and

parrots are examples of birds.

Circle the example clues that help you understand each

underlined word. Then write a possible definition for the

underlined word.

1. The group was made up of people of all occupations, including lawyers,

physical therapists, and hairdressers.

Meaning:

2. My best friend has two siblings, but I have four: two brothers and two

sisters.

Meaning:

3. From our window we could see many structures such as bridges,

skyscrapers, and docks.

Meaning:

4. Every cello, clarinet, trombone, and violin in the orchestra sounded

beautiful during the show.

Meaning:

lawyers,g p

s,

brothers

p p

hairdressers.

bridges,

, docks.

cello, clarinet, trombone, violin


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Asking questions can help you understand what you read. Some

questions help you think about what a text or story means. Choose a text

or story that you are reading this week, and complete the chart.






Ge nre

Title

Author

Th is Text Is About

Reading Strategy/

Reading Log

Record an event or idea from the text or story.

Write a question about its meaning.

Answer the question.

Support your answer with text facts and details.


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Contractions are made when two words are put together in

a shortened form. One or more letters are taken out to form

a contraction. An apostrophe is used to take the place of the

missing letter or letters.

A. Write the contraction from the box for each pair of words.

1. do not 2. she is

3. we will 4. have not

5. we are 6. could not

B. Underline the contraction in each sentence. Then write the

two words that make up the contraction.

7. We’d like you to visit our grandparents with us.

8. They’re building a new house in the country.

9. Since it isn’t ready yet, they sleep in the old cabin.

10. They haven’t hooked up electricity in the cabin.

Phonics:

Contractions with

Pronouns and Verbs

haven’t don’t we’ll we’re couldn’t she’s

y

A Castle on Viola StreetGrade 3/Unit 2

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Phonics:

Contractions with

Pronouns and Verbs

Look, William!

waving to us from across the street.

wait to cross until the sign changes to “walk.”

That way, we cause an accident.

A Castle on Viola Street Grade 3/Unit 2

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Phonics:

Contractions with

Pronouns and Verbs

My parents come to my soccer game tomorrow.

going to my sister’s play. be

really upset if they go.


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Phonics:

Contractions with

Pronouns and Verbs

A contraction is made when two words are put together to

make a shorter word. One or more letters are taken out. Then

an apostrophe takes the place of the missing letters.

A. Identify the contraction in each sentence. Write the two words

that can be made from the underlined words.

1. Sheri won’t be going to dance class today.

2. I’m so happy that you came to our party!

3. We’re going to basketball practice.

4. He’d rather play outside than watch television.

5. You shouldn’t eat too many sweets.

B. Identify and underline the contraction in each sentence. Circle

the word pair that makes the contraction.

6. Let’s go for a bike ride after school.

Let is Let us

7. We should’ve remembered to lock the door.

should have should not

8. Haven’t we been waiting a long time?

has not have not

9. I’d like to see the play with you.

I will I would


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Phonics:

Contractions with

Pronouns and Verbs

A contraction is made when two words are put together to

make a shorter word. One or more letters are taken out. Then

an apostrophe takes the place of the missing letters.

A. Circle the letter or letters in each word pair that are taken

away when you make a contraction. Then write the correct

contraction on the line.

1. he is 2. are not

3. that is 4. it will

5. I will 6. who is

B. Use the contractions in each box to complete each passage.

Don’t forget to capitalize a contraction when it begins a

sentence.

“ my birthday next week, and

having a party,” said Julia to Henry. “Do you think

like to come?”

“ love to come,” said Henry.

I wait to buy my new bike.

saved money all year to buy it. have enough money

saved in one more week. be so much fun riding it!

you’d it’s I’d I’m

I’ve can’t it’ll I’ll



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Name Phonics:

Word Study


96

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1. New are usually quieter than older washers and

dishwashers.

2. The pipe dripped all over the bathroom fl oor.

3. My cousins are the new of the house across

the street.

4. It will take a year of to complete the new buildings.

5. We needed large to fi nish building the house.

6. It was a very big , and we all worked hard on it.

B. Choose four vocabulary words. Write a sentence for each word.

7.

8.

9.

10.

A. Fill in the blank with the word from the box that best

completes each sentence.

leaky owners equipment

project construction appliances

Vocabulary


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Read the passage. Answer the questions that follow.

Carrie was invited to a costume party, but she did not have a costume.

She called her Aunt Harriet. She told Carrie to come right over. Aunt

Harriet had dozens of costumes. In fact, she had a huge collection because

she saved every costume she had ever worn to a party. She still had

costumes that she had worn in high school! Aunt Harriet was sure Carrie

would find something to wear. She was right!

1. What are the important details in this passage?

2. Put a check next to the theme of the passage.

Aunt Harriet enjoys hearing from Carrie.

Never throw anything away; it may be worth a lot of money.

Being resourceful pays off.

3. Was the theme stated or unstated?

A theme in a story is the author’s message. The theme is not

always stated. Readers can identify the theme by recording

important details and then figuring out what message they send.

Comprehension:

Theme


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Detail

Detail

Detail

Theme

Comprehension:

Theme Map


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

Aunt Claire was the owner of a store called The Junque

11 Shoppe. That was a fancy way of saying that she sold junk.

23 Some of the things in the store were antiques, but others

34 were just old.

37 Aunt Claire did give good presents, though.

44 This time she had a pretty box filled with old beads for

56 Susan. For four-year-old Emma she had a stuffed alligator.

65 The minute Emma saw the alligator she forgot all about

75 saying goodbye to her mom and dad. “Fluffy can sit on my

87 bed,” she announced.

90 “Fluffy isn’t a good name for an alligator,” Susan said.

100 “Don’t upset your sister,” her mom warned.

107 Susan rolled her eyes. She was just trying to be helpful.

118 Mom and dad finally said their goodbyes and left. After

128 dinner, Emma sat down to watch a video about dinosaurs.

138 Susan looked at her beads. 143

Comprehension Check1. How does Emma feel about her stuffed alligator? Plot

2. Why does Susan think the name Fluffy is not a good name for an

alligator? Plot


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Phrasing


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1. What do you predict that this passage will be about?

Now read the passage, and answer the questions that follow.

On the Move: The Lives of Hunter-Gatherers

Thousands of years ago, hunter-gatherers lived in the area that is now

southwest Texas. Hunter-gatherers are people who get food by hunting

animals and gathering plant parts. These hunter-gatherers had to move

from place to place to find new animals to hunt and new plants to eat.

2. Who are hunter-gatherers? What text feature helped you locate the

answer?

3. Was your prediction correct? Support your answer with ideas from the

passage.

When you make a prediction, you use a text’s title, pictures,

key words, and other text clues to make a guess about the text.

As you continue reading, you can confirm your prediction, or

find out whether you were right.

Comprehension:

Make and Confirm

Predictions

Read the title of the passage, and answer the question.


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Text Feature:

Features in a Textbook

Foods Around the World

Some foods have different names in different countries. Think about

your favorite foods at home. You may be surprised to learn what they are

called in other countries.

Confusing Food Names A biscuit in England is not the same as a biscuit in America. A biscuit

in England is called a cookie in the United States. In England a pie is called

flan, french fries are called chips, and potato chips are called crisps.


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Paragraph Clues


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the story.

Why? How? The answers to these questions aren’t in the story.

You use facts and details to fi gure out the answer

What was the story’s theme?


You look at story details and make a decision about




1. Question

2. Question

3. Question






G enre

Title

Author

T his Text Is About

Reading Strategy/

Reading Log


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Phonics:

r-Controlled Vowels

er, ir, ur

When a vowel is followed by r, the r changes the vowel’s sound.

When the vowels e, i, and u are followed by r, the sound is

usually /ûr/ as in shirt.

Underline the word in each sentence that follows the r-controlled

vowel spellings. Then circle the letters of the word that make the /ûr/

sound.

1. When my room is dirty, my mom makes me clean it before I can play

outside.

2. I am usually the fi rst to wake up in the morning. I like to read before the

house gets too noisy.

3. Sarah can always fi nd my wallet in my purse when she needs the keys.

4. My dad likes to burn wood when it gets cold outside.

5. In science class, we found out how to sneeze without spreading germs.

6. The letter a is a vowel.

7. What was the girl doing with the box of crayons?

8. We are not supposed to use the red marker.

dirt

fi rs

urs

urn

ermg

ter

girl

rke

Author: A True Story • Grade 3/Unit 3


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Name Phonics:

Word Study


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1. A snow shovel is the most tool for clearing snow

off a sidewalk.

2. The ballet dancer moved gracefully across

the stage.

3. The writer was thrilled when he received a letter of

for his poem.

4. Breakfast is my favorite meal.

5. We were careful to use manners at the table.

6. Our grew as we waited for the author’s plane

to land.

B. Write the definitions for the following vocabulary words.

7. acceptance

8. talented

9. excitement

10. proper

A. Use the vocabulary words to complete each sentence below.

proper talented useful single excitement acceptance

Vocabulary


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Comprehension:

Author’s Purpose

Read each passage. Underline the important details. Write the

sentence that states the author’s purpose. Then choose whether

the purpose is to inform, persuade, or entertain.

Writing is my favorite thing to do when I get home from school. You

should definitely try it. After school, go home and just write about your

thoughts for the day. Who knows, maybe your thoughts will turn into a story!

1. Stated purpose:

2. The author’s purpose is to:

a. persuade b. entertain c. inform

Getting a book published is a long process. You have to write your story

and then send it to a publisher. The publisher will decide if they like the

story you wrote and then will publish it. Sometimes publishers do not like

the story and you have to start the process over again.

3. Stated purpose:



The funniest thing happened to me. A cat in a tiny airplane flew over

my head. I chased the plane and it landed in someone’s backyard. Then I

noticed that a boy with a remote was flying the plane. The cat was not real!

5. Stated purpose:



Authors write to entertain, or tell a good story, to inform, or give

facts, or to persuade, or convince. To find the author’s stated

purpose, look at the details. Find what they have in common.

Then look for the sentence that states the author’s purpose.


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Comprehension:

Author’s Purpose

Chart

Details

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

generate questions about Author: A True Story?


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Fluency:

Phrasing


Elwyn Brooks White was born on July 11, 1899. He

10 was the baby in his family. He had three sisters and two

22 brothers. His brother Stanley taught him to read before

31 he even started school.

35 All six White children learned music. After dinner, the

44 Whites played music together.

48 They also did their homework. Mr. and Mrs. White had

58 been too poor to stay in school. But they wanted their

69 children to get a good education.

75 The Whites lived in Mount Vernon, a city near New

85 York City. Mount Vernon was more like a rural town in

96 those days. A boy could still find many wild animals.

106 White always had a dog and lots of other pets. 116

Comprehension Check1. What kind of family were the Whites? Make Inferences

2. How did Mr. and Mrs. White feel about school? Make Inferences


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Biography and

Autobiography

Biographies and autobiographies are texts that tell about

someone’s life. A biography is written by someone other than

the subject. It is written from the third-person point of view. An

autobiography is written by the subject. It is written from the

first-person point of view.

Read each passage. Then answer the questions.

1. My name is Pete. I like to cook. One day, I wanted to make a treat

for my classmates. I made little sandwiches in the shape of our school

mascot—a bear. My mom helped me use a bear-shaped cookie cutter to cut

the sandwiches. Everyone was excited when they saw sandwiches shaped

like the Brown School Bears!

• From what point of view is this passage written?

• Is this passage a biography or an autobiography? How do you know?

2. George Washington Carver is an important person in the history of

U.S. agriculture. While he was working at a school in Alabama, Carver

studied ways that farmers could grow better crops. He did experiments to

find out how to make soil healthier. He also invented new products that

could be made from plants grown on farms.

• From what point of view is this passage written?

• Is this passage a biography or an autobiography? How do you know?


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112

Literary Element:

Onomatopoeia,

Rhythm

A. Use the examples of onomatopoeia in the box to describe

each phrase below. Some words will not be used at all.

1. something breaks as it falls to the fl oor

2. something explodes

3. a swarm of bees

4. tires stopping quickly

B. Write a couplet, a poem with two lines. Use at least one

example of onomatopoeia in your poem. Read your poem

aloud and listen for the rhythm. Then underline the stressed

syllables in each line.

Onomatopoeia is the use of a word that is spelled to mimic

the sound it describes. For example, the words honk and

beep describe the sounds of a horn; splash is the sound water

makes.

Rhythm is the sound pattern of a poem. Some syllables

are stressed, or said with more strength. The stressed and

unstressed syllables give the poem its rhythm. The stressed

syllables are in dark print in the examples below.

Example: Roses are red. Violets are blue.

screech crash squeak buzz sizzle boom


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Context Clues:

Word Clues


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A. Reading Strategy: Monitor and Adjust Comprehension

Make sure that you understand what you are reading. If you don’t

understand, ask questions, look for clues, or reread part of the text aloud.

Choose a text that you are reading this week. Complete the chart for a

diffi cult part of that text.

What I Read

What I Don’t Understand

What I Did to Correct My Understanding



reading log. Be sure to paraphrase the main idea or meaning of the text.

Keep the details or events in the correct order. You may use the log to

talk to others about what you read.

Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log


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Phonics:

r-Controlled Vowels

ar, or

Dear Juno • Grade 3/Unit 3


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Name Phonics:

Word Study


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117

The Move

I couldn’t believe it when my father we would

be moving to Oregon. My best friend Jacob was even more upset. We

promised to stay in touch, but we knew it wouldn’t be the same as seeing

each other face to face.

A month later, as our plane from New York

to our new home, the of my little brother’s pretzel

bag woke me. I looked out at the night sky and came

up with a great idea. If Jacob can’t see me face to face, I’ll just have to

send him a photograph. “Perfect,” I thought as I held out my arms in front

of me to snap my own picture. The next day I sent it to him.

One week later I that the mail carrier had

delivered an envelope from Jacob to me! Inside was his picture and a letter.

If we can’t see each other face to face, at least we can see each other face

to picture.

crackle announced soared

starry noticed

Read the story. Fill in the blanks with the correct vocabulary words.

Vocabulary


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118

The characters are the people and animals in a story. Story

details show how characters feel about each other and how they

change. 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.

Read the story and answer the questions below.

Jake was new to our school. Everyone thought he was mean because he

didn’t want to play or talk to anyone. When kids went up to him, he just

turned his head the other way.

One day, I was playing with my ball and it got stuck on a tree branch.

No one wanted to help me get it down. Jake actually climbed the tree and

got the ball for me. I gave him a big hug. Now we are good friends. We

play ball together everyday.

1. Why did the narrator think Jake was mean?

2. What did Jake do in the story to make the narrator change her mind?

3. How do Jake and the narrator feel about each other now?

Comprehension:

Character, Setting,

Plot


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As you read Dear Juno, fill in the Character Web.

How does the information you wrote in this Character Web help you

analyze story structure in Dear Juno?

Comprehension:

Character Web


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120

A week earlier, Mr. Wilson had announced that his class

was going to become pen pals with a classroom of students

in Africa.

Mr. Wilson rolled up the map. He picked up a piece of

chalk. “Please raise your hand if you know what you’d like

to say in the letter.”

He wrote a greeting at the top of the chalkboard.

Dear students of Mr. Addo’s class,

Danny’s hand shot up. “We’re very excited to be your

pen pals,” he said.

Mr. Wilson wrote those words under the greeting.

Then Sonya raised her hand. “It’s autumn here in Iowa.

What is the weather like now in Ghana?”

Comprehension Check

Number of Errors

Words Correct Score

Fluency:

Expression and

Intonation


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Comprehension: Use

Graphic Features

Team Sports

A team sport is a sport that a group of people must do together.

Playing a team sport can help you stay healthy.

Staying Healthy

Exercise helps you improve your physical fitness. Physical fitness is the

body’s ability to do everything that it needs to do. When you play a team

sport, exercise becomes a habit. Of course, you exercise every time your team

plays a game. You also exercise when your team practices.

Basketball is a team sport.


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122

Use the time line to answer the questions below.

Number of Households

with Cable Television

1. How many households had cable television in 1990?

2. In which year did 66 million households have cable television?

3. How many households had cable television in 1993?

4. How many more households had cable television in 1997 than in 1990?

5. Between what years did the number of households with cable television

increase by 14 million?

A time line shows when important events took place.

To read a time line:

• Look at the time line to see what it is about.

• Read the time line from left to right.

• Read each event given.

• Look at the date for each event.

Text Feature:

Time Line


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123


Context Clues:

Sentence Clues


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124


Make sure that you understand what you are reading. Picturing

characters or scenes in your mind as you read will help you. Choose a

text that you are reading this week, and complete the chart.

Details That DescribePicture That I Form in

My Mind






Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log


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Phonics/Word Study:

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

Messaging Mania • Grade 3/Unit 3


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127

A. Read the story. Then fill in each blank with the correct

vocabulary word from the box. Circle the context clues that

help you figure out the meaning of the vocabulary words.

record focus estimate

I have been reading an online almanac. Scientists think that

our area will be hit with a big snowstorm next winter. They

that we will receive about 36 inches of

snow. That’s three feet of snow! I wonder if the snowstorm will set a

for the most snow in one storm. I told my

mom about what the scientists are thinking. She said that I should

on my homework that’s due tomorrow. She wants

me to pay attention to my school work and ignore the storms that might

happen a long time from now!

B. Use clues in the story to write the definitions of the

vocabulary words. Check your definitions with a dictionary.

1. record

2. focus

3. estimate

Vocabulary


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128

Comprehension:

Cause and Effect

The town had a big storm. A tree fell because the rain was heavy and

the wind was strong. People couldn’t use their telephones since the tree fell

on a major telephone pole. As a result of the storm, people had to drive to

the next town to make calls.


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Comprehension:

Cause and Effect

Chart

As you read Messaging Mania, fill in the Cause and Effect Chart.

How does the information you wrote in this Cause and Effect Chart

help you better understand Messaging Mania?

Cause Effect


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130

When something breaks on the space station, what does

the crew do? They fix it. To repair the outside of the space

station, they must take a spacewalk.

The temperature in space can be very hot or very cold.

Astronauts wear spacesuits for protection. Their suits also

provide air, since there is no oxygen in space.

What happens if gravity pulls astronauts away during a

spacewalk? They use a jet-pack “life jacket” to easily fly

back to the station.

Each year, new tools make the job of fixing the space

station a bit easier. A new kind of radio lets up to five

people talk at one time. Heaters help keep fingers warm.

New lights on the space helmets shine on dim and dark

work areas.

Comprehension Check

Number of Errors

Words Correct Score

Fluency:

Pronunciation

and Phrasing


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131

Comprehension:

Media Literacy

There are many ways to send and receive information on the

Internet. You can send e-mail to your friends or family. You can

also learn information by going to a news Web site.

Read the passages below. Then answer the questions.

Greendale On Tuesday night,

city leaders agreed to build a bridge

over Longman Stream. The city of

Greendale bought land on both sides

of the stream last year. That land will

become a new park. It will be named

Sanchez Park after Greendale’s

founder, Hector Sanchez.

The bridge will join the two areas

of the park. Walking and biking trails

will be on the east side of the stream.

A soccer field, swings, and picnic

tables will be on the west side. The

city will plant trees along the stream.

To: [email protected]

From: [email protected]

Subject: Come to my party!

Hey Aaron! I hope that you can

come to my birthday party this

Saturday the 29th at Sanchez

Park. It will be a blast!

We will play soccer first and

then go to my house for cake.

Hope you can come!

Jayson

1. How are the e-mail and the online news article different?

2. How are the e-mail and the online news article alike?


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132

Study Skill:

Using the Library

Use resources in the library to find information. Libraries have

reference books and materials that contain information for

research.

• You can look up a topic, author, and title in the electronic

card catalog to find out whether the library has the book you

are looking for.

• A telephone directory gives addresses and telephone

numbers of people and businesses. The directory may be in a

book or online.

• Newspapers and magazines offer information about people,

places, and things. You can learn about events that have just

happened. Newspapers and periodicals are available in print

or online.

Complete each of the following statements with the name of the

library resource you would use.

1. Sam’s computer is broken, and he wants to fi nd the number of the local

computer store. He should check the .

2. Mr. Chan wants to fi nd an article about recent whale migration in the

Pacifi c Ocean. He should check a science .

3. Many people in my town want to read about the results of yesterday’s

election. They should check the .

4. I want to know if the library has a specifi c book about grizzly bears. I will

check the .


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Context Clues

Homographs are words that are spelled the same

but have more than one meaning. Use context clues

to figure out the correct meaning of the homograph.

The meaning depends on how the word is used.

The word pupil can mean two different things. I am

a pupil at the Bowen Elementary School. The pupil is

the black, center part of your eye.

A. Read each sentence. The homograph is in boldface type.

Underline the context clues. Write the meaning of the homograph.

1. My mom re ad the story before we went to bed.

2. I live on the seco nd story of the apartment building.

3. I wanted to hide behind the tree.

4. The elephant’s rough hide helps protect it.

B. Choose a homograph from the sentences above. Then write two

sentences of your own.

p g

p g


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134


Make sure that you understand what you are reading. Rereading parts

of a text aloud will help you. Correct any ideas that didn’t match the text.

Choose a text that you are reading this week, and complete the activity.

Stop after you read something that is hard to understand. Answer the

question.

What is unclear about this part of the text?

Now reread that part of text. Reread more than once if needed. Then

answer the question.

What does this part of the text mean?






Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log


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Phonics:

Diphthongs

oi, oy

What Do Illustrators Do? Grade 3/Unit 3


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Word Study

What Do Illustrators Do?Grade 3/Unit 3

136

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137

A. Read the story. Then fill in the blanks with the correct

vocabulary words from the box.

instance illustrate style textures sketches suggestions

From the time she was a child, Jenna knew she wanted to

children’s books. Jenna had her own

of drawing. It was different from that of any

artist she had ever seen. Her had something

special in them. For , Jenna always drew a piece

of hair sticking up from the heads of all of her characters.

Jenna loved to paint with oil paints. Some of her paintings had smooth

. In others, the paint was thick and rough.

As she grew up, Jenna took several classes in drawing and painting.

from her teachers helped Jenna improve.

B. Using the clues in the story, write the definitions of these


1. instance

2. illustrate

3. style

4. textures

Vocabulary


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138

In a story, events take place in a certain sequence, or

chronological order.

Read the passage below and answer the questions that follow.

Bryan Jones loves to draw frogs. First he takes his pencils and pad

to the park. Then he starts to sketch the first frog he sees. After Bryan

finishes his sketch, he takes it home. Then he looks for all of his green

paint. Finally, Bryan paints his frog on a big canvas.

1. What does Bryan do fi rst?

2. What happens next?

3. What fi nally happens?

Comprehension:

Sequence


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Comprehension:

Sequence Chart

Event

Event

Event

Event

Event


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140

As I read, I will pay attention to phrasing and rate.

Most of us wish we could draw people. Whether you

10 want to illustrate a story or design a poster, the ability to

22 draw people comes in handy.

27 We all look at faces every day. But beginning artists

37 still have trouble putting what they see on paper. For

47 instance, they often draw the eyes too low. They make

57 the top of the head too small. The people they draw look

69 like pinheads!

71 You don’t need special supplies to learn to draw. All

81 you really need to get started is an ordinary pencil and a

93 good eraser. Use any kind of plain white paper.

102 It’s a good idea to start by copying other drawings

112 and photographs. You will get better with practice.

120 Then you can surprise your friends and family by

129 drawing them. 131

Comprehension Check1. What are some common mistakes for beginning artists? Main Idea and

Details

2. What is a way to become a better artist? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Phrasing and Rate


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141

Comprehension:

Cause and Effect

A cause is an event or an action that makes something happen.

An effect is something that happens because of an event or an

action. To identify cause and effect, look for signal words such

as cause, effect, because, due to, since, if, and when.

Read the passage. Then answer the questions.

When a fire alarm rings, firefighters jump into action. They put on

boots, coats, pants, and helmets. They grab safety tools and jump onto the

fire truck. The fire truck races through traffic because people might be in

danger. When drivers hear the truck’s siren, they move their cars to allow

the truck to pass.

When firefighters arrive at a fire, they hook up the truck’s hoses. Then

the firefighters work to put out the fire. They check to make sure that

people and animals are safe. They enter a building carefully because a fire

can cause buildings to fall.

1. What causes a fi refi ghter to jump into action?

2. What causes a fi re truck to race through traffi c?

3. What effect does the fi re truck’s siren have on traffi c?

4. What effect does a fi re have on some buildings?


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142

An interview is a written record of a conversation in which the

interviewer asks someone questions in order to gather information.

Read the interview. Then answer the questions.

Interviewer: When did you open your art school?

Cora Amble: I opened the art school last year. At first, I worked with

students I knew from being an art teacher at their school.

Interviewer: What kind of classes can students take in your school?

Cora Amble: They can take classes in watercolor, oil paint, pastels,

or pottery. Also, they can learn to make pots, mugs, or animal

figures out of clay.

Interviewer: Do you have many students in your school?

Cora Amble: Twenty-five students are enrolled right now. I would like

to hire another teacher so I can take more students.

1. When did Cora’s art school fi rst open?

2. What kind of art do Cora’s students learn?

3. Why does Cora want to hire another art teacher?

Text Feature:

Interviews


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Sentence Clues


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144


Make sure that you understand what you are reading. Asking questions

about a text will help you. Choose a text that you are reading this week,

and complete the activity.

Stop after you read something that is hard to understand. Write a

question about that part of the text.

Question:

Now reread that part of the text, or read on. Look for facts and details in

the text that help you answer your question. Write the answer. Include

evidence to support your answer.

Repeat as needed as you keep reading the text.



reading log. Be sure to paraphrase main ideas or the meaning of the text.



Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log


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Read each word in the box. Sort the words by writing each under the

correct sound and spelling category below. Be sure to read each word

aloud before sorting.

/ü/ as in grew, rude, clue, fruit, and group

ue ew ou

oo ui

/ů/ as in cook and could

oo ou

/u/ as in mule

u_e

Phonics/Word Study:

Variant Vowel

oo, u_e, ue, ewou, ui

chew good sue fool juice

crew should prune rude soup

cruel fume book would cube

The Jones Family ExpressGrade 3/Unit 3


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Word Study


146

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A. Choose a vocabulary word from the box to complete each

sentence below.

annual potential politely

expensive innocent wrapping

1. This year we changed the place for our

family picnic.

2. Use this paper for the big presents.

3. My sister thinks that I broke her suitcase, but I am .

4. You should speak to everyone, not just adults.

5. The airplane tickets were so that we took

the bus instead.

6. The spaceship journey may be dangerous, but it has great

for new information about Mars.

B. Write a sentence using the vocabulary words correctly.

7. annual

8. expensive

Vocabulary


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148

Sometimes readers need to infer, or figure out, what is

happening in a story from clues that the author gives. To make

inferences, add what you know to what the author tells you.

Read the paragraph and answer the questions.

Last year my brothers, my mom, and I took a trip to Chicago. Dad

stayed home. This year we’re planning a trip to New York City. Dad is

making up our sightseeing schedule again. We always follow his advice

and have a great time. I like to call him every day and tell him what we

did. Dad says he doesn’t have to leave home to travel to cities in the United

States because they are as close as his travel magazines and books. Next

year we may even go to Mexico.

1. How does Dad feel about his family taking trips without him?

2. Explain how you know.

3. Do you think Dad will travel with his family to Mexico? Why or why not?

4. Do you think the narrator would like Dad to travel with the family? Why or

why not?

Comprehension:

Make Inferences


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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?


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150

As I read, I will pay attention to intonation and expression.

“How are you two doing?” the conductor asked Marie.

9 “Fine, thanks,” Marie said politely.

14 Marie then asked her dad, “How’s Rosie?” She was

23 talking about her tiny black poodle. Her mom was holding

33 the tiny dog in a baby carrier around her neck.

43 “She’s just fine,” Mr. Diaz told her. “Rosie is sleeping.”

53 Her parents wanted to leave Rosie home, but Marie

62 insisted that her new puppy was too young to leave behind.

73 She was so small she’d be no trouble at all. Her parents

85 finally agreed.

87 Marie spent the last hours of the trip reading. Her new

98 book was so interesting that it made the hours pass quickly.

109 Soon she felt the train slow down. Her heart began to

120 beat fast. 122

Comprehension Check1. How did Marie convince her parents to bring Rosie on their trip? Plot

Development

2. Why did Marie’s heart begin to beat faster? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Intonation and

Expression


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Josh loved dogs. He checked out books about dogs from the library

and read them carefully. He learned about different breeds of dogs, how to

care for dogs, and how to train them. When the day finally came for Josh

to get a dog, he went to the animal shelter. When he saw a terrier puppy,

his heart nearly leapt out of his chest. He patted it on its head and named it

Max. Max licked his hand. Josh knew that this was the dog for him!

I felt my heart pounding in my chest. It was my first time to speak

in front of the class. I had practiced in front of my mom for three nights.

I spoke slowly and carefully. I learned to look at my mom and not at the

floor. I tried to speak loudly and not mumble. As I walked to the front of

the room, I looked at my classmates. Then I took a deep breath.

Comprehension: First-

and Third-Person

Narrator

The Jones Family Express Grade 3/Unit 3

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152

Text Feature:

Directions

Here are directions for going to Zoo Land Amusement Park.

Catch the #4 crosstown bus on the corner of Elm and Spruce.

Ride the #4 crosstown bus to the corner of State and Main.

At State Street, transfer to the #7 downtown bus.

Ride the #7 bus to the last bus stop.

When you get off the bus, you will see the entrance sign, “Zoo Land

Amusement Park.”

Have fun!

The Jones Family Express Grade 3/Unit 3

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Homophones are words that sound alike but are spelled

differently and have different meanings.

A. Circle the correct word to complete each sentence.

1. We brushed the horse’s (main, mane) before the show.

2. I used butter, (fl our, fl ower), and sugar to make the cookies.

3. Dad and I need to tighten the (break, brake) on my bike.

4. We need more wind to (sail, sale) the boat.

5. There was a (wrap, rap) on the window.

6. What is the name of the (mane, main) street near your house?

7. I picked this beautiful red (fl ower, fl our) for my aunt.

8. Tasha dropped the glass, but it did not (brake, break).

9. Mom and I went to the back-to-school (sale, sail) to buy jeans and

t-shirts.

10. I had to (rap, wrap) the present before we left for the party.

B. Write a homophone on the line for each word below.

Example: rows

11. knot 16. be

12. haul 17. deer

13. tacks 18. steal

14. fl ea 19. sea

15. scene 20. hoarse


Homophones

rose

mane)

brake)

(fl our,

(sail,

rap)

main)

(fl ower,

, break)

(sale,

wrap)


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Make sure that you understand what you are reading. Asking questions

will help you. Choose a text that you are reading this week, and answer

the questions.

Which part of the story is unclear?

What question can you ask to help you understand this part of the story?

What details and facts tell about your question?

What is the answer to your question? Support it with information from the

story.






Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log


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Phonics:

Diphthong ou, ow

When two vowel sounds appear together in the same syllable,

they are pronounced as one sound. The letters ou and ow can

stand for /ou/, the vowel sound you hear in found and crowd.

Underline the word with the /ou/ sound in each sentence. Then

circle the letters in each word that make the /ou/ sound.

1. We wanted to bounce the ball back and forth.

2. Please do not shout in the library, because many people are studying

and reading.

3. The cast of the play came to take a bow.

4. I hurt my leg when I slipped and fell to the hard ground.

5. After winning the science contest, I was very proud.

6. Fiona used the big red towel to dry off.

7. The sound of the dog barking outside woke me up.

8. My dad had a scowl on his face when the dog ran away.

Seven Spools of ThreadGrade 3/Unit 4


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Word StudyName


156

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Vocabulary

A. Use what you know about the other words in the sentences to

choose a word from the box that makes sense in each blank.

One rainy day, Juan and Maria about what to do.

“Let’s look through our to see what we don’t need.

We can give away toys we do not play with,” said Juan.

Their mother at his idea. “I am glad that you

are not greedy children!” she said. This is a much better way to spend time

than . A long time ago I a lot

of to make a dress, and I never used it. Take it and

bring it with you. Maybe some children can make costumes with it.”

B. Write a definition for each vocabulary word.

1. argued

2. beamed

3. fabric

4. quarreling

5. possessions

6. purchased

argued beamed fabric quarreling possessions purchased


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Comprehension:

Draw Conclusions

Sam is a new student in Mike’s class. Sam is shy. Mike thought he was stuck up. One day Mike had a hard time with a math problem. Sam showed Mike how to solve it. Mike thanked Sam. They played at recess.

Neighborhood children walked together to the park. They arrived to find empty cans, fallen leaves, and crumbled paper everywhere. The children pouted. “Something must be done about this,” one child said. They all marched home and returned with rakes, trash bags, and buckets.

Seven Spools of Thread Grade 3/Unit 4

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Comprehension:

Conclusion Map

Detail

Conclusion

Detail

Detail

Conclusion

Detail

Detail

Seven Spools of Thread Grade 3/Unit 4

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Fluency:

Phrasing


The old man could give the diamond to only one son.

11 Which one should it be? He loved them all equally. Finally

22 he came up with a solution.

28 The next morning, the old man called his three sons

38 before him.

40 “My sons, I have a problem,” he told them. “I love all

52 three of you, but I can give my most precious possession

63 to only one of you. Therefore, I will give my diamond to

75 the son that best meets my challenge.”

82 “The one of you who proves to be a true hero will get

95 the diamond,” said the old man.

101 “That is fair,” said the three sons in unison.

110 “To decide who is the true hero, I will give you a task,”

123 said their father. 126

Comprehension Check1. What is the old man’s problem? Problem and Solution

2. How does the old man decide which son should get the diamond? Plot


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Sensory Language

Sensory language is the use of words to appeal to the

reader’s senses of sight, hearing, touch, taste, and smell. It

creates a detailed picture in the reader’s mind.

Read the passage. Then complete the items.

As Elise walked across the beach, she could feel the soft, warm grains

of sand on her feet and smell the salt in the air. She found the perfect spot

to set down her things. From her spot, she could listen to the tide washing

gently back and forth along the edge of the beach. Above her, seagulls cried

out their high-pitched call to one another. Their shadows darted across the

sands below. Elise unfolded her towel, sat down, and put on her sunscreen.

It smelled like coconuts, and it always reminded her of summer. Then she

unpacked a fresh, red apple from her bag and took her fi rst bite of the crisp,

tart fruit. Sweet, sticky juice ran down her chin. When Elise fi nished, she ran

down to the water to wash off the juice. As she looked out across the water,

she spotted the great white sails of a ship. They swelled deeply, fi lled by the

wind that tore across the water.

1. Underline details that appeal to the sense of sight.

2. Circle details that appeal to the sense of hearing.

3. Draw a box around details that appeal to the sense of touch.

4. Cross out details that appeal to the sense of taste.

5. Draw dots under details that appeal to the sense of smell.

6. Which details from the passage created the strongest picture in your mind?

listen to the tide washing

h seagulls cried


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Text Feature:

Rules

Rules are directions or guides that tell you how to behave in

certain situations. They are usually numbered. Lists of rules

also have titles that explain what the rules will be about.

Read the rules. Answer the questions below.

Safety Rules for Crossing the Street

1. Cross the street at a crosswalk.

2. Obey all traffi c signals.

3. Stay on the sidewalk until it is time to cross.

4. Hold an adult’s hand when you cross the street.

5. Look left and right before you cross.

1. What are these rules about?

2. How many rules are there for crossing the street?

3. What should you do fi rst when you cross the street?

4. Why are these rules important?

5. Now explain the rules to a friend.


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Multiple-Meaning

Words

Some words have more than one meaning. Use context clues

in each sentence to help you figure out the meaning of the

underlined word. Write the meaning on the line.

1. We threw the stick to our dog Max.

2. My mom had to stick the thermometer into the turkey.

3. The group will meet at the corner of Main and State streets.

4 . Mom and Dad had to corner the dog so he wouldn’t get out when I

opened the door.

5. Mrs. Johnson’s class sat in the row in front of the stage.

6. The team needed to row the boat faster in order to get ahead.

7. She will raise the chair to get it over the desk.

8. Volunteers want to raise money to give to the charity.


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Reading Strategy/

Reading Log

A. Reading Strategy: Make Inferences

Making inferences will help you understand what you read. Keep in

mind that you should support every inference with details from the text.

Choose a text that you are reading this week, and answer the questions.

1. What information in the story is not given by the author?

2. What evidence from the story can help you answer the question?

3. What inference can you make to answer the question?


Choose something that you would like to read. After reading, complete

the reading log. Be sure to paraphrase, or tell the main idea or

meaning of the text. Keep the details or events in the correct order.

You may use your log to talk to others about what you read.

Genre

Title Author

This Text Is About


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The plural of many nouns is formed by adding -s to the base

word, as in pears. Nouns ending in x, ch, and sh form the plural

by adding -es, as in wishes.

To form the plural of most nouns that end in a consonant plus y,

change the y to i and add -es, as in puppies.

A. Circle the plural forms of the nouns in the paragraphs.

1. The boys decided to pick berries. The berry bushes were full of fruit. The

heavy branches hung to the ground. They picked fi ve buckets. Then they

all ate their lunches.

2. We have three libraries in our town. Adults and kids use them. They check

out books about other countries, about puppies, and even desert foxes.

B. Use the chart to sort the plural words from above by their endings.

-s -es y to i + -es

Phonics/Word Study:

Plural Words

Nacho and Lolita • Grade 3/Unit 4

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Phonics: Plural Words

with Spelling

Changes y to i

The plural of many nouns is formed by adding -s to the root

word, as in car and cars. To form the plural of most nouns that

end in a consonant plus y, change the y to an i and add -es

as in baby and babies. Knowing this rule will help you decode

plurals formed by root words ending in a consonant plus y.

A. Write the plural form of each word.

1. puppy – y + ies =

2. pony – y + ies =

3. baby – y + ies =

4. lady – y + ies =

5. party – y + ies =

6. supply – y + ies =

B. Circle the word that ends in a consonant plus y in each

sentence. Then write its plural form on the line.

7. Jess looked up a word in the dictionary.

plural:

8. The city lights sparkled.

plural:

9. The blueberry pie looks delicious.

plural:

dictionary.

city

blueberry


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with Spelling

Changes y to i

The plural of many nouns is formed by adding -s to the root

word, as in cars. To form the plural of most nouns that end in

a consonant plus y, change the y to an i and add -es. Knowing

this rule will help you decode plurals formed by root words

ending in a consonant plus y.

A. Write the root word of each plural below by removing ies and

adding y.

1. trophies – ies + y =

2. injuries – ies + y =

3. families – ies + y =

4. cherries – ies + y =

5. countries – ies + y =

6. armies – ies + y =

B. Circle the plural noun that ends in ies in each sentence. Then

write its root word on the line.

7. Gabe found three pennies on the ground.

base word:

8. Sue likes to eat berries straight from the bush.

base word:

9. The United States is bordered by two countries, Canada and Mexico.

base word:

pennies

berries

countries,


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with Spelling

Changes y to i

To form the plural of most nouns that end in a consonant

plus y, change the y to an i and add -es. Nouns that end in a

vowel plus y are formed by adding an s with no other spelling

changes. Knowing this rule will help you decode plurals formed

by root words ending in y.

A. Look at the underlined ending in each word below. If it is a

vowel plus y, write the plural by adding -s. If it is a consonant

plus y, write the plural by changing y to i and adding -es.

1. body 2. country

plural: plural:

3. turkey 4. boy

plural: plural:

5. ferry 6. essay

plural: plural:

B. Write the correct plural form of each root word in the

sentences below.

7. root word: toy

Please pick up the in your room before you go out.

8. root word: baby

The twin were taking a nap.

9. root word: copy

We made 20 of the poster to hang up at school.


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with Spelling

Changes y to i

To form the plural of most nouns that end in a consonant

plus y, change the y to an i and add -es. Nouns that end in a

vowel plus y are formed by adding an s with no other spelling

changes. Knowing this rule will help you decode plurals formed

by root words ending in y.

A. Write the plural for each word below. Decide whether to add -s

or change y to i and add -es.

1. cherry 2. toy

3. supply 4. turkey

5. bunny 6. pony

7. strawberry 8. boy

B. Complete each sentence by filling in the blanks with plural

words from above.

9. I packed my backpack with pencils, paper, and other

for school.

10. There were many animals at the farm. We saw ,

, and .

11. The store sold and games for girls and

.

12. and are my favorite kinds of fruit.



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Word Study


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Vocabulary

A. Use what you know about the other words in the sentences to

choose a vocabulary word from the box that makes sense in

each blank.

01. My family makes for Thanksgiving dinner.

02. We for our parents to take us to see the

new movie.

03. My aunt gives us hugs and kisses to show her .

04. The player felt after exercising all day.

05. The store gives customers a that all their

products work.

06. The of the sun woke me up.

B. Put the vocabulary words from the box above in alphabetical order.

07.

08.

09.

10.

11.

12.

brilliance affection pleaded

preparations guarantee exhausted


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Comprehension:

Theme

Read the passage. Answer the questions that follow.

Jack was having a bad day. First, he fell on the way to school and ripped

his jeans. Next, he forgot to bring in his book report. Then he had to go to

the dentist after school. When Jack got home, a message was waiting for

him. The message was from the school soccer coach, inviting Jack to play

on the team. Playing on the team was Jack’s dream. For the first time that

day, Jack had a big smile on his face. Then he realized that his horrible day

had turned around. It was a good day after all!

1 . What are the important details in this story? Paraphrase the details on

the lines below.

2. What was the theme of this story? Paraphrase the theme on the lines

below.

A theme is the message or overall idea that the author wants to

tell readers. The theme may be stated or unstated. Search for

important details to help you find the story’s theme. To paraphrase

the theme, restate the theme in your own words.


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Comprehension:

Theme Map

Detail

Detail

Detail

Theme


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As I read, I will pay attention to expression.

A kangaroo rat lives off water in its own body. It also

12 saves water. It builds an underground home or burrow.

21 When the rat breathes, it gives off some water droplets.

31 This water stays inside the burrow.

37 Pack rats store seeds and nuts in their burrows. The

47 seeds and nuts absorb water from the air. This helps pack

58 rats get enough to drink. They chew on a cactus plant only

70 if they are suffering from thirst. Those cactus spines are

80 sharp.

81 Many birds live in the desert. There are owls, hawks,

91 and roadrunners. Desert birds get all their water from the

101 bugs, lizards, and small animals they eat.

108 In the desert sun, water evaporates quickly. To keep

117 cool many desert animals hunt for food at night. 126

Comprehension Check1. How do pack rats get enough water? Main Idea and Details

2. How do birds get their water? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Expression


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Comprehension:

Character

Characters are the people or animals in a story. Characters in

a story affect one another with their words and actions. Often,

characters have changed by the end of a story. Thinking about

these changes helps you understand the message of the story.

Read the story. Then answer the questions.

It was a hot afternoon at the public pool. Eric longed to go into the

water to cool off, but he couldn’t swim. He had never been in water deeper

than that in a bathtub. He was too frightened to get into the big pool. The

lifeguard, Beth, saw Eric trembling at the edge of the pool.

“There’s nothing to be afraid of,” she said. “Just stay in the shallow end.

I’ll walk in with you.” Eric took his fi rst steps into the shallow end of the

pool. The water was so refreshing and cool! His fear melted away.

“It’s not scary at all!” he said to Beth. “Maybe I’ll even take swimming

lessons.”

1. What does Beth do to help Eric?

2. How do Eric’s feelings about the pool change? How do you know?


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Consonance is the repetition of the same consonant sound at

the end of two or more words.

A metaphor is a statement that compares two different things

without using the words like and as.

A. Underline the words in each sentence that show consonance.

1. See you tonight. We’ll meet at eight.

2. That fl ower should never be near the fl oor.

3. The bug and the dog were in a bag and needed a hug.

4. We walked around the fl owerbed covered in mud.

5. Susan will fi ll the pail with a pile of rocks.

6. Dad was mad when the lid fell.

B. Read each sentence. Tell what two things are being compared

in each metaphor.

7. My friend Denise is a walking dictionary.

8. My fl ashlight is my shining star.

Literary Elements:

Consonance and

Metaphor


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Synonyms

Synonyms are words that have similar meanings. You can

figure out the meaning of unknown words by looking for a

familiar synonym in a thesaurus.

Find the word from the box that is a synonym for the bold face

word in each sentence. Then use that synonym in a sentence.

1. You shouldn’t conceal your talents.

Synonym:

2. I’m trying to memorize my lines, but I keep feeling drowsy.

Synonym:

3. What portion of the event would you like to work on?

Synonym:

4. The coach says today’s team meeting is meaningful.

Synonym:

sleepy important hide part


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Reading Strategy/

Reading Log



mind that you should support every inference with details and evidence

from the text. Choose a text that you are reading this week, and

complete the chart.

Clues Inference



the reading log. Be sure to paraphrase, or tell, the main idea or



Genre

Title Author

This Text Is About


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Phonics/Word Study:

Variant Vowels au, aw,

alt, alk, all, ough

The /ô/ sound can be spelled au, aw, alt, alk, all, and ough.

The sound is found in words such as Paul, saw, salt, walk, tall,

and cough.

A. Underline the letters that stand for the /ô/ sound in each of

these words.

1. a u t h o r 6. y a w n e d 11. a u t u m n

2. f a l l e n 7. b r o u g h t 12. b o u g h t

3. c o u g h 8. a u c t i o n 13. l a w n

4. b o a r d w a l k 9. s t a l k 14. s a l t

5. s t a l l 10. v a u l t 15. c h a l k

B. Now sort the words by spelling pattern.

au aw alk

ough all alt

g

g

g

A Solution to PollutionGrade 3/Unit 4


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Vocabulary



utilize awareness pollution emphasize

On the first morning of their vacation, Kate and her dad took a

walk. Kate was excited to find new shells and pieces of beach glass.

Instead, they found all kinds of trash. They were shocked to see the

all over their special beach. Kate’s dad wanted

to raise people’s about this problem. He decided

to the support of the Parks and Recreation

Department. He also asked Kate to make posters that explained the

problem. He encouraged Kate to that through

teamwork, the community could clean up the trash.



1. utilize

2. awareness

3. pollution

4. emphasize


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Comprehension:

Problem and Solution

Read the passage and answer the questions.

When Dan got his dog from the animal shelter, he learned that the shelter

might have to close. The shelter needed more money for supplies and more

volunteers. Dan organized a pet drive to get donations. Then Dan started an

animal club at school. The club members raised money and agreed to volunteer

at the shelter. Dan helped solve an important problem. The shelter stayed open.

1. What are two details on the passage that tell the problem?

2. What was the fi rst step Dan took to solve the problem?

3. What was the second step?

4. What was the solution to the problem?

A problem in a story is what needs to be worked out, or fixed.

The solution tells how to fix the problem. Finding the problems

and the solutions in a text can help you understand what

the text is about. A problem and its solution are presented in

logical order.


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Comprehension:


Chart

As you read A Solution to Pollution, fill in the Problem and

Solution Chart. Pay attention to how details and facts are

organized as you read and how they support the main idea.

How does the information you wrote in the Problem and Solution

Chart help you understand the relationships among the ideas in A

Solution to Pollution?

Problem

Solution


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Our Earth has beautiful caves that people can explore.

9 Sometimes explorers wear harnesses and hard hats and

17 climb walls inside the caves.

23 Cave explorers may see unusual rock shapes. A stalactite

32 is a form of rock that hangs from the roof or sides of the

46 cave. A stalagmite forms on the bottom of the cave.

56 These big clumps of rock sprout and build up slowly

66 over years. They are made of limestone and water.

75 Other people like to climb rocks. Beginners use ropes

84 and put their hands and feet in holes drilled for their use.

96 Experts make their own routes up the rocks. They’ve

105 learned to climb without looking down. This, they say,

114 helps to keep them safe.

119 Other people enjoy nature by hiking in mountains,

127 deserts, or the deep, quiet woods. 133

Comprehension Check1. Compare and contrast stalactites and stalagmites. Compare and Contrast

2. What tip do expert rock climbers use? Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing


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Comprehension:

Text Features

Text features can help you better understand important

information in a text. They include boldface type, headings,

key words, and italics. Use text features to locate information

in a text. You can also use text features to make and verify

predictions about a text.

A. Read only the text features of the passage. Then answer the

question below.

1. What do you predict this passage will be about?

B. Now read the passage. Then answer the questions.

The Life of the Moth

The Egg and the CaterpillarThe moth begins its life as a small, round egg. A caterpillar is the moth

larva that hatches from the egg. It spends its life eating and growing. As it

grows, the caterpillar grows too big for its skin. It molts, or sheds its skin.

The Pupa and the MothWhen the caterpillar has finished growing, it spins a shell called a cocoon

and becomes a pupa. A pupa grows into an adult moth. When the pupa is

ready, it breaks free from the cocoon. It spreads its wings and flies away.

2. Under which heading would you fi nd information about the pupa?

3. Why is it helpful to have the key words in boldface type?

4. Read your answer to item 1. Was your prediction correct? Explain.


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Study Skill:

Media Center

You can use a media center to search for information you can

read and then use to organize your research plan.

• Search engine: a computer program system that looks for

information on the Internet using key words

• Key words: important words that identify a subject

• URLs: Web addresses for where you want to go on the Internet

A. Choose the URL in the box that would likely have information

about each topic below.

http://www.farmersmarket.fun

http://www.healthysummers.fun

1. Kinds of programs kids can participate in during the summer months

URL:

2. Where to buy fruits and vegetables from local growers

URL:

B. Answer the questions about key words and search engines.

3. What key words would you type in a search engine to learn about

protecting the rain forests in South America?

4. What key words would you type in a search engine to learn about

preventing air pollution?


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Suffixes -ful, -ly, -less

Suffixes are word parts that can be added to the end of words.

Adding a suffix to a root word changes the meaning of the root

word.

The suffix -ful means “full of.” The suffix -ly means “in a certain

manner or way; like.” The suffix -less means “without.”

Read each question below. Add the suffix -ful, -ly, or -less to

word in the box that best answers the question. Write the new

word on the line after the question. Then write the meaning of

the new word.

1. How does a broken arm feel?

2. How does a deer move?

3. How does a turtle move?

4. How do you feel when you can’t sleep?

5. How do fans at a game cheer?

6. How do you feel when you receive a gift?

rest loud slow pain wind swift thank


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Reading Strategy/

Reading Log



mind that you should support every inference with details and evidence

from the text. Choose a text that you are reading this week, and

complete the web.

Inference

Clue

Clue

Clue

Clue






Genre

Title Author

This Text Is About


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Homophones are words that sound the same but are spelled

differently and have different meanings.

For example, road, rode, and rowed are homophones.

Underline the homophones in each of these sentences. Then use

one of the homophones to write a new sentence.

1. I looked at the time and knew that the new movie would begin late.

2. I need to know where we are going so I can decide what to wear.

3. I pretended that I was on the high sea and could see other parts

of the world.

4. Have you seen the scene in the movie where the kids win the

soccer game?

Phonics/Word Study:

Homophones

Ramona and Her FatherGrade 3/Unit 4


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Vocabulary

A. Read the story. Pay attention to the words in each sentence.

Then find the vocabulary word from the box that makes the

most sense in each blank.

cross alarmed unfortunately managed pretend anxious

Last month, my family got a new puppy. One day, the puppy dug

a hole under the gate. When I went outside to play with him, I was

to find that he was gone! I looked around the

front yard, but he was nowhere to be seen. I

was feeling . My dad said, “Don’t worry. We’ll

find him!” My dad the search party. He sent

my mom and sister toward the park to search. He sent my brother and his

friend into the woods behind our house. He and I headed over toward the

creek. I tried to that I wasn’t scared, but I was.

I thought we’d never see him again! Finally, we spotted him playing in a

pile of leaves. He ran up to us when he heard us calling his name. He was

so happy to see us that I couldn’t be with him. I

think he learned his lesson. He hasn’t dug a hole since!


vocabulary words. Use a dictionary to check your definitions.

1. unfortunately

2. pretend

3. cross

4. alarmed


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Comprehension:


The problem in a story is what a character wants to do, needs to find

out, or wants to change. The way the problem is solved is called the

solution. The event or action that causes a problem leads to future

events, and the problem’s solution.

Read the passage and each question. Underline the answer in

the passage and then write the answer.

Mrs. Ortiz had to be at work early in the morning. But before she left

home she had to walk the dog, make school lunches for Benita and Carlos,

and prepare snacks for them to eat. It was too much for her to do!

One day, she asked Benita and Carlos to join her for a talk. Mrs. Ortiz

told them that she had too many things to do. She asked them to think of

ways to help her. Benita offered to get up a little earlier so she could walk

the dog. Carlos offered to make snacks before he went off to play. Working

together, Benita and Carlos helped Mrs. Ortiz solve her problem.

1. Summarize the story’s problem.

2. What is the fi rst step Mrs. Ortiz takes to solve her problem?

3. What did Benita do to help solve the problem?

4. What did Carlos do to help solve the problem?

5. How does Mrs. Ortiz’s problem get solved?

y p g p

g p y

y g


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Comprehension:


Chart

As you read Ramona and Her Father, fill in the Problem and

Solution Chart. Pay attention to the sequence of events.

How does the information you wrote in the chart help you better

understand the plot’s main events in Ramona and Her Father?

Problem

Solution


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As I read, I will pay attention to intonation.

One man who came to the United States as a boy helped

12 to save Yosemite’s natural wonders for you to enjoy. His

22 name was John Muir.

26 John Muir was born in a small town in Scotland in

37 1838. His family moved to the United States when he was

47 11. They moved to what is now Wisconsin and set up a

58 farm there. They were pioneers.

63 Muir went to school in a small schoolhouse. He liked

73 being a schoolboy. The rest of the time he worked on the

85 farm. He was busy from sunup until sundown. But Muir

95 yearned for more. He knew he didn’t want to tend the farm

107 all his life. Muir liked to read, and he read often. He also

120 liked to invent things. He made a special thermometer.

129 And he made something he called his “early-rising

137 machine.” 138

Comprehension Check1. What interests did John Muir have? Main Idea and Details

2. What does the word pioneer mean? Context Clues


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Intonation


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Comprehension:

Media and

Communication

Media comes in many different forms, such as TV, radio,

newspapers, Web sites, and magazines. The purpose of media

is to communicate information to large numbers of people.

Media can use many different forms of communication. For

example, radio uses spoken words, and magazines use written

words and pictures.

Read the newspaper story. Then answer the questions.

Lost Puppy Found at Softball Game!

The search for Alex the lost puppy is over! Ten-year-old Jessica Carter

saw the puppy while she was playing in a softball game. “I was standing in

left fi eld when I saw a little black puppy. He was sniffi ng the garbage can

beside the bleachers,” remembers Jessica.

Jessica called for a time out and ran over to the puppy. When she checked

his tags, she realized that the puppy was Alex. Jessica’s coach called Alex’s

owners right away. They were very happy to have their puppy back.

1. How is the information presented in this newspaper story?

2. Suppose that the same story were covered in a TV news broadcast. How

would the information be communicated on TV?


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196

Literary Element:

Speaker and Imagery

Read the free verse poem. Then answer the questions that follow.

Saturday Morning

Our weekdays and nights are busy.

Mom, Dad, and kids rushing everywhere.

We have

Soccer practice.

Ballet lessons.

Piano practice, too.

Friday night, things begin to slow.

Pop, pop, pop!

Goes the popcorn.

We snuggle up under a warm blanket,

All four of us together on the couch.

We watch a movie.

We go to sleep.

Ahhhhhhhh!

We sleep in on Saturday morning.

1. What is one example of imagery in the poem?

.

2. Who is the speaker in this poem? How do you know?

.

A free verse poem does not follow set rules about rhyme or

rhythm. The speaker may be in first person or third person. A

first person speaker tells the poem from his or her point of view

and uses the words I, my, and we. A third person speaker uses

the words he, she, and they. A free verse poem uses imagery,

or words that create a picture in the reader’s mind.


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Prefixes

Ramona and Her Father Grade 3/Unit 4

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Reading Strategy/

Reading Log


Making inferences will help you understand what you read. You should

support every inference with details and evidence from the text. Choose

a text that you are reading this week. List details and an inference that

you made.

Detail/Evidence

Detail/Evidence

Detail/Evidence

Inference






Genre

Title Author

This Text Is About


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The letters c and g usually stand for a soft sound when they

are followed by the vowel letters e, i, or y. Read the following

words. Notice the soft c or soft g sound in each.

gentle engine cell city

A. Underline the word in each sentence that has a soft c or g

spelling. Then circle the soft c and g in each word.

1. The life cycle of a butterfl y begins with an egg.

2. We want to see an iceberg fl oating in the arctic waters.

3. The hot, dry desert is a danger to a hiker who is not prepared.

4. Many giant trees grow in the rain forest.

5. Some people build a fence to protect the fl owers and trees in

their yard.

B. Circle the words in each group that have a soft c or soft g sound.

6. central, nice, cute, cherry

7. gem, get, germ, garden

8. ghost, guess, stage, gesture

9. circle, can’t, celery, cactus

10. guppy, giraffe, gerbil, goldfi sh

Phonics:

Soft c and g

central, nice,

gem,

stage, gesture

germ,

circle, celery,

giraffe, gerbil,

cyy

ce

geg

gg

ce

Out of This World! • Grade 3/Unit 4


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Name Phonics:

Word Study


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A. Read the story. Then fill in each blank with the vocabulary

word from the box that makes the most sense.

communicate responsible specialist research essential decisions

My class is divided into teams. Although each team is working on a

different project, we all are working the same way. First, we decide who

will be for getting the project done on time.

Since none of us is a in our subject, we all

need to learn more. So we start by doing .

We by speaking to one another or by e-mail

to share what we find out. We figure out if there is additional

information that is for us to know. Then we

make about the next step to take. Working with a

team is an interesting way to share ideas and learn about new subjects.



1. specialist

2. decisions

3. essential

4. communicate

Vocabulary


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202

Sequence is the order in which the events happen. Signal

words such as first, next, then, last, finally, after, and before

help you identify a sequence of events.

Read the passage. Think about the sequence of events. Answer the

questions.

Tyler and Grace got up early Saturday morning. First, Mom reminded

them to start their chores. Next, Grace washed the dishes and swept the

floor. Then Tyler raked the leaves and took out the trash. Mom and Dad

were very proud. After Tyler and Grace finished their chores, Mom wanted

to give them a treat. Finally, they all went out for a bike ride.

1 . What happened fi rst?

2. What did Grace do next? Then what did Tyler do?

3. What did Mom want to do after Tyler and Grace fi nished their chores?

4. What fi nally happened?

Comprehension:

Sequence


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As you read Out of This World! The Ellen Ochoa Story, summarize

events to fill in the Sequence Chart.

How does the information you wrote on the Sequence Chart help you

better understand the main events in Out of This World!, The Ellen

Ochoa Story?

Comprehension:

Sequence Chart


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Around the time the Pilgrims were landing in the New

10 World, the Russians were building the first roller coaster.

19 They built huge wooden slides. Then they poured water

28 on them. In the cold winter, the water turned to ice. Large

40 sleds would race down these icy slides.

47 More than 100 years later, Empress Catherine the

54 Great of Russia asked workmen to build her a special slide.

65 She wanted one that could be used in the summer. In 1784,

76 they built one that could be ridden on by a cart on wheels.

89 Many people think this was the first real roller coaster.

99 An artist painted Empress Catherine’s slide. People

106 said that the artist’s work was fit for a queen.

116 The first American roller coaster was built in the

125 mountains of Pennsylvania. It was called the Mauch Chunk

134 Switchback Railway. 136

Comprehension Check1. Compare and contrast the fi rst roller coaster in Russia with the

roller coaster built for Empress Catherine the Great. Compare

and Contrast

2. List one detail about Empress Catherine’s slide. Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing


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Comprehension:

Theme of a Myth

A myth is a story that explains how something came to be. Its

theme is its central idea or message about life. To figure out

the theme, look for supporting details about what the characters

do and say. To paraphrase the theme of a myth, look for the

supporting details and retell the theme in your own words.


Arachne was a young girl who was a very good weaver. Her work was

so lovely that people came from miles away to see the beautiful pictures she

wove into her cloth. But Arachne was too proud. She boasted that she was a

better weaver than the goddess Athena, who was also a skilled weaver. This

angered Athena, so Athena visited Arachne. She warned the young girl that

she should not be so boastful. Arachne did not listen. She challenged Athena

to a weaving competition.

Arachne and Athena wove all day and night. When they had fi nished, it

was clear that Arachne’s cloth was better than Athena’s. Arachne won the

challenge. However, Athena was furious. She turned Arachne into a spider to

punish her for her pride. This is how spiders came to be.

1. What is the theme of this myth?

2. Underline the supporting details that help tell you the theme.

3. Paraphrase the theme and supporting details of the myth.


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Read the poem. Underline the words or phrases that create

imagery. Then answer the questions.

The sun smiles at the flowers every morning.

When we walk outside, the grass waves across the park.

Then the sun goes down and the moon laughs with the stars.

The stars make the sky blink until the sun wakes up.

1. What words help you create a picture of the sun?

2. What words help you create a picture of the moon?

3. What words help you create a picture of the stars?

Imagery is the use of words to create a detailed picture in the

reader’s mind.

Literary Element:

Imagery


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A. Read each sentence. Rewrite each sentence. Replace the

boldface word with its synonym from the box.

1. The doctor was a foot specialist.

2. A coat and hat are essential in the cold weather.

3. We make decisions about what we eat every day.

B. Circle the synonym for the underlined word in the sentences

below.

4. The giant tree stood thirty feet tall.

a. huge b. tiny c. brown

5. The neighbors were annoyed by the dog’s barking.

a. excited b. scared c. bothered

Synonyms are words that have similar meanings. You can look

up the word in a thesaurus and find a familiar synonym. You

can use synonyms to find the meaning of an unfamiliar word.


Synonyms

necessary choices expert


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Reading Strategy/

Reading Log


Ask questions to understand texts you read. Look in the text for facts



Who? What? When? The answers to these questions

are right there in the text.

Why? How? The answers to these questions

aren’t in the text. You use text facts

and details to figure out the answer.

What was the author’s

purpose? Did the

author do a good job?

You look at text details and make

a decision about how answer this

question.


details from the text to answer them. Write your answers on another

paper.

1. Question

2. Question

3. Question






Genre

Title Author

This Text Is About


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A. Read each compound word. Write the two smaller words. Then

use the meaning of the smaller words to write the definition of

the compound word.

Compound Word Two Words Defi nition

bookcase 1.

tablecloth 2.

afternoon 3.

beekeeper 4.

barefoot 5.

A compound word is a large word made up of two smaller

words. You can use the meaning of the smaller words to help

you find the meaning of the compound word.

Phonics/Word Study:

Compound Words

B. Write sentences for two of the compound words above.

6.

7.

Penguin Chick • Grade 3/Unit 5


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Word StudyName


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A. Choose a vocabulary word from the box to complete the

sentences below correctly. Write the word on the line.

1. Peter Penguin’s father instead of walks to keep

Peter’s egg from breaking.

2. When Peter Penguin is born, he is covered in a soft

coat.

3. He stays with his father to keep warm while the

winds blow.

4. It and whistles as it blows.

5. While penguin mothers look for food, the fathers gather together in a

to stay warm.

6. When the penguins are old enough, they play while

the adults look for food.

B. Choose any four vocabulary words, and write a sentence for each

on the lines below.

7.

8.

9.

10.

down echoes fierce huddle junior shuffles

Vocabulary


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212

Comprehension:


The main idea is the most important point that an author wants

readers to understand. Authors do not always state the main idea.

Details are facts that explain the main idea. Look at the details.

See what they have in common to figure out the main idea.

Read the paragraph. Write three supporting details for the main

idea below. Then answer the question.

A seal pup weighs about 55 pounds (25 kilograms) at birth. In just ten

days, the pup doubles its weight. At seven weeks, it doubles its weight

again. How does this happen? Like all mammals, the pup drinks milk

from its mother’s body. But seal milk is special. More than half of it is fat.

This helps the baby grow quickly.

Details:

1.

2.

3.

4. What do these details have in common?

Main Idea: Seal pups grow very quickly.


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Comprehension:


Chart

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.

Detail

Detail

Detail

Main Idea


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Fluency:

Pacing

As I read, I will pay attention to pacing.

A seal pup weighs about 55 pounds (25 kilograms)

7 at birth. In just ten days, the pup doubles its weight. At

19 seven weeks, it doubles its weight again. How does this

29 happen? Like all mammals, the pup drinks milk from

38 its mother’s body. But seal milk is special. More than

48 half of it is fat. This helps the baby grow quickly.

59 After two weeks, the mother gives her pup a

68 swimming lesson in the cold Arctic waters. The pup

77 shuffles to the water’s edge. The mother pushes her

86 young one into the water. Soon the pup is swimming. 96

Comprehension Check

1. How much would a seal pup weigh after ten days? Draw Conclusions

2. How does a seal pup learn to swim? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:


The main idea is what a text is mostly about. Sentences in

each paragraph include supporting facts and details to tell

more about the main idea.

Read the passage. Then complete the items.

Texas is home to a special bird—the elf owl. One thing that makes this

owl so special is its size. It grows to only about 6 inches long. It is one of the

smallest owls in the world. Like other owls, the elf owl hunts at night and eats

insects, mice, lizards, and other small birds. Another interesting thing about

the elf owl is how it protects itself. When the elf owl thinks it is in danger, it

hides under its wing or “plays dead” until the danger is gone. Unlike many

other birds that make their own nests, the elf owl prefers to live in homes

made by other birds. You will often fi nd the elf owl nesting in the old home

of a woodpecker in a cactus stalk, tree limb, or wooden pole or post.

1. What is the main idea of this passage?

2. Write three details that support this main idea.


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216

Literary Element:

Imagery

A. Read the poem. Then complete the chart.

Penguins

The penguin is a funny clown

Dressed up in black and white.

He slips and slides on glassy ice

And chatters with delight

Then zips and darts through deep blue sea

To catch a tasty bite.

Imagery Describing the

Penguin’s Appearance

Imagery Describing the

Penguin’s Movement

Imagery

Describing Nature

B. You have five senses. To which of your senses does the poem

appeal?

Imagery is the use of words to create a picture in the reader’s

mind. Imagery can also appeal to the senses.


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Homographs are words that have different

meanings but the same spelling. The meaning

of a homograph depends on how it is used.

For example, the word down can mean two

different things.

The leaves on the tree began to fall down.

When baby birds hatch, they are covered

with soft down.

A. Underline the context clues for the boldface homograph in

each sentence. Write its meaning.

1. Hold the snail in the palm of your hand.

2. We turned on the fan because it was hot.

3. Palm trees grow in California and Florida.

4. A fan likes to go to all the games.

B. Choose one homograph. Write sentences for each meaning.

5.

6.


Homographs

y

g

g


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218

Reading Strategy/

Reading Log

A. Reading Strategy: Summarize

Summarizing the most important ideas and details in the text will help

you understand what you read. When you summarize, keep the meaning

of the text. Keep the details or events in the correct order. Choose a text

that you are reading this week, and complete the chart.

Important Event/Idea from the Text



Summary





Use your log to talk to others about what you read.

Genre

Title Author

This Text Is About


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Phonics/Word Study:

Inflectional Endings

Animal Homes Grade 3/Unit 5

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220

Phonics:


with Spelling Changes


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Phonics:



The inflectional endings -es and -ed can be added to the

end of a verb to show when an action happens. In verbs that

end in a consonant plus y, change the y to an i and add -es or

-ed. Knowing this rule will help you decode multisyllabic words

formed by root words ending in consonant plus y.

A. Write the root word of each word below.

1. hurried

2. carries

3. replied

4. fried

5. multiplies

6. denies

7. tries

B. Choose a word from above to complete each sentence below.

8. My little brother eating the last cookie.

9. Leah so that she wouldn’t miss the bus.

10. Each time Linda to ride a bike, she gets a little better.

Animal HomesGrade 3/Unit 5

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Phonics:




end of a verb to show when an action happens. In verbs that


-ed. When verbs end in a vowel plus y, add -s or -ed with no

spelling changes. Knowing these rules will help you decode

multisyllabic words formed by root words ending in y.

A. Circle the correct inflectional ending for each root word, and write

the new word on the line. Look at the underlined letters to help

your decide whether you will need to change the y to an i.

1. rally -s -ies

2. hurry -ed -ied

3. worry -ed -ied

4. obey -s -ies

5. delay -ed -ied

6. carry -ed -ied

B. Use the words you made above to complete the sentences below.

7. Stormy weather the start of the game. Fortunately,

the fans umbrellas with them to the stadium.

8. The coach the team on the soccer fi eld. Each player

the coach’s instructions.

9. All through the game, Jerod about his lost dog. After

the game, he home to look for his pet.

-ies

-ied

-ied

-ied

-ed

-s


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Phonics:




end of a verb to show when an action takes place. In verbs that


-ed. Knowing this rule will help you decode multisyllabic words

formed by root words ending in consonant plus y.

Read each clue. Then choose one of the words below and use

it to complete the crossword puzzle after changing the y to an i

and adding -es or -ed. The first one is done for you.

marry supply deny study

identify carry multiply

1. performs a math function 5. moves something while holding it

2. prepares for a test 6. became husband and wife

3. gave a name to something 7. rejected the truth of something

4. provided

pt im lu l i e s



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Name Phonics:

Word Study


224

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Fill in the blank with the correct vocabulary word from the box.

Some words will be used more than once.

1. Animals are like because they build their

own homes.

2. Termites build tall .

3. Some study animal homes for ideas about solving

problems with buildings.

4. The tortoise digs a hole to keep cool.

5. A polar bear, however, needs a very different type of

.

6. If you come across a spider’s web, be careful because it may

an insect.

7. A turtle into its shell when it senses danger.

8. A hermit crab fi nds in an empty shell.

architects shallow structures

contain retreats shelter

Vocabulary


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226

Expository nonfiction has information about a topic and often

uses the description text structure. With this description, the

author classifies the facts and details to identify characteristics

or qualities related to the topic. Signal words that point out

details that support the main idea for the description text

structure include for example and such as.

Read the passage below. Summarize it by writing the topic, the

main idea, and any supporting details on the lines.

Trees are important habitats for gray squirrels. For example, the young

are raised in holes in the trees while the older squirrels usually nest in piles

of leaves near the trees. The trees provide many sources of food for the

gray squirrels such as acorns, hickory nuts, insects, flower buds, bark, and

roots. Trees are very important to the gray squirrel.

Topic:

Main Idea:

Detail:

Detail:

Detail:

Comprehension:

Description


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As you read Animal Homes, fill in the Description Web.

Topic

Main Idea

Detail

How does the information you wrote in this Description Web help you

summarize Animal Homes?

Detail

Comprehension:

Description Web


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As I read, I will pay attention to pacing and phrasing.

Many different kinds of animals build their own

8 homes. Their homes are structures that shelter them

16 from the cold and the rain. They are also places where

27 they can retreat from danger. Beavers build lodges, bees

36 build hives, and birds build incredible nests where they

45 hatch their eggs and raise their babies.

52 Have you ever seen a bird’s nest? Some are made of

63 twigs and are round and shallow. Others are made of

73 grass and are long and deep. Still others are made from

84 mud and look like small cups. There are even birds that

95 use their own saliva, or spit, when they build a nest.

106 Many birds’ nests contain feathers and hair. This makes the

116 nest a soft place for their babies, or chicks, to sleep. Birds

128 are some of the most amazing architects in the animal

138 world! 139

Comprehension Check1. Compare and contrast different birds’ nests. Compare and Contrast

2. What does the word saliva mean? Context Clues


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pacing and Phrasing


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Comprehension:

Follow Directions

Directions tell you how to do something. Sometimes directions

include numbered steps to tell the sequence, or order, in

which things should be done. When following directions, it is

very important to complete the steps from first to last. A list of

materials often comes before the steps in the directions.

A. Read the directions. Then answer the questions that follow.

How to Grow a Sweet Potato Plant

Materials: glass jar, water, sweet potato, pot, toothpicks, soil

DirectionsStep 1: Stick three or four toothpicks into a sweet potato. Place the toothpicks so that they will rest on the rim of the glass jar. The toothpicks should hold the sweet potato a few inches from the bottom of the jar.Step 2: Fill the jar with enough water to cover only the bottom of the sweet potato.Step 3: Set the jar holding the sweet potato in a sunny place, such as a windowsill.Step 4: Check the jar every day and add water to cover the bottom of the potato.Step 5: Within two to three weeks, the sweet potato should sprout healthy roots and leaves. Remove the sweet potato from the jar.Step 6: Plant the sweet potato in a pot with soil. Be sure to cover the sweet potato with soil, but leave the leaves exposed.Step 7: You now have a sweet potato plant! Continue to water the plant and watch it grow!

1. What should you do before you set the sweet potato in the jar?

2. When can you plant the sweet potato in a pot of dirt?

B. Now explain aloud to a classmate how to grow a sweet potato plant.


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Text Feature:

Directions

A. The directions for making a dragon puppet are written below,

but they are out of order. Next to each step, write a number

from 1 to 6 to show the correct order.

Materials: colored paper, scissors, crayons

or markers, glue, and two straws

Cut out the head and tail, and glue one to each end of the body.

Finally, glue the straws onto the backs of the tail and body.

First, fold a piece of paper in half the long way. Cut along the

folded line.

Draw a head and a tail on another sheet of paper.

Then fold each piece of paper like an accordion.

Glue the two folded pieces together to make a long body.

B. Now that you have figured out how to make a dragon puppet,

write the steps you would take to make an animal costume for

a costume party.

1.

2.

3.

4.

5.

Directions help you do something by following steps in a

process. The steps are usually numbered so that you can easily

follow each step from first to last.


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Homophones


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Reading Strategy/

Reading Log





that you are reading this week, and complete the activity.

1. Record important events or ideas from the text.

2. Use your notes to summarize the text.






Genre

Title Author

This Text Is About


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Phonics:

Closed Syllables

A syllable is a word part with one vowel sound. Some

words have more than one syllable. When syllables end in

a consonant and have a short vowel sound, they are called

closed syllables.

Look for a vowel “closed in” by consonants to find closed

syllables, as in sunset. Divide the syllables between the two

consonants to help you read the word.

A. Circle the words that have two closed syllables.

1. sudden agent 4. human upset

2. suspect focus 5. fossil bonus

3. baby basket 6. basic plastic

B. Read each sentence. Underline the word with closed syllables.

Write it on the line then draw a line between the syllables.

7. Susie has a green basket.

8. The tunnel was dark and scary.

9. I have a cactus in my room.

10. Math is her best subject.

11 . Tom is content to live in the city.

sudden

suspect

basket

upset

fossil

plastic

j

Call of the Wild • Grade 3/Unit 5

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Phonics:

Closed Syllables


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Phonics:

Closed Syllables


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My dad and I decided to have a picnic dinner. We packed a basket full

of food. We also put in plastic plates and paper napkins. Then we ate our

meal while we watched the sunset.

Phonics:

Closed Syllables


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A syllable is a word part with one vowel sound. A closed

syllable ends with a consonant. A closed syllable might have a

vowel-consonant (VC) pattern or a consonant-vowel-consonant

(CVC) pattern. A word with closed syllables is usually divided

into syllables between two consonants.

A. Circle the words that are divided into syllables correctly.

1. cont•est con•test 2. cac•tus cact•us

3. si•gnal sig•nal 4. ind•ex in•dex

5. fall•en fal•len 6. prob•lem pro•blem

B. Complete each sentence by circling the correctly divided word.

7. An ant is a kind of .

ins•ect in•sect

8. Stephen was when he lost the race.

up•set ups•et

9. Should we get a dog or a for a pet?

rabb•it rab•bit

10. All of a , it started to rain.

sud•den su•dden

Phonics:

Closed Syllables

c

sig•nal

fal•len

cac•tus

prob•lem

in•sect

up•set

rab•bit

sud•den



Step1

Step2

Step3

Step4

Step5



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Name Phonics:

Word Study


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Vocabulary


vocabulary word from the box.

crucial adjust survive source unpredictable

Sometimes the weather can be . Weather

changes can cause problems for animals in the wild. The animals have

to to changes in temperature. If the weather gets

too cold, the animals need to find ways to .

Some animals may huddle together. Staying close to each other provides a

of heat. It is for the

animals to find shelter so they can be safe from the cold. Since animals are

clever, they usually find ways to adapt to any weather.

B. Use the context clues in the story to write the definitions

of the vocabulary words. Use a dictionary to check your

answers.

1. crucial

2. adjust

3. survive

4. source

5. unpredictable


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Comprehension:

Cause and Effect

• A cause is an event or an action that makes something

happen. An effect is something that happens because of an

event or an action. To find an effect, ask what happened? To

find a cause, ask why did it happen?

• To identify cause and effect, look for signal words, such as

cause, effect, because, due to, since, if, and when.

Read this paragraph and answer the questions below.

Animals often have to move because of changes in their habitat. When

trees are cut down, birds can lose their nesting places. They move to a new

place where there are more trees to nest in. In dry weather, ponds sometimes

dry up. Because some animals like frogs need water to survive, they move

to fi nd a place with water. When people build more homes in an area, there

are fewer places where animals can fi nd food and water. This causes the

animals to move to places where they can get what they need to survive.

When animals move to a new area, they can cause problems for the plants

and animals that already live there.

1. Why do animals have to move?

2. What happens to birds when trees are cut down?

3. Why do frogs have to move?

4. What happens when people build more homes?


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Comprehension:

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


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Fluency:

Phrasing


Winds scream. Rain pelts down. Buildings shudder.

7 Trees sway back and forth. Branches break and fall to the

18 ground. It’s a hurricane!

22 You’ve probably seen pictures or images of hurricanes

30 in a newspaper or on TV. What makes a storm a hurricane?

42 A hurricane is a storm with very strong winds and

52 heavy rain. It starts over warm waters in an ocean. The

63 storm might take the shape of a circle or an oval. It can be

77 up to 400 miles (640 km) wide.

82 How do people prepare for hurricanes? How do

90 “hurricane heroes” do their work? They do their jobs in

100 offices and shelters. They are important before, during, and

109 after a big storm. They help save lives.

117 How do people find out if a bad storm is coming?

128 Air Force pilots called hurricane hunters fly into the

137 eye of the storm. 141

Comprehension Check1. What is a hurricane? Main Idea and Details

2. Who are hurricane hunters? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Text Features

You can use text features to locate and understand information

in a text. Text features include boldface type, headings, key

words, and italics. You can also use text features to make and

verify predictions about a text.

A. Skim the text features below. Then answer the question.

1. What do you predict that this announcement will tell you?

B. Read the announcement. Then answer the questions that follow.

AUDITIONS

Mr. Jeswick will hold auditions, or tryouts, for roles in the upcoming play

“One Smart Cookie.” Auditions will be from 3 to 4 p.m. on September 13, in the cafeteria. Understudies, or people who replace actors in an

emergency, will also be chosen.

Overview of the Play “One Smart Cookie” tells the story of girl named

Maria who bakes cookies and solves mysteries. When an old clock goes

missing, Maria cracks a few eggs, stirs up a mess, and finds the thief.

Roles Maria, a third-grade student; Mr. Cohen, Maria’s neighbor; Evan,

Maria’s friend; Mr. Ito, the letter carrier; and Pepper, Maria’s dog.

2. Circle the heading under which you’d learn what the play is about.

3. Why is it helpful to use italics?

4. Read your answer to question 1. Was your prediction correct? Explain .

Overview of the Play


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Study Skill:

Skim and Scan

Skim means to read over a passage quickly to identify the

main ideas. Scan means to search through a passage for key

words or ideas. Skimming and scanning can help you locate

information when you do research.

Skim and scan the passage to help you answer the

following questions.

Is Earth Too Warm?

The earth is warming quickly. This causes problems for all living things.

Sea ice in the Arctic is melting about three weeks earlier than it did 30

years ago. This is not good for the people who live there. Their homes are

damaged by the melting ice. They also have fewer animals to hunt for food.

Polar bears, seals, and other arctic animals are having problems, too. The

ice cap is getting smaller, so there is less room for them to live. Their food

supply is disappearing, so they have to move to new places to find food.

1. What is the topic of the fi rst paragraph?

2. What key words do you see in the heading?

3. Draw a circle around the key words in the passage.

4. What is the topic of the second paragraph?

earth i warming quickly. causes problems for all living things.

Sea ice Arctic

melting ice

Polar bears, seals, and other arctic animals

ice cap

disappearing,


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Reading Strategy/

Reading Log





that you are reading this week, and complete the activity.

1. Record important events or ideas from the text.

2. Use your notes to summarize the text.






Genre

Title Author

This Text Is About


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When added to the end of a verb, the inflectional endings -s,

-es, -ed, and -ing show when action happens, as in: He calls

his sister often; He called yesterday; He is calling right now.

If a word ends in a consonant and e, drop the e before adding

-ed or -ing, as in decided, deciding. If a word ends in a vowel

and consonant, such as in rip, double the final consonant

before adding -ed or -ing: ripped, ripping.

A. Underline the word or words in each sentence with the

endings -s, -es, -ed, or -ing.

1. Dad is naming our new dog Spike.

2. My brother dropped a penny in the well.

3. I am wrapping a present for Mom.

4. My brother washes the dishes after dinner.

5. The kitten pushes the toy across the floor.

6. Patty stomps in the puddle to make a splash.

7. The school bus moves slowly through the snow.

8. Rashid decided to walk home from school.

B. Sort the underlined words above on the chart.

-s -es -ed -ing

Phonics/Word Study:


g

pp

pp g

p

p

Wilbur’s Boast • Grade 3/Unit 5

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Fill in each blank with the vocabulary word from the box that

makes the most sense. Some words may be used more than once.

Whenever you read a between two animals, you

know that you are reading a fantasy. My friend wrote a story about

a peacock that would not stop about his beautiful

tail feathers. The peacock’s bragging was suddenly

by a noisy bluebird. The bird complained that last night’s storm had blown

his nest out of the tree. Now he had to find twigs and grasses to

the nest. The peacock the

opportunity to spread his feathers and sway back and forth with his head

held high. He kept about how grand he looked. The

bluebird just flew away.

Then a squirrel by and sat in front of the

peacock. “Watch me. I bet you can’t do this,” he said, as he juggled five

acorns high in the air. The peacock said, “What a show-off you are!

Stop your !”

Vocabulary

boasting conversation interrupted

seized rebuild scrambled


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Mike Drake worked as the night custodian at Riverside School. Each

night, he went from classroom to classroom, mopping and cleaning. Mike

liked to take his late-night snack break when he got to Room 4. While he

ate his snack, he taught Artie, the Room 4 parakeet, to talk. He gave Artie

a lesson almost every night.

“Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage and

pulled it off. “It is your good buddy, Mike. How is my pretty bird?”

Mike always interrupted Artie’s sleep. Artie was never prepared for this

nightly wake-up call. He blinked and looked around.

“Artie, are you ready for your vocabulary lesson?” asked Mike.

“Okay,” said Artie. He hopped onto his swing and began to sway.

“Who is that pretty bird?” said Mike. “What is that pretty bird’s name?”

“R-T,” said Artie. The swing squeaked as it moved back and forth.

1. How does Mike feel about Artie, the parrot? How do you know?

2. Why does Mike eat his late-night snack in Room 4? How do you know?

To draw conclusions, readers can use story clues to come to a new

understanding of a character in the story.

Comprehension:

Draw Conclusions


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Comprehension:

Draw Conclusions

Chart

As you read Wilbur’s Boast, fill in the Draw Conclusions Chart.

How does the information you wrote in this Draw Conclusions Chart

help you understand plot development in Wilbur’s Boast?

Detail

Detail

Detail

Conclusion


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Fluency:

Pacing and Phrasing

As I read, I will pay attention to pacing and phrasing.

Mike Drake worked as the night custodian at Riverside School.

10 Each night, he went from classroom to classroom, mopping and

20 cleaning. Mike liked to take his late-night snack break when he got

32 to Room 4. While he ate his snack, he taught Artie, the Room 4

44 parakeet, to talk. He gave Artie a lesson almost every night.

55 “Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage

65 and pulled it off. “It is your good buddy, Mike. How is my pretty

79 bird?”

80 Mike always interrupted Artie’s sleep. Artie was never prepared

89 for this nightly wake-up call. He blinked and looked around.

99 “Artie, are you ready for your vocabulary lesson?” asked Mike.

109 “Okay,” said Artie. He hopped onto his swing and began to sway.

121 “Who is that pretty bird?” said Mike. “What is that pretty bird’s

133 name?”

134 “R-T,” said Artie. The swing squeaked as it went back and

145 forth. 146

Comprehension Check1. Why does Mike Drake like to take his snack break in Room 4? Plot

2. What does the word seized mean? Context Clues


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Theme of a Fable

A fable is a story that teaches a lesson and often has animal

characters that talk and act like people. Its theme is its central

idea or lesson about life. To figure out the theme of a fable, look

for supporting details about what the characters do and say. To

paraphrase the theme of a fable, look for the supporting details

and retell the theme in your own words.

Read the fable. Then answer the questions.

Once there was a dog who was carrying a bone. As he walked across a

bridge, the dog saw his own refl ection in the river below. He thought that

he was seeing another dog with a bone in its mouth. The other dog’s bone

looked bigger and tastier. Wanting the other dog’s bone as well, the dog

began to bark at the refl ection below and dropped his own bone in the water.

Then the dog realized that he had been a fool, barking at his own refl ection.

Having lost his bone for good, the dog walked sadly and hungrily home. He

had learned the hard lesson that by being greedy, one risks losing what one

already has.

1. Circle the stated theme, or lesson about life, in the fable.

2. Underline two details from the tale that support the theme.

3. Paraphrase the theme and supporting details of the fable.

by being greedy, one risks losing what one

y


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Literary Element:

Personification and

Moral

Personification is when an animal or thing is given human

characteristics. It creates a picture or graphic visual experience

for the reader. Examples:

a talking tree a smiling sun

a frog that swings on a trapeze a cow that sings

Fables are stories that teach a lesson and often have animal

characters that talk and act like people.

A moral is a lesson that a fable teaches. The reader can apply

a moral to his or her own personal experiences.

Read the fable below. Then answer the questions.

One day an ant was drinking from the river. He fell in and was carried

along by the stream. A dove saw the ant and threw a twig into the water.

The ant crawled onto the twig and made it safely to the bank of the river.

“Thank you,” said the ant. “You saved my life.” Soon after, the ant spotted

a hunter who was aiming his rifle toward the dove. The ant crawled onto

the hunter’s foot and bit him hard. The hunter dropped his rifle. The dove’s

life was saved.

1. How does the author use personifi cation in the fable?

2. What is the moral of this story?

3. What words in the story create a picture for the reader?


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Prefixes

re-, un-, dis-, pre-

The prefixes re-, un-, dis-, and pre-, are word parts that can

be added to the beginning of base words to form new words

with new meanings. The prefix re- means “to do again,” pre-

means “before,” and dis- and un- mean “not or opposite.”

re + appear = reappear means “to appear again”

un + even = uneven means “not even”

dis + order = disorder means “not in order”

pre + cut = precut means “to cut before”

Underline the word in each sentence that contains a prefix. Then

define the word on the line provided.

1. I need to preheat the oven before I start baking.

2. It would be good for my owner to train me so I do not disobey him.

3. I will need to retrain my owner.

4. I know that my kind owner would never be unhappy enough to sell me.

5. I love to go with my owner when he drives to the recycling center with

used cans and bottles.

6. I hope that she will uncover my dish before she puts it on the fl oor.

y

ppy

y g

p


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Reading Strategy/

Reading Log





that you are reading this week, and complete the chart.




Summary






Genre

Title Author

This Text Is About


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A syllable that ends in a consonant is called a closed syllable.

The vowel in a closed syllable usually has a short vowel sound.

Examples: sug / gest ex / pert

Every syllable in a word has only one vowel sound. When a

syllable ends in a vowel, it has the consonant-vowel pattern. It

is called an open syllable and usually has a long vowel sound.

Examples: ba / by fe / male

Divide each underlined word into syllables by drawing a line

between the syllables. Then write whether the first syllable in

each word is an open or a closed syllable.

1. Tigers have traits that help them survive.

2. Many interesting animals live in the Southwest region of the United

States.

3. Some of the animals can be lazy.

4. At night, some of the mammals hunt rodents for food.

5. Very large spiders live in the Southwest.

6. Some reptiles that live in the Southwest are poisonous.

7. Some of the desert animals protect themselves in ways that are

dangerous to humans.

Phonics:

Open Syllables

Unique Animals of the SouthwestGrade 3/Unit 5

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Phonics:

Open Syllables


syllable ends in a consonant-vowel (CV) pattern, it is called an

open syllable. It usually has a long vowel sound, as in ba•by.

A. Draw a line to divide each word into syllables. Then circle the

open syllable in each word.

1. fi nal 2. siren

3. female 4. robot

5. fl avor 6. music

7. fever 8. human

B. Choose a word from the list above that best completes each

sentence.

9. What of juice do you think tastes best?

10. We could hear the fi re truck’s loud coming down the

street.

11. I love dancing to the beat of the .

nn

e

fl ava

e

sir

ro

mu

hu

aa

evev

s

Unique Animals of the Southwest Grade 3/Unit 5

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Circle the open syllable in each word. Write the syllables on the

lines. Then use the word in a sentence.

1. spider

2. open

3. writer

4. pilot

5. table

Phonics:

Open Syllables




spid

o

writ

pil

ab


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A. Circle the words that are divided into syllables correctly.

1. crea•te cre•ate 2. be•have beha•ve

3. sil•ent si•lent 4. e•ven ev•en

5. ov•er o•ver 6. pre•pare prep•are

7. pot•a•to po•ta•to 8. be•lieve bel•ieve

B . Complete each sentence by circling the correctly divided word.

9. I like to eat a .

to•mat•o to•ma•to

10. You must be in the library.

qui•et qu•iet

11. The fl ew the airplane.

pil•ot pi•lot

12. Thank you for holding the door .

op•en o•pen

Phonics:

Open Syllables




cre•ate

po•ta•to

be•have

e•ven

pre•pare

be•lieve

to•ma•to

qui•et

pi•lot

o•pen


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Phonics:

Open Syllables




A. Draw a line to divide each word into syllables. Then circle the

open syllable in each word.

1. robots

2. program

3. famous

4. basic

5. acorn

B. Choose a word from above that best completes each sentence.

6. We saw a singer at the state fair.

7. Ms. Clancy’s class will be on a television about

schools.

8. It is easy to make a picture frame if you follow these fi ve

steps.

9. Factories sometimes use to do jobs that people

can’t do.

10. The squirrel was eating an .

o

pro

a

a

aca

oo

oo

asa

accac


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related to females identical sight odor venom

Animals may seem to be alike in many ways, but they are not

. Males and of a

species look similar, but most females are smaller. Animals that are

one another, such as dogs and wolves, are

also alike in some ways. How animals are alike is not always clear

at first . One way they’re alike is that they

all have ways to protect themselves. Some animals spray a horrible

to keep their enemies away. Others bite enemies

and passes into the enemy’s body.

B. Use the context clues in the story to write the definitions of the


1. identical

2. odor

3. venom

4. sight

5. females

6. related to

Vocabulary


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When you compare and contrast two things, you show how

they are alike and how they are different. When comparing two

things, look for signal words, such as like, just as, similar,

both, also, and too. When contrasting two things, look for

signal words, such as different, but, and on the other hand.

Comprehension:

Compare and Contrast

Read this paragraph and answer the questions below.

The desert is home to many different kinds of animals. Each of the

animals has special traits that help it survive in its habitat. Reptiles,

such as desert tortoises, snakes, and lizards all live in the desert

Southwest. These are all cold-blooded animals, but they need

different kinds of food to survive. The desert tortoise eats plants, while

the snakes and lizards eat other animals. Both roadrunners and white-

nosed coatis are desert animals with long tails that help them survive.

The roadrunner’s tail helps it balance when it runs. On the other hand,

the coati’s tail helps it balance in the trees it climbs.

1. In what way are all the desert animals alike?

2. In what way are desert tortoises, snakes, and lizards alike?

3. In what way are desert tortoises, snakes, and lizards different?

4. How are roadrunners and white-nosed coatis alike?


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Comprehension:

Venn Diagram

As y

ou

re

ad

Un

iqu

e A

nim

als

of

the S

ou

thw

est,

fill

in t

he

Ve

nn

dia

gra

m.

How

does the info

rmation y

ou w

rote

in the V

enn d

iagra

m h

elp

you

bett

er

unders

tand U

niq

ue

Anim

als

of th

e S

outh

west?


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As I read, I will pay attention to intonation.

During the time of the American colonies very few people

10 could vote. You had to be a rich white man who owned land.

23 Back then, leaders felt that voting was too important to be

34 left to just anyone. These men elected others who were very

45 much like themselves.

48 This system continued on even after the United States became

58 a free nation.

61 In the 1820s, some states began changing the rules. Voters

70 did not have to own property anymore—but they still had to

82 be white males.

85 By the 1840s all white men were automatically allowed to

94 vote. But women couldn’t vote. Neither could African American

103 people.

104 In 1863, slavery ended. In 1870, the Fifteenth Amendment to

112 the Constitution gave African American men the right to vote.

122 This was an important historical event. But not all Southern

132 states wanted to share power with African Americans. So some states

143 set up ways to keep African Americans from voting. 152

Comprehension Check1. Who can vote now? Main Idea and Details

2. What historical event allowed African American men the right to vote?



Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Intonation


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Comprehension:

Draw Conclusions


Stargazing may sound easy, but it takes more than looking up at the night

sky. Three things affect a stargazer’s ability to see stars: the phase of the

moon, the stargazer’s location, and weather conditions. Light from a full

moon makes stars diffi cult to see. City lights have the same effect. Clouds

can hide stars at night. Strong winds can make stars look blurry and make

them appear to twinkle.

1. What effect do city lights have on a stargazer’s ability to see stars? What

information in the passage helps you draw this conclusion?

2. When is the best time to view stars? What information in the passage

helps you draw this conclusion?

3. Where is the best location to view stars? Support your conclusion with

evidence from the text.

When you draw conclusions you use what you already know

and what you read to make decisions.


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To make a prediction, you can use foreshadowing.

Foreshadowing are hints and details writers use to tell about

events that may happen later in a story. For clues, look at the title

and story details.

Why Bear Has No Tail At a time long ago, Bear had a fine-looking, long, glossy tail. He

thought it was the most amazing tail any animal could have. The animals,

including Fox, who was very tricky, thought Bear was very vain, but they

didn’t want to anger him. So they all agreed that his big, black, shiny tail

was the most beautiful they’d ever seen.

2. What do you think may happen next?

3. Circle the story details that foreshadow what may happen.

One frosty winter’s day, Bear went trudging down to the stream. Fox was

sitting on the ice, surrounded by fish. Fox knew that Bear was hungry. He

told Bear to put his beautiful tail in the water to catch a fish. A huge fish

saw Bear’s tail and bit it off. That’s how Bear lost his tail.

4. Were your predictions correct? Explain.

Literary Element:

Foreshadowing

A. Read the story title. Then answer the question.

1. What do you predict this story will be about?

B. Answer the questions as you read the rest of the story.

Fox, who was very tricky, Bear was very vain,


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A. Use the two dictionary entries to answer the questions below.

com•mon (kom әn) adjective

1. Happening often; familiar;

usual: Snow is common here in

the winter. 2. Belonging equally

to all; shared by all alike: It is

common knowledge that the

earth is round. 3. Ordinary;

average: The dandelion is a

common weed.

con•fuse (kәn fuz´) verb

1. To mix up: That street sign

confuses drivers and causes

them to take a wrong turn.

2. To mistake for another; not

see the difference between:

People are always confusing

the twins.

1. How many syllables are in common?

2. What is the pronunciation for confuse?

B. Write the correct meaning for the underlined word.

3. Brown eyes are common in my family.

4. An animal can confuse its enemy by changing direction quickly.


Dictionary

Use a dictionary to find the meaning of unfamiliar words.


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Reading Strategy/

Reading Log


Ask questions to understand texts you read. Look in the text for facts



Who? What? When? The answers to these

questions are right there in

the text.

Why? How? The answers to these

questions aren’t in the text.

You use text facts and details

to figure out the answer.


purpose? Did the author do a

good job?

You look at text details and

make a decision about how to

answer this question.



1. Question

2. Question

3. Question






Genre

Title Author

T his Text Is About


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Read each sentence. Underline a word in each sentence that

contains a prefix. Then write the meaning of the new word.

1. When you unscramble the letters, ipxref, you get the word prefix.

2. I have to rewrite all of my notes.

3. We will preview a children’s fi lm about animals.

4. It is important to train dogs that disobey commands.

5. Learning about an animal’s behavior before touching it is a good

precaution to take.

6. Finding a wild tiger is uncommon in the United States.

A prefix is a word part that can be added to the beginning of a

root word to form a new word with a different meaning.

Prefix Meaning + Root Word New Word

dis- not or opposite dis + like dislike

pre- before or ahead of time pre + school preschool

un- not or opposite un + lucky unlucky

re- again re + learn relearn

Phonics/Word Study:

Prefixes

Stone Soup • Grade 3/Unit 6

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A. Write the vocabulary word from the box that completes

each sentence below. You will need to use some words

more than once.

gaze agreeable guests banquet untrusting curiosity

1. The visitors and at the hotel lined up for the

breakfast .

2. Our server at dinner was pleasant and .

3. All the wedding clapped after the bride and groom

cut their cake.

4. Peanut butter is an unusual in some countries, and

people are afraid to try it.

5. Meat eaters are sometimes suspicious and of soy

burgers.

6. The tiger fi xed its stare to at the herd of cattle as

if it were about to feast at a .

B. Write synonyms for the following words.

7. agreeable

8. curiosity

Vocabulary


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Authors don’t give readers every detail in a story. To figure out

missing details, readers make inferences using clues in the

text. Readers make inferences about how characters treat each

other, their relationships, and how their relationships change.

Read the passage, and then answer the questions.

A Special Dinner

Mom, Dad and Annie went out for dinner every December 18. This

year was special. Dad surprised Annie by saying, “We are taking you to

a new restaurant. It serves foods from around the world.” Annie sighed.

“I’m not sure. I like my old favorites.” Mom laughed. Annie frowned. She

looked forward to this dinner and didn’t want anything to go wrong.

When they arrived at the restaurant, Annie saw the sign said, “World’s

Best Pizza, Tacos, and Egg Rolls!” She hugged Dad and Mom. “This is

great!” she said.

1. How does Annie feel about trying new things? How can you tell?

2. How do Annie and her parents get along at the beginning of the story?

How can you tell?

3. How do the relationships in the story change?

Comprehension:

Make Inferences


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Comprehension:

Inference Map

As you read Stone Soup, fill in the Inference Map.

How does the information you wrote in this Inference Map help you

understand plot development in Stone Soup?

Clue

Clue

Clue

Inference


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“I’m feeling extremely woozy,” said the fox. He wiggled

9 around, trying to get comfortable.

14 “Maybe you ate too much,” said the bird.

22 The fox bubbled and burped and moaned and groaned.

31 HICK! The fox spit out a mouthful of seeds.

40 “Excuse me,” said the fox, “I have the hiccups.”

49 HICK! The fox spit out another mouthful of seeds.

58 The bird bucked and rocked with each hick. At last they

69 reached the mountaintop, and the bird skidded in for a

79 landing.

80 The fox climbed down from the bird’s aching back. He

90 felt dizzy from the bumpy trip.

96 “Thank -HICK! you!” said the fox, spitting seeds.

104 “I will -HICK! -see you soon.”

110 “Are you sure you will be all right?” asked the bird.

121 “I will be -HICK! -fine,” said the fox. 129

Comprehension Check1. What happens when the fox hiccups? Plot Development

2. What do you think will happen to the seeds? Make Predictions


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Phrasing


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Comprehension:

Character

The characters are the people or animals in a story. Their

interactions, or how they speak or act with one another,

affect the events in the story. Pay attention to the things that

characters say, do, and feel to identify how they change

throughout the story.

Read the passage below. Then answer the questions that follow.

Evan was sitting in school. He felt lonely because his best friend had

moved away. Evan thought he would never make another good friend. It

was time for his class to choose partners for their science project. Evan

noticed that Jacob didn’t have a partner. Jacob was a quiet boy. Evan had

never really talked to him before. Evan asked Jacob to be his partner. After

school, Jacob invited Evan to his house to work on their science project.

The two boys got along well. Evan found out that Jacob was funny and fun

to work with. Evan didn’t feel lonely anymore. He had a new friend!

1. How does Evan feel at the beginning of the story? Why?

2. How do Evan and Jacob interact with each other?

3. How does Evan’s opinion of Jacob change by the end of the story?


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Charts arrange information into columns and rows. The

headings of the columns form the categories. The information

in each category is arranged to help the reader compare

information in categories. Readers can locate information in charts.

Read the paragraph and look at the chart below. Then answer

the questions.

Good Food

Eating a healthy diet means eating foods from the five different food

groups: dairy, meat, fruit, breads and grains, and vegetables. You should

also keep track of how many calories you consume each day.

Nutritional Information for Selected Foods

Food Food Group Serving Size Calories

cheddar cheese dairy 1 ounce 115

hamburger meat 2 ounces 240

watermelon fruit 1 slice 85

bagel bread & grains 1 200

broccoli vegetables 1 cooked spear 50

1. How many calories are in one slice of watermelon?

2. What food group is hamburger in?

3. What food has 115 calories for a one ounce serving?

Text Feature:

Charts


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Synonyms are words that have the same, or almost the same,

meaning.

The following pairs of words are synonyms:

happy/glad afraid/scared chair/seat tool/instrument

Read the words in the box below. Identify and write a synonym

for each numbered word. Use both words in related sentences.

branch banquet problem cool fast story

1. Word: quick Synonym:

Sentence:

2. Word: twig Synonym:

Sentence:

3. Word: chilly Synonym:

Sentence:

4. Word: feast Synonym:

Sentence:


Synonyms


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A. Reading Strategy: Make Connections

Sometimes you read fi ction stories or poems (literary text) and nonfi ction

articles (informational text) that have similar ideas. As you read, you can

make connections between the two kinds of text. They might have similar

themes, author’s purposes, or topics. Making connections between literary

and informational texts helps you better understand both texts. Choose

a fi ction and nonfi ction text you are reading that have similar ideas. Use

information and details in the texts to complete the chart.

Informational Text Literary Text

Author’s Purpose

or Theme

Ideas

Connections Between the Texts



the reading log. Be sure to paraphrase, or tell the main idea or meaning

of the text. Keep the details or events in the correct order. Use your log to


Genre

Title Author

T his Text Is About

Reading Strategy/

Reading Log


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1. I like to travel to different states.

2. My new bedroom is not as little as my old bedroom.

3. The class had to read three fi ction books over the summer.

4. Dad had to pay for a rental when the car broke down.

5. Mom likes to tell me a riddle before school.

B. Sort the words above by final stable syllables.

-le

-el

-ion

-al

A. Read each sentence. Underline the word with a final stable

syllable. Write the word on the line and circle the final stable

syllable.

The final stable syllable is the last syllable in a word with

more than one syllable. When a word ends in -le, -al, -el, or

-ion, the consonant before it plus the final letters form the final

stable syllable.

Example: Final Stable Syllable

-le, as in pickle pic•kle

-al, as in global glo•bal

-el, as in level le•vel

-ion, as in action ac•tion

Phonics:

Final Stable

Syllables

The Strongest One • Grade 3/Unit 6

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1. A turt is a slow-moving animal.

2. People waited for the train at the stat .

3. We need to buy hotdogs and a bott of ketchup.

4. Kurt had a waff for breakfast.

5. Kaylee turned the hand to open the door.

6. The thunder sounded like an explos .

7. If you put on this suntan lot , you won’t get a sunburn.

8. I don’t need glasses because my vis is perfect.

Phonics:

Final Stable Syllables

When the letters -le or -ion appear at the end of a word and a

consonant comes before them, the consonant + -le or -ion form

a final stable syllable.

ta • ble ten • sion

Fill in the blanks with -le or -ion to write a word that makes sense

in the sentence. Then divide the word into syllables on the line.


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Phonics: Final Stable

Syllables

When the letters -le or -ion appear at the end of a word and a

consonant comes before them, the consonant + -le or -ion form

a final stable syllable.

ta • ble ten • sion

A. Underline the word in each row that has a final stable syllable

and then circle the final stable syllable.

1. basketball balloon bubble

2. rectangle square oval

3. children adults people

4. quickly motion going

5. light candle fi re

6. house cottage mansion

7. nutrition healthy eating

8. puzzle diffi cult answer

B. Choose a word from the list above to complete each sentence.

9. I lit a so I could see when the lights went out.

10. Eating healthful foods is important for good .


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Phonics: Final Stable

Syllables

Our teacher gave us a math puzzle to solve. She gave us a triangle and

a rectangle. We had to find out which had the longest sides. At first we

had some trouble. Then we used addition to add up the length of each

shape’s sides. The triangle’s sides were longer. Our teacher told us to use

subtraction to find out how much longer it was than the rectangle.


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Vocabulary

A. Read the sentences. Fill in the blanks with the correct


securing decorated weakest darkened symbol gnaws

1. Jim wanted to make the stage prettier, so he it with

fl owers.

2. Megan drew a picture of a dove on the cover of the program. She said

that it was a that stood for peace.

3. At the end of the play, the stage was so there wasn’t

as much light as there was at the beginning.

4. Some of the costumes have holes in them. The stagehands think a

mouse on them at night.

5. The guards are the theater by locking the doors to

make it safe.

6. The stage helper has the least amount of strength

to lift the stage props.

B. Write new sentences for two of the vocabulary words used

above. Then underline the vocabulary word.

7.

8.


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Comprehension:

Summarize

You can summarize a story by writing the plot’s main events in

the order they happened, or in the correct sequence.

Read each story below. Then write a summary.

1. Last night was the fi nal performance of the school play. The theater was

packed. Every seat was taken. The play went on without any problems.

In the end, the audience stood up and clapped. They all agreed it was

the best play they had ever seen.

Summary:

2. A new movie with Ray’s favorite superhero was coming to the theater. He

did not have enough money to go. He really wanted to see this movie.

Ray decided he would earn the money. He washed his dad’s car. He

cleaned his sister’s room, and he put away his mom’s clothes for her. By

the time the movie got to the theater, Ray had enough money to see the

movie and have some popcorn!

Summary:


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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


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Fluency:

Expression and

Intonation

As I read, I will pay attention to expression and intonation.

Narrator: One evening, when John was out in the

9 woods digging up the roots of an old tree for King George,

21 his shovel hit something hard.

26 John: What’s this? An old trunk with a mysterious

35 symbol on it! Oh goodness, it’s a pile of gold coins—really

47 buried treasure!

49 Narrator: John danced for joy, but then he realized he

59 had a big problem.

63 John: If the king finds out about this treasure, he will

74 keep all of it. If I tell Maria about it, she will tell the whole

89 world.

90 Narrator: John thought of a plan to fool the king and

101 keep the treasure for the villagers. 107

Comprehension Check1. What is John’s problem? Problem and Solution

2. Why does John want to keep the treasure a secret? Plot


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension: Plot

The plot is the series of events that make up the beginning,

middle, and end of a story. Sequence is the order in which

events happen in a story. Look for key words such as first,

next, and last. You can use what you know about sequence to

summarize the plot’s main events.

Read the story. Then answer the questions that follow.

The first thing Janelle did when she woke up on Monday morning was

brush her teeth and wash her face. Next, she got dressed and went to the

kitchen to get some breakfast. After breakfast, she put on her backpack

and kissed her parents goodbye. She got on her bike and rode to her friend

Jared’s house. Jared came out of his house and got on his bike, too. Then

they rode to school together. When they got to school, Janelle and Jared

locked their bikes in the bike rack. Last, they went to their classroom.

1. What was the fi rst thing Janelle did on Monday morning?

2. When did Janelle ride to Jared’s house?

3. What is the last event in the story? How do you know?

4. Summarize the main events of the story’s plot in sequence.


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Text Feature:

Diagram

A diagram is a drawing that explains information. Readers can

locate information in diagrams. Information can be easier to

understand in a diagram.

Answer the questions about the diagram.

1. What does the diagram show?

2. What do you see in the first part of the diagram?

3. What is the name of the adult animal?

4. What is the name of the animal in the middle of the life cycle?

How a Frog Develops

tadpole

frog

eggs

1

2

3


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Antonyms

Antonyms are words that have opposite meanings. The

following are examples of antonym pairs:

soft/hard dark/light fast/slow happy/sad

Read the words in the box below. Identify and write an antonym

for each numbered word. Use both words in related sentences.

take strongest dirty push

near false wide smooth

1. Word: clean Antonym:

Sentence:

2. Word: rough Antonym:

Sentence:

3. Word: true Antonym:

Sentence:

4. Word: weakest Antonym:

Sentence:

5. Word: pull Antonym:

Sentence:


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themes, author’s purposes, or topics. Making connections between

literary and informational texts helps you better understand both texts.

Choose a fi ction and nonfi ction text you are reading that have similar

ideas. Use information and details in the texts to complete the chart.

Ideas in the Informational Text

Ideas in the Literary Text

Connections






Genre

Title Author

T his Text Is About

Reading Strategy/

Reading Log


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Phonics:

Vowel Team Syllables

Tales of the Trickster Grade 3/Unit 6

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Phonics: Vowel

Digraphs and

Diphthongs

A vowel digraph is two vowels that come together to make one

sound, often a long vowel sound.

ea ei oa ai ie ue ui oo ay ey

A diphthong is two vowels whose sounds come together very

quickly.

oi ou oy

Vowel digraphs and diphthongs always stay together in the same

syllable.

teach • er nois • y

A. Underline the word that contains a digraph or diphthong.

Then circle the digraph or diphthong.

1. spoiled spinning 2. windy rainy

3. decide decoy 4. toasted tender

5. bouncy bubble 6. juicy jumping

7. cheating chicken 8. deliveries departure

B. Use two of the words you underlined to complete the

sentences. Then draw a line to divide the word into syllables.

9. The car ride was because there were so many bumps

in the road.

10. Evan likes bread and jelly with his eggs for breakfast.

Tales of the TricksterGrade 3/Unit 6

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Phonics: Vowel

Digraphs and

Diphthongs





quickly.

oi ou oy


syllable.


Fill in each blank with the correct digraph or diphthong. Then

write the word and draw a line to divide it into syllables.

1. (ue, ea) We went to pick bl berries in the forest.

2. (oi, ou) Angela was c nting her money to buy a CD.

3. (oa, oi) Turn off the stove when the soup starts b ling.

4. (ay, ai) Jim loves pl ing basketball on the weekend.

5. (ue, ui) The park ranger g ded our group back to the parking lot.

6. (ou, oa) I like to eat tmeal for breakfast on chilly mornings.


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Phonics: Vowel

Digraphs and

Diphthongs





quickly.

oi ou oy


syllable.


Choose the word with the vowel digraph or diphthong to complete

each sentence. Write the word on the line. Circle the digraph or

diphthong.

1. pencils crayons markers

My little brother likes to color with .

2. parents brothers teachers

Philip’s gave him plenty of homework.

3. outside running inside

It was sunny, so we went to play.

4. exciting enjoyable tiring

Our trip to the zoo was very .

5. voices clapping singing

Mila could hear the of her sister’s friends behind

the door.

6. windy chilly rainy

I wish we could go out, but it’s too .


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Vocabulary


vocabulary word from the box.

A of people love listening to trickster

tales. These tales are stories that help people

think about things in new ways. Each storyteller uses a different

to tell a trickster tale. The characters are often

amusing, and very often the main character is .

After hearing a trickster tale, people may to find

other stories in which the same lesson is taught.

B. Using clues in the story, write the definitions of these


6. insightful

7. technique

8. majority

9. investigate

10. cunning

insightful technique majority investigate cunning


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When authors compare and contrast two things in nonfiction,

they show how they are alike and how they are different.

When authors compare, they often use signal words such as

like, just as, similar, both, also, and too. When they contrast,

they use signal words such as different, but, while, and on the

other hand.

Read this paragraph, and answer the questions below.

Trickster tales are all folk tales. They are similar in one way. They all

include characters that are very clever. In these stories, a smaller animal often

outwits a larger, more powerful animal. Trickster tales often have different

purposes. Some trickster tales teach lessons that are important for people

to know, while others explain how and why things happen in nature. But in

different cultures, the story characters may be different. The trickster may be

a different animal or have a different body.

1. How are all trickster tales alike?

2. How are trickster tales different from one another?

3. How are trickster story characters different in various cultures?

Comprehension:



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Comprehension:

Venn Diagram

How

does the info

rmation y

ou w

rote

in the V

enn d

iagra

m h

elp

you

bett

er

unders

tand T

ale

s o

f th

e T

rickste

r?

As y

ou

re

ad

Tale

s o

f th

e T

rickste

r, f

ill

in t

he

Ve

nn

dia

gra

m.


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

Picture some chimpanzees in the African rain forest.

8 One young chimp rides on its mother’s back. Two chimps

18 romp and play tag. Two others sit and groom one another.

29 Sitting quietly nearby is a young woman. She waits.

38 She watches. She jots down notes. She wants to learn as

49 much as she can about the chimps’ behavior. Her name is

60 Jane Goodall.

62 Jane’s interest in animals began when she was a child.

72 She was eager to learn about all kinds of creatures. Once

83 her parents found Jane in bed with earthworms under

92 her pillow!

94 When Jane grew up, she wanted to go to Africa to see

106 animals in their natural home. She got her chance when a

117 school friend invited her to visit her parents’ farm in Kenya

128 in east Africa. Jane saved money for the trip and left for

140 Africa.

141 After her visit to the farm, she went to Kenya’s capital,

152 Nairobi. 153

Comprehension Check1. How does Jane Goodall learn about chimps’ behavior? Details

2. What chimp behaviors has Jane Goodall observed? Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing


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Comprehension:

Compare Settings

Myth: Thor’s Hammer

Long ago, in the far North, the thunder god Thor discovered that

Thrym, the giant king, had taken his hammer. “To get your hammer back,

you must bring Freya to be my bride,” Thrym demanded. The goddess

Freya did not want to marry Thrym. The gods decided that Thor woulddid not want to marry Thrym. The gods decided that Thor would

dress as a bride and pretend to be Freya. Dressed as a bride, Thor went to

Thrym’s cold mountain home. The disguise fooled Thrym. He ordered that

Thor’s hammer be laid in the lap of the bride. At that, Thor grabbed his

hammer, struck Thrym with it, and left the land of the giants.

Folktale: Molly Whuppie

Many years ago, three girls were lost in a dark, gloomy forest. They

found a giant’s home. The girls convinced the giant to let them in and

feed them. The giant planned a trick to get rid of the girls. He placed straw

necklaces around their necks. Then he placed gold necklaces around his own

three daughters’ necks. Molly Whuppie was suspicious, so she switched the

necklaces. In the night, the giant grabbed the girls with the straw necklaces.

Then he took his three daughters into the woods and left them there. Molly

Whuppie and her sisters safely escaped from the giant’s house.


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Study Skill:

Functional Documents

Imagine that your class is having a bake sale to raise money for the field trip to

the museum in the city. Informing a lot of people is a good way to raise money.


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Prefixes and Suffixes

Prefixes are word parts that can be added to the beginning of

base, or root, words to form new words with new meanings.

Prefix Meaning Example Meaning

re- to do again retell to tell again

un- not or opposite uneven not even

dis- not or opposite disconnect not connected

Suffixes are word parts that can be added to the end of base

words to form new words with new meanings.

Suffix Meaning Example Meaning

-ful full of, tending to useful full of use

-ly in a certain way quickly in a quick way

-er more faster more fast

-est most smartest most smart

Underline the word in each sentence that includes a prefix or a

suffix. Then write the meaning of the word.

1. People love playful stories about tricksters. Meaning:

2. A coat is warmer than a jacket. Meaning:

3. I often disagree with my brother about which cartoon is the best. Meaning:

4. Lisa keeps her room the cleanest of all of us. Meaning:


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ideas. Use information and details in the texts to complete the chart.

Ideas in the Informational Text

Ideas in the Literary Text

Connections






Genre

Title Author

T his Text Is About

Reading Strategy/

Reading Log


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When the letter r follows a vowel, the vowel plus the r usually

stays in the same syllable.

Here are some words with r-controlled vowel syllables:

car/bon, birth/day, af/ter, four/teen, per/fect.

A. Underline the word with an r-controlled vowel syllable in

each sentence. Then write the word on the line and circle the

r-controlled vowel syllable in each word.

1. The election was held the fi rst week of April.

2. Each voter cast a vote at the polls.

3. The mayor was elected by the people of the city.

4. My brother wrote to the newspaper about his voting experience.

5. He suggested giving a dollar to the candidates’ favorite charity.

B. Write a sentence to show the meaning of the following words.

6. born

7. part

8. more

9. cart

10. ferment

11. carpool

Phonics:

r-Controlled

Vowel Syllables

Cook-a-Doodle-Doo!Grade 3/Unit 6

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Phonics: r-Controlled

Vowel Syllables

When one vowel is followed by the letter r, it makes an r-controlled

vowel sound.

The r-controlled vowel and the letter r stay in the same syllable.

cart per • son stir • ring tur • tle storm

A. Read each sentence. Underline the word with the r-controlled

vowel. Circle the syllable that contains the r-controlled vowel.

1. We left our truck in the parking lot.

2. The boats passed quickly under the bridge.

3. I am doing my report on the state of Texas.

4. It is urgent that you come right away.

5. Jack’s brother is in high school.

6. I want to be an architect when I grow up.

7. Natalie has a purple dress.

8. I wonder when Grandpa will visit.

B. Choose two words with r- controlled vowels from above and

use each in a sentence.

9.

10.


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Vowel Syllables


vowel sound.



A. Fill in the missing letters ar or or in each blank to make a

word that makes sense in the sentence.

1. The dog wouldn’t stop b king.

2. This test is very imp tant.

3. I s ted the socks and found the ones that matched.

4. Katie’s cousin is a fi ne tist.

B. Fill in the missing letters er or ur in each blank to make a

word that makes sense in the sentence.

5. You make a noun pl al by adding an s.

6. What is your p pose for going to the store?

7. Emily is a very fast runn .

8. My should s are sore from lifting heavy boxes.

C. Choose two words with r-controlled vowels from above and

use each in a sentence.

9.

10.


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Vowel Syllables


vowel sound.



A. Underline the word that contains an r-controlled vowel

syllable. Then circle the r-controlled syllable. Some words

have more than one r-controlled syllable.

1. over sideways 2. usual normal

3. happy perky 4. curtains window

5. bald furry 6. order messy

7. shouting argue 8. sharpen pencil

B. Choose from the words you underlined above to complete

the sentences below.

9. I need to my pencil because the point broke off.

10. The blew in the breeze that came through the window.


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Vowel Syllables


vowel sound.



A. Circle the words with r-controlled vowel syllables in the

paragraph below. Write the words on the lines.

One morning a big storm took the farmer by surprise. Rain came bursting

through the clouds. Thunder boomed. The farmer ran out to the barnyard

to check the cows and horses. Wind was blowing the cornstalks over.

Suddenly, the stormy weather ended. The farmer went back to gathering

the harvest.

B. Find the two words above that have more than one

r-controlled syllable. Draw a line to divide them into syllables.


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Vocabulary

A. Write the vocabulary word that best completes each sentence

below.

recipes magnificent ingredient

tasty masterpiece tradition

1. José read many until he found the best one for

chocolate cake.

2. He planned to bake the most cake ever for his

grandmother’s birthday.

3. The only missing was the chocolate!

4. Chocolate would make the cake very .

5. José put the fi nished cake on the counter. It looked like a

.

6. We decided that making chocolate birthday cakes should be a family

.

B. Write the definitions for two of the vocabulary words.

7.

8.


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Comprehension:


When you compare and contrast things, you look at

the characteristics and point out how they are alike and

different. You can better understand characters in a story,

their relationships, and how they change by comparing and

contrasting them.

Read the following paragraph, and answer the questions below.

George the rooster and Jen the chicken have been friends for many

years. They both love being in the kitchen, but George likes to bake

cookies and Jen likes to bake pies. Jen makes her pies with different types

of fruit, and George makes his cookies with different nuts and chips. Both

the cookies and pies are very tasty. Because everyone likes their cookies

and pies, George and Jen decided to open a bakery so everyone could try

them. George sells his cookies by the pound, and Jen sells her pies one at a

time. Both of them sold everything on their first day. They spend more time

together baking and selling their treats. George and Jen are best friends.

1. Compare George and Jen. Tell how they are alike.

2. Contrast George and Jen. Tell how they are different.

3. How does their relationship change by the end of the story?


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Comprehension:

Venn Diagram

As you read Cook-a-Doodle-Doo!, fill in the Venn diagrams.

How does the information you wrote in these Venn diagrams help you

compare and contrast characters in Cook-a-Doodle-Doo!?


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Fluency:

Phrasing


Even kids can be inventors. Frank Epperson was 11

8 years old when he proved it! One night, he mixed powdered

19 fruit flavor in a cup of soda water. He stirred it with a stick.

33 That’s how people made fruit drinks in 1905. But after a

43 sip or two, Frank left his drink on the back porch.

54 The night grew very cold. By morning, Frank had a

64 magnificent surprise. His fruit soda had frozen to the stick.

74 Frank showed it to his friends. At first everyone thought

84 Frank had lost his marbles. They thought he was crazy.

94 But after one lick, everyone cheered. Frank’s invention was

103 a masterpiece. A work of art! Frank called it an Epsicle.

114 Frank decided to sell the icy treats. 121

Comprehension Check1. How was a fruit drink made in 1905? Details

2. How did Frank Epperson discover popsicles? Details


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Compare Settings

The setting of a story is where and when a story takes place.

When you compare and contrast the settings of a myth and a

folktale, you tell how the settings are alike and different.

Read the folktale and the myth below. Then answer the question.

Paul and Babe: A Folktale

During the Winter of the Blue Snow, it was so cold that the snow turned

blue and all was frozen solid. One day, Paul Bunyan was walking in the

woods when he heard a strange sound. He looked down and saw a baby

blue ox crying out as it tried to make its way through the tall snowdrifts.

Paul laughed, picked up the little ox, and carried it home. He sat the ox by

the fire and bathed and dried it, but he could not get the blue color out of

the ox’s coat. The ox stayed blue, so Paul named it Babe the Blue Ox.

The Myth of the Seasons

Hades, the God of the Underworld, saw Persephone gathering flowers.

He fell in love with her, so he decided to take her to the Underworld.

Persephone’s mother was Demeter, the goddess of the harvest and the

seasons. When Demeter saw that her daughter was gone, she cried and

searched for her daughter. Crops began to die. The earth turned cold and

remained covered with ice and snow. It was not until Hades agreed to

allow Persephone to spend part of the year with her mother that Demeter

brought warmth and life back to the earth. But when Persephone is with

Hades, Demeter cries and winter returns. This is why we have seasons.

1. How are the settings alike? How are they different?


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Idioms

An idiom is a phrase such as, “He was on cloud nine,” which

means he was very happy. The idiom’s meaning is different

from the meaning of each word in it. To figure out the meaning

of an idiom, use the context of the sentence. If context doesn’t

help you, look up the idiom in a dictionary under the key word.

A. Circle the idiom in each sentence below. Write the meaning

of the idiom on the next line. You can use a dictionary to help

you.

1. Both Dad and Mom work hard to bring home the bacon.

2. Hitting a home run was a piece of cake for our best batter.

3. She had to use her noodle to fi gure out how to fi x the bike.

4. Sam is the big cheese because he was elected president.

B. Look up the idiom “You’re pulling my leg” in a dictionary.

Write the meaning on the line.

5.

to bring home the bacon.

a piece of cake

to use her noodle

the big cheese


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Who? What? When? The answers to these

questions are right there in

the story.

Why? How? The answers to these

questions aren’t in the story.

You use story facts and details

to figure out the answer.


theme? Did the author do a

good job?

You look at story details and

make a decision about how to

answer this question.



1. Question

2. Question

3. Question






Genre

Title Author

T his Text Is About

Reading Strategy/

Reading Log


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Phonics/Word Study:

Suffixes

One Riddle, One Answer Grade 3/Unit 6

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Phonics: Suffixes

A derivational affix is a word part added to a base or root word

that changes its meaning. A suffix is a derivational affix added to

the end of a word.

Suffix Meaning Example

-able able to, providing, having measurable

the power of

-ful with, full of, tending to useful

-less not having, without sleepless

-ly in a certain manner or quickly

way, like

A. Circle the suffix in the following words. Then write the root or

base word on the line. Watch for spelling changes.

1. careful 2. regularly

3. renewable 4. graceful

5. spotless 6. comfortable

B. Choose a word from the list above to complete each

sentence. Use the clue in parentheses to help you.

7. Jared was (with care) not to spill the glass of water.

8. The soft chair was very (providing comfort) .

9. Jane cleaned the mirror until it was (without spots or dirt)

.

10. Kate (in a regular way) volunteers at the animal shelter.

One Riddle, One AnswerGrade 3/Unit 6

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Phonics: Suffixes



the end of a word.

Suffix Meaning Example

-able able to, providing, having measurable

the power of

-ful with, full of, tending to useful

-less not having, without sleepless

-ly in a certain manner or quickly

way, like

A. Add the suffixes to the following base words. Then write what

the word means. Watch for spelling changes.

1. recognize + able =

meaning:

2. happy + ly =

meaning:

3. care + less =

meaning:

4. color + ful =

meaning:

B. Choose a word from above to complete each sentence.

5. people sometimes throw trash in the park.

6. Ms. Cam is always because she wears a big hat.

7. My little brother played in the mud.

8. The parade had fl oats decorated with fl owers.


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Phonics: Suffixes


that changes its meaning and its part of speech. A suffix is a

derivational affix added to the end of a word.

The suffixes -able, -less, and -ful can change a base or root word

into an adjective, a word that describes people or things.

The suffix -ly can change a base or root word into an adverb, a

word that describes actions.

A. Underline the suffix in each word. Then tell whether the suffix makes

the word an adjective or an adverb. Write the word’s meaning.

1. quickly

2. hopeful

3. adorable

4. sunless

5. shyly

B. Choose a word from above to complete each sentence.

6. James ran to catch the bus.

7. I am that my parents will let me get a puppy.

8. The gray day was cloudy and .

9. Erica stepped on stage for the fi rst time.

10. The kittens looked cute sleeping in their box.


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Phonics: Suffixes



the end of a word.

The suffixes -able, -less, and -ful can change a base or root word

into an adjective, a word that describes people or things.

The suffix -ly can change a base or root word into an adverb, a

word that describes actions.

A. Add suffixes -able, -less, and -ful to the base or root words

below. Remember that some words drop their final e when

-able is added. Then choose two words and write a sentence

for each to show its meaning.

1. use

2. color

B. Add -ly to the words below. Remember that fi nal y may change to

an i when -ly is added. Use the words to write a short story.

3. happy 4. hour

5. quiet 6. hungry


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Vocabulary

A. Read the sentences. Then write each underlined vocabulary

word next to its definition below.

1. The author observed the silly things happening all around her.

2. Some would have been discouraged by the silliness, but she was not.

3. The silliness was suitable for someone writing a book of riddles.

4. Her editor advised the author about how to write a book of riddles.

5. She decided to depart for a vacation and fi nish the riddle book later.

6. The author had new ideas to increase the number of riddles.

a. gave a suggestion or told someone

how to do something

b. leave or go away

c. not hopeful

d. right for a certain purpose

e. saw and paid attention to

f. grow in number

B. Use one vocabulary word in a sentence about riddles.

7.


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Comprehension:

Character, Setting,

Plot

The plot is the series of events that take place in a story.

To understand the main plot events, sequence them, or put

them in order. Then retell the main events briefly in your own

words. One event in a plot leads to other events.

Characters are the people in a story. Read to find out about

characters’ relationships, how they treat each other, and how

they change.

Read the story. Answer the questions below.

Mike loved attention. He always wanted everyone’s eyes on him.

Mike and his best friend, Ed, tried out for a play at a theater in town one

Saturday. During the tryout they took turns playing a part. Mike was a little

jealous of Ed because he was a good actor. Mike knew Ed wanted a part

in the play more than anything else. At first, Mike interrupted each time

it was Ed’s turn to talk. Then Mike saw how sad Ed looked. He stopped

interrupting and let Ed say his lines. They both got parts in the play!

1. What event happens in the story fi rst?

2. Tell what happened in your own words.

3. How does Mike change by the end of the story?


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Comprehension:

Setting Web

As y

ou

re

ad

On

e R

idd

le,

On

e A

nsw

er,

fill in

th

e S

ett

ing

We

b.

How

does the info

rmation y

ou w

rote

in this

Sett

ing W

eb h

elp

you u

nders

tand p

lot

deve

lopm

ent in

One

Rid

dle

, O

ne

Answ

er?

Eve

nt

Eve

nt

Ch

ara

cte

r S

ett

ing

Eve

nt

Eve

nt


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Fluency:

Phrasing and

Intonation

As I read, I will pay attention to phrasing and intonation.

Once, long ago in Mexico, three brothers lived on a

10 small farm. The soil was rocky. There was not much rain.

21 Their crops did not grow well. For these reasons, they were

32 very poor.

34 Each day, Pablo, the youngest brother, got up before

43 sunrise. Then he crept silently out of the house while his

54 brothers, Manuel and Juan, snored. Pablo walked many

62 miles to the nearest school.

67 He couldn’t spend the whole day at school, because he

77 had to return home to help his brothers on the farm.

88 “Here comes Mr. Smart Guy,” Manuel would tease

96 Pablo when he returned. Manuel had never gone to school,

106 and he didn’t want to go. He didn’t understand why Pablo

117 liked it so much. 121

Comprehension Check1. Why does Pablo get up before his brothers? Plot Development

2. Why does Manuel tease Pablo? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


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Comprehension:

Compare Settings

The setting of a story is where and when a story takes place.

When you compare and contrast the settings of a myth and a

folktale, you tell how the settings are alike and different.

Read the myth and the folktale. Then answer the question.

Myth: Daphne

In the forests of ancient Greece lived a nymph named Daphne. Daphne

loved to run free and wild through the trees. She loved to cross the streams

and rivers. She loved to hunt the animals of the forest. One day, the god

Apollo fell deeply in love with Daphne. But she did not love him. Apollo

chased Daphne through the forest. He wanted to catch her so that they could

be together. They ran and ran until Daphne became too tired to run anymore.

She called to her father, the river god Peneus, for help. To save his daughter

from Apollo, Peneus changed Daphne into a laurel tree.

Folktale: Buffalo Woman

Long ago, a young Native American brave lived on the Great Plains.

He was a skilled hunter who respected the buffalo. One day on a hunt, a

buffalo approached him. When the brave blinked, the buffalo was replaced

by a beautiful woman. The brave fell in love with the woman and married

her. They had a son. One day, the wife and son changed into buffalo. The

brave wanted to be with them, so the chief bull tested the young brave.

When he had passed all of the tests, the young brave became a buffalo,

too. He lived happily with his wife and son among the Buffalo Nation.

1. How are the settings alike? How are they different?


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Imagery is a kind of sensory language in which writer’s use

words and images that appeal to the senses. Writers include

strong adjectives, vivid verbs, and many details to help the

reader understand how people, things, or events in a story look,

smell, sound, taste, or feel.

A. Choose a word or words from the box to add imagery to each

sentence. You do not need to use every word.

1. The woods were .

2. The children felt .

3. Suddenly, a bird appeared.

4. “Don’t worry, I’ll take you home,” the bird

twittered softly.

B. Read the sentence below. Then describe what senses the writer is

appealing to on the lines provided.

5. The gigantic bird tucked the children under its wings, soared above the

clouds, and, when it reached their home, gently placed them on the

ground.

dark green frozen cold gigantic

friendly terrified kind sad big

Literary Element:

Sensory Language:

Imagery


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Use a dictionary to find the meaning of unfamiliar words. In

a dictionary, the words are broken into syllables. You can find

the meaning of the word, how it should be pronounced, and its

part of speech. A word can have more than one meaning in the

dictionary. Some dictionaries have example sentences to help

you decide how to use the word correctly.

A. Use the dictionary entries to answer the questions below.

sep•a•rate (sep´ ә rat) verb 1. to keep apart; be a barrier between; divide.

2. to set or place apart. A fence separates the garden from the sidewalk.

(sep´ rit) adjective 3. different; distinct: Those are separate problems and

cannot be handled the same way.

suc•cess (sәk ses´ ) noun 1. a favorable result or ending. The success

of my science project pleased my teacher. 2. the gaining of wealth,

position, or fame. He achieved great success in business. 3. a person or

thing that succeeds or is successful. The party was a success.

1. How many syllables are in the verb separate?

2. What is the pronunciation of success?

3. What part of speech is success?

B. Read each sentence. Write the correct meaning for the underlined

word.

4. We knew all the planning would make the trip a success.

5. Mom had to buy us separate tickets for the bus.


Dictionary


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ideas. Use information and details in the texts to answer the questions.

Informational Text Literary Text

What is the main idea?

What is the theme?

Why did the author write the text?

Why did the author write the text?

What connections can you make between the texts?






Genre

Title Author

T his Text Is About

Reading Strategy/

Reading Log


Practice Book 1

Documents

Transcript of Practice Book 1