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Acknowledgments

Complete Curriculum’s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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Lesson 1Putting Words TogetherObjective: The student will be introduced to:Spelling: Compound words; New Spelling words:basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbellWriting: Journal writing in 3 different notebooks for specific skills assignments:Reading, Writing, and Spelling and Vocabulary; Cursive writing.

Lesson 2Magic in BooksObjective: The student will practice or learn to do the following:Reading: Apply prior knowledge to reading. Use prior knowledge by becomingfamiliar with book structure and layout before reading.Writing: Continue to practice cursive handwriting.Spelling: Have the student continue to study the Spelling words.basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbell

Lesson 3Narrowing Our TopicObjective: The student will practice or learn to do the following:Spelling: Connect frequently used compound words.basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbellWriting: Narrow down writing topics.

Lesson 4Thrilling Use of WordsObjective: The student will practice or learn to do the following:Reading: Self-monitor comprehension when reading by automatically applyingreading strategies.Writing: Spelling word practice; synonyms.Spelling: Recognize basic sight words and common nouns. Correctly spell

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frequently encountered words.basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbellLiterary Selections: “The Great Trash Pick-Up” (Placed in Lesson 2)

Lesson 5Nicely NarrowedObjective: The student will practice or learn to do the following:Writing: Use compound words correctly. Use a variety of prewriting strategies.Spelling: Study spelling words.basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbell

Lesson 6FluencyObjective: The student will practice or learn to do the following:Reading: Read for fluency.Writing: Drafting summaries.Spelling: Continue to review Spelling words.basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly myself weekendbroomstick skateboard doorbell

Lesson 7Nicely TaperedObjective: The student will practice or learn to do the following:Writing: Prewriting strategies.Grammar: Use compound words correctly.Spelling: Continue to review Spelling words.basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbell

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Lesson 8Cleaning it UpObjective: The student will practice or learn to do the following:Spelling: Complete a Spelling Assessment covering the following words:basketball sidewalk somethingplayground cardboard everyonesunshine bedroom eyebrowbutterfly y myself weekendbroomstick skateboard doorbellReading: Self-monitor comprehension when reading; Apply reading strategies.

Lesson 9Making a PointObjective: The student will practice or learn to do the following:Writing: Use compound words correctly; Use a variety of prewriting strategies.

Lesson 10Subjects and PredicatesObjective: The student will practice or learn the following:Spelling: New spelling words.baby today goingtogether ring seedsandals bucket windowshoulders sunflower unearthedexamined treasures determinedWriting: Identify subjects and predicates in the context of writing.

Lesson 11Going on an AdventureObjective: The student will practice the following:Spelling: Spell frequently encountered words.Reading: Recognize basic sight words and common nouns. Self-monitorcomprehension when reading by automatically applying reading strategies.Writing: Continue practicing cursive handwriting.

Lesson 12Proof is in the PuddingObjective: The student will be introduced to and practice the following:Spelling: Studying the Spelling words.Writing: Identifying subjects and predicates in the context of writing; revise draftsbased on specific oral and written responses to writing; proofread and edit writing.

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Lesson 13Escape with a BookObjective: The student will be introduced to and learn to do the following:Spelling: Recognize basic sight words and common nouns; correctly spellfrequently encountered words; Review new Spelling words presented inLesson 12.Reading: Self-monitor comprehension when reading by automatically applyingreading strategies.

Lesson 14Diamond in the RoughObjective: The student will be introduced to and practice the following:Spelling: Classify words by alphabetization.Writing: Use outlining to pre-draft writing.

Lesson 15Finding New ThingsObjective: The student will practice the following:Spelling: Edit Spelling words for correctness.Reading: Self-monitoring reading comprehension by automatically applyingreading strategies.Writing: Continue to practice cursive handwriting.

Lesson 16Easy EditingObjective: The student will be introduced to and practice the following:Grammar: Review sentence subjects.Writing: Proofread and edit writing using appropriate resources; revisedrafts based on specific c oral and written responses to her writing.

Lesson 17Mapping out New TerritoryObjective: The student will complete the following:Spelling: Spelling Assessment.baby today goingtogether ring seedsandals bucket windowshoulders sunflower unearthedexamined treasures determinedReading: Comprehension Worksheet.

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Lesson 18Rev Up WritingObjective: The student will be introduced to and practice the following:Spelling: New spelling words.Writing: Writing sentences containing subjects and predicates; proofread andedit writing using appropriate resources, such as a dictionary. Revise draftsbased on specific oral and written responses to his writing.

Lesson 19Creepy SpidersObjective: The student will continue working with the new Spelling words and reviewnouns in the context of a new Progressive Reader introduced in Lesson 22.

Lesson 20Hair Raising BooksObjective: The student will practice the following:Spelling: Correctly spelling frequently encountered words.Reading: Recognizing basic sight words and common nouns; self-monitorcomprehension when reading by automatically applying reading strategies.

Lesson 21Weird WritingObjective: The student will practice the following:Spelling: Writing and using the Lesson 20 Spelling words.Writing: Proofread and edit writing using appropriate resources. Revise draftsbased on specific oral and written responses to his writing; use nouns in thecontext of writing.Lesson 22Eerie CreaturesObjective: The student will be introduced to:Spelling: Basic sight words and common nouns; correctly spell frequentlyencountered words.Reading: Read an informational text; self-monitor comprehension when readingby automatically applying reading strategies.

Lesson 23Writing about SpidersObjective: The student will be introduced to and practice the following:Spelling: Spelling words.Grammar: Identifying nouns in a sentence.Writing: Proofread and edit writing using appropriate resources; revise draftsbased on specific oral and written responses to writing.

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Lesson 24Peculiar ReadingsObjective: The student will practice:Spelling: Recognizing basic sight words and common nouns as well ascorrectly spell frequently encountered words.Reading: Self-monitoring comprehension when reading by automaticallyapplying reading strategies.Writing: Write an informational piece that demonstrates the understanding ofcentral ideas and supporting details.

Lesson 25Naughty Baby SpidersObjective: The student will practice the following:Spelling: Using Spelling words in a sentence.Writing: Correctly use nouns in the context of writing; proofread and edit writingusing appropriate resources; revise drafts based on specific oral andwritten responses.

Lesson 26Spider AssessmentObjective: The student will accomplish the following:Spelling: Complete a Spelling Assessment.Reading: Complete a “Spiders” Reading Comprehension Assessment.

Lesson 27Stringing Together a WebObjective: The student will practice and accomplish the following:Grammar: Complete a Grammar Assessment gauging his understanding of thegrammar lessons.Writing: Proofreading and editing; revise drafts based on specific oral andwritten responses to writing.

Lesson 28Proper TermsObjective: The student will be introduced to and practice the following:Spelling: New Spelling words.Writing: Identifying proper nouns in a sentence; recognizing the differencebetween a proper and common noun.

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Lesson 29Correct NounsObjective: The student will be introduced to and practice the following:Spelling: Studying Spelling wordsReading: Short fiction

Lesson 30Vivacious Vivid DetailsObjective: The student will be introduced to and practice the following:Writing: Writing a short story using sensory description.

Lesson 31Wild BatsObjective: The student will practice the following:Spelling: Spelling several common words and use them in sentences.Vocabulary: Using a dictionary.Reading: Self-monitor comprehension when reading by automatically applyingreading strategies.

Lesson 32Writing the RoomObjective: The student will practice or learn to do the following:Writing: Use nouns properly in writing; exhibit personal style and voice toenhance writing.

Lesson 33Passionate About ReadingObjective: The student will practice or learn to do the following:Spelling: Identify and correct misspelled words.Reading: Read for fluency.Grammar: Identify synonyms.

Lesson 34Flamboyant DetailsObjective: The student will practice or learn to do the following:Spelling: Studying Spelling words:name woods existenceanimals creatures longfrolicked friends fromdifferent fuzzy strollingstomped ifGrammar: Use and identify proper nouns.

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Writing: Insert sensory details into writing.

Lesson 35Batty WordsObjective: The student will practice or accomplish the following:Spelling: Complete a Spelling Assessment on the following words:name woods existenceanimals creatures longfrolicked friends fromdifferent fuzzy strollingstomped ifReading: Complete a Reading Comprehension Assessment.Grammar: Learn how to find and identify synonyms for common words.Lesson 36Goofy GrammarObjective: The student will practice or learn to do the following:Grammar: Identify proper nouns.Writing: Use vivid details to enhance writing.

Lesson 37Number of NounsObjective: The student will practice properly using plural nouns in writing.Materials Needed: Paper, Pencil, Blue Crayon, Red Crayon, Written Work fromLesson 36 (Writing Notebook)

Lesson 38Pursuing MeaningObjective: The student will be introduced to and gain familiarity with:Spelling: Homophones; New Spelling words:your you’re onewon sell cellcash cache discusseddisgust night knightherd heardReading: New reading strategies to aid comprehension.

Lesson 39More Than One NounObjective: The student will practice the following:Spelling: Studying Spelling words:your you’re onewon sell cell

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cash cache discusseddisgust night knightherd heardGrammar: Working with plural nouns.Writing: Recognizing an author’s purpose for writing.

Lesson 40Are You Ready to Question?Objective: The student will practice or learn to do the following:Spelling: Research definitions; alphabetize.your you’re onewon sell cellcash cache discusseddisgust night knightherd heardReading: Apply effective reading techniques.Grammar: Identify homophones.

Lesson 41Writing a MessageObjective: The student will practice or learn to do the following:Grammar: Use plural nouns in writing.Writing: Write a folktale.

Lesson 42Writing ConnectionObjective: The student will practice or learn to do the following:Spelling: Correctly spell frequently encountered words.Reading: Make judgments based on character traits and decisions.Grammar: Identify homophones.

Lesson 43Something of ValueObjective: The student will practice or learn to do the following:Grammar: Make singular nouns plural.Writing: Proofread and edit writing.

Lesson 44Quest for the BestObjective: The student will practice or accomplish the following:Spelling: Complete the Spelling Assessment on the following words:you you’re one

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won sell cellcash cache discusseddisgust night knightherd heardReading: Identifying character traits, feelings and expressions.Writing: Becoming familiar with correct and incorrect homophone usage.

Lesson 45StorytellingObjective: The student will practice or learn to do the following:Reading: Read with inflection, pacing, and expression.Grammar: Change singular nouns to plural nouns.

Lesson 46Controlling NounsObjective: The student will practice or learn to:Grammar: Use an apostrophe to show ownership.Writing: Express possessive nouns in writing.

Lesson 47Voyage to the New LandObjective: The student will practice or learn the following:Spelling: New Spelling words.farmed fished waterdraw far longliked learned lovedpremature telescope multilingualunhappy impossible peacefulGrammar: Identifying and using prefixes.Writing: Using pre-reading strategies, like KWL charts, to help activateprior knowledge.

Lesson 48Grammar with OwnershipObjective: The student will practice or learn to do the following:Grammar: Using possessive nouns correctly.Writing: Conduct research for an informational writing assignment.

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Lesson 49Search for KnowledgeObjective: The student will practice or learn to do the following:Grammar: Identify prefixes and their meanings.Reading: Read non-fiction; Find the main idea of a text while reading.

Lesson 50Being an OwnerObjective: The student will practice or learn to do the following:Grammar: Use and identify possessive nouns.Writing: Write a non-fiction essay.

Lesson 51Plowing through the PagesObjective: The student will practice the following:Reading: Reading for comprehension.Grammar: Finding synonyms for frequently encountered words.

Lesson 52Repairing WritingObjective: The student will practice or learn to do the following:Spelling: Studying Spelling words:farmed fished waterdraw far longliked learned lovedpremature telescope multilingualunhappy impossibleGrammar: Understand and use possessive nouns.Writing: Proofread and edit writing using a dictionary; Revise drafts based onspecific oral and written responses to his writing.

Lesson 53Rummage through TextObjective: The student will learn or demonstrate ability to:Spelling: Complete a Spelling Assessment of the following words:farmed fished waterdraw far longliked learned lovedpremature telescope multilingualunhappy impossibleReading: Identify main ideas within a text.Grammar: Identify and properly use suffixes.

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Lesson 54Questioning WritingObjective: The student will practice or learn to do the following:Reading: Read an informative text; Question a text to improve it.Grammar: Accurately complete exercises with possessive nouns.Writing: Use the technique of questioning to help improve writing.

Lesson 55Learning from HistoryObjective: The student will reinforce reading comprehension skills by answeringspecific questions pertaining to an informational reading.Materials Needed: Pencil, Paper, Reading Notebook, Writing NotebookLiterary Selection: “Men in History: Martin Luther King, Jr.”

Lesson 56Reading about HistoryObjective: The student will gain or reinforce the ability to:Spelling: Correctly spell frequently encountered words:born woman womenmen man strugglehistory she hedoor home housegot holdReading: Read and understand informational text; demonstrate understandingby answering comprehension questions.

Lesson 57The Man who Lived in a Log CabinObjective: The student will gain or reinforce the ability to:Reading: Read an informative article; Demonstrate understanding by answeringcomprehension questions.

Lesson 58Men Who Shaped HistoryObjective: The student will practice or learn to do the following:Spelling: Correctly spell frequently encountered words:born woman womenmen man strugglehistory she hedoor home housegot holdReading: Read informational text; demonstrate understanding by answeringcomprehension questions.

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Lesson 59Women Who Shaped HistoryObjective: The student will gain or reinforce the ability to:Reading: Read informational texts.Writing: Demonstrate reading comprehension through written responses totopical questions.

Lesson 60Influencing HistoryObjective: The student will demonstrate the ability to:Spelling: Complete a Spelling Assessment on the following words:born woman womenmen man strugglehistory she hedoor home housegot holdReading: Read and comprehend an informational text.Lesson 61 Bringing Fairy Tales to Life Objective: The student will be introduced and learn to: Spelling: Write and define new Spelling words. amphibian thinking dozing jumping looking astonished running growling emotions shining sleeping rudely squeezing plucking fall Reading: Recognize the characteristics of a fairly tale. Grammar: Write verbs in the present tense using -ing.Writing: Identify, spell, and use present tense verbs.

Lesson 62 Once Upon a Time Objective: The student will reinforce or gain the ability to: Spelling: Write sentences using Spelling words: amphibian jumping running shining squeezing thinking looking growling sleeping plucking dozing astonished emotions rudely fall Reading: Understand elements of a story. Grammar: Use linking and showing verbs. Writing: Identify and mimic fairy tales.

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Lesson 63 Boot the Letter E Objective: The student will practice or learn to do the following: Spelling: Determine definitions for words using context. amphibian jumping running shining squeezing thinking looking growling sleeping plucking dozing astonished emotions rudely fall Reading: Self-monitor comprehension when reading by automatically applying reading strategies. Writing: Identify, use, and spell present tense verbs.

Lesson 64 Lifting a Fairy Tale Objective: The student will gain or reinforce the ability to: Spelling: Write spelling words in sentences. amphibian jumping running shining squeezing thinking looking growling sleeping plucking dozing astonished emotions rudely fall Grammar: Identify linking verbs in common sentences. Writing: Use a Graphic Organizer to create a fairy tale.

Lesson 65 Comparing Snow White and Leo Objective: The student will do the following: Spelling: Continue to study Spelling words: amphibian jumping running shining squeezing thinking looking growling sleeping plucking dozing astonished emotions rudely fall Reading: Self-monitor comprehension when reading by automatically applying reading strategies; compare and contrast stories. Grammar: Demonstrate understanding of the third rule of present tense verbs.

Lesson 66 Linking Snow White with the Seven Dwarfs Objective: The student will learn to do the following: Spelling: Continue to study Spelling words: amphibian jumping running shining squeezing thinking looking growling sleeping plucking dozing astonished emotions rudely fall Grammar: Identify linking verbs in a sentence. Writing: Use conferencing as an editing technique.

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Lesson 67 Sleeping Froggies Objective: The student will gain or reinforce the ability to: Spelling: Complete a Spelling Assessment covering the following words: amphibian jumping runningshining squeezing thinking looking growling sleeping plucking dozing astonished emotions rudely fall Reading: Compare and contrast fairy tales.

Lesson 68 Peculiar Publishing Objective: The student will practice or learn to do the following: Grammar: Use linking verbs in the context of writing. Writing: Create and publish a book with key literary elements common to fairy tales.

Lesson 69 Laughter really is the Best Medicine Objective: The student will develop the ability to: Spelling: Learn new Spelling words: caught wore did saw stuck had took was danced frozen wanted kept flunked went Reading: Complete pre-reading strategies; Recognize patterns of organization to help understand meaning.

Lesson 70 Writing for Laughs Objective: The student will gain or reinforce the ability to: Spelling: Study spelling words: caught wore did saw stuck had took was danced frozen wanted kept flunked went Grammar: Use past tense verbs in the context of writing. Writing: Use the internet, books and magazines to research jokes and riddles.

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Lesson 71 Cracking Jokes Objective: The student will practice or learn to do the following: Spelling: Correctly spell frequently encountered past tense verbs: caught wore did saw stuck had took was danced frozen wanted kept flunked went Reading: Self-monitor comprehension when reading by automatically applying reading strategies.

Lesson 72 Making Jokes a Thing of the Past Objective: The student will gain or practice the ability to: Spelling: Write Spelling words and use them in a sentence. caught wore did saw stuck had took was danced frozen wanted kept flunked went Grammar: Identify and use past tense verbs. Writing: Identify past tense verbs while writing and automatically recognize basic sight words and past tense verbs.

Lesson 73 Belly Jiggling Laughter Objective: The student will practice or learn to: Spelling: Study Spelling words: caught wore did saw stuck had took was danced frozen wanted kept flunked went Reading: Read aloud with fluency, pace, and appropriate intonation and vocal patterns to emphasize key ideas and areas of importance.

Lesson 74 Walk with Ed Objective: The student will practice or learn to do the following: Spelling: Study the Spelling words: caught wore did saw stuck had took was danced

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frozen wanted kept flunked went Grammar: Identify past tense verbs. Writing: Proofread and edit writing using appropriate resources like the dictionary and spell check; Revise drafts based on specific oral and written responses to writing; Fluently and legibly write the cursive alphabet.

Lesson 75 Stand Up and Let’s Joke Objective: The student will gain or reinforce the ability to: Spelling: Accurately complete a Spelling Assessment of the following words: caught wore did do saw stuck had took was danced frozen wanted kept flunked went Reading: Read with fluency. Writing: Properly use past tense verbs in writing.

Lesson 76 Perfect Parrots Objective: The student will practice or learn to do the following: Spelling: Recognize vowel patterns within these frequently encountered words: bird molt tail warm bored sore keep parrot boss advanced placement glide gracefully feathers flightReading: Find, preview, and define difficult Vocabulary words.

Lesson 77 Gliding into Commas Objective: The student will be introduced and learn to: Spelling: Write and define Spelling words: bird molt tail warm bored soar keep parrot boss advanced placement glide gracefully feathers flight Writing: Recognize and write sentences that correctly place commas within items in a series

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Lesson 78 Reading for Real Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. bird molt tail warm bored soar keep parrot boss advanced placement glide gracefully feathers flight Reading: Identify an author’s purpose for writing.

Lesson 79 Flying High With Commas Objective: The student will practice or learn to do the following: Spelling: Continue to practice Spelling words: bird molt tail warm bored soar keep parrot boss advanced placement glide gracefully feathers flight Grammar: Identify and use correct punctuation including commas for a series. Writing: Write information on a topic that includes clear, focused, ideas in a sensible order, and sufficient supporting details.

Lesson 80 Precise Parrot Assessment Objective: The student will gain or reinforce the ability to: Spelling: Successfully complete a Spelling Assessment on the following words: bird molt tail warm bored soar keep parrot boss advanced placement glide gracefully feathers flight Reading: Form an opinion about a text and draw a logical conclusion about a topic.

Lesson 81 Louisianan Hot Objective: The student will accomplish the following: Spelling: Write out a new list of Spelling words:. if hot money street laugh live stuffed bear food need make like better cold watch Reading: Recognize dialect in conversational voices in stories when read aloud.

Lesson 82 Yes, I Love Skits! Objective: The student will do the following: Spelling: Continue to study Spelling words:

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if not live stuffed laugh food street bear like need make cold better money watch Grammar: Use commas after names, and after the words, yes, no, and well. Writing: Write a skit using commas correctly throughout.

Lesson 83 Cajun Excerpts Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. if hot live street laugh food stuffed bear like need make cold better money watch Reading: Use reading strategies to form judgments about characters.

Lesson 84 Design a Web Page Objective: The student will gain or reinforce the ability to: Spelling: Write and define Spelling words.

if not live stuffed laugh food street bear like need make cold better money watch

Reading: Use commas in a series. Writing: Design a web page and use commas correctly throughout.

Lesson 85 Hot, Hot, Hot! Objective: The student will successfully: Spelling: Complete a Spelling Assessment if not live stuffed laugh food street bear like need make cold better money watch Reading: Identify story elements such as main character, problem and solution; retell a story from beginning to end.

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Lesson 86 Grasping Folk Literature Objective: The student will practice or learn to do the following: Spelling: Study a new Spelling word list. done tree corn shall bell day cat way hill letter wind summer ring grass winter Reading: Identify theme as a moral Lesson in folktales and fables.

Lesson 87 A Mouse’s Plea Objective: The student will reinforce or gain the ability to: Spelling: Write and define Spelling words. done tree corn shall bell day cat way hill letter wind summer ring grass winter Writing: Write a letter complete with date, salutation, body, closing, and signature with correctly placed commas.

Lesson 88 Wolves and Goats Don’t Mix Objective: The student will practice or learn to do the following: Spelling: Spell frequently encountered words. done tree corn shall bell day cat way hill letter wind summer ring grass winter Reading: Identify themes as moral Lessons in folktales and fables.

Lesson 89 Writing Connection Objective: The student will practice or learn to do the following: Spelling: Continue to study Spelling words: done tree corn shall bell day cat way hillletter wind summer ring grass winter tree

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Writing: Write a friendly letter complete with date, salutations, body, closing, and signature; Place commas in the body of a letter correctly.

Lesson 90 Grasping Folk Literature Objective: The student will gain or reinforce the ability to: Spelling: Complete a Spelling Assessment covering the following words: done tree corn shall bell day cat way hill letter wind summer ring grass winter Reading: Identify themes as moral Lessons in folktales and fables.

Lesson 91 Greek Mythology Objective: The student will review and be introduced to: Spelling: Frequently encountered words. flower sun try bed gold fail garden drink pail morning grow trail water hot sail Reading: Common characteristics of mythology.

Lesson 92 Important Writing Tools Objective: The student will reinforce or gain the ability to: Spelling: Correctly spell the Spelling words. flower sun try bed gold fail garden drink pail morning grow trail water hot sail Writing: Recognize the four types of sentences — declarative, imperative, interrogative, exclamatory; use the correct punctuation for each sentence type

Lesson 93 Charting Golden Ideas Objective: The student will practice or learn to do the following: Spelling: Write and define Spelling words. flower sun try bed gold fail garden drink pail morning grow trail

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water hot sail Reading: Create and understand the purpose of a Concept Chart for organizing key points and ideas from a story.

Lesson 94 Letter to a King Objective: The student will practice or learn to: Spelling: Write Spelling words in sentences. flower sun try bed gold fail garden drink pail morning grow trail water hot sail Grammar: Identify and use four different kinds of punctuation. Writing: Write a letter and identify different types of sentences

Lesson 95 Elaboration and Personalization Objective: The student will practice or learn to do the following: Spelling: Correctly spell frequently encountered words. flower sun try bed gold fail garden drink pail morning grow trail water hot sail Reading: Personalize and expand a Concept Web to organize and remember main ideas and themes.

Lesson 96 The Final Touch Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. flower sun try bed gold fail garden drink pail morning grow trail water hot sail Reading: Extract main ideas from a reading.

Lesson 97 One Smart Fish Objective: The student will be introduced to and learn to: Spelling: Spell new words. fish fight game dish sheep same

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swish peep lame night keep stick sight beep pick

Lesson 98 Brainstorming Lessons Objective: The student will practice or learn to: Spelling: Write and define Spelling words. fish fight game dish sheep same swish peep lame night keep stick sight beep pick Grammar: Demonstrate understanding and use of complete declarative, imperative, interrogative, and exclamatory sentences in writing and speaking. Writing: Write a fable

Lesson 99 The Trickster Tale Objective: The student will reinforce or gain the ability to: Spelling: Recognize word families; Spell frequently encountered words and write them in sentences. fish fight game dish sheep same swish peep lame night keep stick sight beep pick Reading: Identify common characteristics of a fable.

Lesson 100 Morals and Principles Objective: The student will continue writing an original fable with a moral or lesson (Begun in Lesson 98).

Lesson 101 Comparing is Easy! Objective: The student will practice or learn to do the following: Spelling: Complete a Spelling Assessment. fish fight game dish sheep same swish peep lame night keep stick sight beep pick Reading: Compare and contrast stories.

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Lesson 102 Bragging Bear Objective: The student will practice or learn to do the following: Spelling: Correctly spell, say, and write, ea vowel patterns. flea creak reach ahead teacher beat dream leaf speak meat leaps beak Reading: Recognize different patterns of organization.

Lesson 103 When a Skunk Helped Objective: The student will review, or gain the ability to: Spelling: Write and define Spelling words. flea creak reach ahead teacher beat dream leaf speak meat leaps beakReading: Narration, first and third person, transition words Grammar: Identify adjectives. Writing: Write a narrative paragraph in the third person.

Lesson 104 Swimming Like a Duck Objective: The student will reinforce or gain the ability to: Spelling: Identify misspelled words in a paragraph. flea creak reach ahead teacher beat dream leaf speak meat leaps beak Grammar: Differentiate between first and third person narration.

Lesson 105 The Best Day! Objective: The student will practice or learn to do the following: Spelling: Write Spelling words in sentences. flea creak reach ahead teacher beat dream leaf speak meat leaps beak Reading: Read and comprehend a short story. Grammar: Identify adjectives. Writing: Write a narrative paragraph in the first person.

Lesson 106 Show What You Know Objective: The student will display understanding of first and third person in narration and gain mastery of spelling the frequently encountered Spelling words. Spelling Words: flea creak reach ahead teacher beat dream leaf speak meat leaps beak Literary Selection: “The Day I Became an Equal” (Placed in Lesson 105)

Lesson 107 Time and Order Objective: The student will practice, review or learn to: Reading: Recognize different patterns of organization. Spelling: Spell a new list of words.

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can fade not cane pin note bit pine cop bite kite cope fad kit time Literary Selection: “PB&J”

Lesson 108 Creating a Sequence Objective: The student will practice or learn to do the following: Spelling: Write Spelling words in sentences; practice the rules of silent ecan cane bit bite fad fade pin pine kite kit not note cop cope time Reading: Recognize and understand Time Order writing Writing: Organize a sequential Time Order writing.

Lesson 109 Bath Time Fun Objective: The student will practice or learn to do the following: Spelling: Categorize Spelling words; review rules of the silent e.can fade not cane pin note bit pine cop bite kite cope fad kit time Reading: Recognize sequencing within Time Order writing.

Lesson 110 Celebrating Sequence Objective: The student will reinforce or gain the ability to: Spelling: Practice Spelling words; learn the rules of silent e. can fade not cane pin note bit pine cop bite kite cope fad kit time Reading: Read and understand a Time Order text. Writing: Organize and create a sequential Time Order writing.

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Lesson 111 Let’s Make a Snowman Objective: The student will do the following: Spelling: Take a Spelling Assessment. can fade not cane pin note bit pine cop bite kite cope fad kit time Reading: Recognize elements of Time Order writing.

Lesson 112 Historical Tales Objective: The student will be introduced to or learn to: Spelling: Become familiar with a new list of Spelling words. bird farm horse rain boat father man snow box girl men stick children ground morning Reading: Historical fiction.

Lesson 113 Verbs that AgreeObjective: The student will gain or reinforce the ability to: Spelling: Write and define Spelling words. bird father men boat girl morning box ground rain children horse snow farm man stick Grammar: Identify incorrect subject/ verb agreement.

Lesson 114 Realistic Fiction Objective: The student will be introduced and learn to: Spelling: Write Spelling words and use them in sentences. bird father men boat girl morning box ground rain children horse snow farm man stick Reading: Identify story elements of Realistic Fiction.

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Lesson 115 Writing in a Real Way Objective: The student will practice or learn to do the following: Spelling: Writing Spelling words. bird rain ground horse box morning snow children man girl boat stick farm men father Grammar: Identify correct subject verb agreement. Writing: Write a Realistic Fiction story.

Lesson 116 Solving Realistic Problems Objective: The student will demonstrate the ability to: Spelling: Correctly spell Spelling words. bird morning boat box rain snow stick girl ground children farm father horse man men Reading: List the main characters, solution, problem, and setting within Realistic Fiction.

Lesson 117 Sunshine Poetry Objective: The student will learn to: Spelling: Become familiar with a new list of Spelling words. bird girl toy birthday garden light boat robin myself box rain own sun top only Reading: Identify themes within poetry.

Lesson 118 Windy Days Objective: The student will gain or reinforce the ability to: Spelling: Write and define Spelling words. bird girl toy sun box birthday garden light top rain boat robin myself only own Reading: Read and interpret poetry. Grammar: Identify adjectives within a sentence.

Lesson 119 Going to War with Love Objective: The student will gain or practice the ability to: Spelling: Write Spelling words and use them in sentences. bird girl toy box top birthday garden light sun own boat robin myself rain only Reading: Read and interpret poetry.

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Grammar: Identify adjectives within a sentence.

Lesson 120 Natural Lyrics Objective: The student will accomplish the following: Spelling: Complete a Spelling Assessment. bird girl toy box top birthday garden light sun own boat robin myself rain only Reading: Understand and interpret lyrics.

Lesson 121 Quoting Geppetto Objective: The student will practice or learn to do the following: Spelling: Learn a new list of spelling words. deer cheer steer dear ear fear gear hear clear near rear spear tear year peer Writing: Use quotations in written dialogue; Recognize signal words that call out dialogue.

Lesson 122 Stop and Think Objective: The student will gain or reinforce the ability to: Spelling: Spell and define frequently encountered words. deer cheer steer dear ear fear gear hear clear near rear spear tear year peer Reading: Identify main ideas within writing using the Stop, Think, and Write method.

Lesson 123 Framing Text Objective: The student will be introduced and learn to: Spelling: Write Spelling words in sentences. deer cheer steer dear ear fear gear hear clear near rear spear tear year peer Grammar: Identify text that should be within quotation marks.

SAMPLE



Lesson 124 Pinocchio Has Troubles Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. deer cheer steer dear ear fear gear hear clear near rear spear tear year peer Reading: Describe the main idea of longer texts using the Stop, Think, and Write method.

Lesson 125 Quick Quotation Marks Objective: The student will practice or learn to do the following: Spelling: Spell frequently encountered words. deer cheer steer dear ear fear gear hear clear near rear spear tear year peer Grammar: Identify text that should be within quotation marks.

Lesson 126 Pinocchio Meets his Match Objective: The student will gain or reinforce the ability to: Spelling: Correctly spell Spelling words. deer cheer steer dear ear fear gear hear clear near rear spear tear year peer Reading: Organize thoughts about a text by using the Stop, Think, and Write method.

Lesson 127 Wacky Numbers in Writing Objective: The student will be introduced and learn to: Spelling: New Spelling words. five eight seven six ten dollar twenty thirty forty fifty sixty seventy two three four Writing: Express numbers within writing.

SAMPLE



Lesson 128 Reading in a Grocery Store Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. five eight seven six ten dollar twenty thirty forty fifty sixty seventy two three four Reading: Identify numerical words in a text.

Lesson 129 The Necessity of Numbers Objective: The student will practice or learn to do the following: Spelling: Write Spelling words in sentences. five eight seven six ten dollar twenty thirty forty fifty sixty seventy two three

Lesson 130 Skimming through Text Objective: The student will practice or learn to do the following: Spelling: Spell frequently encountered number words. five eight seven six ten dollar twenty thirty forty fifty sixty seventy two three four Reading: Skim a text to find answers.

Lesson 131 Lessons in Numbers Objective: The student will practice or accomplish the following: Spelling: Prepare for a Spelling Assessment. five eight seven six ten dollar twenty thirty forty fifty sixty seventy two three four Writing: Write numbers out in words.

SAMPLE



Lesson 132 Comprehension and Skimming Objective: The student will gain or reinforce the ability to: Spelling: Complete a Spelling Assessment. five eight seven six ten dollar twenty thirty forty fifty sixty seventy two three four Reading: Skim for answers in a text.

Lesson 133 Campers’ Quotations Objective: The student will gain or reinforce the ability to: Spelling: Learn a new Spelling word list. father ground tent bring carry cut fall drink hurt much myself never only own small Grammar: Correctly use quotation marks.

Lesson 134 What Does That Mean? Objective: The student will practice: Spelling: Spelling frequently encountered words. father ground tent bring carry cut fall drink hurt much myself never only own small Reading: Using the dictionary to find the meaning of unknown words.

Lesson 135 Telling a Story Objective: The student will be introduced and learn to: Spelling: Write Spelling words in sentences. father ground tent bring carry cut fall drink hurt much myself never only own small Reading: Review and understand a story. Writing: Brainstorm ideas for writing a story.

Lesson 136 Finding the Unfamiliar Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. father ground tent

SAMPLE



bring carry cut fall drink hurt much myself never only own small Reading: Increase Vocabulary while reading a story.

Lesson 137 Quotes within Writing Objective: The student will reinforce or gain the ability to: Spelling: Review spelling words. father ground tent bring carry cut fall drink hurt much myself never only own small Grammar: Use quotations within writing. Writing: Write a short story.

Lesson 138 Postcards from Camp Objective: The student will learn and review how to do the following: Spelling: Spell frequently encountered words. father ground tent bring carry cut fall drink hurt much myself never only own small Reading: Read and understand a short story.

Lesson 139 Tricky Pigs and Adjectives Objective: The student will gain or reinforce the ability to: Spelling: Spell frequently encountered words. unwrap unhappy disable mislead misspell subway submarine preview postdate rewrite retake tripod tricycle exit extract Grammar: Identify adjectives within writing.

Lesson 140 The Wolf and Three Pigs Objective: The student will gain or reinforce the ability to: Spelling: Spell frequently encountered words. unwrap unhappy disable

SAMPLE



mislead misspell subway submarine preview postdate rewrite retake tripodtricycle exit extract Grammar: Identify prefixes. Reading: Highlight common features within a fairy tale.

Lesson 141 Creative Fairy Tales Objective: The student will gain or practice the ability to: Spelling: Define Spelling words. unwrap unhappy disable mislead misspell subway submarine preview postdate rewrite retake tripod tricycle exit extract Reading: Identify characteristics of fairy tales. Grammar: Identify and write descriptive adjectives. Writing: Brainstorm ideas for an original fairy tale.

Lesson 142 Pigs in Fairy Tales Objective: In this Lesson, the student will show the ability to: Spelling: Understand the meaning of common prefixes; Identify root words unwrap unhappy disable mislead misspell subway submarine preview postdate rewrite retake tripod tricycle exit extract Reading: Identify common traits of fairy tales; recognize an Accumulation Fairy Tale.

Lesson 143 Descriptive Fairy Tales Objective: The student will be introduced and learn to: Spelling: Write Spelling words in sentences. unwrap unhappy disable mislead misspell subway submarine preview postdate rewrite retake tripod tricycle exit extract Grammar: Identify and write descriptive adjectives. Writing: Write a fairy tale.

SAMPLE



Lesson 144 Chain Reaction Objective: The student will reinforce or gain the ability to: Spelling: Complete a Spelling Assessment. unwrap unhappy disable mislead misspell subway submarine preview postdatedrewrite retake tripod tricycle exit extract Reading: Identify cause and effect relationships. Materials Needed: Paper, Pencil, Reading Notebook Literary Selections: “The Old Woman and Her Pig” (Placed in Lesson 142) and “The Story of the Three Little Pigs” (Placed in Lesson 140)

Lesson 145 Finding Contractions Objective: The student will be introduced and learn to: Spelling: Understand new Spelling words. can’t don’t won’t you’ll I’m isn’t couldn’t let’s doesn’t shouldn’t he’ll aren’t she’ll haven’t didn’t Grammar: Use contractions in writing.

Lesson 146 Analyzing Jack and his Thoughts Objective: The student will reinforce or gain the ability to: Spelling: Identify and use contractions. can’t don’t won’t you’ll I’m isn’t couldn’t let’s doesn’t shouldn’t he’ll aren’t she’ll haven’t didn’t Reading: Understand and analyze characters.

Lesson 147 Making Contractions Objective: In this Lesson, the student will become fluent in: Spelling: Using Spelling words in sentences. can’t don’t won’t you’ll I’m isn’t couldn’t let’s doesn’t shouldn’t he’ll aren’t she’ll haven’t didn’t

SAMPLE



Grammar: Using contractions in writing.

Lesson 148 Jack and the Giant Objective: The student will gain or reinforce the ability to: Spelling: Identify and use contractions. can’t don’t won’t you’ll I’m isn’t couldn’t let’s doesn’t shouldn’t he’ll aren’t she’ll haven’t didn’t Reading: Analyze characters and identify problems in a story.

Lesson 149 Contraction Match-Up Objective: The student will show the ability to: Spelling: Study spelling words. can’t don’t won’t you’ll I’m isn’t couldn’t let’s doesn’t shouldn’t he’ll aren’t she’ll haven’t didn’t Grammar: Identify and understand contractions.

Lesson 150 Jack Solves a Problem Objective: The student will gain or reinforce the ability to: Spelling: Complete a Spelling Assessment. can’t don’t won’t you’ll I’m isn’t couldn’t let’s doesn’t shouldn’t he’ll aren’t she’ll haven’t didn’t Reading: Analyze a story. Writing: Write a new ending and solve a problem within a story.

Lesson 151 Searching for the Same Objective: The student will practice or learn to: Spelling: Become fluent with new Spelling words. boy farm farmer father bread street watch night thing start never much bring grow

SAMPLE



Grammar: Understand and identify synonyms.

Lesson 152 Pleasing Everyone Objective: The student will gain or reinforce the ability to: Spelling: Spell frequently encountered words. boy farm farmer father bread street watch night thing start never much bring grow Reading: Identify and write about the main idea of the story. Writing: Journal about a text.

Lesson 153 Synonyms in Writing Objective: The student will practice: Spelling: Writing Spelling words in sentences. boy farm farmer father bread street watch night thing start never much bring grow Writing: Using descriptive words to make stories and characters more interesting.

Lesson 154 Getting to the Core Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. boy farm farmer father bread street watch night thing start never much bring grow Reading: Mentally visualize stories. Writing: Journal about a text.

Lesson 155 Hunting for Synonyms Objective: The student will learn to: Spelling: Practice spelling words. boy farm farmer father bread street watch night thing start never much

SAMPLE



bring grow Grammar: Use and understand synonyms.

Lesson 156 Visualizing New Data Objective: The student will gain or reinforce the ability to: Spelling: Complete a Spelling Assessment. boy farm farmer father bread street watch night thing start never much bring grow Reading: Identify and write about the main idea of a story.

Lesson 157 Figurative Language Objective: The student will practice: Spelling: Learning new Spelling words. apple ball bear chair chicken children kitty horse squirrel snow milk table leg picture good-bye Reading: Writing similes and metaphors.

Lesson 158 Reading Fiction and Nonfiction Objective: The student will reinforce or gain the ability to: Spelling: Practice and define Spelling words. Reading: Identify nonfiction narratives.

Lesson 159 Comparisons: Similes and Metaphors Objective: The student will practice or learn to: Spelling: Write Spelling words in sentences. apple ball bear chair chicken children kitty horse squirrel snow milk table leg picture good-bye Reading: Identify similes and metaphors in a text.

SAMPLE



Lesson 160 Real Life and Fiction Objective: The student will gain or reinforce the ability to: Spelling: Spell frequently encountered words. apple ball bear chair chicken children kitty horse squirrel snow milk table leg picture good-bye Reading: Analyze the main character of a story.

Lesson 161 Writing Similes and Metaphors Objective: The student will gain or reinforce the ability to: Spelling: Practice spelling words. apple ball bear chair chicken children kitty horse squirrel snow milk table leg picture good-bye Writing: Write similes and metaphors.

Lesson 162 Nice Narratives Objective: The student will practice or learn to: Spelling: Complete a Spelling Assessment. apple ball bear chair chicken children kitty horse squirrel snow milk table leg picture good-bye Reading: Read and comprehend grade level narratives.

Lesson 163 Giving Life to Objects Objective: The student will reinforce or gain the ability to: Spelling: Learn a new list of spelling words. frog prince princess king well water ball golden roll hand head eye crown fell carry Writing: Identify and use personification within writing.

SAMPLE



Lesson 164 Personification in Reading Objective: The student will be introduced and learn to: Spelling: Write and define Spelling words. frog prince princess king well water ball golden roll hand head eye crown fell carry Reading: Recognize personification within a text.

Lesson 165 Breathing Life into Writing Objective: The student will practice or learn to: Spelling: Write Spelling words and use them in sentences. frog prince princess king well water ball golden roll hand head eye crown fell carry Writing: Journal about special talents and use personification in writing.

Lesson 166 Rats Galore Objective: The student will be introduced and learn to: Spelling: Spell frequently encountered words. frog prince princess king well water ball golden roll hand head eye crown fell carry Reading: Identify personification within a text.

Lesson 167 Listing and Personification Objective: The student will reinforce or gain the ability to: Spelling: Practice spelling words. frog prince princess king well water ball golden roll hand head eye crown fell carry Writing: Write sentences using personification.

SAMPLE



Lesson 168 Perfect Pig Portrayal Objective: The student will practice or learn to: Spelling: Complete a Spelling Assessment. frog prince princess king well water ball golden roll hand head eye crown fell carry Reading: Identify personification in poems and other literary styles.

Lesson 169 I Like Subject Pronouns Objective: The student will be introduced and learn to: Spelling: Understand a new list of spelling words. character compare contrast main idea plot setting chores duck ugly link flax paper song home school Grammar: Identify pronouns within sentences.

Lesson 170 The Duck who was a Swan Objective: The student will reinforce or gain the ability to: Spelling: Identify meaning and spelling of common literary terms. character compare contrast main idea plot setting chores duck ugly link flax paper song home school Reading: Identify antagonists and protagonists within stories.

Lesson 171 Pronouns Must Agree Objective: The student will gain or reinforce the ability to: Spelling: Write Spelling words and use them in sentences. character compare contrast main idea plot setting chores duck ugly link flax paper song home school Grammar: Use correct verb and subject pronoun agreement.

SAMPLE


Lesson 172 The Little Flax PlantObjective: The student will gain or reinforce the ability to: Spelling: Identify the meaning and spelling of common literary terms. character compare contrast main idea plot setting chores duck ugly link flax paper song home school Reading: Identify antagonists and protagonists within stories.

Lesson 173 You Are the Object of My Affection Objective: The student will be introduced and learn to: Spelling: Practice spelling frequently encountered words. character compare contrast main idea plot setting chores duck ugly link flax paper song home school Grammar: Identify and use object pronouns.

Lesson 174 Discovering the Hero Objective: The student will be introduced and learn to: Spelling: Complete a Spelling Assessment. character compare contrast main idea plot setting chores duck ugly link flax paper song home school Reading: Identify antagonists and protagonists within stories.

Lesson 175 I and Me — When Do We Use Thee? Objective: The student will reinforce or gain the ability to: Spelling: Learn a new list of spelling words. deer bear brown jam blue jay honey field mouse black berry fox snow party sleep Grammar: Use the pronouns I and me correctly.

SAMPLE



Lesson 176 Sleeping Bears Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. deer bear brown jam blue jay honey field mouse black berry fox snow party sleep Reading: Use the title of a story to make predictions about the story.

Lesson 177 They’re Over There! Objective: The student will gain or reinforce the ability to: Spelling: Write Spelling words in sentences. deer bear brown jam blue jay honey field mouse black berry fox snow party sleep Grammar: Use the words — there, their, and they’re properly.

Lesson 178 Bears at Breakfast Objective: The student will be introduced and learn to: Spelling: Spell frequently encountered words. deer bear brown jam blue jay honey field mouse black berry fox snow party sleep Reading: Make predictions about a story based on the story’s title.

Lesson 179 Assessment Taking Objective: The student will gain or reinforce the ability to: Spelling: Write Spelling words five times each. deer bear brownjam blue jay honey field mouse black berry fox snow party sleep Grammar: Complete a multiple choice Assessment on recent grammar Lessons.

SAMPLE



Lesson 180 Prediction of Father and Son Objective: The student will reinforce or gain the ability to: Spelling: Spell frequently encountered words. deer bear brown jam blue jay honey field mouse black berry fox snow party sleep Reading: Make predictions about a story based on the title.

SAMPLE



Third Grade Language Arts Common Core Alignment

Complete Curriculum Lesson

Key Ideas and Details

RL.3.1. Ask and answer questions to

demonstrate understanding of a text, 2, 8, 11, 13, 17, 38, 42, 69, 71, 85, 86, 88, 89, 90, 93, 95, 96, demonstrate understanding of a text,

referring explicitly to the text as the

basis for the answers.

2, 8, 11, 13, 17, 38, 42, 69, 71, 85, 86, 88, 89, 90, 93, 95, 96,

97, 101, 106, 114, 116, 122, 124, 126, 128, 130, 132, 138, 14

2, 144, 148, 154, 156, 168, 170, 172, 174, 178, 180

RL.3.2. Recount stories, including fables,

folktales, and myths from diverse

cultures; determine the central

message, lesson, or moral and explain

h i i d h h k d il i 6 31 40 42 44 61 62 63 65 66 85 86 87 88 89 90 91how it is conveyed through key details in

the text.

6, 31, 40, 42, 44, 61, 62, 63, 65, 66, 85, 86, 87, 88, 89, 90, 91

, 93, 95, 97, 99, 101, 140, 142, 172, 174, 178, 180

RL.3.3. Describe characters in a story

(e.g., their traits, motivations, or

feelings) and explain how their actions

contribute to the sequence of events. 8, 17, 42, 83, 89, 96, 116, 126, 146, 148, 156, 170contribute to the sequence of events. 8, 17, 42, 83, 89, 96, 116, 126, 146, 148, 156, 170

Craft and Structure

RL.3.4. Determine the meaning of words

and phrases as they are used in a text,

distinguishing literal from nonliteraldistinguishing literal from nonliteral

language. 89,

RL.3.5. Refer to parts of stories, dramas,

and poems when writing or speaking

about a text, using terms such as

chapter, scene, and stanza; describe

how each successive part builds on

earlier sections. 83

RL.3.6. Distinguish their own point of

view from that of the narrator or those

of the characters. 35, 91

Integration of

Knowledge and Ideas

RL.3.7. Explain how specific aspects of a

text’s illustrations contribute to what is

conveyed by the words in a story (e.g.,

create mood, emphasize aspects of a , p p

character or setting). 106, 128, 135

RL.3.8. (Not applicable to literature)

SAMPLE



RL.3.9. Compare and contrast the

themes, settings, and plots of stories

written by the same author about the

same or similar characters (e.g., in books

from a series). 101, 172

Range of Reading and

Complexity of Text

RL.3.10. By the end of the year, read and

2, 4, 6, 8, 11, 12, 15, 17, 29, 31, 37, 40, 42, 44, 45, 61, 63, 65

, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103, 104, RL.3.10. By the end of the year, read and

comprehend literature, including stories,

dramas, and poetry, at the high end of

the grades 2–3 text complexity band

independently and proficiently.

, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103, 104,

105, 112, 114, 116, 117, 118, 119, 120, 122, 124, 126, 128, 1

30, 132, 134, 136, 138, 140, 142, 144, 146, 147, 150, 152, 15

4, 155, 156, 158, 160, 162, 164, 166, 168, 169, 170, 172, 174

, 176, 178, 180

Key Ideas and Details

RI.3.1. Ask and answer questions to

demonstrate understanding of a text,

referring explicitly to the text as the

basis for the answers. 22, 26, 35, 49, 53, 55, 56, 57, 60, 78, 109, 111

RI.3.2. Determine the main idea of a

text; recount the key details and explain

how they support the main idea. 49, 55, 80

RI.3.3. Describe the relationship

between a series of historical events,

scientific ideas or concepts or steps inscientific ideas or concepts, or steps in

technical procedures in a text, using

language that pertains to time,

sequence, and cause/effect. 59

Craft and Structure

RI.3.4. Determine the meaning of

general academic and domain‐specific

words and phrases in a text relevant to a

grade 3 topic or subject area . 53, 55, 78

SAMPLE



RI.3.5. Use text features and search tools

(e.g., key words, sidebars, hyperlinks) to

locate information relevant to a given

topic efficiently. 29, 35, 42, 97

RI.3.6. Distinguish their own point of

view from that of the author of a text 55 80view from that of the author of a text. 55, 80

Integration of

Knowledge and Ideas

RI.3.7. Use information gained from

illustrations (e.g., maps, photographs)

and the words in a text to demonstrate

understanding of the text (e.g., where,

when, why, and how key events occur). 22,

RI.3.8. Describe the logical connection

b i l dbetween particular sentences and

paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a

sequence). 109, 111

RI.3.9. Compare and contrast the most

important points and key details

presented in two texts on the same presented in two texts on the same

topic. 49, 55

Range of Reading and

Level of Text

ComplexityComplexity

RI.3.10. By the end of the year, read and

comprehend informational texts,

including history/social studies, science,

and technical texts, at the high end of

2, 4, 6, 8, 11, 12, 15, 17, 29, 31, 37, 40, 42, 44, 45, 61, 63,

65, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103,

104, 105, 112, 114, 116, 117, 118, 119, 120, 122, 124, 126,

128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 147, 150, g

the grades 2–3 text complexity band

independently and proficiently

152, 154, 155, 156, 158, 160, 162, 164, 166, 168, 169, 170,

172, 174, 176, 178, 180

Phonics and Word

RecognitionRecognition

SAMPLE



RF.3.3. Know and apply grade‐level

phonics and word analysis skills in

decoding words. 13, 22, 29, 38, 53, 61, 76, 99, 107, 108, 122, 134, 140, 142

Identify and know the meaning of the

most common prefixes and derivational

suffixes. 20, 53, 61, 140, 142

Decode words with common LatinDecode words with common Latin

suffixes. 22,

Decode multisyllable words. 1, 76, 140, 155

Read grade‐appropriate irregularly

spelled words. 6, 13, 22, 38, n76, 81

FluencyFluency

RF.3.4. Read with sufficient accuracy and

fluency to support comprehension. 6, 13, 22, 29, 33, 38, 45, 73

Read grade‐level text with purpose and

understanding. 6, 22. 29, 33, 45, 73understanding. 6, 22. 29, 33, 45, 73

Read grade‐level prose and poetry orally

with accuracy, appropriate rate, and

expression. 117, 118, 119

Use context to confirm or self‐correct

word recognition and understanding,

di 15 33rereading as necessary. 15, 33

Text Types and

Purposes

W.3.1. Write opinion pieces on topics or

texts, supporting a point of view with

reasons. 12, 55, 80

Introduce the topic or text they are

writing about, state an opinion, and

create an organizational structure that

lists reasons. 80

Provide reasons that support the

opinion. 12, 55, 80

Use linking words and phrases (e.g.,

because , therefore , since , for example )

to connect opinion and reasons 12 55to connect opinion and reasons. 12, 55

SAMPLE



Provide a concluding statement or

section. 80,

W.3.2. Write informative/explanatory

texts to examine a topic and convey

ideas and information clearly. 7, 15, 21, 23, 24, 50, 51, 54, 57, 58, 59, 79, 108, 110

Introduce a topic and group relatedIntroduce a topic and group related

information together; include

illustrations when useful to aiding

comprehension. 21, 23, 24, 50, 79

Develop the topic with facts, definitions,

and details. 14, 21, 23, 24, 50, 51, 54, 59, 79

Use linking words and phrases (e.g., g p ( g ,

also , another , and , more , but ) to

connect ideas within categories of

information. 21, 23, 50

Provide a concluding statement or

section. 7, 9, 21, 23, 24, 79

W 3 3 Write narratives to develop realW.3.3. Write narratives to develop real

or imagined experiences or events using

effective technique, descriptive details,

and clear event sequences. 30, 32, 34, 36, 41, 64, 68, 100, 115, 135, 137, 143, 150, 152

Establish a situation and introduce a

narrator and/or characters; organize an narrator and/or characters; organize an

event sequence that unfolds naturally. 82, 135

Use dialogue and descriptions of actions,

thoughts, and feelings to develop

experiences and events or show the

response of characters to situations. 30, 64, 68,100, 135, 137

U t l d d h tUse temporal words and phrases to

signal event order. 64, 135

Provide a sense of closure. 30, 68

Production and Production and

Distribution of Writing

SAMPLE



W.3.4. With guidance and support from

adults, produce writing in which the

development and organization are

appropriate to task and purpose. (Grade‐

specific expectations for writing types

are defined in standards 1 3 above ) 16 21 23 32 34 36 50 54 55 59 68 75 79 82 89 137are defined in standards 1–3 above.) 16, 21, 23, 32, 34, 36, 50, 54, 55, 59, 68, 75, 79, 82, 89, 137

W.3.5. With guidance and support from

peers and adults, develop and

strengthen writing as needed by

planning, revising, and editing. 16, 17, 23, 25, 27, 37, 43, 52, 66, 74, 89

W.3.6. With guidance and support from g pp

adults, use technology to produce and

publish writing (using keyboarding skills)

as well as to interact and collaborate

with others. 68, 84

Research to Build and

Present Knowledge

W.3.7. Conduct short research projects

that build knowledge about a topic. 21, 57, 79, 84

W.3.8. Recall information from W.3.8. Recall information from

experiences or gather information from

print and digital sources; take brief

notes on sources and sort evidence into

provided categories. 21, 47, 48, 57, 58, 59, 60, 70, 79, 84

W.3.9. (Begins in grade 4)

Range of Writing

W.3.10. Write routinely over extended

time frames (time for research,

reflection, and revision) and shorter 3, 5, 9, 12, 13, 14, 16, 16, 21, 23, 24, 25, 27, 30, 32, 34, 41, 5

time frames (a single sitting or a day or

two) for a range of discipline‐specific

tasks, purposes, and audiences.

1, 52, 54, 55, 57, 58, 59, 64, 68, 72, 79, 80, 82, 83, 87, 89 , 9

4, 98, 100, 103, 105, 108, 110, 115, 131, 135, 137, 138, 141,

143, 150, 152, 153, 154, 159, 161, 163, 165, 176

SAMPLE



Comprehension and

Collaboration

SL.3.1. Engage effectively in a range of

collaborative discussions (one on one incollaborative discussions (one‐on‐one, in

groups, and teacher‐led) with diverse

partners on grade 3 topics and texts ,

building on others’ ideas and expressing

their own clearly. 29, 54, 80,

Come to discussions prepared, having Come to discussions prepared, having

read or studied required material;

explicitly draw on that preparation and

other information known about the

topic to explore ideas under discussion. 44, 54, 80,

Follow agreed‐upon rules for discussions

( i i h fl i f l(e.g., gaining the floor in respectful

ways, listening to others with care,

speaking one at a time about the topics

and texts under discussion). 2, 29

Ask questions to check understanding of

information presented, stay on topic, information presented, stay on topic,

and link their comments to the remarks

of others. 54, 80,

Explain their own ideas and

understanding in light of the discussion. 29, 54, 80,

SL.3.2. Determine the main ideas and

supporting details of a text read aloud or

information presented in diverse media

and formats, including visually,

quantitatively, and orally. 44,

SL 3 3 Ask and answer questions aboutSL.3.3. Ask and answer questions about

information from a speaker, offering

appropriate elaboration and detail. 76, 140

Presentation of Knowledge and Ideas

SAMPLE



SL.3.4. Report on a topic or text, tell a

story, or recount an experience with

appropriate facts and relevant,

descriptive details, speaking clearly at an

understandable pace. 44, 54, 75,

SL 3 5 Create engaging audio recordingsSL.3.5. Create engaging audio recordings

of stories or poems that demonstrate

fluid reading at an understandable pace;

add visual displays when appropriate to

emphasize or enhance certain facts or

details. 73,

SL.3.6. Speak in complete sentences p p

when appropriate to task and situation

in order to provide requested detail or

clarification. 44, 54, 75,

Conventions of

Standard English

L.3.1. Demonstrate command of the

conventions of standard English

grammar and usage when writing or

speaking.

6, 21, 23, 25, 27, 29, 30, 32, 34, 36, 37, 41, 45, 50, 54, 55, 58

, 59, 64, 64, 66, 68, 69, 75, 77, 79, 80, 82, 83, 87, 92, 94, 98,

100, 127, 129, 131, 143, 145, 147, 149, 150, 153speaking. 100, 127, 129, 131, 143, 145, 147, 149, 150, 153

Explain the function of nouns, pronouns,

verbs, adjectives, and adverbs in general

and their functions in particular

sentences.

10, 12, 14, 16, 17, 19, 21, 23, 24, 25, 28, 32, 36, 37, 62, 63, 6

5, 66, 70, 103, 105, 118, 119, 139, 141, 167, 169, 173, 175, 1

79

Form and use regular and irregular

plural nouns. 37, 39, 41,43, 45

Use abstract nouns (e.g., childhood ). 28,

Form and use regular and irregular

verbs. 63, 64, 65,68

Form and use the simple (e.g., I walked;

I walk; I will walk ) verb tenses 71 72 74I walk; I will walk ) verb tenses. 71, 72, 74

Ensure subject‐verb and pronoun‐

antecedent agreement.* 68, 113, 1115, 171, 179

Form and use comparative and

superlative adjectives and adverbs, and

choose between them depending on

what is to be modified. 30, 141

SAMPLE



Use coordinating and subordinating

conjunctions. 24, 64, 77

Produce simple, compound, and

complex sentences. 65,

L.3.2. Demonstrate command of the

conventions of standard English

capitalization punctuation and spelling 23 25 41 45 55 58 59 64 65 66 68 69 75 77 79 82 8capitalization, punctuation, and spelling

when writing.

23, 25, 41, 45, 55, 58, 59, 64, 65, 66, 68, 69, 75, 77, 79, 82, 8

4, 87, 94, 98, 100, 127, 129, 131, 145, 147, 150, 153, 155

Capitalize appropriate words in titles. 25,

Use commas in addresses. 82, 84

Use commas and quotation marks in

dialogue. 121, 123,125, 133, 137g , , , ,

Form and use possessives. 46, 48, 50, 52, 54

Use conventional spelling for high‐

frequency and other studied words and

for adding suffixes to base words (e.g.,

sitting, smiled, cries, happiness ).

1, 3,4, 5, 7, 8, 10, 11, 12, 13, 16, 17, 19, 22, 24, 25, 26, 28, 2

9, 33, 35, 38, 44, 47, 53, 56, 58, 60, 61, 62, 64, 65, 67, 69, 71

, 73, 74, 75, 77, 78, 79, 80, 81, 83, 85, 86, 87, 88, 90, 91, 92,

94, 95, 96‐99, 101‐108

Use spelling patterns and generalizationsUse spelling patterns and generalizations

(e.g., word families, position‐based

spellings, syllable patterns, ending rules,

meaningful word parts ) in writing

words. 61, 63, 65, 74, 94, 97, 99, 102, 107‐110, 122, 140, 142

Consult reference materials, including Consult reference materials, including

beginning dictionaries, as needed to

check and correct spellings. 17, 19, 22, 29, 31, 40, 58, 61, 72, 81

Knowledge of Language

L.3.3. Use knowledge of language and its

conventions when writing, speaking,

reading, or listening.

6, 21, 23, 30, 51, 58, 64, 68, 69, 77, 80, 82, 84, 87, 92, 143, 1

49, 150

Choose words and phrases for effect.* 30

Recognize and observe differences

between the conventions of spoken and

written standard English. 70, 81

Vocabulary Acquisition

d Uand Use

SAMPLE



L.3.4. Determine or clarify the meaning

of unknown and multiple‐meaning word

and phrases based on grade 3 reading

and content, choosing flexibly from a

range of strategies. 22, 177

Use sentence‐level context as a clue to

the meaning of a word or phrase. 29,

Determine the meaning of the new word

formed when a known affix is added to a

known word (e.g.,

agreeable/disagreeable, g / g ,

comfortable/uncomfortable,

care/careless, heat/preheat ). 20, 47, 49, 53, 140

Use a known root word as a clue to the

meaning of an unknown word with the

same root (e.g., company, companion ). 47, 49

Use glossaries or beginning dictionariesUse glossaries or beginning dictionaries,

both print and digital, to determine or

clarify the precise meaning of key words

and phrases.

29, 31, 40, 61, 72, 76, 77, 81, 87, 92, 98, 103, 107, 113, 118,

125, 134, 136, 137, 141, 178

L.3.5. Demonstrate understanding of

figurative language, word relationships figurative language, word relationships

and nuances in word meanings. 15, 151, 157, 159, 161, 162, 163, 165, 166, 167, 168

Distinguish the literal and nonliteral

meanings of words and phrases in

context (e.g., take steps ). 157,

Id tif l lif ti b tIdentify real‐life connections between

words and their use (e.g., describe

people who are friendly or helpful ).

Distinguish shades of meaning among

related words that describe states of

mind or degrees of certainty (e.g., knew, mind or degrees of certainty (e.g., knew,

believed, suspected, heard, wondered ). 15, 24, 51

SAMPLE



L.3.6. Acquire and use accurately grade‐

appropriate conversational, general

academic, and domain‐specific words

and phrases, including those that signal

spatial and temporal relationships (e.g.,

After dinner that night we went lookingAfter dinner that night we went looking

for them ). 30, 38, 55, 76

SAMPLE



STUDENT MANUAL LANGUAGE ARTS — LESSON 178-1

Lesson 178Bears at Breakfast

Begin this Lesson by reviewing your following list of Spelling words.

Now, write each of your Spelling words in your Spelling and Vocabulary Notebook. Then, write a definition for each word. Use a dictionary, but write the definition in words you understand. You will remember them better if you use your own words.

Reading: Today, you will be reading a short story. Before you read, try to predict what the story is going to be about just by looking at the title. When you use prediction before you read, it helps you to understand the story better.

The title of today’s story is “Three Bears Come to Breakfast”. Before reading the story, complete Part I of the Before and After Reading Worksheet. Then, read the story “Three Bears Come to Breakfast”. When you havefinished the story, complete Part II of the Before and After Reading Worksheet.

Lesson Wrap-Up: What did you predict the story “Three Bears Come to Breakfast” would be about? Where your predictions correct?

Spelling Words:

deer bear brownjam blue jay honey field mouseblack berry foxsnow party sleepSAMPLE




Before and After Reading Worksheet

Name_______________________________________________________

Part I: Directions: Before reading the story “Three Bears Come to Breakfast”, answer the following questions about what you think the story will be like just based on the title.

I predict the story will be about…

I predict that the main character will…

Now, begin reading the story, “Three Bears Come to Breakfast”.

SAMPLE




Name_______________________________________________________

Part II: Directions: After reading the story, complete the sentences below about what the whole text was actually about. When you have completed the sentences, compare them to your predictions.

The story was really about…

The main character really did….

SAMPLE



PROGRESSIVE READER THREE BEARS COME TO BREAKFAST

Three Bears Come to Breakfast

Frances Margaret FoxSAMPLE




Pg 1

From the day when the Three Bears discovered the Enchanted

Land where bears may walk without fear of harm, and may

safely poke their noses into any man’s tent if they choose, from

that day, Little Bear pleaded to go back.

“Then let us be off,” exclaimed Father Bear at last. “Let us be

off on a holiday journey, Mother Bear. Come, son, close the

door of our little house and away we go!”

And away they went. Little Bear was so happy when the three

jolly companions finally reached the Enchanted Land that he

went to bed at sunset so that he might be up early in the

morning to explore a

country where rocks were

painted in all colors of the

rainbow, where springs

of hot water bubbled

through the earth, and

where crystal-clear

waterfalls filled his little

heart with wonder.

SAMPLE




Pg 2

Sure enough, Little Bear awoke in the early dawn, gave his

father a friendly poke in the side, gave his mother’s nose a

friendly tweak, and thus merrily the day began.

“Let us take a walk before breakfast,” suggested Little Bear.

“Very well,” agreed Father Bear, “and let us catch fish for

breakfast in a mountain stream!”

“And we shall cook the fish in the first hot spring along the

way,” added Mother Bear.

On through the glorious dawn went the Three Bears, crooning

an old song and joyfully sniffing the air, when suddenly they

came upon a sleeping camp, where the tents of the campers

formed a big circle. In the center of the circle were the ashes

of a campfire, and not far away was a cook stove standing

near a covered wagon. On that stove was a kettle. Over to that

kettle pranced Little Bear. He lifted the cover and peeped

in. The kettle was full of something Little Bear had never seen

before. Over walked Father Bear, over walked Mother Bear.

They peeped in the kettle and shook their heads.

SAMPLE




Pg 3

“It is something the cook forgot to put

away!” remarked Father

Bear in pompous tones.

“You may taste of it if

you wish, Son Bear,”

said his mother.

Into the kettle went Little

Bear’s paw, and out it came filled with soft, brown, juicy fruit.

He ate it, and it was good — so good he ate more and more.

Father Bear ate the fruit, Mother Bear ate the fruit.

“What is it?” they said one to another. But although they

could not answer the question, they liked that fruit so well

they ate and ate until they ate it all up. They even forgot

their manners and smacked their lips. Suddenly there was

a noise in one of the tents, and out popped the cook’s wife,

calling, “Oh, the bears are eating our prunes! Oh, the bears

are eating our prunes! Shoo! Shoo! Shoo! They were eating

our prunes!”

SAMPLE




Pg 4

“So we were eating prunes!” exclaimed Mother Bear, and

away went the Three Bears, laughing.

“And prunes are good!” piped up Little Bear, in his shrill,

shrill voice.

But Daddy Bear pranced through the forest singing: “Oh, let

us sing some new, new tunes! All about her prunes, prunes,

prunes!” And “Prunes, prunes, prunes,” the Three Bears

sang all that merry day. “Prunes, prunes, prunes, prunes we

had for breakfast!”

SAMPLE




Lesson 179Assessment Taking

To begin this Lesson, review your following list of Spelling words.

Now, practice your Spelling words by writing them five times each in your Spelling and Vocabulary Notebook.

Grammar: Today, you will learn about taking multiple-choice Assessments. This type of Assessment requires you to choose from a variety of answers. These answers are given using the choices of A, B, C, and D.

It is important to read the directions before any Assessment. Many students do not understand questions and activities because they do not look over the directions first.

Next, you must read each question and all of the possible answers. Some students choose the incorrect answer because they never look at answers C or D. It is important to read every answer, even if you think the answer is A or B. Look at the example on the next page.

Spelling Words:

deer bear brownjam blue jay honey field mouseblack berry foxsnow party sleepSAMPLE




Example Assessment Question:

Directions: Circle the best answer that finishes the sentence below. If the sentence is correct then circle, No Mistakes. Use your digital pencil.

A bear chased Chris and I.

A. Me and ChrisB. I and ChrisC. Chris and meD. No mistakes

In this above example, the correct is C.

Answer D said “No mistakes”. This choice is used when the sentence in question is already correct.

Look at the example below, but remember to always read the directions first.

Example Assessment Question Two:

Directions: Circle the best answer that finishes the sentence below. If the sentence is correct then circle No Mistakes.

They’re going to the market for party supplies.

A. ThereB. TheirC. MeD. No Mistakes

In the example above, the sentence is correct. Therefore, the answer is D.

SAMPLE




Now, demonstrate your understanding of Multiple-Choice Assessments by completing the Multiple Choice Practice Assessment. Before you begin, remember these important rules:

Read the directions carefully.Read the entire question.Read all answers A–D.

Lesson Wrap-Up: What are three rules you must follow while taking an Assessment?

SAMPLE




Multiple-Choice Practice Assessment

Name_______________________________________________________

Directions: Circle the best answer to correctly complete the sentences below. If the sentence is correct, choose D — No Mistakes.

Their going to the market to get party supplies.

A. They’reB. ThereC. MeD. No mistakes

Rabbit and I chased butterflies.

A. Rabbit and meB. Me and rabbitC. I and RabbitD. No mistakes

Mother Bear and me made blueberry jam.

A. Me and Mother BearB. Mother Bear and IC. I and Mother bearD. No mistakes

I think the big oak tree is over their.

A. they’reB. thereC. theyD. No mistakes

SAMPLE




Name_______________________________________________________

Wild bears hibernate in they’re caves during the winter months.

A. thereB. theirC. theyD. No mistakes

Mother told Little Bear and me to wash up for supper.

A. Little Bear and IB. I and Little BearC. Me and Little BearD. No mistakes

Their house is in a small cave.

A. ThereB. TheyC. They’reD. No mistakes

They’re excited to see the bears!

A. TheyB. ThereC. TheirD. No mistakes

SAMPLE




Name_______________________________________________________

A bear chased Jack and I.

A. me and JackB. I and JackC. Jack and meD. No mistakes

Mr. Bear is they’re mentor.

A. thereB. theirC. theyD. No mistakes

SAMPLE




Lesson 180Prediction of Father and Son

To begin, take out and complete the Lesson 180 Spelling Assessment. As your teacher reads you the words, spell them correctly in the spaces provided.

Reading: Today, you will be reading a short play. Before you read, try to predict what the story is going to be about just by looking at the title. When you use prediction before you read, it helps you to understand the story better.

The title of today’s play is “Father and Son Heart to Heart”. Before reading the story, complete Part I of the Before and After Reading Worksheet. Then, read the story “Father and Son Heart to Heart”. When you have finished reading, complete Part II of the Before and After Reading Worksheet.

Lesson Wrap-Up: What did you predict about the story based on the title? Where your predictions correct?

SAMPLE




Lesson 180 Spelling Assessment

Name_______________________________________________________

Directions: As your teacher says each Spelling word aloud, write it in the space provided.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

SAMPLE




Before and After Reading Worksheet

Name_______________________________________________________

Part I: Directions: Before reading the play “Father and Son Heart to Heart”, answer the following questions about what you think the story will be like just based on the title.

I predict the story will be about…

I predict that the main character will…

Now, begin reading the story, “Father and Son Heart to Heart”.

SAMPLE




Name_______________________________________________________

Part II: Directions: After reading the play, complete the sentences below about what the whole text was actually about. When you have completed the sentences, compare them to your predictions.

The story was really about…

The main character really did….

SAMPLE



PROGRESSIVE READER FATHER AND SON HEART TO HEART

Father and Son Heart to HeartSAMPLE




Pg 1

Cast

Narrator

Mother

Sister

Brother

Father

Prelude: There was once a group of beautiful monsters. What

made them beautiful was not what you would expect. Mother

monster had one hundred warts, while father monster had one

hair on his huge nose. Sister monster had rotten teeth and bad

breath. There was one little monster, brother monster, who did

not look like the others. And for that matter he did not act like

to others. This is where our play begins.

SAMPLE




Pg 2

Mother: Dinner is ready, come and get it!

Sister: Wow! We are having

worms for dinner again!

What is the occasion?

Mother: Oh, nothing. I just

love my beautiful family.

Father: Great! Before we eat,

let’s give thanks to your mother. On the

count of three: One, two, three, BURRRRRP!

(Father and Sister turn to burp very loud in Mother

Monster’s face. The burp was so loud, long and stinky that her

hair is thrown back. After, the gracious burp, Mother claps

and laughs.)

Father: Wait! Where is Brother? We cannot start without him.

Brother: Here I am Dad. (Brother Monster comes out from

hiding; he is obviously disgusted by their rituals)

SAMPLE




Pg 3

Narrator: (steps into the spotlight) For those of you who have

not caught on yet, Brother Monster is not like the others.

Father: Hurry up, we cannot wait all day. Where were you

when we were giving thanks to you mother?

Brother: (Hesitates) I was, uh, upstairs reading my National

Scare Magazines.

Father: Oh. At least you were not

using that body butter cream on

your face again. Your idea of

beautiful is wretched.

Brother: (Gulps, clearly

lying) Ah…. No. I would

never use cream to help soften

my face and open my pores. You know, if you put a little

around your eyes you could get rid of crow’s feet.

Father: What! Wrinkles are what make me beautiful!

Brother: (sighs) Yes, I know.

SAMPLE




Pg 4

Narrator: (steps into the spotlight) As the monsters eat, let’s

chat about Brother. He is different. His idea of beauty is a

small nose, thin waist, great hair and fine clothes. What is a

boy to do?

Brother: Dad, would you allow me to give you a makeover?

Father: Why would any monster want to do that?

Brother: I do not look like you, so you think I am ugly.

Father: I do not view you as ugly, instead I feel that beauty

lies within a person. You will see this also, when you go out

into the world. How do butterflies grow? First, they start out as

squishy worm-like creatures. These creatures are pleasing to

the eye. The are cute and cuddly. Then, they weave a cocoon

and presto, chango! They turn into ugly butterflies. These

hideous creatures were once cute hairy caterpillars. This is

why I believe beauty is not something you wear only on the

outside. The caterpillar’s outside appearance changed, but its

mind and soul are the same.

SAMPLE




Pg 5

Brother: Are you trying to tell me I am going to be warty

and hairy? Oh my, I like the way I am right now!

Father: (shaking his head) No, son, what I am trying to say is

I love you just the way you are.

Brother: Thanks. I love you

wrinkles and all.

Narrator: Brother now

realizes that beauty is only

skin deep and he needs to

accept his family just the

way they are.

(The play ends with Brother

and Father hugging each other)

SAMPLE

