Teacher’s Resource Book - Mr. Pack - Classroom Website...

Teacher’s Resource

Book

Picture Prompts258: Michael Quinton/Minden Pictures. 259: B.Schmid. 260: Stockdisc. 262: Steve Mason/PhotoDisc/Getty Images. 263: PhotoLink/Getty Images.

Photography Credits

Decodable PassagesKids Can Go!1: Mike Brinson/Getty Images. 2: Photo Network/Alamy. 3: PhotoDisc/Getty Images. 4: William H Edwards/Getty Images. 5: SHOUT/Alamy. 6: Gary Conner/Index Stock.

You Can Bake a Cake!1–3, 5, 6: Ken O’Donoghue.

The Main Ways We Get Food1: Pedro Coll/AGE Fotostock. 2: Hoa Qui/IndexStock/PictureQuest. 3: S. J. Krasemann/Peter Arnold, Inc. 4: Bryan Mullenix/Pixtal/AGE Fotostock. 5: Spencer Grant/Photo Edit. 6: Steve Craft/Masterfile.

Monarchs Take Flight1: Siede Preis/Getty Images; (background) Patti Murray/Animals Animals. 2: Digital Vision/Getty Images. 2–3: Fritz Polking/Peter Arnold Inc. 4: (t) Siede Preis/Getty Images; (br) Kevin Schafer/Image Bank/Getty Images. 5: Danny Lehman/CORBIS. 6: Dan Guravich/CORBIS.

Check Out the Whale Show1: Hoa Qui/Index Stock Imagery. 2–3: Francois Gohier/Photo Researchers, Inc. 3: PhotoDisc/Getty Images. 4: Francois Gohier/Photo Researchers, Inc. 5: Stephen Frink Collection/Alamy. 6: Photo by Marc Mandel/courtesy of SEAWEAD (www.seawead.org).

Rules to Fight the Flu1: © Michael Prince/CORBIS. 2: Geostock/Getty Images. 3: © Lester V. Bergman/CORBIS. 4: © LWA-Stephen Welstead/CORBIS. 5: Daniel Pangbourne/Digital Vision Direct. 6: © Tom Prettyman/Photo Edit.

We Should Look at Fishing1: Ariel Skelley/CORBIS. 2: Stewart Cohen/IndexStock Imagery. 3: Carl & Ann Purcell/CORBIS. 4: Paul Jones/Ionica. 5: Ariel Skelley/CORBIS. 6: Kennan Ward/CORBIS.

Southwest Flowering Plants1: Gail Shumway/Getty Images. 2: Royalty-Free/CORBIS. 3: Bob Anderson/Masterfile. 4: Scott T. Smith/CORBIS. 5: Masterfile Royalty Free/Masterfile. 6: Brad Wrobleski/Masterfile.

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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 Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America

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Decodable Passages ............................................................. 2

Word Study .............................................................................99Sorting with Students ..........................................................100

Spelling Word Cards ...........................................................102

Vocabulary Word Cards ......................................................132

Games .................................................................................162

Sound-Spelling WorkBoard .................................................175

Speed Drills .........................................................................177

Additional Literacy Support ............................................. 209Reader Response Sheets ...................................................210

Writer’s Checklists...............................................................216

Short Response Rubric .......................................................223

Proofreading Marks .............................................................224

Writing Rubrics ....................................................................225

Anchor Papers ....................................................................233

Picture Prompts...................................................................257

Theme Project Checklists ...................................................264

Listening and Speaking Checklist ........................................267

Oral Vocabulary Pre- and Posttests .............................. 269

Graphic Organizers ........................................................... 288

Foldables® by Dinah Zike ................................................ 303

Spelling Reproducibles ...................................................... SP1

Grammar Reproducibles .................................................. GR1Sample Grammar Tests .................................................. GR91

Decodable Passages©

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Short Vowels . . . . . . . . . . . . . . . . . . . . . 3Kids Can Go!Len and Gus

Final e . . . . . . . . . . . . . . . . . . . . . . . . . . 11You Can Bake a Cake!Mike’s Big BikeAt Home in NomeLuke’s Tune

Long a . . . . . . . . . . . . . . . . . . . . . . . . . 27The Main Ways We Get Food

Long o . . . . . . . . . . . . . . . . . . . . . . . . . .31Three Goats and a Troll

Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 35Monarchs Take Flight

Long e . . . . . . . . . . . . . . . . . . . . . . . . . 39It Won’t Be Easy!

Digraphs . . . . . . . . . . . . . . . . . . . . . . . 43Watch the Birch TreeCheck Out the Whale Show

3-Letter Blends . . . . . . . . . . . . . . . . . . .51The Missing String Beans

Silent Letters . . . . . . . . . . . . . . . . . . . . 55What Gnu Knew

r-Controlled Vowels or, oar, ore . . . . . . 59More Fun Than a Hat!

r-Controlled Vowels ar; air, are . . . . . . 63The Caring King’s Fair Wish

r-Controlled Vowels er, ir, ur . . . . . . . . 67Shirl and Her Tern

Variant Vowel oo . . . . . . . . . . . . . . . . . .71Rules to Fight the FluSoon the North Wind BlewWe Should Look at Fishing

Diphthong oi, oy . . . . . . . . . . . . . . . . . 83Let’s Join Joy’s Show

Variant Vowel au, aw . . . . . . . . . . . . . 87Paul Saw Artic Foxes

Diphthong ou, ow . . . . . . . . . . . . . . . . .91Southwest Flowering Plants

Soft c and g . . . . . . . . . . . . . . . . . . . . . 95Meg Cage in Space

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KidsCanGo!

by Holly Melton

Kid

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How can a kid get to school?A kid can zip there on his bike. His pal can go with him.

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A kid can go to school in a van.How many can fit in a van? Five can fit! A van is big. It has a lot of room!

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A kid can go to school in a lotof ways. This book shows six ways.Can you name them?

How do you go to school?6

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A kid can go to school on a bus.

“Step up!” says the man at the wheel. “Step up and sit down!”

The man steps on the gas.

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This bus has no gas. You do not sit in it. It is a walking school bus! How can this bus know where to go? A map shows the way!

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Kid

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Len and Gus

by Holly Melton

illustrated by Bernard Adnet

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You Can Bake

a Cake!by Barbara A. Donovan

photographed byKen O’Donoghue

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You

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You

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by Elena Matos

illustrated by Joe Cepeda

Mike’s Big Bike

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At Home in Nomeby Lois Owens

illustrated by Kathy Ember

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Luke’s Tune

by Sarah Schmidtillustrated by Ande Cooke

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Luke had come from India to live in America with his dad.

“This yard needs green plants,” Luke told Dad. “I will grow some plants.”

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Luke picked a sunny spot and dug holes. He put seeds in the holes. Then he used a jug of water to give them a drink.

Luke checked his plants every day. But every day he saw nothing.

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The next day, Luke had a surprise. His plants had grown big and beautiful.

Luke hummed to his plants every day. Dad helped by playing tunes on his flute!

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“Why won’t my plants grow?” said Luke. “In my country, plants grow big and beautiful. What can I do?”

Luke sat on a huge rock to think. 4

“It is not fun to plant seeds in this part of the world,” said Luke.

Luke started to hum a tune. He liked to hum when he was thinking.

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The Main Ways We Get Food

by Maria Arroyo

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Three Goats

and a Troll

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illustrated by Julia WoolfThr

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Three goats looked at a grassy hill.

“We must eat grass to stay strong.

It’s important! Let’s go to where the

grass grows,” said Joe Goat.

“We have to cross Troll’s bridge,”

said Moe Goat. “Don’t wake him.”

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Doe Goat started to cross slowly.

“Who goes there?” croaked Troll

from below. “I will eat you!”

“I’m only as big as your toe! Wait

for Moe. He is bigger. You will get

more to eat,” cried Doe.

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“No, you won’t!” yelled Joe. “I will

throw you into the water!” And he did.

“My coat is soaked!” moaned Troll.

“So long!” cried Doe, Moe, and Joe.

And they ran to the grassy hill.

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Moe Goat started to cross.

“That must be Moe,” said Troll.

“Moe will be a good lunch!”

“Hold on! Wait for Joe. He’s

the biggest of our group. He will be

a better lunch,” said Moe.

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Joe Goat started to cross.

“You must be Joe. I will throw

you onto a plate!” said Troll. Then

he stepped up onto the low bridge.

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by Russell Roberts

Take FlightMonarchs

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When the nights get chilly,

fall is here. We might dress in

hats and coats. But how do wild

animals fight the chill?

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Some fight the chill

by growing thick fur.

But for the butterflies

in this picture, it is

time for a long trip

south. Meet the

monarch butterflies.

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This sight draws those near and

far. Then, in March, the butterflies

make the long trip back north.

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Monarchs must take flight or they

will die from the cold. They follow

the same paths each year. This map

shows the flight paths.

Their wings look like paper.

How can they fly so far?

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When butterflies

find a warm spot,

they form clumps in

trees. This helps them

stay warm. The clumps

look like bright leaves.

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It Won’t Be Easy!

by Dorothy Terry

illustrated by Brian Lies

It W

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One day, Sneaky Mouse held

a secret meeting. She was tired of

fleeing from Beast. Beast was a really

mean cat!

So Sneaky and a few others met

for tea.

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“What can we do about Beast?”

asked Sneaky.

Sneaky asked for any plans. After

hearing a few examples, Sneaky spoke.

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Each and every mouse sat still. They

looked at Beast. Stanley was right. It

seemed that the plan would not be so

easy after all!

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“I have a plan!” said Sneaky. “It’s

easy. A loud bell is the key to the

plan. We will put a bell on Beast’s

neck. Then we will hear her before

she can feast on us!”

4

Every mouse was pleased but Stanley.

He sat still between his mom and dad.

“Will it be easy?” asked Stanley.

“Please tell me how we will get

the bell on Beast.”

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Rich stood still on the stage. He

stretched his arms wide. He clutched

the branches.

Rich the Birch Tree was such a

big hit!

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Watch the Birch Tree

by Doreen Beauregardillustrated by Jill Weber

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In Beth’s driveway, a bunch of kids

rushed here and there. They were

about to put on a play.

Rich looked at the kids. He often

wished that he could act in a play.

Then Rich went up to Beth.

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Beth’s dad smoothed the sheet. He

cut holes in it.

Beth smiled at Rich. “This is such

a good plan! Now we have a part for

you in the play!” she said.

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“May I be in the play?” asked Rich.

“We have no acting parts left,” Beth

said. “But you may pitch in and help

with that cardboard tree. We must

move it to the stage.”

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While Beth’s dad fetched a sheet,

Rich ran to Beth’s yard. He saw two

branches on the grass by a birch tree.

He picked up both branches.

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Just then, Beth’s dog Fish pushed

over the tree. It landed with a crash.

“The birch tree is crushed!” yelled

Beth. “The paint spilled on it, too.”

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“Wait a second. I have an idea,” said

Rich. “We need some white cloth.”

“I’ll get an old white sheet,” said

Beth’s dad.

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by Maryann Dobeck

Check Out the

Whale

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Whales such as orcas have teeth.

Whales such as humpback whales do

not. Let’s take a close look at both

these whales. We’ll check them out!

Humpback whale

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2

Orca

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Humpback whales can’t chat like

you, but they can sing. Just the males

sing a whale song. Why do you think

the males sing?

This man tapes a humpback whale song.

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What color is this whale? It is black

and white. It has a shape that is fine

for swimming in the sea. While it

swims, the orca hunts. It will chase

and eat fish and seals.

This pod of whales is hunting together.

16

When a humpback whale swims

above the sea, it can put on a show.

The whale can leap up out of the

water. That is called a breach. Why do

whales breach? Do they want to play?

This whale is breaching.

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The

Missing String Beans

by Ming Chin Yee

illustrated by Diane Palmisciano

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Detective Split strode up to Susie Sprout. She stated, “I’ve been told that you have a problem.”

“It’s my string beans!” screeched Susie Sprout. “My string beans are missing!”

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Detective Split scratched her head. “Tell me about this string bean problem.”

Susie Sprout cried, “I came out to sprinkle my pretty plants. I saw that just one little green bean was left!”

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At home, young Steve Sprout streaked from the house. He said, “Dad invited Detective Split to stay for string bean soup.”

Detective Split jotted, “Case closed,” and said, “Splendid!”

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Detective Split scrawled notes on her pad. She said, “I see tracks that go to the stream. Let’s take a stroll and see if the robber is there.” So that’s what they did.

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At the stream Susie Sprout screamed, “Step back. Look out for the mud!” But Detective Split slipped, and her body landed with a wet splash.

Detective Split cried, “I see no string beans in here.”

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Finally, Gnu knew what to do. He wrote a new sign that said Gnu’s Diner. Then he climbed the hill and told Lamb and Cow to try Gnu’s Diner for lunch. He just knew they’d like his sweet grass pie!

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What Gnu Knew

by Barbara A. Donovanillustrated by Gosia Mosz

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Gnu had a green thumb. That means he had a knack for growing things. Gnu worked in his garden of sweet grass. He knelt on his knees and planted grass seed.

Soon it was time for Gnu’s nap. So he wrapped up his tools and went to bed.

20

One morning, Gnat sat on the tip of Gnu’s nose. Gnat said, “It’s dumb to try to keep the other animals off your grass. All animals have to eat.”

Gnu wrinkled his brow. He asked, “Am I being selfish?”

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Just as Gnu wriggled into bed, Lamb climbed to the top of Gnu’s hill. Lamb’s legs felt numb, so she sat and looked around.

What did Lamb notice? It was Gnu’s sweet grass!

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At home, Lamb gave Cow the grass that she’d picked. They licked the last crumb from the knapsack and said, “We must climb that hill and eat more.”

Gnu felt sad. His sign hadn’t stopped them at all.

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All at once, Gnu woke from his nap. He peeked out his window, and what did he see? Lamb was filling her knapsack with his sweet grass!

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“Go home, little Lamb!” cried Gnu. “You wrecked my grass! That’s not right!”

Gnu knew what to do. He wrote this on a sign: No gnawing on the grass!

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More Fun Than a Hat!

by Mark Melilloillustrated by Alexandra Wallner

Mor

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When it’s cold outside, how can you keep your ears warm? Pulling a wool hat over them can fix the problem.

Before wool hats were made, people wrapped wool scarves around their ears. For some, the wool was too itchy.

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That was the problem for Chester Greenwood. His family lived in a region where the winter winds roared. Chester wore a wool scarf, but it was too itchy. His bulky scarf made ice-skating a real chore.

One day Chester’s ears got so sore and cold that he could not skate. So he came up with a grand plan.

23

Chester was just 15 when he came up with his idea! He went on to make more things that could help people.

It was many years ago that Chester invented earmuffs. But the town where he grew up still has a parade every year for his birthday.

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Chester thought of a new way to keep his ears warm. All it took was a bit of beaver fur, black velvet, and thin metal strips.

Chester took these things to his grandma. He asked her to stitch them together to make something that would keep his ears warm in the cold.

24

Chester’s ear-warming system worked. The other kids wished they had a pair. Still, Chester thought his earmuffs could be better. He did not like how they flapped around.

A short time later, Chester made some changes to his earmuffs. The new ones weren’t heavy and could be folded. It was easy to carry them around. Chester’s earmuffs were a hit!

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The Caring The Caring King’s FairKing’s FairWishWish

by Jen Robertsillustrated by Capucine Mazille

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Once upon a time, a king lived in a grand palace. In the palace yard, the king had a garden. The large garden was filled with rare roses. The king shared his fine life with his child, Martha.

The king was a good man. He cared about all the people in his land. He had all he could wish for. But still he wished he had more.

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One day the king was in his garden. He was startled by a man who was sitting in the garden.

“Why are you in my garden?” asked the king.

“I was getting some fresh air as I walked among the roses,” said the man. “But then I felt ill and had to rest. I am far from home.”

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Martha ran to him. As he patted her hair, she turned to gold!

“Now I know that happiness can’t be bought with gold,” wailed the king.

The man knew the king was sad. He agreed to undo the king’s wish.

“Thank you!” said the king. “I will never be so greedy again.”

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The king decided to take care of the man. When the man felt well, he went home. The next week the man came back.

“I have the power to grant wishes,” he said. “To repay your kindness, I will grant you a wish.”

“I want all that I touch to turn to gold!” said the king.

“That’s a fair wish,” said the man. 12

The king began to touch things. Soon he had gold chairs, gold stairs, gold rugs, and gold jars!

When he picked a rose, it turned to gold, and its sweet smell was gone.

At lunch all the king’s food and drink turned to gold in his mouth. Scared, the king started to weep.

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Shirl and Her Tern

by Barbara A. Donovanillustrated by Barry Ablett

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My grandfather likes to watch

birds. Each week we find a different

area of Burns Beach to spot them. I

like terns the best. When they swirl

in the sky, it’s like a bird show. I would

pay money to see a tern show!

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Waves churn on the beach where the

terns feed. In the spring, we try to keep

the gulls out of the tern nests. In the

fall, we feel sad when they fly away.

By last week, we thought the last tern

had flown away. Then, from the reeds, I

heard a weak chirp.

9

Fern checked my tern. She saw a cut

under its wing. She rubbed medicine on

the cut to kill germs.

Today I heard good news. My tern is

fine! In the spring, it will be with the

other terns when they return.

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We turned toward the sound. We

parted the reeds and found a tern in the

dirt. It was hurt. It didn’t stir a bit.

Grandfather called his pal Fern. She is

an animal doctor. Fern said to bring the

bird to her place on First Street.

10

We found a box, and we used a piece

of old shirt to make a bed. We put the

bird in the bed. Then we turned, ran to

the car, and drove to see Fern. As we

drove, I urged the tern to get well.

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He took in a few deep gulps of air and blew with all his might. He blew and blew till the man’s coat blew out of sight!

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Soon the North Wind Blew

by Maureen Shurillustrated by Anna Vojtech

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One day the North Wind and the Sun talked about which was stronger.

“Don’t be foolish, Sun,” said the Wind. “Did you forget about the time I blew off that roof during a storm?” he asked. “I am much stronger.”

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“Well,” said the Moon, “I watched the whole thing. I think we have a winner. The Sun is stronger than the North Wind.”

The North Wind was in a bad mood. There was only one thing that would make him feel good.

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“But did you forget about the time I dried up all the water to make that desert?” said the Sun. “I’m sure I am stronger.”

This went on morning, noon, and night. The Moon heard it all and grew sick of it.

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Next the Sun shone down on the man. Soon the man was oozing with heat and sat down to rest. He took a rock out of his shoe and then walked on. But soon he was so hot that he threw off his coat.

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“I have a plan,” said the Moon.

The Moon was wise, so the Wind and the Sun said they would hear her plan.

“Do you see that man in the suit?” asked the Moon. “The stronger of you will get him to take off his coat. That will be the proof we need.”

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The North Wind went first. He blew a strong wind. It was so strong that fruit blew off the fruit trees! But that only made the man grasp his coat tighter.

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We Should Look at

Fishing

by Hector Torres

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Some people go fishing as a job. Others would fish for fun all day, if they could. To them, fishing is a good way to spend a few hours.

Let’s look at this book and find out about fishing.

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Big fishing fleets usually catch lots of fish. Big boats like these use nets or hooks on lines.

If boats take in too many fish, that is a problem. Soon the sea would have less and less fish. So fishing fleets must take a good look at fishing and not fish too much.

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Some animals like to fish, too. This bear left the woods to go fishing. It is standing in the river, looking for fish.

You can fish in brooks, lakes, rivers, and seas, all over the world. Would you like to go fishing?

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This man is fishing for snook. He is using a rod and a line to catch the fish.

People catch other kinds of fish, too. They might catch brook trout, red snapper, or catfish. They might fish from a beach, a dock, or a boat.

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A rowboat is good for fishing. You send out a line and wait for the fish to nibble.

When you get out of the boat, you should lift each foot slowly. If not, you could slip and fall.

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Let’s JoinJoy’s Show!

by Mel Rabin

illustrated by Stacey Schuett

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Joy tells the best jokes of any girl or boy

in the class. No one can listen to Joy’s jokes

without laughing.

Just last week Joy was hanging out with

several pals. The group was having a lot

of fun.

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“I don’t want to spoil a good time,” Joy

said, “but I just had an idea. Let’s plan a

show! I can tell jokes, Beth can play drums,

and Troy can sing!”

The kids all started to speak at the same

time. It was so noisy!

9

Boy, did the kids laugh and make noise at

Joy’s jokes! Mr. Floyd clapped, too.

The show was a big hit because of Joy

and a lot of fun kids!

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Troy and I put up posters and lots of kids

asked to join the show. Mr. Floyd said that

he would help.

On the day of the show, it rained and the

wind blew. When it was time to start, Joy

wasn’t there! Beth played her drums, Troy

sang, but still Joy did not show up!

10

“Joy! Joy! We want Joy’s jokes!” the kids

chanted.

“Where is she?” Mr. Floyd asked.

Then a boy pointed at the door. There

stood Joy! She dripped with rain, but she

was all set to make us laugh!

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Paul Saw Arctic Foxes

by Maryann Dobeckillustrated by Bob Dacey

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Paul yawned and crawled out of bed

at dawn. As he ate his toast, he saw

the sunrise. He did not have time for a

complete meal.

Paul grabbed his coat and his camera.

He went out into the cold, treeless

Arctic land.

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When Paul was a boy, he saw a TV

show about Arctic foxes. That launched

Paul’s study of the foxes. He had a lot of

questions about them.

As a grown man, Paul’s job was to

study animals and take pictures of them

in the wild.

29

The little foxes yawned and looked

sleepy. Soon they would crawl back into

the den.

It was time for Paul to go home.

He had pictures to print! Those pictures

would help him study the life of the

Arctic foxes.

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It was spring, but it was still cold and

raw outside. Paul’s job taught him that

Arctic days might be fine or awful.

Paul had good luck. He soon saw

what he was looking for—Arctic foxes

and their cubs.

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The mother fox watched her cubs eat.

The father fox had caught food for them.

The cubs chewed on the meat.

Paul could not measure for sure, but he

thought the foxes were 20 feet away. He

hauled out his camera and took a picture.

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Southwest Flowering

Plants

by Lee Hammond

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Open the door and step outside.

Let’s go on a fun trip to America’s

Southwest. This is where you will find

the desert.

You won’t see many rain clouds in

the sky here.

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Some deserts are cold and

some are hot. All are dry. They

don’t get much rain.

The ground here is dusty and

brown. But don’t think that

plants can’t grow in this land!

3

After it rains, some cactuses sprout

bright pink and red flowers. The flowers

last a short time.

While they bloom, the flowers help

us remember that a desert is more than

just brown dust!

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All plants need sun and water. But

plants in a desert don’t need much

rain. Some plants have outstretched

roots. The roots grow just under the

ground in order to soak up the rain.

4

Many kinds of cactuses

grow in the Southwest. When

it rains, a cactus holds the

water in its stems. Water

makes the stems swell and

puff up!

A cactus has sharp spines.

The spines shade the cactus.

They help catch the rain, too.

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by Marco Ramos

illustrated by Dianne Greenseid

Meg Cage in Space

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At Meg’s spaceship job, it was a slow day.

The cold wind was gusting. Few people

would be traveling into space that day.

Meg petted her cat, Ginger. Then

the door flew open. A big dog raced in,

wagging its tail.

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After the dog came a little girl and a

man with a big scarf.

“We’ve got to go to the Moon today,”

said the man. “Can you take us that far into

space?”

Meg didn’t think twice. “Yes, I can!”

she said.

29

“We named that comet Pig,” Meg said

as she zigzagged by it.

Soon, the Moon’s space manager called.

He pointed out a place to land.

The girl gave Meg a big hug and said

that it was a fantastic trip. A smile lit up

Meg’s face. It was another job well done!

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Meg and her passengers raced out to the

field and got in Meg’s new spaceship. She

glanced at the flag and saw that the wind

was still gusting.

Meg was certain that there would be

no problems. She urged her passengers to

buckle up.

30

Meg gave her spaceship some gas and

it gained speed. She said, “When we reach

six hundred miles per hour, I’ll get us some

spice cookies and cocoa.”

As Meg got the snacks, a gigantic comet

zoomed by the window.

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Word Study©

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Use the pages in this section to offer further practice with phonics, spelling, and word meanings.

Sorting with Students ................................................................. 100• Dr. Donald Bear’s suggestions for integrating word

sorts as part of word study

Spelling Word Cards .................................................................... 102• reproducible cards for each week’s words

• tested, review, and challenge words

• key words for sorting activities

Vocabulary Word Cards ............................................................ 132• reproducible cards for each week’s tested words

• blank cards for additional words

Games ................................................................................................. 162• Learning with Games – suggestions for games

that support word study strategies, dictionary skills, and comprehension skills

• boards, grids, spinners, and other ideas to customize for your class

Sound-Spelling WorkBoard ..................................................... 175• reproducible black-and-white version for individual

work

• pictures for key phonics sounds

• selected graphic organizers

Speed Drills ...................................................................................... 177• Using Speed Drills – tips on using drills to improve

fl uency

• reproducible routine for each week’s spelling pattern

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100 Sorting with Students

Sorting with Students

Sorting is an active part of word study. Here

are tips to consider as you develop your word

study program.

Getting Started• Make a copy of the sort for each student or

pair. Increase the size of the copy to rid the

page of the margin; this leaves less for

students to cut.

• Students scribble distinctively on the back

so that they recognize their chips.

• During independent work time, at their

seats or in a station, students cut up the

sort and place the chips in an envelope or

plastic bag. Students can write their names

on the fronts of the bags. Do not use

instructional time for cutting up the word

or picture sort.

• After cutting up the sort, students try it

out; this is an “open sort.” Observe how

students sort before instruction to guide

your pacing. Ask students to sort the words

into several columns and to set aside

unknown words.

InstructionIntroduce the sort in small group. A few min-

utes of small group reading time is used for

word study. This word study time is an oppor-

tunity to integrate phonics, spelling, and

vocabulary.

Incorporate the following activities over several

days. Spend just 10–15 minutes at any one time

and pick up where you left off during the next

small group lesson.

For each sort, use several key words to head

the sorting categories. Also include an

Oddball column for words or pictures that do

not fit.

1) Check that students can read the words

of the sort. Students must be able to read

most of the words in the sort. Three or four

unknown words are acceptable and are

learned over the week. Choose an easier

list and sort if too many words are

unknown. Explain to students that you

want them to read through the sort to

make sure they can read the words or

name the pictures.

When first sorting, model for students how

to read through the words. Read the word

cards in an “I know it; I don’t know it” fash-

ion. Put the known words in a pile in front

of you; place the unknown words to the

right. Show them how to count to three,

and if they do not know the word, they

place the unknown word card in, hope-

fully, a small pile to the right.

Ask students if they know the meaning of

the words. You can teach several of the

meanings over the week. If there are sev-

eral unknown words, take the time to use

them in a concept sort in which students

sort the words into meaning categories,

such as words that relate to animals, the

landscape, and so on. Ask students to

point to words that fit a category.

2) Teach four-step sorting in small group.

When you show students how to sort,

begin with an easier sort and teach stu-

dents the four steps that they will follow

with each sort.1

• Demonstrate. Show students how to

sort by using the key words or pictures.

Sort deliberately, and talk about what

1 Bear, D.; M. Invernizzi; S. Templeton; and F. Johnston.

Words Their Way: Word Study for Phonics, Vocabulary, and

Spelling Instruction. (4th ed.) Columbus, OH: Merrill/

Prentice Hall, 2008.

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Sorting with Students

you are doing as you compare the word

or picture to the key words or pictures.

• Sort and check. Students sort individu-

ally or with a partner. Students read the

words aloud as they sort and compare

the words to the key words.

• Reflect. Ask students to explain to each

other why they sorted the way they did.

Guide students through a discussion of

the principle and generalizations that

underlie the sort.

• Extend. Repeated practice with the

sort over several days is essential.

Students enter the sort into their three-

ring word study notebooks. They leave

enough space to add related words that

they find in Word Hunts when they go

through the stories they have read.

Students sort daily by themselves or

with a partner. In their station activities

they sort the words as part of a word

study game.

3) Monitor and assess. To know when to go

on or to continue studying the principle that

underlies the sort, look for these aspects as

students sort with you in small group.

• Accuracy in sorting. See if students

sort the words in the correct columns.

• Fluency and speed in sorting. If stu-

dents sort quickly and accurately, they

are probably ready to move on to the

next sort. Students who sort accurately

and slowly benefit from more practice.

They can continue to practice the sort.

Set up a sorting station that contains

sorts from the last three weeks.

• Reflection and use. See if students can

explain the sort: “Why did you sort the

way you did?” Look in students’ first-

draft writing to see if they spell the

sound or spelling pattern correctly in

related words.

Sorting at Different Instructional LevelsThere are several considerations when sorting

across instructional levels and grades.

• Students in the emergent and beginning

stages of reading benefit from sorting by

sound with pictures to focus on the way

words sound alike at the beginning, middle,

or end. For example, students consider how

pairs of words sound alike: “I am going to

say two words, tell me if they sound alike in

the middle.”

• Students in the beginning and the transi-

tional levels sort by patterns in words.

Begin to explain how patterns are related

to sound. Look across vowels to find pat-

terns. For example, ask students: “Look for

long a and long o words that have the

CVVC pattern as in nail and coat.”

• Students in the intermediate levels study

the meaning patterns within words. They

study the meaning and spelling of prefixes,

suffixes, and roots. Grammar ties in here as

different suffixes are often related to gram-

matical functions; e.g., the -tion suffix turns

a verb into a noun. Word histories and word

roots are an important focus. Students

study words deeply using paperback

etymologies such as these two favorites:

Funk, W. Word Origins: An Exploration and

History of Words and Language. NY: Wings

Books, 1950.

Hoad, T. F. The Concise Oxford Dictionary of

English Etymology. NY: Oxford University

Press, 1993.

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mat hen sit

top bug oddball

clap step sick

rock luck crop

snack mess head

shut miss stamp

jump click pond

cat man can

bathtub anthill

102 Unit 1 • First Day Jitters Spelling Word Cards

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date fine rose

oddball date fine

rose lake life

home safe rice

globe plane wise

smoke grade smile

come clap sick

crop sneeze escape

Spelling Word Cards Unit 1 • Amazing Grace 103

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fail pay oddball

bay pail ray

plain tray trail

may braid sway

gray plays paint

snail great safe

rice globe lady

afraid

104 Unit 1 • Earth Smart Spelling Word Cards

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old low foam

gold bowl soak

sold snow loaf

roast coast scold

coal slow grows

show float blow

snail plain gray

window program

Spelling Word Cards Unit 1 • Wolf! 105

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lie wild my

sigh oddball mild

sky pie might

find fight tied

right fry tight

child flight bright

buy dye soak

bowl gold wind

children

106 Unit 1 • My Very Own Room Spelling Word Cards

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green weak field

heel seal weak

week bean creek

speaks team free

green clean cream

street freeze field

right pie child

sixteen peanut

Spelling Word Cards Unit 2 • Boom Town 107

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gnash knob wren

wrap knit gnat

wrists knots wrote

knight sign knock

wreck know wring

gnaws write wrong

week speaks field

wristwatch knapsack

108 Unit 2 • Home-Grown Butterflies Spelling Word Cards

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three spring scrap

strap thread scrubs

spree screams street

scratch spread throne

three screens spray

throw strong scraped

strength sign wrote

knight streamer scribble

Spelling Word Cards Unit 2 • Coasting to California 109

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thumb shell cheese

whale chick much

pitch teacher lunch

hatch cheese stretch

thick truth whales

fish what them

pathway stream three

scribble sandwich weather

110 Unit 2 • Here‘s My Dollar Spelling Word Cards

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that’s wasn’t we’re

oddball he’d she’d

that’s what’s won’t

there’s you’re wasn’t

we’ll isn’t we’re

couldn’t I’ve didn’t

they’re teacher fish

pathway shouldn’t wouldn’t

Spelling Word Cards Unit 2 • A Castle on Viola Street 111

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fur her stir

oddball turns first

herds learn purr

third earn nurse

perch girls firm

word world serve

worth he’d wasn’t

didn’t perfect Thursday

112 Unit 3 • Author: A True Story Spelling Word Cards

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dark north tore

oddball bark chore

porch yard sore

hard shorts wore

pour sport sharks

storms sharp carve

story first third

nurse orchard artist

Spelling Word Cards Unit 3 • Dear Juno 113

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re- un- mis-

pre- oddball misfile

unwanted recycle undone

presale misread recall

precut unload misnumber

unfair mistreat unhappy

retold preplan hard

porch carve prejudge

uncertain

114 Unit 3 • Messaging Mania Spelling Word Cards

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oil boy coy

soil foil toil

coins point noise

loyal boiled spoiled

enjoys voice choice

soybean joyful unhappy

retold misread noisy

checkpoint

Spelling Word Cards Unit 3 • What Do Illustrators Do? 115

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loop shook blue

tube oddball loop

rude look clue

spoon tube shook

blue cubes goose

mules gloom true

shoe stew enjoy

soil noise classroom

childhood

116 Unit 3• The Jones Family Express Spelling Word Cards

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out crown found

town shout owl

couch bow scout

round plow crowd

proud clouds ground

louder bounce spoon

true shoe snowplow

outline

Spelling Word Cards Unit 4 • Seven Spools of Thread 117

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boys lunches babies

years twins trays

states ashes foxes

inches flies cities

ponies bunches alleys

lunches cherries daisies

town round bounce

heroes libraries

118 Unit 4 • Nacho and Lolita Spelling Word Cards

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paw cause mall

oddball yawn taught

salt lawn halls

hauls hawks squawk

bought bawls drawing

caused paused crawled

coughing twins inches

heroes walrus autumn

Spelling Word Cards Unit 4 • A Solution to Pollution 119

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sale sail beet

beat rode road

rowed its it’s

your you’re there

they’re peace piece

salt bought caused

seen scene

120 Unit 4 • Ramona and Her Father Spelling Word Cards

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ice germs cell

gems age place

gyms city cents

price space nice

giant changes pages

gentle message crowd

clouds found giraffe

celebrate

Unit 4 • Out of This World!The Ellen Ochoa StorySpelling Word Cards 121

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day light time

some other airplane

daytime birthday daylight

hairdo notebook birdhouse

barefoot headlight sometime

someone newspaper sidewalks

basketball stagecoach age

gentle city somebody

handwriting

122 Unit 5 • Penguin Chick Spelling Word Cards

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tries tried trying

dries dried drying

hurries hurried hurrying

studies studied studying

plays played playing

birthday birdhouse someone

obeyed worrying

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matter pencil basket

rabbit napkin letter

invite bedtime mammal

number fellow chapter

follow problem chicken

butter Sunday tried

studies drying splendid

complete

124 Unit 5 • Call of the Wild Spelling Word Cards

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-s -es -ed

-ing names named

naming hopes hoped

hoping dances danced

dancing drops dropped

dropping wraps wrapped

wrapping chapter number

problem driving traded

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pilot lemon pilot

diner tiger favor

lemon planet model

shady robot tiny

label cozy silent

spider frozen named

dropping traded melon

stomach

126 Unit 5 • Unique Animals of the Southwest Spelling Word Cards

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return unbeaten dislike

preheat untied repay

disagree preheat unafraid

return preschool dislike

disappear resell precook

prepay unbeaten reprint

unwrap tiger planet

spider unlucky recover

Spelling Word Cards Unit 6 • Stone Soup 127

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able towel able

purple riddle handle

towel eagle puzzle

castle little nickel

camel pickle travel

tunnel squirrel dislike

return unwrap motel

couple

128 Unit 6 • The Strongest One Spelling Word Cards

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detail holiday unreal

about allowing appear

wayward coffee complain

enjoyed explaining poison

remain repeat unreal

unclear reading detail

able puzzle pickle

fourteen holiday

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better solar actor

sister sailor dollar

toaster winter doctor

layer dancer mayor

writer silver cellar

trailer December author

about explaining repeat

circular editor

130 Unit 6 • Cook-a-Doodle-Doo! Spelling Word Cards

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-ful -less -ly

careful cheerful helpful

colorful harmful peaceful

pitiful painless priceless

helpless sleepless rainless

helplessly carefully peacefully

doctor dollar December

wonderful cloudless

Spelling Word Cards Unit 6 • One Riddle, One Answer 131

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chuckled

fumbled

nervous

nonsense

trudged

132 Unit 1 • First Day Jitters Vocabulary Word Cards

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adventure

auditions

exploring

fantastic

sparkling

success

Vocabulary Word Cards Unit 1 • Amazing Grace 133

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contribute

donate

members

unaware

134 Unit 1 • Earth Smart Vocabulary Word Cards

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ached

admire

bothering

concentrate

passion

splendid

Vocabulary Word Cards Unit 1 • Wolf! 135

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determination

exact

luckiest

ruined

separate

storage

136 Unit 1 • My Very Own Room Vocabulary Word Cards

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blossomed

grumbled

lonesome

sidewalks

traders

wailed

Vocabulary Word Cards Unit 2 • Boom Town 137

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capture

disappear

enclosure

harming

protect

supply

138 Unit 2 • Home-Grown Butterflies Vocabulary Word Cards

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communities

culture

established

immigrants

traditional

Vocabulary Word Cards Unit 2 • Coasting to California 139

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deserve

slogan

thrilled

tour

volunteers

140 Unit 2 • Here’s My Dollar Vocabulary Word Cards

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appliances

construction

equipment

leaky

owners

project

Vocabulary Word Cards Unit 2 • A Castle on Viola Street 141

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acceptance

excitement

proper

single

talented

useful

142 Unit 3 • Author: A True Story Vocabulary Word Cards

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announced

crackle

noticed

soared

starry

Vocabulary Word Cards Unit 3 • Dear Juno 143

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estimate

focus

record

144 Unit 3 • Messaging Mania Vocabulary Word Cards

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illustrate

instance

sketches

style

suggestions

textures

Vocabulary Word Cards Unit 3 • What Do Illustrators Do? 145

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annual

expensive

innocent

politely

potential

wrapping

146 Unit 3 • The Jones Family Express Vocabulary Word Cards

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argued

beamed

fabric

possessions

purchased

quarreling

Vocabulary Word Cards Unit 4 • Seven Spools of Thread 147

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affection

brilliance

exhausted

guarantee

pleaded

preparations

148 Unit 4 • Nacho and Lolita Vocabulary Word Cards

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awareness

emphasize

pollution

utilize

Vocabulary Word Cards Unit 4 • A Solution to Pollution 149

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alarmed

anxious

cross

managed

pretend

unfortunately

150 Unit 4 • Ramona and Her Father Vocabulary Word Cards

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communicate

decisions

essential

research

responsible

specialist

Out of This World!The Ellen Ochoa Story

Unit 4• Vocabulary Word Cards 151

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down

echoes

fierce

huddle

junior

shuffles

152 Unit 5 • Penguin Chick Vocabulary Word Cards

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architects

contain

retreats

shallow

shelter

structures

Vocabulary Word Cards Unit 5 • Animal Homes 153

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adjust

crucial

source

survive

unpredictable

154 Unit 5 • Call of the Wild Vocabulary Word Cards

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boasting

conversation

interrupted

rebuild

scrambled

seized

Vocabulary Word Cards Unit 5 • Wilbur’s Boast 155

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female

identical

odor

related

sight

venom

156 Unit 5 • Unique Animals of the Southwest Vocabulary Word Cards

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agreeable

banquet

curiosity

gaze

guests

untrusting

Vocabulary Word Cards Unit 6 • Stone Soup 157

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darkened

decorated

gnaws

securing

symbol

weakest

158 Unit 6 • The Strongest One Vocabulary Word Cards

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cunning

insightful

investigate

majority

technique

Vocabulary Word Cards Unit 6 • Tales of the Trickster 159

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ingredient

magnificent

masterpiece

recipes

tasty

tradition

160 Unit 6 • Cook-a-Doodle-Doo! Vocabulary Word Cards

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advised

depart

discouraged

increases

observed

suitable

Vocabulary Word Cards Unit 6 • One Riddle, One Answer 161

Learning with Games©

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What’s the Ending?

MaterialsS-shaped board (p. 167)Cards (p. 169)4-part spinner (p. 165)game markerspencils

Skill: word endings

Prepare: This game is for two players. Use the S-shaped board. Write begin in the fi rst square and end in the last square. In the remaining squares, alternate writing the endings -s, -ed, and -ing.

Write spelling words on the cards. Use verbs, such as chase, watch, and carry.

Players also use the four-part spinner. Write in the numbers 0, 1, 2, and 3.

Play: The fi rst player spins the spinner and moves his or her marker that number of spaces. Then that player chooses a word card and says, then spells, the word with the ending the marker landed on. Players miss a turn by spinning a 0 or by spelling the word and ending incorrectly. The fi rst player to get to the end is the winner.

Time for Order

Materialsold magazines and newspapersCards (p. 169)scissorsgluetimer

Skill: alphabetical order

Prepare: This game is for two players. Have players fi nd and cut out interesting words from old magazines and newspapers. Have players glue each word on a card. Each player needs eight words.

Play: The fi rst player must put all of the word cards in alphabetical order. The second player times the fi rst as he or she organizes the words. The players then switch roles. They compete to alphabetize the words the fastest.

Antonym Tic-Tac-Toe Materials

Tic-Tac-Toe grid (p. 170)pencils

Skill: antonyms

Prepare: This game is for two players. Use a Tic-Tac-Toe grid. Have players fi ll in the grid with vocabulary words.

Play: To begin, a player reads one word on the grid and names an antonym for that word. If correct, the player writes an X or an O in the space on top of the word. Players take turns until one player gets three Xs or Os in a row horizontally, vertically, or diagonally.

162 Games

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Word Maker

Materials Word Wheel or Slip Strips (p. 168, p. 173)Cards (p. 169)paper bagpencils

Skill: prefi xes

Prepare: Write the following prefi xes on word cards: anti-, dis-, in-, im-, over-, mis-, pre-, re-, and un-. Fold the cards and place them in a paper bag.

Give each player a word wheel or slip strips. (If using slip strips, copy the squares several times so that players can construct strips with eight or twelve squares.)

Play: Each player chooses one prefi x from the bag and writes it on the inside circle of their word wheel. On the outside of the wheel, have players come up with as many root words as possible that work with their chosen prefi x. Players may want to refer to a dictionary for more word suggestions. (For Slip Strips, write the prefi x on the rectangular card and root words on the squares.)

Same and Different

Materials4-part spinner (p. 165)pencilcrayonspaper

Skill: compare and contrast

Prepare: Two players are needed for this game. Give each pair a blank spinner. Ask them to color each part a different color then alternately label Compare or Contrast.

Play: Explain to players that they will be comparing and contrasting themselves in this game. The fi rst player spins the spinner. If he or she lands on Compare, then the two players talk together to fi nd something they have in common. If he or she lands on Contrast, then they talk to fi nd how they are different. Have players record their discoveries on paper.

For a more advanced version of the game, choose topics from stories and literature for players to compare and contrast.

Put It Together

MaterialsPuzzle Pieces, two pieces (p. 174)plastic bagstimer

Skill: compound words

Prepare: Players need fi ve copies each of the puzzle pieces with two interlocking pieces. Ask them to write fi ve different compound words with the fi rst part of the word on the fi rst puzzle piece, and the second part of the word on the second puzzle piece. You may want to suggest compound words to use, such as schoolhouse, dollhouse, grasshopper, uproot, grassland, rain forest, and inchworm.

Players then cut out their puzzle pieces and place them in plastic bags.

Play: Have players exchange their bag with another player. Set the timer at one minute. Challenge players to build all fi ve of their partner’s compound words in a minute. Continue by having players exchange with other players in the classroom.

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Medial Sound Bingo

Materials5 x 5 grid (p. 172)Spelling Word Cards (pp. 102 –131)game markers

Skill: listening for long vowel medial sounds

Prepare: Each player needs a 5 x 5 grid. Above the fi rst row, players write the following medial sounds: Players create their own bingo card by listing spelling words that have the same medial sound under each column. Have available the Spelling Word Cards for reference.

Play: Use the Spelling Word Cards to play bingo once players have fi lled in their grids. Remind students that the winner is the fi rst player to get fi ve game markers in a row vertically, horizontally, or diagonally. For a shorter game, use the 4 x 4 grid and four medial sounds.

What Do You Mean?

MaterialsOval or S-shaped board (p. 166, p. 167)4-part spinner (p. 165)game markersdictionary

Skill: multiple meaning words

Prepare: Organize players into groups of four. Give each group a copy of the oval board, which may be copied at a larger size if desired, and a 4-part spinner numbered 0, 1, 2, and 3.

First place a star in one of the squares to mark the beginning and ending. Have the group fi ll in the remaining squares with multiple meaning words such as scratch, beam, signing, uniform, coach, watch, principal, trust, safe, foreign, patient, settled, burst, stage, peer, figure, enclosure.

Play: The fi rst player begins the game by spinning the spinner to see how many spaces to go. The player reads the word he or she landed on and names one meaning of the word. As the game continues, if other players land on the same word, they must give another meaning for the same word. Players may want to keep a dictionary at hand to check defi nitions. The fi rst player to reach the star is the winner.

The S-shaped board can also be used for this game. Write begin in the fi rst square and end in the last square, and then write multiple meaning words in the remaining squares.

164 Games

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1. Cut out and complete a spinner.

2. Mount it on heavy paper.

3. Attach arrow with brad.

Games 165

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Oval Game Board

166 Games

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S-shaped Game Board

Games 167

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Word Wheel

1. Cut out and complete

each wheel.

2. Attach small wheel on top of large wheel with a brad.

168 Games

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Cards

Games 169

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Tic-Tac-Toe

170 Games

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Games 171

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5x5 Grid

172 Games

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Slip Strips

Games 173

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Puzzle Pieces

174 Games

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ow ou

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oa_

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ea

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_ y _ ey

thsh

wh_

ch _ tch

_ ng

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176 Sound-Spelling WorkBoard

Main Idea/Details

SequenceProblem

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pare/Contrast

Cause/Effect

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177Speed Drills

Using Speed Drills

Speed Drill RoutineSpeed drills build fluency because they help students rapidly recognize com-

mon syllable and spelling patterns in one-syllable and multisyllabic words.

And they’re a lot of fun!

The speed drill reproducibles that follow can be used for students needing

additional practice to achieve mastery and automaticity in reading words

with the target phonics skills. These reproducibles include examples of all the

sound-spellings and syllable types taught in California Treasures, Grade 3.

There is also a blank speed drill sheet provided for customizing word lists

with students.

Use the following Speed Drill Routine:

1. Distribute copies of the speed drill to students. Allow two minutes to

underline the target syllable or spelling pattern. For example, if the skill is

words ending in consonant + le, have students underline ble, cle, and ple in

words containing these common patterns. If the skill is to recognize vowel

teams, have them underline those letters.

2. When finished, have students use their speed-drill sheet to read the

marked words. Help students pronounce the common syllables or spelling

patterns. Students should practice reading their words throughout the

week and for homework.

3. Listen to students read the words on their speed-drill sheet mid-week and/

or at the end of the week. Students should practice with the speed drills

and be tested until they can read the words with ease. Record the number

of words they read correctly in one minute on their sheet. You may need to

enlist the help of peer testers to assess each student.

4. As an incentive, students may record their speed-drill scores on a separate

chart. Have them record the score for each testing of the speed drill. Work

with each student to set individual speed-drill goals—a set number of

words read in a minute, for example.

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178 Speed DrillsUnit 1 • First Day Jitters

Name

Underline the short vowel spelling in each word. Then practice reading the words until you are ready to be timed.

lap clap lock step crop

mess shut miss jump stick

sick rock luck head stamp

bathtub anthill rushed trudged dead

lock crop rock head lap

miss stick anthill trudged mess

stamp clap step sick luck

dead shut jump bathtub rushed

head sick lock stamp rock

trudged bathtub miss dead anthill

step lap luck crop clap

jump mess rushed stick shut

crop stamp step head lock

stick dead jump trudged miss

luck clap rock lap sick

rushed shut anthill mess bathtub

clap sick stamp lock step

shut bathtub dead miss jump

rock crop luck lap head

anthill stick rushed mess trudged

Short Vowels

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179Speed Drills Unit 1 • Amazing Grace

Name

Underline the final e spelling in each word. Then practice reading the words until you are ready to be timed.

time safe rose fake hope

cute spine compete huge grade

eve lake globe plane smile

wisely stripes skated envelope complete

safe fake rose hope time

spine huge compete grade cute

lake plane globe smile eve

stripes envelope skated complete wisely

rose time fake safe smile

compete cute huge spine complete

globe eve plane lake hope

skated wisely envelope stripes grade

fake eve hope rose safe

huge wisely grade compete spine

plane time smile globe lake

envelope cute complete skated stripes

hope safe time globe fake

grade spine cute skated huge

smile lake eve rose plane

complete stripes wisely compete envelope

Final e

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180 Speed DrillsUnit 1 • Earth Smart

Name

Underline the long a spelling in each word. Then practice reading the words until you are ready to be timed.

plain snail paid trays great

stay maybe gray braid afraid

sway ray trail lady waiting

plainly acres explained neighbor freight

snail trays great paid plain

maybe braid afraid gray stay

ray lady waiting trail sway

acres neighbor freight explained plainly

paid sway trays snail great

gray plainly braid maybe afraid

trail plain lady ray waiting

explained stay neighbor acres freight

trays great stay trail snail

braid plain afraid explained maybe

lady sway waiting paid ray

neighbor plainly freight gray acres

paid snail plain great trays

gray maybe stay afraid braid

trail ray sway waiting lady

explained acres plainly freight neighbor

Long a

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181Speed Drills Unit 1 • Wolf!

Name

Underline the long o spelling in each word. Then practice reading the words until you are ready to be timed.

gold loaves roast slowly float

shows snow window folks bowl

soaking coast scold coal colder

program swallow roaming grows dough

loaves slowly colder roast gold

snow folks dough window shows

coast coal float scold soaking

swallow grows bowl roaming program

roast soaking slowly loaves float

window program folks snow bowl

scold gold coal coast colder

roaming shows grows swallow dough

slowly roast float gold coast

folks window bowl shows swallow

coal scold colder soaking loaves

grows roaming dough program snow

roast loaves gold float slowly

window snow shows bowl folks

scold coast soaking colder coal

roaming swallow program dough grows

Long o

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182 Speed DrillsUnit 1 • My Very Own Room

Name

Underline the long i spelling in each word. Then practice reading the words until you are ready to be timed.

sky pie child mighty finding

tied right fry fried tightly

bright dye brightness buy delight

grind advice why sigh bite

pie mighty delight child sky

right fried bite fry tied

dye buy finding brightness bright

advice sigh tightly why grind

child bright mighty pie finding

fry grind fried right tightly

brightness sky buy dye delight

why tied sigh advice bite

mighty child finding sky dye

fried fry tightly tied advice

buy brightness delight bright pie

sigh why bite grind right

child pie sky finding mighty

fry right tied tightly fried

brightness dye bright delight buy

why advice grind bite sigh

Long i

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183Speed Drills Unit 2 • Boom Town

Name

Underline the long e spelling in each word. Then practice reading the words until you are ready to be timed.

three she heel seal weak

week bean speaks team free

street clean cream field freeze

knead families sixteen peanut chief

she seal freeze heel three

bean team chief speaks week

clean field weak cream street

families peanut free sixteen knead

heel street seal she weak

speaks knead team bean free

cream three field clean freeze

sixteen week peanut families chief

seal heel weak three clean

team speaks free week families

field cream freeze street she

peanut sixteen chief knead bean

heel she three weak seal

speaks bean week free team

cream clean street freeze field

sixteen families knead chief peanut

Long e

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184 Speed DrillsUnit 2 • Home-Grown Butterfl ies

Name

Underline the silent letter or letters in each word. Then practice reading the words until you are ready to be timed.

wrap knit gnat wrists knots

wrote knight sign knock wreck

knowing wring gnaws write wrong

wren knitted wristwatch wrinkle knapsack

knit wrists wrong gnat wrap

knight knock knapsack sign wrote

wring write knots gnaws knowing

knitted wrinkle wreck wristwatch wren

gnat knowing wrists knit knots

sign wren knock knight wreck

gnaws wrap write wring wrong

wristwatch wrote wrinkle knitted knapsack

wrists gnat knots wrap wring

knock sign wreck wrote knitted

write gnaws wrong knowing knit

wrinkle wristwatch knapsack wren knight

gnat knit wrap knots wrists

sign knight wrote wreck knock

gnaws wring knowing wrong write

wristwatch knitted wren knapsack wrinkle

Silent Letters

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185Speed Drills Unit 2 • Coasting to California

Name

Underline the 3-letter blend in each word. Then practice reading the words until you are ready to be timed.

thread scrubs spree sprint screams

street scratch spread throne three

spray throw stronger strength threaten

sprinkle scribble through streamer straws

scrubs sprint threaten spree thread

scratch throne straws spread street

throw strength screams stronger spray

scribble streamer three through sprinkle

spree spray sprint scrubs screams

spread sprinkle throne scratch three

stronger thread strength throw threaten

through street streamer scribble straws

sprint spree screams thread throw

throne spread three street scribble

strength stronger threaten spray scrubs

streamer through straws sprinkle scratch

spree scrubs thread screams sprint

spread scratch street three throne

stronger throw spray threaten strength

through scribble sprinkle straws streamer

3-Letter Blends

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186 Speed DrillsUnit 2 • Here’s My Dollar

Name

Underline the digraph in each word. Then practice reading the words until you are ready to be timed.

them chick what much pitcher

teacher lunchbox hatching cheese stretch

thicker truth whale phone photo

challenge sandwich weather shadow seashells

chick much photo what them

lunchbox cheese seashells hatching teacher

truth phone pitcher whale thicker

sandwich shadow stretch weather challenge

what thicker much chick pitcher

hatching challenge cheese lunchbox stretch

whale them phone truth photo

weather teacher shadow sandwich seashells

much what pitcher them truth

cheese hatching stretch teacher sandwich

phone whale photo thicker chick

shadow weather seashells challenge lunchbox

what chick them pitcher much

hatching lunchbox teacher stretch cheese

whale truth thicker photo phone

weather sandwich challenge seashells shadow

Digraphs

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187Speed Drills Unit 2 • A Castle on Viola Street

Name

Practice reading the words until you are ready to be timed.

he’d she’d that’s what’s won’t

there’s you’re wasn’t we’ll isn’t

we’re couldn’t shouldn’t wouldn’t I’ve

didn’t they’re I’m we’d don’t

she’d what’s I’ve that’s he’d

you’re we’ll don’t wasn’t there’s

couldn’t wouldn’t won’t shouldn’t we’re

they’re we’d isn’t I’m didn’t

that’s we’re what’s she’d won’t

wasn’t didn’t we’ll you’re isn’t

shouldn’t he’d wouldn’t couldn’t I’ve

I’m there’s we’d they’re don’t

what’s that’s won’t he’d couldn’t

we’ll wasn’t isn’t there’s they’re

wouldn’t shouldn’t I’ve we’re she’d

we’d I’m don’t didn’t you’re

that’s she’d he’d won’t what’s

wasn’t you’re there’s isn’t we’ll

shouldn’t couldn’t we’re I’ve wouldn’t

I’m they’re didn’t don’t we’d

Contractions

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188 Speed DrillsUnit 3 • Author: A True Story

Name

Underline the r-controlled vowel spelling in each word. Then practice reading the words until you are ready to be timed.

turns herds purr earn perch

firm world worth first learning

third nurses girls word serving

suffered Thursday emerge perfect birthday

herds earn serving purr turns

world first birthday worth firm

nurses word perch girls third

Thursday perfect learning emerge suffered

purr third earn herds perch

worth suffered first world learning

girls turns word nurses serving

emerge firm perfect Thursday birthday

earn purr perch turns nurses

first worth learning firm Thursday

word girls serving third herds

perfect emerge birthday suffered world

purr herds turns perch earn

worth world firm learning first

girls nurses third serving word

emerge Thursday suffered birthday perfect

r-Controlled Vowels er, ir, ur

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189Speed Drills Unit 3 • Dear Juno

Name

Underline the r-controlled vowel spelling in each word. Then practice reading the words until you are ready to be timed.

barking short sharply sore harder

storms yard sport sharks porch

pour story chores wore carve

orchard gardener artist heartache ignore

short sore carve sharply barking

yard sharks ignore sport storms

story wore harder chores pour

gardener heartache porch artist orchard

sharply pour sore short harder

sport orchard sharks yard porch

chores barking wore story carve

artist storms heartache gardener ignore

sore sharply harder barking short

sharks sport porch storms story

wore chores carve pour gardener

heartache artist ignore orchard yard

sharply short barking harder sore

sport yard storms porch sharks

chores story pour carve wore

artist gardener orchard ignore heartache

r-Controlled Vowels ar, or

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190 Speed DrillsUnit 3 • Messaging Mania

Name

Underline the prefix in each word. Then practice reading the words until you are ready to be timed.

unfair unwanted unhappy undone unload

retold recall recycle misfile misnumber

misread mistreat precut preplan presale

prejudge uncertain uncomfortable premeasure rename

unwanted undone presale unhappy unfair

recall misfile rename recycle retold

mistreat preplan unload precut misread

uncertain premeasure misnumber uncomfortable prejudge

unhappy misread undone unwanted unload

recycle prejudge misfile recall misnumber

precut unfair preplan mistreat presale

uncomfortable retold premeasure uncertain rename

undone unhappy unload unfair mistreat

misfile recycle misnumber retold uncertain

preplan precut presale misread unwanted

premeasure uncomfortable rename prejudge recall

unhappy unwanted unfair unload undone

recycle recall retold misnumber misfile

precut mistreat misread presale preplan

uncomfortable uncertain prejudge rename premeasure

Prefi xes re, un, pre, mis

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191Speed Drills Unit 3 • What Do Illustrators Do?

Name

Underline the diphthong spelling in each word. Then practice reading the words until you are ready to be timed.

toy royalty soil foil toiling

coins pointy noise loyal boiled

spoiled enjoys voice choice soybean

joyful noisy checkpoint embroidery asteroid

royalty foil soybean soil toy

pointy loyal asteroid noise coins

enjoys choice toiling voice spoiled

noisy embroidery boiled checkpoint joyful

soil spoiled foil royalty toiling

noise joyful loyal pointy boiled

voice toy choice enjoys soybean

checkpoint coins embroidery noisy asteroid

foil soil toiling toy enjoys

loyal noise boiled coins noisy

choice voice soybean spoiled royalty

embroidery checkpoint asteroid joyful pointy

soil royalty toy toiling foil

noise pointy coins boiled loyal

voice enjoys spoiled soybean choice

checkpoint noisy joyful asteroid embroidery

Diphthongs oi, oy

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192 Speed DrillsUnit 3 • The Jones Family Express

Name

Underline the variant vowel spelling in each word. Then practice reading the words until you are ready to be timed.

loop rude looking clues spoon

tube shook blue tunes goose

rules gloomy true shoe stew

classroom childhood annual include assume

rude clues stew looking loop

shook tunes assume blue tube

gloomy shoe spoon true rules

childhood include goose annual classroom

looking rules clues rude spoon

blue classroom tunes shook goose

true loop shoe gloomy stew

annual tube include childhood assume

clues looking spoon loop gloomy

tunes blue goose tube childhood

shoe true stew rules rude

include annual assume classroom shook

looking rude loop spoon clues

blue shook tube goose tunes

true gloomy rules stew shoe

annual childhood classroom assume include

Variant Vowels oo, u_e, ue, ew

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193Speed Drills Unit 4 • Seven Spools of Thread

Name

Underline the diphthong spelling in each word. Then practice reading the words until you are ready to be timed.

found town shouting owls couch

bowing scout round plowed crowd

proud clouds ground louder bouncing

outline snowplow mountain boundary mouse

town owls bouncing shouting found

scout plowed mouse round bowing

clouds louder couch ground proud

snowplow boundary crowd mountain outline

shouting proud owls town couch

round outline plowed scout crowd

ground found louder clouds bouncing

mountain bowing boundary snowplow mouse

owls shouting couch found clouds

plowed round crowd bowing snowplow

louder ground bouncing proud town

boundary mountain mouse outline scout

shouting town found couch owls

round scout bowing crowd plowed

ground clouds proud bouncing louder

mountain snowplow outline mouse boundary

Diphthongs ou, ow

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194 Speed DrillsUnit 4 • Nacho and Lolita

Name

Underline the plural spelling in each word. Then practice reading the words until you are ready to be timed.

years twins trays states ashes

foxes inches flies cities ponies

bunches alleys lunches cherries daisies

heroes libraries journeys scratches dictionaries

twins states daisies trays years

inches cities dictionaries flies foxes

alleys cherries ashes lunches bunches

libraries scratches ponies journeys heroes

trays bunches states twins ashes

flies heroes cities inches ponies

lunches years cherries alleys daisies

journeys foxes scratches libraries dictionaries

states trays ashes years alleys

cities flies ponies foxes libraries

cherries lunches daisies bunches twins

scratches journeys dictionaries heroes inches

trays twins years ashes states

flies inches foxes ponies cities

lunches alleys bunches daisies cherries

journeys libraries heroes dictionaries scratches

Plurals

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195Speed Drills Unit 4 • A Solution to Pollution

Name

Underline the variant vowel spelling in each word. Then practice reading the words until you are ready to be timed.

yawning taught salty lawnmower halls

hauls hawks squawk bought bawls

drawing caused paused crawled cough

walrus autumn fault awesome mall

taught lawnmower cough salty yawning

hawks bought mall squawk hauls

caused crawled halls paused drawing

autumn awesome bawls fault walrus

salty drawing lawnmower taught halls

squawk walrus bought hawks bawls

paused yawning crawled caused cough

fault hauls awesome autumn mall

lawnmower salty halls yawning caused

bought squawk bawls hauls autumn

crawled paused cough drawing taught

awesome fault mall walrus hawks

salty taught yawning halls lawnmower

squawk hawks hauls bawls bought

paused caused drawing cough crawled

fault autumn walrus mall awesome

Variant Vowels a, au, aw, ough

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196 Speed DrillsUnit 4 • Ramona and Her Father

Name

Practice reading the words until you are ready to be timed.

sale sail beet beat rode

its it’s your you’re road

there they’re peace piece rowed

seen scene stationary stationery weight

flea flee their sea wait

sail beat weight beet sale

it’s you’re wait your its

they’re piece rode peace there

scene stationery road stationary seen

flee sea rowed their flea

beet seen beat sail rode

your flea you’re it’s road

peace sale piece they’re rowed

stationary its stationery scene weight

their there sea flee wait

beat beet sale rode sail

you’re your its road it’s

piece peace there rowed they’re

stationery stationary seen weight scene

sea their flea wait flee

Homophones

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197Speed Drills Unit 4 • Out of This World!The Ellen Ochoa Story

Name

Underline the soft c or soft g spelling in each word. Then practice reading the words until you are ready to be timed.

cell gems age place gym

city cents price space nicely

giant changes pages gentle message

giraffe celebrate groceries generous dangerous

gems place message age cell

cents space dangerous price city

changes gentle gym pages giant

celebrate generous nicely groceries giraffe

age giant place gems gym

price giraffe space cents nicely

pages cell gentle changes message

groceries city generous celebrate dangerous

place age gym cell changes

space price nicely city celebrate

gentle pages message giant gems

generous groceries dangerous giraffe cents

age gems cell gym place

price cents city nicely space

pages changes giant message gentle

groceries celebrate giraffe dangerous generous

Soft c and g

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198 Speed DrillsUnit 5 • Penguin Chick

Name

Draw a line between the two words in the compound word. Then practice reading the words until you are ready to be timed.

airplane daytime birthday daylight hairdo

notebook birdhouse barefoot headlight sometime

someone newspaper sidewalks basketball stagecoach

somebody handwriting baseball homemade thumbnail

daytime daylight stagecoach birthday airplane

birdhouse headlight thumbnail barefoot notebook

newspaper basketball hairdo sidewalks someone

handwriting homemade sometime baseball somebody

birthday someone daylight daytime hairdo

barefoot somebody headlight birdhouse sometime

sidewalks airplane basketball newspaper stagecoach

baseball notebook homemade handwriting thumbnail

daylight birthday hairdo airplane newspaper

headlight barefoot sometime notebook handwriting

basketball sidewalks stagecoach someone daytime

homemade baseball thumbnail somebody birdhouse

birthday daytime airplane hairdo daylight

barefoot birdhouse notebook sometime headlight

sidewalks newspaper someone stagecoach basketball

baseball handwriting somebody thumbnail homemade

Compound Words

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199Speed Drills Unit 5 • Animal Homes

Name

Underline the inflectional ending in each word. Then practice reading the words until you are ready to be timed.

tries hurries trying hurrying dried

drying tried hurried dries studies

crying studying plays played playing

studied cries playing obeyed worrying

tried dries cried trying tries

hurries hurrying worrying hurried drying

studying played dried plays studied

cries obeyed studies tried crying

trying studied dries cried dried

hurried crying hurrying hurries studies

plays tries played studying playing

cried drying obeyed cries worrying

dries trying dried tries studying

hurrying plays studies drying cries

played hurried playing studied tried

trying cried tries crying hurries

obeyed tried worrying dried dries

hurried hurries drying studies hurrying

plays studying studied playing played

cried cries crying worrying obeyed

Infl ectional Endings

(change y to i)

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200 Speed DrillsUnit 5 • Call of the Wild

Name

Underline the closed syllables in each word. Then practice reading the words until you are ready to be timed.

basket rabbit napkin problem chicken

splendid catnip candid velvet victim

lesson method dentist exit admit

frantic gossip happen limit panic

rabbit problem admit napkin basket

catnip velvet panic candid splendid

method exit chicken dentist lesson

gossip limit victim happen frantic

napkin lesson problem rabbit chicken

candid frantic velvet catnip victim

dentist basket exit method admit

happen splendid limit gossip panic

problem napkin chicken basket method

velvet candid victim splendid gossip

exit dentist admit lesson rabbit

limit happen panic frantic catnip

napkin rabbit basket chicken problem

candid catnip splendid victim velvet

dentist method lesson admit exit

happen gossip frantic panic limit

Closed Syllables

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201Speed Drills Unit 5 • Wilbur’s Boast

Name

Underline the inflectional ending in each word. Then practice reading the words until you are ready to be timed.

names hopping naming dancing hoped

hoping named dances hopes danced

drops races dropping wraps traded

wrapping dropped raced driving wrapped

named hopes wrapped naming names

hopping dancing traded dances hoping

dropped wraps hoped dropping drops

races driving danced raced wrapping

naming drops hopes named hoped

dances wrapping dancing hopping danced

dropping names wraps dropped wrapped

raced hoping driving races traded

hopes naming hoped names dropped

dancing dances danced hoping races

wraps dropping wrapped drops named

driving named traded wrapping hopping

naming raced names hoped dancing

dances hopping hoping danced hopes

dropping races drops wrapped wraps

raced dropped wrapping traded driving

Infl ectional Endings

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202 Speed DrillsUnit 5 • Unique Animals of the Southwest

Name

Underline the open syllable in each word. Then practice reading the words until you are ready to be timed.

pilot tiger diner favor shady

robot tiny label cozy silent

frozen favorite table bacon cable

fable hotel lion razor vapor

tiger favor cable diner pilot

tiny cozy vapor label robot

favorite bacon shady table frozen

hotel razor silent lion fable

diner frozen favor tiger shady

label fable cozy tiny silent

table pilot bacon favorite cable

lion robot razor hotel vapor

favor diner shady pilot favorite

cozy label silent robot hotel

bacon table cable frozen tiger

razor lion vapor fable tiny

diner tiger pilot shady favor

label tiny robot silent cozy

table favorite frozen cable bacon

lion hotel fable vapor razor

Open Syllables

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203Speed Drills Unit 6 • Stone Soup

Name

Underline the prefix in each word. Then practice reading the words until you are ready to be timed.

untied repay disagree preheat unafraid

return preschool dislike disappear resell

precook prepay unbeaten reprint unwrap

unlucky recover unhappy prehistoric reenter

repay preheat unwrap disagree untied

preschool disappear reenter dislike return

prepay reprint unafraid unbeaten precook

recover prehistoric resell unhappy unlucky

disagree precook preheat repay unafraid

dislike unlucky disappear preschool resell

unbeaten untied reprint prepay unwrap

unhappy return prehistoric recover reenter

preheat disagree unafraid untied prepay

disappear dislike resell return recover

reprint unbeaten unwrap precook repay

prehistoric unhappy reenter unlucky preschool

disagree repay untied unafraid preheat

dislike preschool return resell disappear

unbeaten prepay precook unwrap reprint

unhappy recover unlucky reenter prehistoric

Prefi xes

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204 Speed DrillsUnit 6 • The Strongest One

Name

Underline consonant + le syllable in each word. Then practice reading the words until you are ready to be timed.

able purple riddle handle eagle

puzzle castle little pickle couple

table middle bottle ankle sample

towel nickel travel tunnel squirrel

purple handle sample riddle able

castle pickle squirrel little puzzle

middle ankle eagle bottle table

nickel tunnel couple travel towel

riddle table handle purple eagle

little towel pickle castle couple

bottle able ankle middle sample

travel puzzle tunnel nickel squirrel

handle riddle eagle able middle

pickle little couple puzzle nickel

ankle bottle sample table purple

tunnel travel squirrel towel castle

riddle purple able eagle handle

little castle puzzle couple pickle

bottle middle table sample ankle

travel nickel towel squirrel tunnel

Consonant + le Syllables

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205Speed Drills Unit 6 • Trickster Tales

Name

Underline the vowel team in each word. Then practice reading the words until you are ready to be timed.

about roaches allowing appear wayward

coffee complain enjoy explain poison

remain repeat unreal unclear reading

detail fourteen holiday textbook viewpoint

training leaving babies floated meatball

roaches appear reading allowing about

complain explain viewpoint enjoy coffee

repeat unclear meatball unreal remain

fourteen textbook wayward holiday detail

leaving floated poison babies training

allowing about appear roaches wayward

enjoy coffee explain complain poison

unreal remain unclear repeat reading

holiday detail textbook fourteen viewpoint

babies training floated leaving meatball

appear allowing wayward about fourteen

explain enjoy poison coffee leaving

unclear unreal reading remain roaches

textbook holiday viewpoint detail complain

floated babies meatball training repeat

Vowel Team Syllables

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206 Speed DrillsUnit 6 • Cook-a-Doodle-Doo!

Name

Underline the r-controlled vowel in each word. Then practice reading the words until you are ready to be timed.

sister brother mother father sailor

dollar toaster winter doctor layer

dancer mayor writer silver cellar

trailer December governor author editor

brother father cellar mother sister

toaster doctor editor winter dollar

mayor silver sailor writer dancer

December author layer governor trailer

mother dancer father brother sailor

winter trailer doctor toaster layer

writer sister silver mayor cellar

governor dollar author December editor

father mother sailor sister mayor

doctor winter layer dollar December

silver writer cellar dancer brother

author governor editor trailer toaster

mother brother sister sailor father

winter toaster dollar layer doctor

writer mayor dancer cellar silver

governor December trailer editor author

r-Controlled Vowel Syllables

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207Speed Drills Unit 6 • One Riddle, One Answer

Name

Underline the suffix or suffixes in each word. Then practice reading the words until you are ready to be timed.

careful cheerful helpful colorful harmful

peaceful pitiful painless priceless helpless

sleepless rainless helplessly carefully peacefully

wonderful cloudless weekly angrily beautiful

cheerful colorful peacefully helpful careful

pitiful priceless beautiful painless peaceful

rainless carefully harmful helplessly sleepless

cloudless angrily helpless weekly wonderful

helpful sleepless colorful cheerful harmful

painless wonderful priceless pitiful helpless

helplessly careful carefully rainless peacefully

weekly peaceful angrily cloudless beautiful

colorful helpful harmful careful rainless

priceless painless helpless peaceful cloudless

carefully helplessly peacefully sleepless cheerful

angrily weekly beautiful wonderful pitiful

helpful cheerful careful harmful colorful

painless pitiful peaceful helpless priceless

helplessly rainless sleepless peacefully carefully

weekly cloudless wonderful beautiful angrily

Suffi xes

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208 Speed Drills

Name

Work with your teacher to fill in words. In each word, underline the syllable or spelling pattern you are studying. Then practice reading the words until you are ready to be timed.

Pattern:

Additional Literacy Support

Use the pages in this section to support reading comprehension, writing, listening and speaking activities.

Reader Response Sheets .......................................................... 210• forms for fi ction, non-fi ction, and poetry

Writer’s Checklists ......................................................................... 216• checklists for use with Unit Writing activities

• Writing Journal Checklist for use with all units

Short Response Rubric .............................................................. 223• rubric for Show What You Know short response questions

Proofreading Marks .................................................................. 224• common proofreading marks to post or hand out

Writing Rubrics .............................................................................. 225• four-point rubrics specifi c to Unit Writing activities

• rubrics to customize with students

Anchor Papers ............................................................................... 233• writing samples with each score in each unit genre

• explanation of scoring based on six traits

Picture Prompts ............................................................................. 257• Writing to Picture Prompts – tips on using the prompts

for writing and test preparation

• prompts with illustrations and photos

Theme Project Checklists ......................................................... 264• reproducible student checklists for the Unit Theme

Projects

Listening and Speaking Checklist ....................................... 267• list of listening and speaking behaviors to post

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Reader Response

Title: Author:

Rate this book by coloring in the stars.

Awesome Good Okay Disliked Disliked a lot

Recommendation: To whom would you recommend this book?

Response: Write one of the following as if it were from the point of view of a particular character.

Poem One-act play

Song Journal entry

210 Reader Response: Fiction

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Reader Response

Title: Author:




Response: Write a new ending to this story. How will it affect the rest of the story?

Reader Response: Fiction 211

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Reader Response

Title: Author:




Response: What was the most surprising or interesting thing you learned? Choose one of the following to write your response.

Magazine article Book review

Letter to a friend Journal entry

212 Reader Response: Nonfiction

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Reader Response

Title: Author:




Response: Write an e-mail to the author describing what you have learned from this book.

To: @example.com

Subject:

Dear :

Sincerely,

Reader Response: Nonfiction 213

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Reader Response

Title: Author:

Rate this poem by coloring in the stars.


Recommendation: To whom would you recommend this poem?

Response: Is this poem like any other poem you have read before? Why?

214 Reader Response: Poetry

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Reader Response

Title: Author:

Rate this poem by coloring in the stars.


Recommendation: To whom would you recommend this poem?

Response: Describe how you feel about this poem. What do you like or dislike about this poem?

Reader Response: Poetry 215

My Writer’s ChecklistMy Writer’s Checklist

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Personal Narrative

✔ Put a check by the items you completed.

Do I write about something that happened in my own life?

Do I tell my personal feelings about the experience?

Do I use time-order words to tell when events happened?

Do I write using fi rst person words to show I am writing about my life?

Does each of my sentences express a complete thought?

What did I do well in my writing?

1.

2.

What will I change when I revise this work?

1.

2.

Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.

216 Unit 1 Writer’s Checklists

Name


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Expository Description


Do I describe a real person, place, or thing?

Do I give factual information about my subject?

Do I provide information through clear details?

Do I include sensory details that will keep the readerinterested in my description?

Do I show my enthusiasm for my topic?


1.

2.


1.

2.


Writer’s Checklists Unit 2 217

Name


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Informational Letter


Do I follow letter format, including addresses, date, salutation, closing, and signature?

Do I introduce the subject early in my letter?

Do I present my information in an order that makes sense?

Do I include details that make my letter interesting and clear?

Do I write in a voice meant for my reader?


1.

2.


1.

2.



Name


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Fictional Narrative


Does one of my characters have a problem that needs to be solved?

Do I include details about the characters, setting, and plot?

Does my story have a beginning, middle, and an end?

Do I use dialogue that shows how my characters talk?

Do my sentences fl ow together to tell a good story as I read my fi ctional narrative aloud?


1.

2.


1.

2.



Name


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Personal Narrative


Do I write about something that happened in my own life?

Do I use details to show why this event is memorable?

Do I write in the fi rst person to show I am writing about my life?

Do I use time-order words to show the order in which events happened?

Do I vary the types of sentences with some long and some short sentences?


1.

2.


1.

2.



Name


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Persuasive Letter


Do I clearly state may opinion?

Do I present my opinions in a logical order?

Do I use convincing reasons and facts for a specifi c audience?

Do I use opinion words to help persuade the readers?

Do I use the correct letter format?


1.

2.


1.

2.



Name

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222 Writing Journal Checklist

Name

STAGE 1 Establishing Habits

Write Journal Entries Practice Skill Drills Engage in Experience Respond to Feedback Develop Vocabulary Share Writing

STAGE 2 Strengthening Voice

Exp

ressive Skills

Topic Development Moment Object Setting

Showing Include unique observations Recognize showing and telling

Strong Verbs Recognize and use strong verbs

Sensory Detail Use multiple senses Choose sensory detail effectively

Dialogue and Evidence I Include dialogue

Character Development Believable Change and growth

Logical Structure I: Distinguishing Moments

Use chronological order Distinguish moments

Tech

nical S

kills

Sentence Mechanics &Usage I: The Complete Sentence

Capitals and end punctuation Parts of speech Possessives Commas in a series

Subject/Verb Agreement I With present tense With simple past tense

Punctuating and Formatting Dialogue & Quotations

Quotation marks

Short Response RubricShort Response Rubric

Rubric for Short Answer QuestionsScore Description

22The student’s response demonstrates a thorough understand-ing of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.

11The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.

00 The student’s response demonstrates a complete lack of under-standing of the question or the student has left the answer blank.

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Short Response Rubric 223

Proofreading MarksProofreading Marks

Make a capital letter. we went to the park.

Make a small letter. We walked by the Lake.

Add a period. The fi sh were jumping

Check spelling. The sky was beuatiful.

Add. Then ate lunch.

Take out. The tall trees were very tall.

New paragraph The town seemed busy and noisyafter our day at the park.

© M

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Writing Rubrics Unit 1 • Personal Narrative 225

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ric

© M

acmillan/M

cGraw

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• pr

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n in

tere

stin

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fully

-dev

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desc

riptio

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• is

org

aniz

ed c

lear

ly a

nd

logi

cally

• co

nnec

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d ha

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stro

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ense

of

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and

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n

• ha

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logi

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ow

of

fact

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d de

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• co

nnec

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ith re

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d ha

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cifi c

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the

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sitio

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ords

• us

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of

sent

ence

s

• ha

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inor

err

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• pr

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es b

asic

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plet

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oppy

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akes

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rors

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be

caus

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mat

or

han

dwrit

ing

226 Unit 2 • Expository Description Writing Rubrics

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Wri

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the

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info

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rest

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to

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escr

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ords

• in

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es c

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and

va

ried

sent

ence

s

• us

es le

tter f

orm

at a

nd

has

min

or e

rror

s th

at d

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fuse

the

read

er

• is

mos

tly e

asy

to re

ad

and

mos

tly c

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sten

t

• pr

esen

ts a

topi

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t with

fe

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ors

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info

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abou

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tere

st in

the

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rror

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Writing Rubrics Unit 3 • Informational Letter 227

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Wri

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Rub

ric

© M

acmillan/M

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• te

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a lo

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alog

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led

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s th

at fl

ow

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free

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y to

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, nea

t, an

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atte

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• te

lls a

n in

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ory

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corr

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• us

es a

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and

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es w

ords

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g ac

ross

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ails

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es a

var

iety

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plet

e se

nten

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s m

inor

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ors

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ad

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ome

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ts

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• st

rays

from

a c

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iew

and

has

wea

k di

alog

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es w

ords

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do

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ails

wel

l

• us

es a

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ited

varie

ty o

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nten

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akes

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ors

that

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alw

ays

easy

to

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ot te

ll a

stor

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lls e

vent

s ou

t of o

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s no

cle

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of

view

and

no

dial

ogue

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es fe

w o

r no

desc

riptiv

e w

ords

• us

es in

com

plet

e or

run-

on s

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nces

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akes

man

y se

rious

er

rors

• is

diffi

cul

t to

read

be

caus

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poo

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mat

or

han

dwrit

ing

228 Unit 4 • Fictional Narrative Writing Rubrics

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cellen

t

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U

nsa

tisf

act

ory

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ting

Rub

ric

© M

acm

illan

/McG

raw

-Hill

• pr

esen

ts a

det

aile

d st

ory

of a

mem

orab

le

expe

rienc

e

• de

scrib

es e

vent

s in

a

logi

cal,

fl ow

ing

orde

r

• sh

ows

enth

usia

sm

• us

es ti

me-

orde

r wor

ds

and

prec

ise

desc

riptiv

e w

ords

• us

es a

var

iety

of

sent

ence

s th

at fl

ow

• is

free

or a

lmos

t fre

e of

er

rors

• is

eas

y to

read

, nea

t, an

d co

nsis

tent

ly

form

atte

d

• de

scrib

es a

n ex

perie

nce

clea

rly a

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with

det

ails

• in

trod

uces

the

topi

c an

d pr

esen

ts e

vent

s in

a

logi

cal o

rder

• sh

ows

inte

rest

in th

e st

ory

• us

es ti

me-

orde

r wor

ds

and

som

e pr

ecis

e de

scrip

tions

• in

clud

es e

asy-

to-f

ollo

w

sent

ence

s

• ha

s m

inor

err

ors

that

do

not c

onfu

se th

e re

ader

• is

mos

tly e

asy

to re

ad

and

mos

tly c

onsi

sten

t

• tr

ies

to d

escr

ibe

an

expe

rienc

e bu

t lac

ks

deta

ils

• pr

esen

ts s

ome

even

ts

out o

f ord

er

• do

es n

ot c

onne

ct

to re

ader

s w

ith

enth

usia

sm

• in

clud

es fe

w ti

me-

orde

r wor

ds a

nd s

ome

unre

late

d w

ords

• us

es s

ente

nces

that

la

ck v

arie

ty

• m

akes

err

ors

that

co

nfus

e th

e re

ader

• is

not

alw

ays

easy

to

read

• do

es n

ot d

escr

ibe

an

expe

rienc

e

• ha

s no

logi

cal

orga

niza

tion

• do

es n

ot u

se a

per

sona

l vo

ice

or c

onne

ct to

re

ader

s

• us

es c

onfu

sing

wor

ds

that

do

not fi

t th

e st

ory

• in

clud

es in

com

plet

e an

d co

nfus

ing

sent

ence

s

• m

akes

man

y se

rious

er

rors

• is

diffi

cul

t to

read

be

caus

e of

poo

r for

mat

or

han

dwrit

ing

Writing Rubrics Unit 5 • Personal Narrative 229

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cellen

t

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U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acmillan/M

cGraw

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• pr

esen

ts a

con

vinc

ing

argu

men

t with

a c

lear

op

inio

n

• us

es tr

ansi

tions

and

a

logi

cal o

rder

• co

nnec

ts to

read

ers

with

a s

tron

g pu

rpos

e

• us

es o

pini

on w

ords

and

pe

rsua

sive

wor

ds

• us

es a

var

iety

of

sent

ence

s

• is

free

or a

lmos

t fre

e of

er

rors

• is

eas

y to

read

, nea

t, an

d co

nsis

tent

ly

form

atte

d

• pr

esen

ts a

con

vinc

ing

argu

men

t

• is

org

aniz

ed

• us

es a

per

sona

l voi

ce

• us

es p

ersu

asiv

e w

ords

• m

ostly

use

s a

varie

ty o

f se

nten

ces

• ha

s m

inor

err

ors

that

do

not c

onfu

se th

e re

ader

• is

mos

tly e

asy

to re

ad

and

mos

tly c

onsi

sten

t

• pr

esen

ts a

mos

tly

conv

inci

ng a

rgum

ent

• do

es n

ot u

se a

logi

cal

orga

niza

tion

• ha

s di

ffi cu

lty k

eepi

ng a

pe

rson

al v

oice

• us

es w

ords

that

hav

e lit

tle e

ffect

on

read

ers

• is

cho

ppy

and

awkw

ard

• m

akes

err

ors

that

co

nfus

e th

e re

ader

• is

not

alw

ays

easy

to

read

• do

es n

ot p

rese

nt a

n op

inio

n

• is

poo

rly o

rgan

ized

• ha

s no

per

sona

l voi

ce

and

does

not

app

eal t

o re

ader

s

• us

es w

ords

not

ap

prop

riate

for t

he

purp

ose

• us

es in

com

plet

e se

nten

ces

• m

akes

man

y se

rious

er

rors

• is

diffi

cul

t to

read

be

caus

e of

poo

r for

mat

or

han

dwrit

ing

230 Unit 6 • Persuasive Letter Writing Rubrics

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t

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U

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tisf

act

ory

© M

acm

illan

/McG

raw

-Hill

• Id

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Writing Rubrics 231

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U

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Wri

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Rub

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© M

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232 Writing Rubrics

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© M

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/Mc

Gra

w-H

ill

233Anchor Papers Unit 1 • Personal Narrative: Description 233

Anchor Papers

Personal Narrative: Description Score: 1 Point

Ideas and Content / Genre The writer

attempts to tell a story about a car trip, but

some of the details are not related to the sub-

ject. There are few personal responses or feel-

ings in the paper.

Organization and Focus Some events are

told out of order, making the story difficult to

follow. Events and details may be included in

a disconnected way so that the story is hard

to understand.

Voice The writing, although relating a per-

sonal experience, includes too much extrane-

ous information and sounds off topic when

read aloud.

Word Choice Word choice is somewhat lim-

ited and does not help the readers to visualize

the events being narrated.

Sentence Structure / Fluency Sentence

structure is correct for the most part, but

some fragments make communication a

problem.

Conventions Some common words are mis-

spelled. Punctuation and capitalization con-

ventions are generally followed.

Jen’s Car Tripby Larry C.

My famile drove to visit my Granpa in Springfield. Jen hates her car seat, she’s my baby sister. She really likes to eat mashed up pears. I knew they’re would be truble. I was sitting in the back seat with her.

She cried and through stuff. I tryed playing with her. She just kept throwing things. Even Mom couldn’t get her to stop.

When Dad got in the back seat with us, Jen fell asleep. She snores!

I felt better then.

I gave her a big kiss when she woke up.

© M

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Personal Narrative: Description Score: 2 Points

Ideas and Content / Genre The writing is

generally on topic with some extraneous

information.

Organization and Focus The organizational

pattern is somewhat undeveloped, and ideas

are not always presented in a logical order.

The paper may lack an introductory sentence,

but on the whole presents and maintains a

unifying idea.

Voice The writing is generally conversational,

and the readers can tell that the writer is inter-

ested in relating his or her story.

Word Choice Word choice is adequate, but

may be predictable and vague.

Sentence Structure / Fluency The writer

attempts to use a variety of sentence struc-

tures, although most are simple constructions.

Some errors of syntax occur.

Conventions The writer demonstrates

knowledge of the conventions of capitaliza-

tion and punctuation. Most commonly used

words are spelled correctly.

Spring at the Ranchby Keri L.

My dad’s friend owns the ranch. Dad worked there when he was younger. He wanted I and Mom to see it, too. Baby animals are so cute! It’s only sheep though, no cows or chicks.

When I first got there, I thought Bill’s ranch was very peaceful. Bill raises lots of sheep. The wide green pastyers and the herds of fluffy sheep. The ranch is a busy place though. Most of the sheep gets sheered for wool. Blankets, sweaters, stuff like that. Dad explaned that sheering can’t hurt them.

My favorite thing was seeing the spring lambs. They looked so sweet! They stayed close to the mothers. One lamb had no mother. Mom and me feeded this little one with a baby bottle. It was a really good trip and the plane ride was fun. I would go there again.

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235Anchor Papers Unit 1 • Personal Narrative: Description 235

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A Weekend in New York Cityby Frank M.

When my family and I visited New York City I really did not know what to expect. Last vacation we went to Canada. We took a taxi from the airport and drove over a long bridge. It was night, the city was lit up with twinkling lights.

The next morning we esplored New York. We walked up Fifth Avenue, a busy street with lots of fancy stores. The buildings were so tall, you almost forgot about the sky. Then we reached Central Park. The strangest thing was that there were horses and carrages lined up all along the street.

“Is that how lots of people travel here?” I asked Mom.

She laughed and said, No, they take buses and subways. The horse carrages just for fun.”

My brother and I wanted to ride the subway. It was really superfast. When it was time to go back home, Dad said, “What was your favorite part, boys?

We both said “The subway!


Ideas and Content / Genre The writer dem-

onstrates adequate understanding of the pur-

pose for writing. The writing relates directly to

the topic, and focus is maintained

throughout.

Organization and Focus The writing dem-

onstrates a planned organizational pattern.

Ideas are presented in a logical order, and

transitional devices such as time-order words

signal the connection between events and

sentences. The writing demonstrates a sense

of wholeness.

Voice The writer’s tone is conversational and

lends itself to being read aloud.

Word Choice Word choice is adequate but

lacks precision in some areas of the response.


uses a variety of sentence structures, and few

are fragments or run-ons. Elaborative details

are used to good effect in some sentences.

Conventions Frequently used words are

spelled correctly, and grammatical usage is

generally correct. The writer uses basic capi-

talization and punctuation properly, but

sometimes fails to incorporate quotation

marks where needed.

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A Camping Surpriseby Carmen J.

Last summer, my family and I went on our first camping trip. We visited a beautiful lake near our town. I was excited about hiking and swimming.

First, we set up our tent and ate dinner. Then, we sang songs and told stories. I had so much fun! I was really tired when I went to sleep.

The next morning, strange noises woke me up. Finally, I walked outside. I saw squirrels were dropping acorns on the roof of the tent. A minute later, I tripped over my backpack. I had left it out by mistake. The raccoons had ripped it open in the night. They stole nuts, fruit, and potato chips. I will never make that mistake again!


onstrates a clear understanding of the pur-

pose for writing. There is a clear topic stated

in a topic sentence, and focus is maintained

throughout the piece.

Organization and Focus The writer presents

a planned piece of writing, with ideas and

events presented in a logical sequence. All

details are grouped so that the personal nar-

rative is cohesive and easy to follow.

Voice The writer uses a conversational tone

that is lively, interesting, and funny.

Word Choice The writer uses appropriate

time-order words to make the sequence of

events clear and easy to understand.


uses a variety of sentence structures, few to

none being fragments or run-ons.

Conventions The writer uses good syntax,

grammar, and spelling so communication is

clear. Correct punctuation gives the piece a

personal and interesting feel and a strong

conclusion.

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237Anchor Papers Unit 2 • Expository: Description 237

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Expository: Description Score: 1 Point

The new gurlby Pedro J.

Lusa come San berndino in the last aprel frum far away.

She in thur grait. She in clas. She from mexco. Her bruder names Carlos and Jose.

I bruder nams Calos to. San berndino veri nis.

Veri nis Lusa. Her preti to. She lik it veri much.

Ideas and Content / Genre The topic is not

properly introduced or presented, and the

writer does not seem to know the purpose for

writing.

Organization and Focus The ideas are not

organized in a logical sequence and show lit-

tle relation to each other.

Voice The writer shows little or no involve-

ment with the topic and does not address the

reader. The writing is difficult to read aloud.

Word Choice Words and phrases are vague

and inaccurate.

Sentence Structure / Fluency The sen-

tences are fragmented, incomplete, and

choppy.

Conventions There are many spelling, gram-

matical, and mechanical errors. These errors

make it difficult for the reader to comprehend

what the author attempts to express.

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Expository: Description Score: 2 Points

Betty is my best frendby Tosha K.

Betty and me made a club. We have a club in the back of her house. It is call the Esplorers Club. Nobody else can be in the Esplorers Club. Only Betty and Me. Betty is my best frend.

Peopel some times have very spechal frends. Betty is my spechal frend. Betty is my best frend. Betty and me are frends since first grade.

Esplorers make maps. They make lot of maps. Bettys mom bakes cookies in her kichen. Betty and me make a map to the kichen. We follow our map to Bettys moms kichen. Her mom gives cookies to us. We are best friends. Betty is spechal. She is Esplorer like me. Only Betty and me are in Esplorers Club. Bettys mom makes good cookies.


minimally focused on the topic, with many

unrelated details.

Organization and Focus An attempt to

organize is apparent, but intermittent. There

is limited use of transitions, and the exposi-

tory element of the writing is weak.

Voice The writer’s tone is somewhat conver-

sational, albeit immature and stilted-sounding

when read aloud.

Word Choice The writer’s choice of words is

limited and predictable.

Sentence Structure / Fluency There is little

variation in sentence structure; most sen-

tences are complete but use simple

constructions.

Conventions The writer’s errors in spelling,

mechanics, and usage do not hinder the read-

er’s comprehension of the piece, although

they do make it less enjoyable.

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239Anchor Papers Unit 2 • Expository: Description 239

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Ling is Specialby Henry H.

One day I went to school. This is why Ling is special. I had a project I made with my dad in the basement of our house. It was made of wood. The first six blocks were not very heavy. After that, the wood got very, very, very heavy. I did not know what to do! I had my knapsack on my back. I had my project for school in my hands. It was hot on that day. And my sister did not wait. My sister was walking with her friends. I called but she did not hear me with the trafik. My project started to shake. There wasn’t nowhere to put the project down. I almost droped my project right there.

Ling was their all of a sudden with his hand under the project. He smiled and he said looks like its heavy. Is it made of wood? I said yes. Then Ling took the project to look at it but he walked two blocks holding the project as he walked and asking me questions so I didn’t feel dumb. Ling knew that I almost dropped the project on the side walk. I know he did. Ling only said he liked my project though.

After two blocks, he gave the project to me again and I carryed it the last block to school. Ling has been my friend sinse that day. I am happy when I can help him too!


onstrates an awareness of the audience and

purpose for writing, with few extraneous

details.

Organization and Focus The writing main-

tains a logical progression of facts and details.

Voice The writer’s tone is conversational and

easily read aloud.

Word Choice The writer uses transition

words and descriptive words appropriate to

the topic.


uses a variety of sentence constructions, few

of which are fragments or run-ons.

Conventions Some editing is required to

correct occasional errors in spelling, mechan-

ics, and usage.

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My Friend, Mikeby Billy O.

A person does not have to be special to be someone’s friend. With my friend, Mike, though, it is obvious to see just how special he is.

Mike is an outstanding athlete with the Special Olympics. He trains every week and still has taken time to be my coach. Mike has helped me with soccer, tennis, volleyball, and track. I never really liked sports before we became friends. I guess I was just lazy. Mike taught me to train by beating my own numbers. This has made playing sports a lot more fun for me, but I will never be an athlete.

My friend Mike is an athlete. When I watch him compete, I am so proud of him. All his hard work can be seen in his focus and his results. As of last week, though, it can also be seen in the fact that Mike has been picked to take part in the World Summer Games in Shanghai this October. This is the second time these games have been played outside the United States and the first time they will be held in Asia. Team USA—California is sending 22 athletes to these games, and Mike is one of those athletes.

I told Mike that we will be training hard this summer because we are in this together. After all, that is what best friends do!

Ideas and Content / Genre The writer devel-

ops a clear and focused explanation of the

topic, and demonstrates a strong awareness

of the audience and purpose for writing.

Organization and Focus The writer main-

tains a logical structure and progression of

information from the strong introduction to

the final conclusion.

Voice The writer’s tone is conversational, eas-

ily read aloud, and engaging to readers and

listeners.

Word Choice The writer uses effective transi-

tion and descriptive words throughout the

piece.


uses varied sentence constructions and

lengths to hold the reader’s interest.

Conventions The writer demonstrates

strong command of spelling, grammar, capi-

talization, and punctuation.

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241Anchor Papers Unit 3 • Informational Letter 241

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Informational Letter Score: 1 Point

4057 Hendrsun st. Eureka CA 95501 March 7, 20—

Dear Jenny

I want to tell you abot a cool plase. Its calld the Sky dome its at the Planitareum. Its cool. You can see some relly cool stuff their. I like cool things I think you do to. Anothr cool thing is the beach. I went to the beach with my famly to. You shuld go to the planitareum with me sometim.

Sinserly,

Amanda


attempts to give her friend information about

the Planetarium, but loses track of the pur-

pose for writing. There are extraneous details

about a different topic.

Organization and Focus The writer does

not present relevant information and loses

focus.

Voice The writer does not express much

involvement with the topic. When read aloud,

the piece sounds stilted and choppy.

Word Choice The words and phrases used

are vague, limited, and immature.


tences are not varied in their construction,

and fragments or run-ons impede

comprehension.

Conventions There are numerous spelling,

grammatical, and mechanical errors, although

most common words are spelled correctly.

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Informational Letter Score: 2 Points

34 Oak St. Spring Vally, NY 10977 October 12 20—

Dear Aunt Jessie,

I’m going to tell you about trees. They are a important natral resours. The elm is a kind of tree. Sometimes peple build tree houses. I have a tree house. Peple build real houses from trees too. Paper is made from trees. They give us lots of things. Like shade. They I wanted to tell you these things so you will know how good trees are for people and the Earth.

I hope you know more about trees now. They help clean the air too.

Sincerly,

Your nephew Andy

Ideas and Content / Genre The writer is

aware of the purpose for writing, but is

unable to present ideas in a logical order.

There are a few extraneous details.

Organization and Focus The writing is mini-

mally organized, and does not always support

the main idea.

Voice The writer shows an attempt at conver-

sational tone, but the piece sounds awkward

when read aloud and does not adequately

convey information.

Word Choice Word choice is adequate but

predictable.


tences are limited in pattern and length.

Fragments or run-ons may slightly hinder

comprehension.

Conventions There are some spelling, gram-

matical, and mechanical errors, although

common words are spelled correctly.

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243Anchor Papers Unit 3 • Informational Letter 243

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1404 March St. New Winston, NC 27610 January 7, 20—

Dear Tim,

At my school right now we are lerning about ecosystems. An ecosystem is a little part of the enviornment and all the things that work in it. It includes everything like plants, animals, stones and dirt.

Things like water and air polution can hurt ecosystems. Its like a domino affect. For example birds can be hurt by water polution. Piping plovers are birds that live near the atlantic Ocean. When lots of people move into an area where they live, the piping plovers have to leave. When the birds leave there are more bugs around because there are no piping plovers to eat them. Then the animals that eat the birds go hungry. Thats how ecosystems work.

I hope you will take care of the one you live in!

Sincerly,

Paul

Ideas and Content / Genre The author is

aware of the purpose for writing, and includes

ideas with supporting details, with little extra-

neous information.


tains a logical progression of facts and details,

and stays on topic throughout the piece.

Voice The writer demonstrates an awareness

of the audience, and writes in a conversational

tone.

Word Choice The writer uses a variety of

transition words and descriptive words appro-

priate to the topic.


crafts a variety of simple and complex

sentences.

Conventions Spelling, capitalization, punc-

tuation, and usage are mostly correct.

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204 Rice Ave. Pueblo, CO 81004 February 5, 20—

Dear Molly,

Are you interested in the past? Do you love to find clues that tell about something that happened a long time ago? If you do, archaeology might be the job for you! Archaeology studies what people from the past left behind.

Archaeologists are like detectives. They want to learn about the lives of people who lived long ago. Where did they live? Did they live in houses? Did they live alone, in families, or in larger groups? What did they eat? What did they do for fun? These are all questions archaeologists want to answer.

To answer their questions, archaeologists dig for artifacts. They use tools like little shovels, paintbrushes, and little brooms to carefully uncover artifacts. Then they take the things they find to laboratories to study them. Hopefully they can answer their questions! Then we can all learn about people from long ago.

Sincerely,

Diana

Ideas and Content / Genre The writer is

aware of the purpose for writing, and includes

solid ideas with supporting details.

Organization and Focus The letter is logi-

cally structured, from a strong introduction to

the final conclusion.

Voice The writer shows a good awareness of

the audience, and a strong sense of purpose

throughout the letter.

Word Choice The writer uses transition

words to connect ideas, and chooses precise

words to help the reader understand the

information given.


effectively varies the length and pattern of

sentences.

Conventions The writer demonstrates a

strong command of capitalization, spelling,

and grammar. The letter needs little editing.

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245Anchor Papers Unit 4 • Short Story 245

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The Speshul Gardinby Marla S.

A yung gerl Ashley livd with her mothr. Work hard to grow food. Plants not grow.

A old man with a hat kame to the gardin. He said You look tird. Go to bed. Come out to the gardin tomorow.

Ashley went to slepe. Wen she woke up she go outside.! She surrownd by food. At the end of the gardin she seen a scarkrow waring the old mans hat.

Short Story Score: 1 Point

Ideas and Content / Genre The writer shows

little or no understanding of story elements.

There is no way to grasp characters, setting,

and resolution of the problem in the story

since the details are so scanty. There is little to

no outline of a plot.

Organization and Focus There is little to no

order to the events, and a scarcity of time-

order words makes sequence hard to follow.

Voice The writer does not achieve a consis-

tent narrative voice, and shows little sense of

audience.

Word Choice The writer uses little or no

descriptive language.

Sentence Structure / Fluency Fragmented

or run-on sentences make reading the piece

difficult.

Conventions The writer repeats errors in

spelling, punctuation, and usage.

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Short Story Score: 2 Points

Ideas and Content / Genre The writer com-

poses a story that includes characters, a set-

ting, and a basic plot line.

Organization and Focus The writer does

not consistently display a logical progression

of events. Plotting is uncertain, with events

and details sometimes presented in a non-

sequential order.

Voice The writer shows an occasional aware-

ness of audience, but has a weak narrative

voice and dialogue.

Word Choice The word choice is adequate,

but predictable and at times immature. The

writer does not consistently use words to

develop detailed descriptions.


tries to use a variety of sentence structures,

but his attempts at complex sentences are not

very successful.

Conventions The writer demonstrates a

basic knowledge of conventions, but there are

spelling, grammatical, and mechanical errors.

William’s Talking Birdby Derek W.

William was a lonely boy. For food he had coconuts and bananas. Or he could catch some fish. But he wished he lived in a place with people.

One day he caught a bird, he put it in a cage. The bird sang, then it got sadder and sadder. It wanted to fly away. He caught it with a net.

“Please let me go the bird begged William.

“No I am lonly and you need to be my friend William told the bird.

“But I could help you the bird said if you let me free I will get you off the island.

William set the bird free. It flew away. William felt bad. Days after that, he sailed away from the iland. William got on the ship and sailed away. He went to live in a town and made many friends.

Somehow the bird had kept its promise. The bird flew back to the island and was happy in the coconut trees.

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understands the purpose for writing, and

composes an interesting story that includes

characters, setting, and plot.


tains a clear progression of story events with a

strong beginning, middle, and end.

Voice The writer demonstrates an awareness

of the audience, and the dialogue is appropri-

ate for the characters.

Word Choice The writer uses adequate

words to craft elaborative details.


uses a variety of sentence structures.

Conventions Frequently used words are

spelled correctly, and grammatical usage is

generally correct. Syntactical errors do not

impede communication.

The Fairy and the Clever Girlby Becky T.

There was a very clever girl. Her name was Rosie. She lived in a little cotage in the woods. In the day, she milked the cow and fed the pigs. At night, she liked to read.

There were not many books in her house. So she had to read the same ones over and over again. If only she could have some new books to read! One day a fairy stopped at the little house for a glass of milk.

“What do you like best?” asked the fairy.

“I like good stories,” Rosie said. “But I only have a few books.”

“I can help,” the fairy said. “I will get you all the books you want. But you have to do something for me in return. You have to write a story about me. Nobody believes in fairies any more. Your story will convinse them we are for real.”

“Gladly,” said Rosie. She sat down and wrote the story, the fairy took the pages and flew away.

But the next day, there was a whole pile of new books on the table. And by magic, there were always wonderful new stories for Rosie to read.

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Ideas and Content / Genre The writer pre-

sents an entertaining story with well-devel-

oped characters, a clearly-described setting,

and an intriguing problem and solution.


tains a tightly focused progression of story

events with an engaging beginning, middle,

and end.

Voice The writer demonstrates an exception-

ally strong narrative voice and sense of audi-

ence, and uses dialogue effectively.

Word Choice The writer creates vivid,

detailed descriptions that add clarity and

authenticity to the story.


skillfully constructs complete, fluid, and easy-

to-follow sentences that vary in structure.

Conventions The writing has few or no spell-

ing, grammatical, or mechanical errors.

A House for a Princessby Justin B.

Many years ago, a carpenter named Boris lived in a sunny land across the sea. One day Boris read a notice from the king. It said that Princess Lisa would marry the man who built her the best house. The contest would end in a week.

“I know how to build a house. I have the tools, but I have no one to help me,” Boris said sadly.

Suddenly one of his nails turned into an elf. “My name is Nailly,” the elf said. Nailly looked like a nail. He was thin, and his eyes shone like silver. “I can help you build a house. All of my friends will help.”

Then all of the nails in the box turned into elves. They worked all week and built doors, windows, and stairs. The princess looked at all of the houses. At last, she saw Boris’s house.

The elves finished the house for Princess Lisa just in time. She smiled at Boris and said, “What a beautiful home. I want to marry the man who built this!”

Boris and the princess got married and lived in their new home for the rest of their lives. Boris always kept his special box of nails in a safe place!

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249Anchor Papers Unit 5 • Personal Narrative 249

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Personal Narrative Score: 1 Point


slightly related to the topic, with a lot of irrel-

evant information included. The writer does

not share a personal experience.

Organization and Focus The writing is hard

to follow, and the sequence of events is dis-

torted or hard to follow. Transitional devices

are not included to show progression within

the text.

Voice The writing does not have a narrative

voice and is detached from the experience

and the reader.

Word Choice The writer uses inadequate and

immature words.


tences are fragmented, run together, or other-

wise difficult to follow.

Conventions There are significant spelling,

grammatical, and mechanical errors.

playen in the Play growndby Jody M.

There playen with frens. They playen baskitball. Mothers make samiches with ham. Baskitball a good game. It hot there so peple dont stay long. They praxtized til they maked the shot. Jrome and me goes to the sam skool. Its fun to skore. Wen skools out we go evry day. Aftar skool is home work.

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Personal Narrative Score: 2 Points


relates a personal experience, but loses focus

or omits personal thoughts and feelings.


pattern is adequate, with some lapses. Details

are occasionally extraneous or may seem

loosely related.

Voice The writer uses the first person, but

tells the story in a predictable manner and

shows a lack of personal involvement in the

story.

Word Choice The writer does not use time-

order words, or uses words that are limited

and repetitious.


demonstrates the ability to write simple sen-

tences, but struggles with more complex

structures.

Conventions The writer’s errors in spelling,

grammar, and mechanics are not serious

enough to make the response unreadable.

Our School Picnicby Yancy B.

In spring we always have the picnic. We have it at the park by school. We play games lik soccar and softball. Everyone brings good things to eat. Famlys come too. I brought my little sister, she doesnt go to school yet. She will go in two more years.

This spring was an expescially good picnic. Because they were giving a puppet show for children. After we ate and played for a while we got to watch the show. The show was about some animals who acted like people do. There was a aligator who did not have much manners. He always would be interupting other animals when they talk. Everybody laughed when he was on the stage.

After the puppet show we went to the playground until it was time to go. I mostly played on the monkey bars. With Jordan.

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relates a personal experience and includes

personal thoughts and feelings.


structure includes a beginning, middle, and

conclusion with a logical progression of

events and details, although a few lapses may

occur. The narrative exhibits a sense of

wholeness.

Voice The writer uses the first person, and

makes a strong effort to share an original

message.

Word Choice The writer uses time-order

words correctly, and uses precise words

appropriate to the narrative.


uses complete sentences that vary in

structure.

Conventions Spelling, capitalization, punc-

tuation, and usage are mostly correct.

The Wild Parkby Matthew C.

Everyone who lives in Florda has seen alygators and turtles. That is because they live near the ocean. And also there are swamps. But here is what happened to my family one day on our vacashun.

We were at the park, Mom and Dad and my brothers and me. We were playing and having a cookout. Dad was cooking on one of the barbekew grills they have at the park. Right near the picnic tables.

We were throwing a ball around and getting really hungry, the meat on the grill smelling good. Then out of the bushes there came this huge cat. Only it wasn’t a cat, not the house pet kind.

“Whoa!” Dad said. “That is no kitty cat! It’s a panthur!”

It must have smelled the cooking meat. It began circling around the cookout area. It got so close we could see its green eyes. I don’t know what we would have done if no one else was around. Luckily, one of those parks trucks came by just then. They caught the panthur. The man told me they would bring it back to the wild because it was a indangered speshies. That was some day at the park!

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Ideas and Content / Genre The writer cre-

ates a focused, believable account of a per-

sonal experience that includes precise details,

thoughts, and feelings.

Organization and Focus The writer presents

events in a logical sequence, with a clear

beginning, middle, and end. Transitional

devices signal movement throughout the text

and show a sequence of events. The narrative

exhibits a sense of completeness.

Voice The writer uses the first person and

conveys a personal, original, and consistent

voice throughout the piece.

Word Choice The writer uses precise words

to elaborate on ideas, and uses helpful time-

order words to guide the reader.


uses complete, easy-to-follow sentences that

flow smoothly and vary in structure.

Conventions The response is free or almost

entirely free of mechanical, grammatical, and

spelling errors.

At the Boat Pondby Claire A.

My city park has a small pond where you can rent toy boats. I always wanted to try that. One day my older cousin Katie and I went to the boat pond and she rented a boat for us.

Our boat number was 89. It was painted blue with a white sail. They draw the numbers in black on the sail so you can spot your boat all the way across the pond, which is pretty large. There was a good breeze that day, and the sailboat zipped across the water with its fluttering sail.

Steering the boat was the challenge. When you rent the boat, you also get a remote control. You use these switches to steer the boat. That takes some practice. At first, my boat just kept turning in crazy circles, but then I mastered the remote. It was so much fun, we kept the boat for a whole hour.

While we were getting ready to return the boat, a mother duck and her flock of baby ducklings paddled up to us. I fed them some crumbs from my sandwich. As we were leaving, we saw them swimming around the pond, trying not to bump into the boats. I guess what looked like toys to us seemed like ocean liners to them.

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253Anchor Papers Unit 6 • Persuasive Letter 253

Anchor Papers

Persuasive Letter Score: 1 Point

Dear Mr. Rivera,

Our clasroom needs a pet. a small reptil called the collered lizard. My famly saw meny of this reptils on a trip threw oklahoma. My Brother likd them, they look real stranje.

We study meny different animal in science. Taking care of a lizard will be fun. And interesting for everyone.

This lizards run around aquarums. They awake during the day. They are easy to take care. They jump on rocks and greet People, can be left alone over the weekend too.

Jake W.

Ideas and Content / Genre The writer does

not completely understand the purpose for

writing, or does not include enough persua-

sive reasons to convince the reader of his or

her cause.

Organization and Focus Ideas and even

paragraphs are out of order and do not help

the writer’s cause. The second paragraph

would be better as a conclusion than as the

middle of the letter. This lack of organization

interferes with readability and

comprehension.

Voice The writer makes little to no attempt

to create a personal voice or appeal to the

audience.

Word Choice The writer shows an inability to

choose words that are correct or appropriate

for persuasive writing.


produces hard-to-read sentences that are

incomplete or illogical.

Conventions There are numerous spelling,

capitalization, and punctuation errors.

Sentence fragments and run-on sentences

interfere with straightforward

communication.

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254 Anchor PapersUnit 6 • Persuasive Letter

Anchor Papers

Persuasive Letter Score: 2 Points


sents a somewhat convincing argument for a

position, but the argument lacks cohesion or

includes too much extraneous information.

Organization and Focus There is an attempt

at organization but there are lapses, such as

illogical order of facts and reasons or lack of

transitional devices.

Voice The writer shows a lack of personal

involvement, but is aware of the audience.

Word Choice The writer doesn’t use very

many opinion words, or uses words that are

general and vague.


demonstrates the ability to write simple sen-

tences, but struggles with more complex

structures.

Conventions The writer demonstrates basic

knowledge of the conventions of capitaliza-

tion and punctuation, and common words are

spelled correctly for the most part.

41 Barker Road

Southport, CT 06890

February 4, 20 __

Dear Liza,

How are you? My mom sugested you go to Camp Lakeside with me this summer.

Camp Lakeside is a camp for boys and girls right near a beautiful blue lake. It ofers lots of activitees. Like learning to paddle a canoe, take natchure hikes, do arts and crafts, and learn water safty. There’s also lots of other things like softball and having campfire sings in the nights.

Please ask your mom and dad if you can go. I hope you do.

If you and me go to the same camp, we could be in the same cabin. I bet.. You could meet all the kids I met last year.

Your friend,

Megan

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255Anchor Papers Unit 6 • Persuasive Letter 255

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Ideas and Content / Genre The writer demon-

strates adequate understanding of the purpose

of a persuasive letter, and presents a convincing

argument for a clearly stated position.

Organization and Focus The response dem-

onstrates an organizational structure appro-

priate to a persuasive letter. The writer’s

points are presented in a logical order, and

transitional devices signal the connection

between points and reasons. The writing

demonstrates a sense of wholeness.

Voice The writer uses a personal voice with

which the audience can identify.

Word Choice The writer often chooses words

with persuasive power.


successfully uses a variety of sentence

constructions.

Conventions The writer includes all parts of

a letter, and shows a grasp of standard writing

conventions. Frequently used words are

spelled correctly, grammatical usage is gener-

ally correct, and basic capitalization and

punctuation have been used properly.

1404 March St.

New Winston, NC 27610

October 7, 20 __

Dear Mrs. Jackson,

Do you need someone to help rake leaves and shovel snow around your house? I would like to do some jobs and hope you will considur hiring me if you need any help.

I would do a good job if you give me a chance. I always help ut around my house and Mom and Dad say I am a hard worker. My teachers also rekomend me for finishing what ever I start and doing a good job.

Another reason is that I’m very careful. Before starting a chore I make sure I know exactly what needs to be done. I am careful with tools and never leave them lying around when the job is done.

So please call me if you have any jobs I can do. My phone number is 555-4343.

Thank you.

Sincerely,

Cal B.

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256 Anchor PapersUnit 6 • Persuasive Letter

Anchor Papers



sents an insightful and convincing argument

for a clearly stated opinion.

Organization and Focus The writer effec-

tively creates a coherent argument, and puts

facts and reasons in a logical order.

Voice The writer’s voice is lively and original,

and demonstrates a strong sense of audience

and purpose.

Word Choice The writer chooses persuasive

and opinion words that are highly effective.


crafts varied, well-paced sentences that

enhance the persuasive argument.

Conventions The writer uses a correct letter

format, and displays a sophisticated grasp of

writing conventions. There are few, if any,

errors in spelling, grammar, punctuation, and

capitalization.

34 Oak St.

Spring Valley, NY 10977

October 12, 20 __

Dear Mrs. Britt,

I think a guinea pig would make the best pet for our classroom. I have owned a guinea pig for two years. It wiggles its nose at me all the time! I have learned that these animals are lots of fun to watch.

Guinea pigs are also very quiet. They will not disturb us while we are working. In addition, they are easy to care for. Students could take turns cleaning the guinea pig’s home every other day. You can feed a guinea pig for pennies a day. They like to eat fresh vegetables and need fresh water.

A classroom pet will teach us responsibility. It will show us how to keep a pet healthy and safe. I believe that a guinea pig will make a super addition to our room.

Sincerely,

Christie C.

Writing to a Picture Prompt©

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Students are sometimes asked to write about a picture instead of just responding to a writing prompt. The student will either tell about what they see in the picture, or write about something related to the picture. The form of the writing is usually a story or an essay.

Use the picture prompts as additional writing practice or to help students prepare for writing tasks on standardized tests.

Instruct students to do the following:

Before Writing1. Look closely at the picture. Think about what is happening in the

picture.2. Ask yourself questions about the picture: • Where and when are the events shown in the picture taking place? • Who or what is in the picture? What are they doing? • Can you tell what is happening? What event may have happened

prior to this one? What do you think might happen next?3. You can use a graphic organizer to organize your ideas before you

begin to write. You can also make an outline, create an idea web, or do other prewriting work.

During WritingUse a graphic organizer, or other prewriting work, to write about what is happening in the picture.

After Writing1. Use the Writer’s Checklists, pages 216–222, to help you check your

writing. 2. Proofread your writing using Proofreading Marks, page 224.

Picture Prompts 257

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Write to a picture prompt. Look at the photograph. Think of a time you saw an animal in a park or in your backyard. Then write about a time you saw an animal in a park or in your backyard.

Writing Tips

• Use a graphic organizer to organize your ideas.• Support your ideas by writing more about the event.• Write your story on lined paper.• Use a variety of sentence structures.• Review and edit your story.

258 Unit 1 • Earth Smart Picture Prompts

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Write to a picture prompt. Use the photograph to write about Chinatown. Describe what you see. Explain why Chinatown is an important community.

Writing Tips

• Use a graphic organizer to organize your thoughts.• Write on lined paper.• Support your ideas by telling more about each reason.• Choose descriptive words that show what you mean.• Review and edit your writing.

Picture Prompts Unit 2 • Coasting to California 259

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Write to a picture prompt. Look at the photograph. Think about what you like best about the Internet. Now write a letter to a friend to explain what you like best about the Internet.

Writing Tips

• Use a graphic organizer to organize your thoughts.• Write your letter on lined paper.• Support your ideas by telling more about each reason.• Choose words that help others understand what you mean.• Review and edit your letter.

260 Unit 3 • Messaging Mania Picture Prompts

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Write to a picture prompt. Look at the photograph. Think about an amazing thing that could happen as these friends clean up the beach. Then write a short story about this amazing thing.

Writing Tips

• Use a graphic organizer to organize your thoughts.• Write your story on lined paper. • Support your ideas by telling about each event.• Make sure your story has a beginning, middle, and ending.• Review and edit your story.

Picture Prompts Unit 4 • A Solution to Pollution 261

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Write to a picture prompt. Look at the photograph. Suppose you were sailing on this boat. How would you have to change to adjust to this new situation? Now write a story about your time on the boat.

Writing Tips

• Use a graphic organizer to organize your ideas.• Write your story on lined paper. • Choose words that help others understand what you mean.• Use a variety of sentence structures.• Review and edit your story.

262 Unit 5 • Call of the Wild Picture Prompts

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Write to a picture prompt. Look at the photograph below. Think about a symbol of the United States that you care about. Now write a letter to persuade others to feel the same way.

Writing Tips

• Use a graphic organizer to organize your ideas.• Write your essay on lined paper.• Support your ideas by telling more about each reason.• Use a variety of sentence structures.• Review and edit your writing.

Picture Prompts Unit 6 • Tales of the Trickster 263

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264 Theme Project Checklists

Un

it 1 • Le

t’s Le

arn

Re

sea

rch

Pro

ce

ss W

here did you find the most helpful

information?

Did you give credit to all your sources?

Pre

sen

ting

Sp

eaking

Did you use clear and specific vocabulary to

comm

unicate?

Did you speak loudly enough for everyone to

hear you?

Rep

resentin

g

Did you choose appropriate visual props?

Did you use visuals to help your audience

understand your ideas?

Un

it 2 • N

eig

hb

orh

oo

ds a

nd

C

om

mu

nitie

s

Re

sea

rch

Pro

ce

ss W

here did you find the most helpful

information?

Did you use several sources?

Did you give credit to all your sources?

Pre

sen

ting

Sp

eaking

Did you use com

plete sentences, a logical order, and vocabulary?

Did your w

ords match the visuals you show

ed?

Rep

resentin

g

Did you use visuals to help your audience

understand your ideas?

✄

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265Theme Project Checklists

Un

it 3

• E

xp

ress

Yo

urs

elf

Re

sea

rch

Pro

ce

ss W

here

did

you

find

the

mos

t hel

pful

in

form

atio

n?

Did

you

use

sev

eral

sou

rces

?

Pre

sen

tin

gS

pea

kin

g

Did

you

pra

ctic

e yo

ur p

rese

ntat

ion?

Did

you

r pr

esen

tatio

n ha

ve a

beg

inni

ng, a

m

iddl

e, a

nd a

n en

d?

Did

you

cite

all

your

sou

rces

?

Rep

rese

nti

ng

Did

you

cho

ose

appr

opria

te v

isua

l pro

ps?

Did

you

r vi

sual

s su

ppor

t you

r pr

esen

tatio

n?

Un

it 4

• O

ur

Te

am

s

Re

sea

rch

Pro

ce

ss D

id y

ou u

nder

stan

d th

e st

ruct

ure

and

orga

niza

tion

of th

e re

fere

nce

mat

eria

ls y

ou

used

?

Did

you

take

goo

d no

tes?

Pre

sen

tin

g

Sp

eaki

ng

Did

you

org

aniz

e id

eas

clea

rly a

roun

d a

topi

c?

Did

you

res

pond

to q

uest

ions

with

app

ropr

iate

el

abor

atio

n?

Rep

rese

nti

ng

Did

you

use

vis

uals

to h

elp

liste

ners

un

ders

tand

you

r id

eas?

✄

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266 Theme Project Checklists

Un

it 5 • T

ho

se A

ma

zin

g

An

ima

ls

Re

sea

rch

Pro

ce

ss D

id you research an animal?

Did you understand the structure and

organization of the reference materials you

used?

Pre

sen

ting

Sp

eaking

Did you organize ideas around a m

ain topic?

Did you stay on the topic?

Could you answ

er your audience’s questions?

Rep

resentin

g

Did you use illustrations to help tell about the

animal?

Did you arrange your pictures and w

ords effectively?

Un

it 6 • S

tory

telle

rs

Re

sea

rch

Pro

ce

ss D

id you find information on your topic?

Did you read and view

multiple sources?

Did you understand the structure and

organization of the reference materials you

used?

Pre

sen

ting

S

peakin

g

Did you practice your presentation?

Rep

resentin

g

Was the presentation easy to follow

?

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Good Listening andGood Listening andSpeaking HabitsSpeaking Habits

In our classroom we:

• Follow class procedures and rules

• Respect other people’s feelings and ideas

• Speak clearly so that others can understand

• Listen to one another thoughtfully

• Take turns speaking

• Do not criticize people because of their ideas

• Ask relevant questions

• Answer questions thoughtfully and offer more information

• Do our best and encourage others to do their best

• Work collaboratively in small groups so that everyone can learn

Some of our goals:

• Organize oral presentations logically

• Use clear and specifi c vocabulary when speaking

• Read aloud fl uently and with appropriate emphasis

267Listening and Speaking Checklist LAS 3.1.3, LAS 3.1.5, LAS 3.1.7, LAS 3.1.9

DA

TE

SIG

NED

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ME

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268 Award Certificate

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269Oral Vocabulary Pre- and Posttests

Oral Vocabulary Pre- and Posttests

Oral Vocabulary Pre- and Posttests for Intensive Vocabulary Support

Directions

The Oral Vocabulary Pre- and Posttests that follow are composed of vocabulary

questions for all of the oral vocabulary words in each set of Oral Vocabulary

Cards. There is a test for each unit and week, which corresponds to one story.

In the Pre- and Posttest, some vocabulary words are boldfaced and some are

underscored. Boldfaced words are Wonderful Words, which are highlighted in

the Oral Vocabulary Card text and have detailed instructional routines in the

sidebars. Underscored words are the additional vocabulary words that are

underscored in the Oral Vocabulary Card text. Use the Define/Example/Ask rou-

tine to teach these words during your rereading of the Oral Vocabulary Cards.

The Pre- and Posttests can be administered individually or in small groups.

Administering the Pretest

Administer the pretest on Day 1, before you read the Oral Vocabulary Card

story for the week.

Ask each question, and have students answer.

If students’ answers indicate an understanding of the word, guide them

in a short discussion.

If students cannot answer a question, move on quickly. At this point, it is

likely that students will be unfamiliar with many of the words.

Explain to students that they will hear these words again throughout the

week in a story that you will read to them.

Administering the Posttest

Administer the posttest on Day 5, after you have spent a minimum of 15

minutes per day using the Oral Vocabulary Cards for distributed practice of the

vocabulary words.

Ask each question, and have student pairs discuss the answer with each

other as you listen in. Then call on selected students to share their answers.

Take note of words that continue to present a struggle for students. Provide

opportunities for periodic review of these words in the coming weeks. For

example, use these words in transition activities and classroom discussions.

At the end of each unit, review 4 to 5 words per Oral Vocabulary Story by

asking the question for those words again. Keep track of students’ progress

to see how well they maintain the vocabulary over an extended period

of time.

•

•

•

•

•

•

•

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270 Unit 1 Oral Vocabulary Pre- and Posttests


Unit 1, Week 1

Ming’s Teacher

1. What new skills have you acquired this

year?

2. How do you show your appreciation

when someone cooks delicious food for

you?

3. What is one way you can be of assistance

to your parents at home?

4. Would you rather have a brief gym class

or one that lasts two hours? Why?

5. Why do you think it’s important for a

teacher to be dependable?

6. What would you do if you detected

smoke nearby?

7. What do you like to watch intently?

8. What do you have a knack for?

9. Describe the method that you use for

cleaning your room.

10. Are you patient when you know a surprise

is coming? Why or why not?

11. Who are some renowned authors you

know of?

12. What is your response when a ball is

coming towards you?

13. What websites have you sought out on

the internet?

14. What is your technique for learning a new

word?

15. Where can you find out about virtually

anything?

Unit 1, Week 2

All About Alice

1. What story that you’ve read can be seen

in a movie or TV adaptation?

2. What is one way adults help children?

3. Who is an author you like a lot? What is

your favorite book or story by that author?

4. What is an example of a book that is a

classic?

5. What kind of weather delights you? Why?

6. Is the losing team in a soccer game likely

to feel joy or disappointment? Why?

7. What was your favorite episode in a story

you read recently?

8. If you enjoyed an excerpt from a book,

would you read the rest of the book?

9. If you could be friends with a fictional

character, who would it be?

10. What story, book, or show do you find

humorous?

11. Who are some influential people in your

life?

12. When you start a new book, do you know

in an instant if you like it, or do you have

to read for a while to find out?

13. What is something difficult that you

managed to do by yourself? How did

you do it?

14. Why might it occur to you to put on a

jacket while you’re playing outside?

15. Would you like to have your own stories

published some day? Where would you

like them to be published?

16. Which is remarkable: a dog with a bone

or a rabbit with a watch?

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Unit 1 271Oral Vocabulary Pre- and Posttests


Unit 1, Week 3

Mary McLeod Bethune

1. How can you convince a friend to play a

game with you?

2. What courses will you want to take in

high school?

3. How many years are in a decade?

4. What place do you desperately want to

visit? Why do you want to go there?

5. Why might someone who is learning

something new feel discouraged?

6. Which of the following is a domestic skill:

cooking, solving math problems, doing

laundry?

7. Are you enrolled in any activities outside

of school?

8. What expenses does a family have when

they own a pet?

9. If a bicycle has a flat tire, will it function

well? Why not?

10. Where does the funding for our school

come from?

11. Which motto would you choose for our

school: “A Place Where Children Learn” or

“A Place Where Children Play”? Why?

12. How can getting an education lead to

other opportunities?

13. If an old building has potential, is it more

likely to be fixed up or torn down?

14. How do scholarships help students go to

college?

15. How do police officers serve our

community?

Unit 1, Week 4

Sequoyah’s Gift

1. Who accompanies you to school in the

morning?

2. Who assigns the positions on a sports

team?

3. What form of communication do you use

to keep in touch with your grandparents?

4. What items does you backpack contain?

5. What kinds of topics are discussed at a

school council meeting?

6. What would you say if you encountered

your favorite movie or sports star?

7. Which of these materials is easier to etch:

wood or rock?

8. What do you think you will look like in the

future?

9. What person has had a great impact on

you?

10. Why do children who are sick need to be

isolated from others?

11. What is the sequence of letters in the

alphabet?

12. What is the specific date you were born?

13. What symbol stands for the /a/ sound in

English?

14. What is a traditional food to eat on

Thanksgiving?

15. When two countries disagree, why would

it help for them to sign a treaty?

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272 Unit 1 Oral Vocabulary Pre- and Posttests


Unit 1, Week 5

I Knew I Could!

1. Which would be harder to budge, a

bucket of water or a washing machine?

2. When would a mother feel concern, when

her baby is sleeping or when her baby is

sick?

3. Which team do people usually

congratulate, the winning team or the

losing team?

4. Why might climbing a tall mountain seem

daunting?

5. If you could travel to anyplace in the

world, what destination would you

choose?

6. If someone were determined to become

a better athlete, what would they do?

7. What do you do that requires a lot of

effort?

8. What can help you feel better when you

are low on energy?

9. Do you have any engagements after

school today or are you just going home?

10. What happens after lunch on our school

schedule?

11. When a worker’s shift ends, what can he

or she do?

12. When someone juggles, why does it look

like the balls are suspended in midair?

13. What kinds of tasks do you do at home?

14. If you are a messy eater, where might you

see traces of your last meal after you’re

done eating it?

15. How does it feel to be triumphant?

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273Oral Vocabulary Pre- and Posttests Unit 2


Unit 2, Week 1

Gem of the Southern Mines

1. When might you abandon a ball game

outdoors: if it starts to rain or if you miss

the ball?

2. How long has your family lived in this

area?

3. What can you do to assure that your pet

stays healthy?

4. What is a distinctive feature of your

home?

5. If you could establish a club or group,

what kind of club would it be?

6. What must plants have for them to

flourish?

7. What good fortune have you had lately?

8. What items do you need to have for

school?

9. What obstacles might prevent you from

getting someplace on time?

10. Which is a more permanent home, a tent

or a brick house?

11. What could make the population of a

town grow?

12. How could you find out the number of

residents in your building or on your

block?

13. What happens when an old building is

restored?

14. When you are happy, how do you reveal

your feelings?

15. What other structures are on the same

street as our school?

Unit 2, Week 2

The Farmers and Their Children

1. If your parents go somewhere at night,

who stays with you in their absence?

2. What have you accomplished this year?

3. What kind of work do the employees in a

supermarket do?

4. If you want to send an email to a friend,

what do you need to execute your plan?

5. Before you leave home each day, to

whom do you say farewell?

6. How did it feel to graduate from second

grade?

7. In what hobby or sport do you invest a lot

of time and energy?

8. What is the most magnificent place you’ve

visited?

9. What happens if you neglect to water a

plant?

10. What foods do you have trouble

resisting?

11. What resource is used to power a

windmill?

12. When people reach retirement age, what

do they often do?

13. What activities give you the most

satisfaction?

14. What do you need to have a thriving

garden?

15. What happens to cream when you beat it

vigorously?

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274 Oral Vocabulary Pre- and PosttestsUnit 2


Unit 2, Week 3

Where We Live

1. How might you travel to a town that has

no access by road?

2. What do you find interesting about your

community?

3. Do you think the human body is simple or

complex? Why?

4. Was your town founded recently or a long

time ago?

5. What do you know about your heritage?

6. On your way to school, do you take major

roads or small, side roads?

7. Though very small children can’t read,

why is it important for them to have

books nonetheless?

8. What kind of place would you consider to

be a paradise? Why?

9. What can you purchase at a bakery?

10. What region of the state do we live in?

11. What do you do when you want to feel

relaxed?

12. Do the residents of your community

have a special name? What is it?

13. Do you think the community you live in is

sophisticated? Why or why not?

14. What is unique about you?

15. Why would it be difficult to keep farm ani-

mals in an urban area?

Unit 2, Week 4

The Legend of Tutokanula

1. Do you approve of the idea of having

homework in the summer? Why or why

not?

2. How do people ascend a mountain?

3. Who would you ask to collaborate with

you on a school project?

4. Where do students convene in our

classroom?

5. What does a young child do when he or

she feels distressed?

6. Where can you hear sounds echo?

7. Why would someone make a ferocious

effort to win a race?

8. How is a pot formed from clay?

9. What is on the hind end of a horse, its

mane or its tail?

10. What would help to lull a baby to sleep?

11. What sorts of things do you do on an

ordinary day?

12. What animal can easily scale a cliff?

13. Why would someone scramble down a

mountain instead of walking?

14. When you are skeptical about something,

are you convinced of it or not sure that it

is true?

15. How do you show your support for your

favorite team?

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Unit 2, Week 5

The Sheep and the Pig Who Set Up House

1. What would make you say, “Apparently

it’s going to rain today”?

2. Why is it important to follow directions

when you assemble something?

3. What tools does a carpenter use?

4. What materials might someone use to

construct a house?

5. Who is more likely to look disturbed:

someone who just heard bad news or

someone taking an easy test?

6. What kinds of errands do you do with

your family?

7. When you get to school, do you get to

work immediately or do you visit with

your friends first?

8. How old do you think people should be

before they start to live independently?

9. What do you intend to do next weekend?

10. What would the weather be like if

someone said, “Needless to say, I left my

umbrella at home?”

11. When you have had enough to eat, do

you feel satisfied?

12. Would you be shocked if you learned that

your parents were really superheroes?

Why?

13. What would you bring on a picnic to have

a splendid time?

14. Where does timber come from?

15. How many people are there in a trio?

16. What can happen if you are unaware of

the time?

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Unit 3, Week 1

Writers We Love

1. Are most of your friends children or

adults?

2. What is an advantage of knowing more

than one language?

3. What kind of music do you have an

appreciation of?

4. What do you assume will happen after

school today?

5. What sport or activity do you devote

yourself to doing?

6. What career would you like to have

eventually?

7. Who needs to use an expressive voice in

his or her job, an actor or a mail carrier?

8. What stories would you like to illustrate?

9. Who could you ask if you wanted to learn

more about the experience of

immigration?

10. Why do many teachers want to instill a

love of reading in their students?

11. How does the library promote new

books?

12. Do you prefer reading prose or poetry?

Why?

13. What happens when a story is published?

14. Where were your parents raised? Where

are you being raised?

15. What subject have you sought to learn

more about outside of school?

Unit 3, Week 2

Ama’s Choice

1. Who would come to your aid if you had a

problem?

2. Can you share an anecdote about

something funny you did as a young

child?

3. What clothing is appropriate for playing

outside on a hot summer day?

4. Are you more confident about singing in

public or playing sports?

5. Do you correspond with anyone by

e-mail or regular mail?

6. What valuable thing did pioneers discover

in California in the 1850s?

7. What activity do you feel enthusiastic

about doing?

8. Who might be feeble, a strong athlete or

someone who has been sick for a long

time?

9. What smell do you think is fragrant?

10. Why is it important to be generous at

school?

11. Where can you see your own image?

12. What does it mean when someone makes

a proposal of marriage?

13. When you feel worn out, what restores

you?

14. How do doctors and nurses help sick

people survive?

15. What kind of vehicle can transport people

across water?

16. If you had to decide between playing

sports and performing in a play, what

decision would you ultimately make?

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Unit 3, Week 3

The Big Voice

1. Which makes a booming sound, a

telephone ringing or thunder?

2. What kinds of things consume you with

curiosity?

3. What do you like to converse with a

friend about?

4. What kinds of sounds make you cringe?

5. When you have a hard choice to make, do

you deliberate for a while or choose

quickly?

6. What things distract our class

sometimes?

7. What have you seen lately that impressed

you?

8. If a dog barks menacingly, is it being

friendly?

9. Which would be a nuisance: getting

home from school early or forgetting your

keys?

10. What is something that you’ve pondered

a lot about?

11. How would you proclaim the winner of a

game?

12. What animals roar?

13. What might make someone feel sheepish,

winning a race or forgetting a good

friend’s name?

14. Why might a horse get skittish when

there are a lot of cars around?

15. If you were stunned by news you heard,

would you be very surprised or cheered

up?

Unit 3, Week 4

The Magic Paintbrush

1. How do you decide if you can afford to

buy something you want?

2. How do you like to be creative?

3. How do you express happiness?

4. What would a grand ship look like?

5. How can you show your gratitude to

someone who has helped you?

6. When someone is bring greedy, do they

share what they have?

7. What is your favorite book with

illustrations?

8. Where would you go to have a

marvelous time?

9. How do people learn news about what’s

happening in the world?

10. What original stories or poems have you

written?

11. What makes superheroes powerful?

12. Can you name some story characters that

are shrewd?

13. If you are struggling to carry something

heavy, what could you do to make it

easier?

14. What talents do you have?

15. Why is it important to use water wisely?

How can we use it wisely?

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Unit 3, Week 5

Folk Artists

1. What could you use to create a picture of

your family?

2. What are you devoted to doing?

3. Where can you see displays of new books?

4. Do you prefer clothing with elaborate or

simple designs?

5. What is the most enormous building that

you know of?

6. What is the essence of being a good

friend?

7. What is something fragile that can be

found in your home?

8. What book have you read with an intricate

plot?

9. What could help you see something that

is so small that it is almost invisible?

10. What media do we use at school for

making art?

11. Do you know an optimistic person? What

is he or she like?

12. Why would it be helpful to make a large

piece of art on several panels?

13. What tools might someone use to make a

clay sculpture?

14. What traditions are passed on in your

family?

15. Who is wearing vivid colors today?

16. If a picture is whimsical, is it sad or fun?

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Unit 4, Week 1

The Legend of Roland and Oliver

1. Why might an umpire’s decision in a base-

ball game cause a controversy?

2. What could a person wear to disguise

himself?

3. What are some ways to settle a dispute

between friends?

4. Which is used in a fencing contest, swords

or a ball?

5. What is a gracious thing to say when

someone gives you a present?

6. Do cats and dogs usually live together in

harmony? Why or why not?

7. What was the job of a knight in the Middle

Ages?

8. What is an oath, a promise or a poem?

9. Why do athletes shake hands with their

opponents after a game?

10. How can you persuade someone to

change her mind?

11. On the first day of school, how many

students did you recognize in our class?

12. If you were trying to eat more healthfully,

what foods would you renounce?

13. How do soldiers start a siege on a castle?

14. How could you be sympathetic to

someone who is afraid of the dark?

15. Why do groups of people sometimes

fight over territory?

Unit 4, Week 2

Heracles and the Golden Apples

1. Where can you see trees that bear fruit?

2. What could cause your legs to buckle?

3. What do you do when your backpack has

become a burden to carry?

4. Who has more clout at school: a principal

or a student? Why?

5. How do padded straps help to cushion

the weight of a heavy backpack?

6. Why is it important for a carpenter to be

deft with tools?

7. Does holding a snake sound like fun or

does the idea fill you with dread?

8. When a person has glory, is he famous

and admired or easily forgotten?

9. What do people feel jealous about?

10. What kind of labor takes a great deal of

strength?

11. What can Greek gods do that mortals

can’t do?

12. Which animal is persistent: an ant

carrying a leaf or a tiger sleeping in the

sun? Why?

13. What games involve two teams trying to

get possession of the ball?

14. What gifts did you request for your last

birthday?

15. Would someone be more likely to be

strapping when they are young or old?

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Unit 4, Week 3

The Great Wall of Los Angeles

1. What do the pictures on our classroom

walls depict?

2. Where can you see a diversity of people?

3. Who was one founder of the United States

of America?

4. What goal do you want to accomplish this

year?

5. How can individuals help protect the

environment?

6. Whose job involves strenuous labor, a

bricklayer’s or a librarian’s?

7. If you were to tell a story about last

summer, what would your narrative

include?

8. Why is a sunny day more promising for a

picnic than an overcast or windy day?

9. Why is it important for a judge to have a

reputation of fairness?

10. What kind of work is involved in the

restoration of old buildings?

11. How do sponsors help artists do their

work?

12. If you transfer a picture, do you copy it or

destroy it?

13. Which of these can be transparent: glass,

plastic, metal, fabric, wood?

14. What forms of storytelling are visual?

15. Who would you tell if you witnessed an

accident?

Unit 4, Week 4

The Husband and Wife Who Switched Places

1. Where did your ancestors come from?

2. When might someone be astonished by

a snowstorm?

3. Why would a lost dog feel bewildered?

4. What brilliant idea can you think of to

clean up our world?

5. What do you need to churn to make

butter?

6. What is something that you sometimes

complain about?

7. What would be a cozy place to relax?

8. How might a person feel if he or she is

criticized?

9. What could a person use to dangle

decorations from the ceiling?

10. What things can you learn from someone

of an older generation?

11. Where do cows graze?

12. How does it feel when someone ignores

you while you’re talking?

13. What do I remind you about sometimes?

14. What would you suggest that someone

wear to play soccer?

15. What kind of activity suits you best:

playing sports, creating art, or playing

music?

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Unit 4, Week 5

Smokejumpers

1. How do you assist your family at home?

2. Which family members do you have a

special bond with?

3. Which kind of clothing might be bulky: a

padded winter coat, or a bathing suit?

4. What do you have in your home that is

made from chemicals?

5. What activity makes you feel so tired that

you want to collapse in your bed?

6. Who are a doctor’s colleagues?

7. How are firefighters courageous?

8. What kinds of equipment do firefighters

use?

9. What heavy things do you sometimes lug

to school?

10. Which is a physical activity, doing cross-

word puzzles or jogging?

11. Which is a remote location: the city of

Los Angeles or the North Pole?

12. What can you teach a dog to retrieve?

13. What kind of job requires rigorous

training?

14. What is used to steer a car?

15. After playing in a two-hour soccer game,

would you feel weary or energetic?

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Unit 5, Week 1

The Animals and the Birds Play Ball

1. If a friend asked you to play her in chess,

would you accept? Why or why not?

2. What sport or activity that you do

requires agility?

3. When someone boasts, do you believe

them?

4. What kind of game would you like to

challenge a friend to play against you?

5. When you chant at a game, do you usu-

ally speak loudly or softly?

6. How can you demonstrate that you have

grown up a lot since last year?

7. Why would a dynamic person be good to

have on a team?

8. Which is flexible, a metal spoon or a

plastic straw?

9. Who can you outrun? Who can outrun

you?

10. Why might a kite plummet to the

ground?

11. Which animal is puny, a newborn kitten

or a full-grown tiger?

12. How might someone who has been

ridiculed feel?

13. What signal is often used to begin a

sports game?

14. Who can you ask for help when you can’t

figure out the solution to a problem?

15. Why is working together a good strategy

for a team to use to win a game?

Unit 5, Week 2

Busy as a Beaver

1. What is one way that you would like to

alter the look of your room?

2. What area of your town is bustling?

3. What kinds of tools are used in the

construction of a house?

4. What do crevices in a sidewalk look like?

5. What would you like to become expert at

doing?

6. How can you fortify your body?

7. What do puppies like to gnaw on?

8. What does the landscape behind our

school look like?

9. When you make a painting, how many

layers of paint do you use?

10. What would be a good location to play a

game of soccer?

11. Which is a natural drink, water or soda?

12. What kind of animal has a rigid shell?

13. Is a sandwich a sufficient lunch for you, or

do you prefer to eat more?

14. What is your favorite tranquil place?

15. Why would animals want to wade in

water?

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Unit 5, Week 3

The Coyote and the Turtle

1. What kind of camouflage does a zebra

have? A polar bear?

2. What can people do to keep dogs safe

from danger?

3. When has there been a delay in your

school opening? What caused the delay?

4. If you could explore any place, where

would you go?

5. When might you need to speak firmly to a

puppy?

6. Why is it foolish to plan a picnic during a

snowstorm?

7. If a rabbit outwits a lion, which one is

smarter?

8. What do you think would happen if you

tried to pursue a mouse?

9. Why might you feel reluctant to leave a

party?

10. What kind of weather would make people

feel like they were roasting?

11. What month has the most scorching

weather?

12. What animals are known for being sly?

13. What might cause a dog to snarl?

14. Is it faster to trot or to run?

15. What parks or stores are in the vicinity of

your home?

Unit 5, Week 4

Babe the Blue Ox

1. How would an amiable person act

toward a new student at school?

2. When it is bitterly cold, do you prefer to

play outside or inside?

3. What kind of animal makes a bleating

sound?

4. What do a brawny person’s arms look

like?

5. What animals can you name that are

colossal in size?

6. What kinds of critters make good pets?

7. What is the most extraordinary animal

that you know of? Why is it extraordinary?

8. What circus feats have you seen or heard

about?

9. Where might you see a flock of birds?

10. What can you use to haul dirt or leaves

out of a yard?

11. How can you get the kinks out of a chain

necklace?

12. When have you obliged someone by

helping them out?

13. If you were on your way somewhere and

saw a friend, would you pause for a min-

ute to say hello or would you keep going?

14. If you were very thirsty, what would

satisfy you?

15. Can you name some famous characters

and their sidekicks?

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Unit 5, Week 5

The Wolf and the Fox

1. What could you do with an abundance of

berries?

2. How do you access the school

playground?

3. Why do chefs need to lift hot pots

cautiously?

4. How does our class commence the school

day?

5. What might cause a commotion, a giant

traffic jam or kids reading in a library?

6. What are the consequences of forgetting

to do your homework?

7. How can two friends who have contrary

opinions get along?

8. What foods do you sometimes devour?

9. Why do you think bigger animals are

often dominant over smaller ones?

10. Where would you go to fetch your

backpack?

11. Can you heave yourself to the top of the

jungle gym? How do you do it?

12. What do dogs do by instinct?

13. If your backpack was missing, where

would you go to investigate what

happened to it?

14. Why does a guard need to be vigilant?

15. What animals do you think of as being

wily?

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Unit 6, Week 1

Feathers in the Wind

1. What time do you arrive at school in the

morning?

2. Why would it make sense to avoid

someone who has a bad cold?

3. What is the charge for a postage stamp

that can be used to mail a letter within

the United States?

4. What people do you communicate with

every day?

5. What would say if you were charged

double for your lunch?

6. What could you use to gather up dry

cereal that has spilled on the floor?

7. What would you say to someone who was

spreading gossip about your best friend?

8. What is your opinion of the playground

at school?

9. Why do schools need plenty of paper and

pencils?

10. What do you recall about the weather

last week?

11. Why would you feel regret if you did not

do an important homework assignment?

12. Why is it difficult to retrieve a balloon that

has floated away?

13. What kind of seeds might you scatter over

a lawn?

14. What might cause mice to scurry away?

15. What chores are you willing to do at

home?

Unit 6, Week 2

Uwabami

1. When you watch a comedy, does it make

you happy or sad?

2. How do magicians deceive people?

3. If someone took the last cookie, do you

think they would admit it or deny it?

4. What kind of characters might live in an

enchanted forest?

5. Can you impersonate someone famous?

If so, who?

6. Which is more menacing, a rabbit or a

lion?

7. What motivates you to do your

homework?

8. Even though a runner is very tired,

nevertheless why might he continue to

run?

9. Would you think it odd if a different

teacher was sitting at my desk? Why or

why not?

10. If you are sick, what helps speed your

recovery?

11. What role would you like to play in your

favorite movie?

12. What serene place do you like to visit?

13. What piece of news have you heard lately

that struck you with surprise?

14. What does a tadpole transform into when

it grows?

15. What do you yearn to see? Why?

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Unit 6, Week 3

Brer Rabbit in the Well

1. When someone approaches you, do they

get closer or farther away?

2. Where could you go to see boats bobbing

in the water?

3. What makes you burst out laughing?

4. How long can you cling to a monkey bar?

5. After a good night’s rest, do you feel

drained or energized?

6. What kind of insect emerges from a

cocoon?

7. If you needed to have a tooth extracted,

where would you go?

8. What is an obvious sign that someone is

feeling happy?

9. Would you be more perplexed if you saw

a flying rabbit or a flying bird? Why?

10. When would you be likely to plunge a

dish into water?

11. If a pet is a rascal, what might it do?

12. Which animal might scamper away, a

rabbit or an elephant?

13. Are you significantly taller or shorter than

anyone in your class, or are you about the

same size as most of the other students?

14. Where would you hide a stash of coins?

15. What do plants need to survive?

Unit 6, Week 4

Gordita

1. What special meal do you anticipate

having?

2. When does bread have a good aroma:

when it is fresh out of the oven or when it

is stale?

3. Who would you comment to if there was

something on your mind?

4. If you saw a snake, would you dart away

or stay still?

5. In “Jack and the Beanstalk,” why does Jack

need to worry about his own demise?

6. What are some ways your parents ensure

that you are safe and healthy?

7. What kind of food is enticing to you?

8. In the morning, do you get dressed

hastily or do you take your time?

9. Where can you go to inhale clean, fresh

air?

10. What can you do to get relief when the

sun is beating down mercilessly?

11. Why are firefighters often in peril?

12. Why is it important to take muffins out of

the oven at the precise moment when

they are ready?

13. What differences are there between a

professional athlete and a student

athlete?

14. When are you most ravenous: when you

first wake up or at the end of the day?

15. Whom do you consider a steadfast

friend?

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Unit 6, Week 5

Rumplestiltskin

1. In what season do leaves accumulate on

the ground?

2. Why might a big test cause someone to

feel anxiety?

3. What kind of a challenge might a moun-

tain climber take on?

4. How can you tell if someone is really shy

or just being coy?

5. Who might help you solve a dilemma?

6. Which might cause you to drop your jaw

in disbelief, seeing a person diving or

flying?

7. Which is the final chapter in a book: the

last one or the first one?

8. How many rhymes can you generate for

the word “sack”?

9. What are some things that glisten in the

sun?

10. Why are children incapable of driving

cars?

11. If your favorite teacher left the school,

how would you lament?

12. Have you ever made a pledge? What did

you promise?

13. Would you be more stunned to see a pile

of gold or a pile of straw?

14. When might a student be summoned by

the principal?

15. How can you verify that you read a class

assignment correctly?

Graphic Organizers

Venn Diagram

290

Two-Column Chart

294

Topic and Main Idea Web

291

Clue and Inference Chart

295

Main Idea Web (Four Details)

292

Action and Judgement Chart

296

Main Idea Chart

293

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288 Graphic Organizers

Graphic Organizers

Cause and Effect Chart

297

Character, Setting, Plot

300

Sequence Map (Four Events)

298

Problem and Solution Map

301

Sequence Map (Five Events)

299

Author’s Purpose Chart

302

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289Graphic Organizers

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Topic

Main Idea

DetailDetail

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Clues

Author’s Purpose


What are Foldables®?

Foldables are multi-dimensional graphic

organizers that can be used for skills

reinforcement, practice, and/or

information organizing.

Why use Foldables®?

Not only do Foldables reinforce

skills and strategies essential

for reading success, they

provide a kinesthetic tool

for organizing and

analyzing learning.

by Dinah Zike

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Foldables 303

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Dear Teacher,

A Foldable is a three-dimensional, student-made (and/or teacher-made) interactive graphic organizer based upon a skill. Making a Foldable gives students a fast, kinesthetic activity that helps them organize and retain information either before, during, or after reading. In this section of the Teacher’s Resource Book, you will fi nd instructions for making Foldables, as well as ideas on how to use them to reinforce and practice phonics, vocabulary, spelling, and comprehension skills.

In this section, you will fi nd Foldables to help you• replace photocopied activity sheets with student-generated

print• present content and skills in a clear, visual, kinesthetic format• incorporate the use of such skills as comparing and

contrasting, recognizing cause and effect, and fi nding similarities and differences

• assess student progress and learning levels• immerse students in new and previously learned vocabulary

and reading skills• teach students unique ways to make study guides and

practice materials, and• provide students with a sense of ownership in their learning.

I am excited to hand these Foldable ideas and activities over to you and your students. Have fun using, adding to, and amending them to meet individual needs.

Sincerely,

304 Foldables

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Creating and Storing Foldables®

As you use the Foldables outlined in this Teacher’s Resource Book, discuss with students how they can adapt them to make their own Foldables learning and study aids. Teach students to write—titles, vocabulary words, concepts, skills, questions, main ideas—on the front tabs of their Foldables. By doing this, key concepts are viewed every time a student looks at a Foldable. Foldables help students focus on and remember the information presented without being distracted by other print. Remind students to write more specifi c information—supporting ideas, examples of a concept, defi nitions, answers to questions, observations—under the tabs.

Turn one-gallon freezer bags into student portfolios and storage containers for Foldables.

Cut the bottom corners off each bag so they won’t hold air and will stack and store easily.

Write student names across the top of the plastic portfolios with a permanent marker and cover the writing with two-inch clear tape to keep it from wearing off.

Place a piece of cardboard inside each portfolio to give it strength and to act as a divider.

Store Foldables in a giant laundry soap box. Or, students can carry their portfolios in a three-ring binder if you place a strip of two-inch clear tape along one side and punch three holes through the taped edge.

Foldables 305

in this section

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Basic Shapes ............................................... 307

Accordion Book ........................................... 308

Standing Cube ............................................. 310

Large Word Study Book ............................... 312

Layered Book .............................................. 314

Two- and Three-Tab .................................... 316

Three-Tab Poster ........................................ 318

Three- and Four-Tab ................................... 320

Eight-Tab ..................................................... 322

Matchbook and Matchbook Portfolio ........... 324

Shutter ......................................................... 326

Pyramid ....................................................... 328

Two- or Three-Pocket .................................. 330

Folded Tables and Charts ........................... 332

Foldables Correlated to Reading Skills ........ 334

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Basic Shapesby Dinah Zike

These fi gures illustrate the basic folds that are referred to throughout the following section of this book.

Taco Fold Hamburger Fold

Hot Dog Fold Burrito Fold

Valley Fold

Shutter Fold

Mountain Fold

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Using the Accordion Book Foldable®

by Dinah Zike

Vocabulary and Vocabulary Strategy ApplicationsUse the Accordion Book Foldable to create vocabulary concept books for topics such as:

• Shapes• Letters• Colors• Number words• Word categories (such as direction words, weather words, etc.)

Phonemic Awareness/Phonics ApplicationUse the accordion book to create a letter-sound book or an alphabet book. The book can also be used to collect and share single letter-sound examples.

Comprehension ApplicationThe accordion book is perfect for post-reading skills application. Use the book to record text sequence (fi rst, next, last) or plot sequence (beginning, middle, end). Try color-coding each section so students can see the sequence clearly.

Students may wish to use this Foldable for publishing their own stories.

Grammar ApplicationLike the vocabulary word categories application above, the accordion book can be used to collect and share grammar skills such as:

• Nouns (proper nouns, common nouns)

• Action verbs• Adjectives

Display in a workstation, center, or library corner. Store by slipping it into a

binder.

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Accordion Book Foldable® Directionsby Dinah Zike

Materials:• several sheets of 11� � 17 � paper• glue

Directions:

1. Fold each sheet of paper into a hamburger, but fold one side half an inch shorter than the other side. This will form a tab that is half an inch long.

2. Fold this tab forward over the shorter side, then fold it back away from the shorter piece of paper.

3. To form an accordion, glue a straight edge of one section into the valley of another section’s tab.

Before gluing, stand the sections on end to see how to glue the sections together. Use different colors of paper to indicate sections of the book. Always place the extra tab at the back of the book so you can add more pages later.

Tips!

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Using the Standing Cube Foldable®

by Dinah Zike

Vocabulary ApplicationUse the Foldable for developing vocabulary concepts with students. Each side of the cube can show information about a word (defi nition, example sentences, picture, etc.).

Comprehension ApplicationHave students work in small groups to create a Foldable about a story character they are studying. Each side of the Foldable should illustrate or tell about character traits.

the wolf has big teeth

the wolf

is hungry

Grammar ApplicationUse the Foldable to collect and share types of nouns or adjectives.

The Standing Cube Foldable can be fl attened for easier storage or for

moving it into a display area.

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Standing Cube Foldable® Directionsby Dinah Zike

Materials:• two sheets of 11� � 17 � paper• glue

Directions:

1. Fold each sheet like a hamburger, but fold one side one-half inch shorter than the other side.

2. Fold the long side over the short side on both sheets of paper, making tabs.

3. On one of the folded papers, place a small amount of glue along the tab, next to the valley but not in it.

4. Place the non-folded edge of the second sheet of paper square into the valley and fold the glue-covered tab over this sheet of paper. Press fl at until the glue holds. Repeat with the other side.

5. Allow the glue to dry completely before continuing. After the glue has dried, collapse the cube fl at to work on writing and drawing.

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Using the Large Word Study Book Foldable®

by Dinah Zike

Vocabulary and Phonics/Spelling ApplicationsWith a small group, make a Foldable for vocabulary word study/review. Display the book in a workstation for repeated review. The size and the format also make it easy for you and students to use them as lap fl ashcards.

Students can make individual books using this Foldable.

Collect and use these books through the year. Store each book in a labeled legal-

size folder.

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Large Word Study Book Foldable® Directionsby Dinah Zike

Materials:• several sheets of 11� � 17 � paper (one sheet for each word

studied)• stapler

Directions:

1. Fold each sheet like a hot dog, but fold one side one inch shorter than the other side.

2. Stack the sheets so the folds are side by side.

3. Staple sheets together along the tabbed end (the bottom of the pages).

You can make a large word study book as an aid for vocabulary or spelling word lists. On the front of each tab, write a vocabulary or spelling word. Open the tab and write the defi nition and a sample sentence.

Use this Foldable to

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Using the Layered Book Foldable® by Dinah Zike

Vocabulary ApplicationHave students create this Foldable to help them review vocabulary words. Have them write a word on each tab and then fl ip the tab to write the defi nition. The same thing can be done with antonyms and synonyms.

Phonemic Awareness/Phonics/Spelling ApplicationA review/study guide of letter sounds and word parts can be done with this Foldable. For example:

• Short vowels• Long vowels• Prefi xes and suffi xes• Base words

Comprehension ApplicationUse the Foldable to aid in the following skills reinforcement:

• Character study (one tab per story character)• Retelling • Generating Questions

Study Skills and Grammar ApplicationsThis Foldable can be used to review/reinforce concepts studied.

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Layered Book Foldable® Directionsby Dinah Zike

Materials:• two sheets of 8½� � 11 � paper• glue

Directions:

1. Stack two sheets of paper so that the back sheet is one inch higher than the front sheet.

2. Bring the bottom of both sheets upward and align the edges so that all of the layers or tabs are the same distance apart.

3. When all tabs are an equal distance apart, fold the papers and crease well.

4. Open the papers and glue them together along the valley, or inner center fold, or staple them along the mountain.

If you need more layers, use additional sheets of paper. Make the tabs smaller than one inch.


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Using the Two- and Three-Tab Foldable®

by Dinah Zike

Several options adapt this Foldable for prefi x, base word, and suffi x study and practice.

Phonics/Spelling ApplicationUse the Three-Tab Foldable to help students with word parts and syllabication. Open the tabs and write a base word in the center. Have students practice decoding words.

Another option is to cut only one of the valleys (see step 4) so that the Foldable has two tabs of unequal size. Open the two tabs and write a base word on the bottom paper so that one word part is shown in each box.

A third option is to make a two-tab variation. Use it to compare two different phonic/spelling elements such as soft c and hard c, vowel spellings, and word parts.

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Two- and Three-Tab Foldable® Directionsby Dinah Zike

Materials: • 8½� � 11 � sheet of paper• scissors

Directions:

1. Fold the sheet like a hamburger.

2. With the paper horizontal and the fold of the hamburger at the top, fold the right side toward the center, trying to cover one half of the paper.

3. Fold the left side over the right side to make three sections.

4. Open the right and left folds. Place one hand between the two thicknesses of paper and cut up the two valleys so there are three tabs.


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Using the Three-Tab Poster Foldable®

by Dinah Zike

Comprehension ApplicationThis Foldable may be adapted and used to create the following graphic organizers:

• Venn Diagram

• Story Map

• K-W-L Chart

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Three-Tab Poster Foldable® Directionsby Dinah Zike

Materials:• large poster board• scissors

Directions:

1. Fold poster board like a hot dog.

2. With the poster board horizontal and the fold of the hot dog up, fold the right side toward the center, to cover one third of the poster board.

3. Fold the left side over the right side to make three sections.

4. Open the folds. Place one hand between the two thicknesses of the poster board and cut up the two valleys on the top fl ap. This will create three tabs.


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Using the Three- and Four-Tab Foldable®

by Dinah Zike

Phonics/Spelling ApplicationSeveral options adapt this Foldable to digraph, blend, and vowel variant letter-sound review. Use the Four-Tab Foldable as an alternate to Sound Boxes. Open the tabs and write a CVCe word on the bottom paper so that one letter is shown in each box. Have students practice blending and decoding words.

Another option is to make the Foldable with three tabs. After step 2, cut only the fi rst and the third valleys. Open all three tabs and write a word with a vowel digraph on the bottom so that the middle tab covers the vowel digraph.

Or, cut only the fi rst and second tabs and write a word that ends with a double letter or a digraph.

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Three- and Four-Tab Foldable® Directionsby Dinah Zike

Materials: • one 8½� � 11 � sheet of paper• scissors

Directions:

1. Fold the sheet like a hamburger.

2. With the paper horizontal and the fold of the hamburger at the top, fold the hamburger into four vertical sections.

3. Open these folds. Place one hand between the folded hamburger and cut up the three valleys so there are four tabs.


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Using the Eight-Tab Foldable®

by Dinah Zike

Vocabulary and Phonics/Spelling ApplicationsUse the Foldable to review/study spelling or vocabulary words. This Foldable can be used to do a cumulative study of

• phonic elements such as blends and digraphs• suffi xes and prefi xes

Comprehension ApplicationThis can be an ideal tool for comparing two texts. For example, have students use the tabs to compare and contrast: characters, setting, problem, solution. It may also be helpful when retelling or summarizing nonfi ction.

322 Foldables

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Eight-Tab Foldable® Directionsby Dinah Zike

Materials:• 1 large sheet of construction paper• 2 8½� � 11 � sheets of paper• scissors• glue

Directions:

1. Fold all three sheets of paper into hot dogs. Put aside the construction paper.

2. With the paper horizontal and the fold of the hot dog at the top, fold one small hot dog into four vertical sections. Do the same on the other small hot dog.

3. Open these folds. Place one hand between the folds of the hot dog and cut up the three valleys so there are four tabs. Do the same on the other small hot dog.

4. Open the construction paper. Glue the tabbed hot dogs to the inside so they open like the pages of a book.


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Using the Matchbook Foldable® and Portfolioby Dinah Zike

Vocabulary ApplicationWith students, create Foldables for weekly or theme vocabulary. Write the vocabulary word on the front. Have students write a sentence for the inside.

Phonemic Awareness/Phonics/Spelling ApplicationUse the Foldable for review of phonics and/or spelling words.

Comprehension ApplicationThis Foldable works for reinforcing skills such as:

• Cause and effect• Making predictions

Study Skills ApplicationIf students are studying a list such as state capitals or even multiplication tables, the portfolio is a great small group or whole class review tool.

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Matchbook Foldable® and Portfolio Directionsby Dinah Zike

Materials:• several sheets of 8½� � 11 � paper• poster board• scissors• glue

Directions:

1. Fold each sheet like a hamburger, but fold it so that one side is one inch longer than the other side.

2. Fold the one-inch tab over the short side to form an envelope-like fold.

3. Fold each hamburger in half. Cut along the fold line.

4. Fold the poster board like a hamburger.

5. Use the small hamburgers to record information. Glue them onto the inside of the poster board.

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Using the Shutter Foldable®

by Dinah Zike

Comprehension ApplicationsThere are many ways to use the Shutter Foldable to review and study comprehension skills. Larger paper can be used so that a small group or a class can create one of these for literacy study. Consider having students retell or summarize the story on the middle inside panel. Then have them use the outer panels to analyze the following:

• Facts and Opinions (for nonfi ction)• Cause and Effect• Before and After• Fantasy and Reality• Pros and Cons (for persuasion)• Problem and Solution• Compare and Contrast

Large Shutter Foldables can be stored in an empty (and clean!) pizza box.

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Shutter Foldable® Directionsby Dinah Zike

Materials:• 8½� � 11 � paper

Directions:

1. Begin as if you are going to make a hamburger, but instead of folding the paper, pinch it to show the midpoint.

2. Open the sheet. Fold both of the outside edges in to touch the middle mark.


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Using the Pyramid Foldable®

by Dinah Zike

Use this Foldable with data occurring in threes.

Vocabulary ApplicationThe Pyramid Foldable can be used to sort and review concepts studied, such as three different endings (-tion, -sion, -cion).

Phonics/Spelling ApplicationStudents can sort words into three categories. Some examples:

• Long vowels (such as o_e, oa, o)• Blends (sl, st, sw) or consonant digraphs• Infl ected endings (-ial, -tion, -ious)

Comprehension ApplicationNot only can students use the pyramid to record information about what they read, they can do it in a few different ways. With one pyramid they can do things such as the following:

• Compare three different story characters• Create a K-W-L chart• Record information about story beginning, middle, and end

Students can glue together three pyramids to create small dioramas depicting scenes (from fi ction) and concepts (from nonfi ction).

Several pyramids can be strung together and hung from the ceiling for a vertical

display.

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Pyramid Foldable® Directionsby Dinah Zike

Materials:• one 8½� � 11 � sheet of paper• scissors• glue

Directions:

1. Fold the sheet into a taco. Cut off the excess rectangular tab formed by the fold.

2. Open the folded taco and refold it like a taco the opposite way to create an X-fold.

3. Cut one of the valleys to the center of the X, or the midpoint, and stop. This forms two triangular fl aps.

4. Glue one of the fl aps under the other, forming a pyramid.


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Using the Two- or Three-Pocket Foldable®

by Dinah Zike

Vocabulary and Phonics/Spelling ApplicationsHave students use this Foldable as a study aid. Copies of Vocabulary or Spelling Word Cards (see pages 102 –161 in this book) can be sorted and stored by students as they learn words. Have students label the pockets as shown below. As they study the words, have them move the cards to the appropriate pockets.

Comprehension ApplicationWhen students are comparing and contrasting ideas in a selection, they can use this Foldable to record and store information for retelling or summarizing. This works with skills such as:

• Fact and opinion• Make and confi rm predictions• Cause and Effect• K-W-L

Send this Foldable home with students so they can review and sort words with family members.

Heavy stock paper will improve durability. Post the Foldable on a bulletin

board for use during workstation time.

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Two- or Three-Pocket Foldable® Directionsby Dinah Zike

Materials:• one 11 � 17 sheet of paper• glue

Directions:

1. Begin as if you are going to make a hot dog, but fold over only about three inches.

2. With the paper horizontal and the fold on the bottom, fold the right side toward the center, trying to cover one half of the paper. Then, fold the left side over the right side to make three sections. (Or, fold in half to make two pockets.)

3. Glue the right and left edges of the original fold so that three pockets are created.


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Using Folded Tables and Chartsby Dinah Zike

Depending upon the amount of data, the table or chart can be adapted and reformatted.

Vocabulary and Phonics/Spelling ApplicationsHave students use this Foldable as a study aid. Have them sort the words into categories and write them in the appropriate columns.

Vocabulary Strategies ApplicationStudents can study words that have:

• prefi xes and suffi xes• more than one meaning• synonyms and antonyms

Comprehension ApplicationTables such as these can be helpful before, during, and after reading a selection. Students can set up a simple K-W-L table, a beginning-middle-end table, or a simple sequence table.

When loose-leaf paper is used, storage in a three-ring binder is easy.

Set up Vocabulary or Spelling Word binders in workstations so that students have easy access to them.

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Folded Tables and Charts Directionsby Dinah Zike

Materials:• 8½ � 11 paper or loose-leaf paper

Directions:

1. Fold the number of vertical columns needed to make the table (or chart).

2. Fold the horizontal rows needed to make the table. (If you use loose-leaf paper, you may not need to do this step.)


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Correlated to Reading Skills

Learn More About Foldables®

Dinah Zike is the author of more than 150 educational books and materials. For a catalog of Dinah’s current publications, as well as information on her keynotes and teacher workshops, call 1-800-99DINAH (1-800-993-4624), or visit her Web site at www.dinah.com.

Look for the PreK–2 and Grades 3–6 volumes of Foldables and V-K-Vs for

Phonics, Vocabulary, and Spelling. These 300-page, full-color reference books illustrate how to teach basic reading skills through the use of Foldables and visual-kinesthetic-vocabulary fl ashcards.

The updated, full-color Dinah Zike’s Classroom Organization: It Can Be

Done is a K–6 teacher’s comprehensive guide to creatively managing time, energy, and classroom materials.

X

X

X

X

X

X

X

X

XX

Accordion Book

Standing Cube

Large Word Study Book

Layered Book

Two- and Three-Tab

Three-Tab Poster

Three- and Four-Tab

Eight-Tab

Matchbook

Shutter

Pyramid

Two- or Three-PocketFolded Tables

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Foldable Phon

ics/

Phon

emic

Aw

aren

ess/

Spel

ling

Voca

bula

ry

Voca

bula

ry

Str

ateg

ies

Com

preh

ensi

onSt

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Skill

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334 Foldables

Practice

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clap rock snack shut jumpstep luck mess miss clicksick crop head stamp pond

Write the spelling words that rhyme with the words below. Then circle the letter that spells the short vowel sound in each word.

1. block 4. cut

2. tuck 5. fl ap

3. bed

Vowel Power

Write the spelling words that contain each short vowel sound below.

short a 6.

7.

8.

short e 9.

10.

11.

short i12.

13.

14.

short o15.

16.

17.

short u18.

19.

20.

Spelling:Short Vowels

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

First Day Jitters • Grade 3/Unit 1 SP1

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clap rock snack shut jumpstep luck mess miss clicksick crop head stamp pond

What’s the Word?

Complete each sentence with a spelling word.

1. My sister makes a when she packs for school.

2. Put a on the letter before you send it.

3. I my mom when I go to school.

4. After math class, it’s time for a .

5. Ducks like to swim in a .

6. We when the music ends.

7. I walk with my held high.

8. Her shoes on the fl oor when she walks.

9. The farmer grew a of corn.

10. I don’t like to on cracks in the sidewalk.

Def ine It!

Write the spelling words that have the same meaning as the words below.

11. close

12. stone

13. ill

14. leap

15. chance



First Day Jitters • Grade 3/Unit 1SP2

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

Sample A: Sample B:

lump 𝖤 tacke𝖡 lumpe 𝖥 taak𝖢 lumpp tack𝖣 luump 𝖧 takk

11. miss𝖡 mis𝖢 myss𝖣 mys

12. 𝖤 stemp𝖥 stampe𝖦 Stampp stamp

13. jump𝖡 jumpe𝖢 juump 𝖣 juumpe

14. 𝖤 cliek click𝖦 clyck𝖧 cliik

15. 𝖠 ponde𝖡 pawnd𝖢 paund pond

6. 𝖤 krop𝖥 cropp crop𝖧 crope

7. 𝖠 snaak𝖡 snacc snack𝖣 snac

8. 𝖤 messe mess𝖦 meass𝖧 mas

9. head𝖡 haed𝖢 hed𝖣 heade

10. shut𝖥 shutt 𝖦 schut𝖧 schutt

1. 𝖠 klap𝖡 claap clap𝖣 clapp

2. 𝖤 stepp step𝖦 steap𝖧 stap

3. sick𝖡 siick𝖢 sik𝖣 syck

4. 𝖤 rawk𝖥 roock𝖦 rocke rock

5. 𝖠 lucke luck𝖢 lucc𝖣 luk



First Day Jitters • Grade 3/Unit 1 SP3

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Spelling:Final e

date lake safe plane gradefine life rice wise smilerose home globe smoke come

Write the spelling words that contain each long vowel sound below.

long a 1.

2.

3.

4.

5.

long i 6.

7.

8.

9.

10.

long o11.

12.

13.

14.

15.

Words with blends

16.

17.

18.

19.

20.


Amazing Grace • Grade 3/Unit 1SP4

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Spelling:Final e

date lake safe plane gradefine life rice wise smilerose home globe smoke come

A. It Takes Three

Write a spelling word that goes with the other two words.

1. pond, sea,

2. world, Earth,

3. smart, clever,

4. tulip, daisy,

B. What Does It Mean?

Write a spelling word that matches each clue below.

5. The place where you live

6. The day of the year

7. Not a frown

8. Flying machine

9. Rises from a fi re

10. Out of harm’s way

11. A side dish

12. A class or year in school

13. Arrive

14. Feeling well

15. A person’s time on Earth


Amazing Grace • Grade 3/Unit 1 SP5

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Spelling:Final e


Sample A: Sample B:

𝖠 gayt 𝖤 niec gate nice

𝖢 gaat 𝖦 nyce𝖣 gat 𝖧 naice

1. date𝖡 dayt𝖢 dait𝖣 dayte

2. 𝖤 fien𝖥 fyn

fine𝖧 faine

3. rose𝖡 roze𝖢 roase𝖣 roaze

4. lake𝖥 lacke𝖦 layk𝖧 laike

5. 𝖠 leyf𝖡 lyfe

life𝖣 lyf

11. 𝖠 wyse wise𝖢 waise𝖣 wize

12. 𝖤 smoak𝖥 smok𝖦 smoake smoke

13. 𝖠 grayd grade𝖢 graid 𝖣 graed

14. 𝖤 smyle𝖥 smiyel𝖦 smayle smile

15. come𝖡 kome𝖢 coome𝖣 coam

6. 𝖤 hoam home

𝖦 howme𝖧 haum

7. 𝖠 saife𝖡 saif𝖢 seyfe

safe

8. 𝖤 ric𝖥 riis

rice𝖧 ryce

9. 𝖠 gloob𝖡 gloab

globe𝖣 gloabe

10. 𝖤 playn𝖥 plaen 𝖦 plaine

plane


Amazing Grace • Grade 3/Unit 1SP6

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Spelling:Long a

fail ray trail sway paintbay plain may gray snailpail tray braid plays great

A. Write the spelling words that contain the matching spelling of the long a sound.

long a spelled ai 1.

2.

3.

4.

5.

6.

7.

long a spelled ea 8.

B. Words Within Words

Add one letter to the word to create a spelling word.

16. + ray = or

17. + nail =

18. + way =

19. + lays =

long a spelled ay 9.

10.

11.

12.

13.

14.

15.


Earth Smart • Grade 3/Unit 1 SP7

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Spelling:Long a

fail ray trail sway paintbay plain May gray snailpail tray braid plays great

It Takes Three


1. dish, plate,

2. pond, lake,

3. path, road,

4. June, July,

What Does It Mean?


5. Very good

6. Simple

7. A beam of light

8. Dull and gloomy

9. An animal that moves slowly

10. A bucket

11. What a kitten does with yarn

Past Tense

To form the past tense of a verb you usually add -ed. Put these words in the past tense:

12. braid 14. sway

13. paint 15. fail


Earth Smart • Grade 3/Unit 1SP8

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Spelling:Long a


Sample A: Sample B:

𝖠 clai 𝖤 mayl𝖡 clae mail𝖢 claa 𝖦 mael clay 𝖧 mayle

1. 𝖠 fayle𝖡 fayl fail𝖣 fale

2. 𝖤 bey𝖥 baye𝖦 bai bay

3. 𝖠 payle𝖡 payl pail𝖣 paile

4. 𝖤 rai ray𝖦 raye𝖧 raie

5. 𝖠 plian plain𝖢 plaen𝖣 playn

11. 𝖠 grae𝖡 grai𝖢 graye gray

12. 𝖤 plaiz plays𝖦 playz𝖧 plaes

13. paint𝖡 pante𝖢 paynt 𝖣 paynte

14. 𝖤 snale snail𝖦 snaile𝖧 snayle

15. great𝖡 grayt𝖢 grait𝖣 graite

6. 𝖤 trai tray𝖦 traye𝖧 trae

7. trail𝖡 trayl𝖢 trayle𝖣 treil

8. 𝖤 Mai𝖥 Maye𝖦 Mey May

9. 𝖠 brade𝖡 brayd𝖢 brayde braid

10. sway𝖥 swaye 𝖦 swaie𝖧 swai


Earth Smart • Grade 3/Unit 1 SP9

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gold sold roast coal showbowl snow coast slow floatsoak loaf scold grows blow

Write the spelling words that contain the matching spelling of the long o sound.

long o spelled ow 1.

2.

3.

4.

5.

6.

long o spelled o 7.

8.

9.

long o spelled oa10.

11.

12.

13.

14.

15.

Words Within Words

Write the spelling words that contain the small word.

16. old

17. oak

18. cold

19. oat

20. low

Spelling:Long o


Wolf! • Grade 3/Unit 1SP10

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gold sold roast coal showbowl snow coast slow floatsoak loaf scold grows blow

Words in Sentences

Write a spelling word to complete each sentence.

1. I had a of soup for lunch.

2. We bought a of bread at the store.

3. A penguin chick hatches and up.

4. Pieces of ice on top of the water.

5. Mark had to his dog for digging up the flowers.

6. The ground in Antartica is covered in .

7. They used to heat houses with .

8. I brought my cat to school for and tell.

9. There were many necklaces in the window of the store.

10. The girls cookies outside the store.

11. On her birthday, Maggie will out the candles on her cake.

12. We had to the sponges in water.

Opposite

Write the spelling word that is the opposite in meaning to the word below.

13. fast 15. sink

14. hide 16. praise

Spelling:Long o


Wolf! • Grade 3/Unit 1 SP11

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Sample A: Sample B:

𝖠 roa 𝖤 rowd row 𝖥 rowde𝖢 roaw 𝖦 roade𝖣 rowe road

1. 𝖠 gowld𝖡 golde gold𝖣 goald

2. 𝖤 bolle𝖥 boal𝖦 boale bowl

3. 𝖠 soke𝖡 sowk soak𝖣 soake

4. 𝖤 sowld sold𝖦 soald𝖧 solde

5. snow𝖡 snowe𝖢 snoe𝖣 snoa

11. slow𝖡 sloew𝖢 slowe𝖣 sloaw

12. grows𝖥 groaws𝖦 groze𝖧 groaz

13. show𝖡 shoew𝖢 shoaw 𝖣 showe

14. 𝖤 floet𝖥 flote float𝖧 flowt

15. 𝖠 bloa𝖡 bloae𝖢 blowe blow

6. 𝖤 lofe loaf𝖦 loafe𝖧 lowf

7. roast𝖡 roste𝖢 rowst𝖣 rost

8. 𝖤 cowst coast𝖦 coste𝖧 coaste

9. scold𝖡 scowld𝖢 scoald𝖣 scolde

10. 𝖤 coale𝖥 caol 𝖦 cole coal

Spelling:Long o


Wolf! • Grade 3/Unit 1SP12

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mild might tied tight brightsky find right child buypie fight fry flight dye

Write the spelling words that contain the matching spelling of the long i sound.

long i spelled ie

1.

2.

long i spelled igh

3.

4.

5.

6.

7.

8.

long i spelled y

9.

10.

11.

12.

long i spelled i

13.

14.

15.

Spelling:Long i


My Very Own RoomGrade 3/Unit 1

SP13

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mild might tied tight brightsky find right child buypie fight fry flight dye

Analogies

An analogy is a statement that compares sets of words that are alike in some way: Night is to day as black is to white. This analogy points out that night and day are opposite in the same way that black and white are opposite.

Use the spelling words to complete the analogies below.

1. Hot is to cold as spicy is to .

2. Cook is to eat as look is to .

3. High is to low as wrong is to .

4. Good is to bad as sell is to .

5. Cow is to calf as mother is to .

In the Dictionary

Many dictionary entries have sample sentences that show how the word can be used.

Complete each sample sentence with a spelling word.

6. The cook baked a peach .

7. The car’s lights were very .

8. Birds fl y in the .

9. I come to the party late.

10. You use to change the color of cloth.

Spelling:Long i



SP14

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Sample A: Sample B:

𝖠 cind 𝖤 light kind 𝖥 lyte

𝖢 kynd 𝖦 liet𝖣 kynd 𝖧 lyght

1. mild𝖡 myld𝖢 mighld𝖣 mield

2. 𝖤 skie sky

𝖦 skye𝖧 skigh

3. 𝖠 pye𝖡 pigh𝖢 py

pie

4. might𝖥 myte𝖦 myght𝖧 mayt

5. fi nd𝖡 fynd𝖢 fi nde𝖣 fi ghnd

11. 𝖠 chyld child𝖢 childe𝖣 chylde

12. 𝖤 fl yte𝖥 fl iet fl ight𝖧 fl ite

13. 𝖠 bryte𝖡 bryt𝖢 bryght bright

14. 𝖤 bie buy𝖦 bigh𝖧 buye

15. 𝖠 digh dye𝖢 diegh𝖣 dygh

6. 𝖤 fi te𝖥 fyte

fi ght𝖧 fi ght

7. 𝖠 tyde𝖡 tighd𝖢 tiyed

tied

8. 𝖤 ryte𝖥 riyt

right𝖧 right

9. 𝖠 frie𝖡 frye

fry𝖣 fright

10. tight𝖥 tite 𝖦 tyte𝖧 tighte

Spelling:Long i

𝖤



SP15

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heel week speaks green streetseal bean team clean freeze weak creek free cream field

Vowel Power

Write the spelling words that contain the matching spelling of the long e sound.

long e spelled ea 1.

2.

3.

4.

long e spelled ee 8.

9.

10.

11.

Rhyme Time

Write the spelling word that rhymes with each word below.

15. treat

16. bean

5.

6.

7.

12.

13.

14.

Spelling:Long e

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

Boom Town • Grade 3/Unit 2SP16

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heel week speaks green streetseal bean team clean freeze weak creek free cream field

It Takes Three


1. blue, yellow,

2. pea, pod,

3. group, club,

4. road, highway,

What Does It Mean?


5. Says

6. Thick milk

7. A grassy area

8. Not strong

9. Make ice from water

10. Scrub or wash

11. A part of the foot

12. Close tightly

13. Small stream

14. At no cost

15. Seven days

Spelling:Long e


Boom Town • Grade 3/Unit 2 SP17

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Sample A: Sample B:

𝖠 grene 𝖤 sneze𝖡 grean sneeze𝖢 grien 𝖦 sneez

green 𝖧 sneaze

1. 𝖠 heale𝖡 heil

heel𝖣 hiel

2. 𝖤 siel𝖥 seel𝖦 sele

seal

3. 𝖠 weik𝖡 weeke𝖢 weake

weak

4. 𝖤 wiek week

𝖦 weik𝖧 weake

5. bean𝖡 bene𝖢 beane𝖣 beene

11. 𝖠 clene clean𝖢 cleen𝖣 cleene

12. 𝖤 creem𝖥 creim𝖦 criem cream

13. 𝖠 streat street𝖢 streit 𝖣 striet

14. freeze𝖥 freze𝖦 freaz𝖧 freaze

15. 𝖠 feeld fi eld𝖢 feald𝖣 feild

6. 𝖤 criek𝖥 creake

creek𝖧 creke

7. 𝖠 speeks speaks

𝖢 speiks𝖣 spekes

8. 𝖤 tiem𝖥 teim

team𝖧 teme

9. free𝖡 frea𝖢 frey𝖣 frie

10. 𝖤 grene green

𝖦 grean𝖧 greene

Spelling:Long e


Boom Town • Grade 3/Unit 2SP18

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wrap wrists knight wreck gnawsknit knots sign know writegnat wrote knock wring wrong

Pattern Power!

Write the spelling words that have each silent letter.

w 1.

2.

3.

4.

k g 8.

9.

10.

11.

12.

Word Hunt

Write the spelling words in which each of the words below can be found.

16. night

17. not

18. ring

5.

6.

7.

13.

14.

15.

19. now

20. rap

Spelling:Silent Letters


Home Grown Butterfl iesGrade 3/Unit 2

SP19

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wrap wrists knight wreck gnawsknit knots sign know writegnat wrote knock wring wrong

Part of the Group

Read the heading for each group of words. Then add the spelling word that belongs in each group.

Things you do with thread

1. sew, stitch,

Bugs

3. fl y, spider,

In the Dictionary

Many dictionary entries have sample sentences that show how the word can be used. Complete each sample sentence with a spelling word.

5. The at the library said “Story Hour.”

6. Someday I want to the story of my life.

7. Marcy did not her family history.

8. This is a fairy tale about a monster that through stone.

Opposites!

Write the spelling word that has the opposite meaning.

9. right

10. fi x

Parts of arms

2. hands, elbows,

Things you tie

4. bows, shoelaces,




SP20

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Sample A: Sample B:

𝖠 kneal 𝖤 fi te𝖡 neal fi ght

kneel 𝖦 fi ghte𝖣 neel 𝖧 faete

1. 𝖠 rap𝖡 rapp𝖢 wrapp

wrap

2. 𝖤 gnit𝖥 knigt

knit𝖧 gnite

3. 𝖠 knat gnat

𝖢 nat𝖣 gnate

4. 𝖤 rists𝖥 wrighsts𝖦 rhist

wrists

5. 𝖠 gnots knots

𝖢 knotes𝖣 gnaughts

11. 𝖠 nowe know𝖢 gnow𝖣 knoa

12. wring𝖥 wrign𝖦 wreng𝖧 wrang

13. 𝖠 knaws𝖡 naws𝖢 gnaus gnaws

14. 𝖤 ryte𝖥 righte write𝖧 wryte

15. 𝖠 rong𝖡 wronge wrong𝖣 ronge

6. 𝖤 roat𝖥 wroat𝖦 roate

wrote

7. knight𝖡 gnite𝖢 gnight𝖣 knite

8. 𝖤 signe𝖥 sihn

sign𝖧 sighn

9. knock𝖡 gnock𝖢 knawk𝖣 gnack

10. wreck𝖥 wrek 𝖦 reack𝖧 reck




SP21

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Spelling:3-Letter Blends

thread screams spread screens strongscrubs street throne spray scrapedspree scratch three throw strength

A. Write the spelling words for each of these clusters below.

thr scr 1.

2.

3.

4.

spr str10.

11.

12.

B. What’s in a Word?

Write the spelling words in which you can find the smaller word.

16. ray

17. rub

18. row

5.

6.

7.

8.

9.

13.

14.

15.


Coasting to CaliforniaGrade 3/Unit 2

SP22

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Spelling:

3-Letter Blends

thread screams spread screens strongscrubs street throne spray scrapedspree scratch three throw strength

It Takes Three


1. sewing, needle,

2. yells, hollers,

3. road, lane,

4. mist, water,

5. cleans, washes,

What Does It Mean?


6. Where a king sits

7. Having great power

8. What they show movies on

9. What you do with a ball

10. To cut with a fi ngernail

Make a Sentence

Use each word in a sentence.

11. strong

12. three

13. scraped

14. spree



SP23

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Spelling:3-Letter Blends


Sample A: Sample B:

𝖠 trea 𝖤 skrape three 𝖥 scraep

𝖢 thea scrape𝖣 threa 𝖧 scrapp

1. 𝖠 thred𝖡 thead

thread𝖣 thraed

2. scrubs𝖥 skrubs𝖦 scrubes𝖧 scubs

3. 𝖠 sprea𝖡 spre𝖢 shree

spree

4. 𝖤 skreams screams

𝖦 sreems𝖧 screims

5. 𝖠 streat𝖡 strete𝖢 streete

street

11. spray𝖡 scray𝖢 sprae𝖣 spraiy

12. throw𝖥 thrauw𝖦 trowe𝖧 throwe

13. 𝖠 shtrong strong𝖢 stron 𝖣 stronge

14. scraped𝖥 scraeped𝖦 scapped𝖧 skraped

15. 𝖠 stength𝖡 strangth strength𝖣 strenth

6. 𝖤 scatch𝖥 shratch

scratch𝖧 scratsch

7. 𝖠 shpread spread

𝖢 shread𝖣 spred

8. throne𝖥 throewn𝖦 trown𝖧 trauwn

9. 𝖠 threa𝖡 trea𝖢 thre

three

10. screens𝖥 screans 𝖦 skreens𝖧 skreams



SP24

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chick teacher thick cheese stretchmuch truth whales fish whatpitch lunch hatch them pathway

Write the spelling words with these spelling patterns.

ch 1.

2.

3.

th 6.

7.

8.

9.

tch10.

11.

12.

wh13.

14.

sh15.

4.

5.

Spelling:Digraphs


Here’s My Dollar • Grade 3/Unit 2 SP25

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chick teacher thick cheese stretchmuch truth whales fish whatpitch lunch hatch them pathway

What’s the Word?

Complete each sentence with a word from the spelling list.

1. The snow crunched as the wolf walked across it.

2. We eat after science class.

3. When will the birds from their eggs?

4. I walked down a park .

5. The baby was soft and fuzzy.

6. Our told us a story about a wolf.

7. He would like a grilled sandwich.

8. Are you watching play baseball on Friday night?

9. the ball over the plate.

10. You should take a walk to your legs.

Define It!

Write the spelling words that have the same meaning as the words or phrases below.

11. large sea mammals

12. a lot

13. animals that swim

14. the honest story

15. which thing

Spelling:Digraphs


Here’s My Dollar • Grade 3/Unit 2SP26

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Sample A: Sample B:

𝖠 sheck watch𝖡 ceck 𝖥 wach

check 𝖦 watsch𝖣 schek 𝖧 whach

1. chick𝖡 shick𝖢 chik𝖣 schick

2. 𝖤 mutch𝖥 mutsh𝖦 musch

much

3. 𝖠 pish𝖡 pitsh

pitch𝖣 pich

4. 𝖤 techer teacher

𝖦 teasher𝖧 teatcher

5. 𝖠 trooth𝖡 thruth𝖢 truht

truth

11. fi sh𝖡 fi hs𝖢 fi sch𝖣 fi tch

12. 𝖤 tehm𝖥 thehm𝖦 temh them

13. 𝖠 strech stretch𝖢 stretsch 𝖣 shtrech

14. 𝖤 waht𝖥 whath what𝖧 wath

15. pathway𝖡 pahtway𝖢 pathwhay𝖣 pahtwhay

6. 𝖤 lonch𝖥 lunsh

lunch𝖧 lunsch

7. 𝖠 tichk𝖡 thik𝖢 thich

thick

8. 𝖤 wahles whales

𝖦 whals𝖧 wahls

9. 𝖠 hach hatch

𝖢 hasch𝖣 hatsch

10. cheese𝖥 cheeze 𝖦 sheese𝖧 chese

Spelling:Digraphs


Here’s My Dollar • Grade 3/Unit 2 SP27

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he’d what’s you’re isn’t I’veshe’d won’t wasn’t we’re didn’tthat’s there’s we’ll couldn’t they’re

A. Write the spelling words that go in the groups.

1. he’ll, he’s,

2. I’ll, I’m,

3. you’ve, you’ll,

B. Contraction Power

Write the spelling words that contain the contraction endings.

’d

6.

7.

’s

8.

9.

10.

’re

11.

12.

13.

4. there’d, there’ll,

5. we’ve, we’d, ,

n’t

14.

15.

16.

17.

18.

’ll

19.

’ve

20.

Spelling:Contractions


A Castle on Viola StreetGrade 3/Unit 2

SP28

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Spelling:

Contractions

he’d what’s you’re isn’t I’veshe’d won’t wasn’t we’re didn’tthat’s there’s we’ll couldn’t they’re

A. What’s the Word?


1. a bird’s nest in the tree by my window.

2. Do you see that? the home that the bird built.

3. My grandparents are building a home, too. building it next door to me.

4. My grandparents’ home fi nished yet.

5. I asked Grandpa, “Can I help while working?”

6. He said that think about it.

7. Grandma said that let me help her.

8. Grandma and I are busy. painting walls.

9. be done soon, though.

10. Mom comes up and asks, “ going on?”

11. “ been helping to build a home,” I say.

B. Make It Short!

Write the spelling words that are the contractions for the words below.

12. could not

13. did not

14. will not

15. was not



SP29

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Sample A: Sample B:

𝖠 she’l 𝖤 havn’t𝖡 shel’l haven’t

she’ll 𝖦 havent’𝖣 sh’ll 𝖧 hav’ot

11. 𝖠 isnt’𝖡 isno’t𝖢 is’t isn’t

12. there’s𝖥 the’res𝖦 they’res𝖧 ther’is

13. 𝖠 hee’d𝖡 hed’ he’d𝖣 h’ed

14. 𝖤 there’re they’re𝖦 th’are𝖧 theyr’e

15. 𝖠 coud’nt𝖡 could’nt𝖢 coudn’t couldn’t

6. 𝖤 wo’nt𝖥 wiln’t𝖦 willn’t won’t

7. 𝖠 w’ere𝖡 wer’e we’re𝖣 we’r

8. 𝖤 was’nt wasn’t𝖦 wuzn’t𝖧 waz’nt

9. 𝖠 sh’ed she’d𝖢 shed’𝖣 sh’d

10. what’s𝖥 whats’𝖦 wat’s𝖧 wha’ts

1. wel’l we’ll𝖢 w’ill𝖣 we’ill

2. 𝖤 did’nt𝖥 di’nt didn’t𝖧 didn’ot

3. that’s𝖡 tha’s𝖢 thats’𝖣 that’is

4. 𝖤 your’re𝖥 you’r𝖦 youre’ you’re

5. 𝖠 I’ave𝖡 Ih’ve I’ve𝖣 Iv’e

Spelling:Contractions



SP30

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Spelling:


This week’s spelling words contain the vowel sound /ûr/. Write the spelling words that have these patterns.

/ûr/ spelled ur 1.

2.

3.

/ûr/ spelled ear 7.

8.

/ûr/ spelled or 9.

10.

11.

/ûr/ spelled er 4.

5.

6.

/ûr/ spelled ir12.

13.

14.

15.

turns learn earn girls worldfirst purr nurse firm serveherds third perch word worth


Author: A True Story • Grade 3/Unit 3 SP31

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Spelling: r-Controlled Vowels

er, ir, ur

turns learn earn girls worldfirst purr nurse firm serveherds third perch word worth

What’s the Word?


1. There are hundreds of different trees in the .

2. of elephants travel in packs in Africa.

3. Vets sick animals to health.

4. A man from Norway was the person to reach the South Pole.

5. Betsy will as class president this year.

6. When I pet my cat I hear her .

7. The bird sang all day as she sat on her .

8. I 50 dollars a week for cleaning out the cage.

9. Jack was the person in the line.

10. The truck cannot make wide around the corners.

11. The was very hard to spell.

12. The painting of the animals was a lot of money.

Find the Opposites

Write the spelling word that is the opposite of each word.

13. boys

14. soft

15. forget

16. last


Author: A True Story • Grade 3/Unit 3SP32

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Spelling:



Sample A: Sample B:

𝖠 hir dirt𝖡 herr 𝖥 dert𝖢 hur 𝖦 dort her 𝖧 durt

1. turns𝖡 tirns𝖢 terrns𝖣 terrns

2. 𝖤 forst fi rst𝖦 ferst𝖧 furst

3. 𝖠 hirds𝖡 heirds herds𝖣 hurds

4. 𝖤 lern𝖥 liern learn𝖧 lirn

5. purr𝖡 pir𝖢 pur𝖣 perr

11. 𝖠 furm𝖡 ferm𝖢 fi rem fi rm

12. 𝖤 wurd word𝖦 wird𝖧 werd

13. world𝖡 wurld𝖢 wirld 𝖣 warld

14. 𝖤 sirve𝖥 sierve𝖦 surve serve

15. 𝖠 wurth𝖡 warth𝖢 wirth worth

6. 𝖤 thurd third𝖦 therd𝖧 thord

7. 𝖠 erne𝖡 arne earn𝖣 urne

8. 𝖤 nirse nurse𝖦 nerse𝖧 narse

9. 𝖠 pirch𝖡 purch perch𝖣 pourch

10. 𝖤 goils𝖥 gerls 𝖦 gurls girls


Author: A True Story • Grade 3/Unit 3 SP33

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ar, or

Pattern Power!

This week’s spelling words contain the vowel sounds /är/ and /ôr/. Write each spelling word under the word that has the same vowel sound.

harm

1.

2.

3.

4.

5.

6.

bark sore yard porch choreshorts hard sport pour woresharp storms sharks story carve

12.

13.

14.

15.

port

7.

8.

9.

10.

11.

Write the spelling words with the /ôr/ sound spelled:

or16.

17.

18.

19.

20.

ore21.

22.

23.

our24.


Dear Juno • Grade 3/Unit 3SP34

Practice

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Spelling:

r-Controlled Vowels ar, or

bark sore yard porch choreshorts hard sport pour woresharp storms sharks story carve

Synonym Alert!

Write the spelling words that have the same meanings as the words below.

1. pointed

2. tale

3. fi rm

4. game

5. shout

What’s the Word?


6. At the feast, the chef will a turkey.

7. It is my to set the table.

8. Last night we ate dinner outside on the .

9. water into each glass.

10. I bought new to wear.

11. love to eat small fi sh.

12. We ate our food outside in the .

13. The made the lights go out.

14. For the dinner party, Meg her new shirt.

15. My arms were after stirring the soup for two hours.


Dear Juno • Grade 3/Unit 3 SP35

Practice

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ar, or


Sample A: Sample B:

𝖠 erm corn arm 𝖥 corne

𝖢 orm 𝖦 korn𝖣 ahrm 𝖧 carn

1. 𝖠 baurk𝖡 bawrk

bark𝖣 barke

2. 𝖤 sharts shorts

𝖦 sherts𝖧 shurts

3. sharp𝖡 sherp𝖢 shaurp𝖣 shorp

4. 𝖤 sare𝖥 sor𝖦 saur

sore

5. 𝖠 hord𝖡 harde

hard𝖣 haurd

11. pour𝖡 paur𝖢 por𝖣 paure

12. 𝖤 staury𝖥 stary𝖦 storee story

13. 𝖠 shure𝖡 chure𝖢 chare chore

14. 𝖤 waur𝖥 wawr wore𝖧 wor

15. carve𝖡 caurve𝖢 corve𝖣 carv

6. 𝖤 sturms𝖥 starms𝖦 stourms

storms

7. yard𝖡 yaurd𝖢 yarde𝖣 yurd

8. sport𝖥 spart𝖦 spourt𝖧 spowrt

9. 𝖠 shaurks𝖡 shawrks

sharks𝖣 sherks

10. 𝖤 purch porch

𝖦 parche𝖧 pourch


Dear Juno • Grade 3/Unit 3SP36

Practice

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unfair precut misnumber presale unloadretold unwanted preplan undone misreadmisfile recall unhappy mistreat recycle

A. Write the spelling words that have the base words below.

1. want

2. call

3. number

B. Write the spelling words that contain the prefixes below.

un- 6.

7.

8.

9.

10.

re-11.

12.

13.

4. plan

5. cycle

mis-14.

15.

16.

17.

pre-18.

19.

20.

Spelling:Prefixes re-, un-,

pre-, mis-


Messaging ManiaGrade 3/Unit 3 SP37

Practice

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unfair precut misnumber presale unloadretold unwanted preplan undone misreadmisfile recall unhappy mistreat recycle



1. I was when my best friend moved away.

2. I thought it was .

3. Now we have to our time to communicate.

4. I am careful so I don’t her e-mail messages.

5. A long time ago, people stories to communicate.

6. Now my friend and I use the computer to the fun times we had.

B. What Does It Mean?

Write the spelling word that matches each meaning.

7. use again

8. put in the wrong place

9. before a sale

10. make a mistake in numbering

11. be mean to

12. opposite of done

13. cut before

14. take boxes off a truck

15. not wanted


pre-, mis-


Messaging ManiaGrade 3/Unit 3SP38

Practice

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Sample A: Sample B:

retake 𝖤 misslead𝖡 rietake 𝖥 mislede

𝖢 rietaik mislead 𝖣 retack 𝖧 misleed

1. 𝖠 pricut precut

𝖢 precutt𝖣 precute

2. 𝖤 uhnhappy𝖥 unhapy

unhappy𝖧 unhappee

3. 𝖠 missnumbre𝖡 misnumbre𝖢 missnumber

misnumber

4. unload𝖥 unlode 𝖦 unlood𝖧 unloade

5. 𝖠 ricycle𝖡 ricykle

recycle𝖣 recikle

6. 𝖤 unphair𝖥 unfar𝖦 unfare unfair

7. 𝖠 persale𝖡 presaile presale𝖣 presail

8. 𝖤 unwantid unwanted𝖦 uhnwanted𝖧 unwauntid

9. 𝖠 ricaul𝖡 recaul𝖢 ricall recall

10. mistreat𝖥 mistreet𝖦 misstreat𝖧 misstreet

11. 𝖠 misfiel𝖡 missfiel misfile𝖣 missfile

12. 𝖤 perplan preplan𝖦 priplan𝖧 prieplan

13. 𝖠 undune undone𝖢 undun𝖣 uhndone

14. misread𝖥 misreed𝖦 missread𝖧 missred

15. 𝖠 ritold𝖡 rietold𝖢 retolde retold


pre-, mis-


Messaging ManiaGrade 3/Unit 3 SP39

Practice

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Spelling: Diphthong oi, oy

Pattern Power

Write the spelling words with the /oi/ sound spelled:

oi 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

oy11.

12.

13.

14.

15.

coy toil noise spoiled choicesoil coins loyal enjoys soybeanfoil point boiled voice joyful

Syllable Power

Write the spelling words that have one syllable:

16.

17.

18.

19.

20.

21.

22.

23.

24.

Write the spelling words that have two syllables:

25.

26.

27.

28.

29.

30.


What Do Illustrators Do?Grade 3/Unit 3

SP40

Practice

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Spelling:

Diphthong oi, oy

coy toil noise spoiled choicesoil coins loyal enjoys soybeanfoil point boiled voice joyful

A. Analogies

An analogy is a statement that compares sets of words that are alike in some way. Use spelling words to complete the analogies below.

1. Drummer is to drum as singer is to .

2. Dark is to light as silence is to .

3. Dollars are to cash as cents are to .

4. Bad is to awful as glad is to .

5. Head is to nod as fi nger is to .

B. Define It!

Write the spelling words that have the same meaning as the words or phrases below.

6. dirt

7. aluminum wrap for sandwich

8. faithful

9. work hard

10. selection

11. bean used for food

12. shy

13. heated water

14. ruined

15. likes



SP41

Practice

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Spelling: Diphthong oi, oy


Sample A: Sample B:

𝖠 toi boy𝖡 toie 𝖥 boye𝖢 toye 𝖦 boi

toy 𝖧 boie

1. 𝖠 coi𝖡 koie

coy𝖣 koy

2. soil𝖥 soyle𝖦 soyl𝖧 souyl

3. foil𝖡 foyl𝖢 fi ol𝖣 foyal

4. 𝖤 toyal toil

𝖦 toyel𝖧 toill

5. 𝖠 coyns coins

𝖢 coines𝖣 cions

11. enjoys𝖡 enjoise𝖢 enjoiys𝖣 enjoice

12. 𝖤 voyce𝖥 voise𝖦 vouyce voice

13. 𝖠 choyce𝖡 choise𝖢 choyse choice

14. soybean𝖥 soibeen𝖦 soibean𝖧 sueybean

15. 𝖠 joiful𝖡 juoiful joyful𝖣 juoyufl

6. 𝖤 poynt𝖥 piont𝖦 poyunt

point

7. 𝖠 noysee noisy

𝖢 noizee𝖣 noysy

8. 𝖤 loil𝖥 loyel

loyal𝖧 loiel

9. boiled𝖡 boyeld𝖢 boyled𝖣 bioled

10. 𝖤 spoyeld𝖥 spoyald

spoiled𝖧 spoilld



SP42

Practice

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Spelling:

Variant Vowel oo, u_e, ue, ew

Pattern Power!

Write the spelling words that have these patterns.

u-e 1.

2.

3.

4.

oo 5.

6.

7.

8.

9.

ue10.

11.

12.

oe13.

ew14.

oo-e15.

loop clue shook goose truerude spoon blue mules shoelook tube cubes gloom stew


The Jones Family ExpressGrade 3/Unit 3

SP43

Practice

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Spelling: Variant Vowel

oo, u_e, ue, ew

loop clue shook goose truerude spoon blue mules shoelook tube cubes gloom stew

A. Analogies


Use spelling words to complete the analogies below.

1. Wrong is to right as false is to .

2. Head is to hat as foot is to .

3. Ear is to listen as eye is to .

4. Neat is to messy as polite is to .

B. In the Dictionary

Many dictionary entries have sample sentences that show how the word can be used. Complete each sample sentence with a spelling word.

5. Read the fi rst in the crossword puzzle.

6. We rode on down into the Grand Canyon.

7. You can fl oat down the river in an inner .

8. Make a with the rope.

9. Father made a vegetable for dinner.

10. Before opening the gift, she the box.

11. The water will become ice in the freezer.

12. I could not see anything through the fog and .



SP44

Practice

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Spelling:

Variant Vowel oo, u_e, ue, ew


Sample A: Sample B:

𝖠 bouk too𝖡 bok 𝖥 tou

book 𝖦 tue𝖣 buuk 𝖧 tu

1. 𝖠 lupe𝖡 lewp𝖢 loope

loop

2. rude𝖥 roode𝖦 reud𝖧 rewd

3. 𝖠 louk look

𝖢 lewk𝖣 luk

4. 𝖤 cloo𝖥 clewe𝖦 cleu

clue

5. 𝖠 spewn𝖡 spoun

spoon𝖣 spown

11. mules𝖡 mools𝖢 mewles𝖣 mouls

12. 𝖤 glume𝖥 gloome gloom𝖧 glewm

13. 𝖠 shew shoe𝖢 shou 𝖣 shue

14. 𝖤 sirve𝖥 sierve𝖦 surve serve

15. 𝖠 stoow𝖡 stouw𝖢 steuw stew

6. 𝖤 toob𝖥 tewb𝖦 teub

tube

7. shook𝖡 shuk𝖢 shewk𝖣 shoock

8. 𝖤 bloo blue

𝖦 blou𝖧 bluu

9. 𝖠 coobs cubes

𝖢 coubs𝖣 cewbs

10. 𝖤 gewse𝖥 guse

goose𝖧 gouse



SP45

Practice

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found owl scout crowd groundtown couch round proud loudershout bow plow clouds bounce

Pattern Power!

This week’s spelling words contain the vowel sound /ou/. Write the spelling words with the /ou/ sound spelled:

ou 1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

ow11. 14.

12. 15.

13.

Words Within Words

Write each spelling word in which you can find the smaller word.

16. row 19. own

17. low 20. round

18. loud

Spelling:Diphthong ou, ow


Seven Spools of ThreadGrade 3/Unit 4

SP46

Practice

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Spelling:

Diphthong ou, ow

found owl scout crowd groundtown couch round proud loudershout bow plow clouds bounce

A. Analogies



1. Top is to bottom as sky is to .

2. Bad is to good as lost is to .

3. Quiet is to whisper as loud is to .

4. Flying disk is to throw as ball is to .

5. Moo is to cow as hoot is to .

6. Salute is to general as is to audience.

B. Def ine It!

Write the spelling word that matches each definition.

7. Large group of people

8. Big soft seat to sit on

9. Feeling pleased about what you did

10. What rain falls from

11. Someone who goes out to get information

12. Shape of a circle

13. A place where people live

14. Raised volume

15. Tool on a farm



SP47

Practice

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Spelling:Diphthong ou, ow

6. 𝖤 bau𝖥 bou

bow𝖧 baw

7. 𝖠 scowt𝖡 scaut

scout𝖣 scawt

8. 𝖤 raund round

𝖦 rawnd𝖧 rownd

9. 𝖠 plow𝖡 plaugh𝖢 plau𝖣 plaw

10. 𝖤 craud𝖥 crowd𝖦 crawd𝖧 crod

11. 𝖠 praud𝖡 prawd𝖢 proud𝖣 prowd

12. 𝖤 clowds𝖥 clawds𝖦 clauds𝖧 clouds

13. 𝖠 grownd ground

𝖢 graund𝖣 grawnd

14. 𝖤 lowder𝖥 lauwder𝖦 loder

louder

15. 𝖠 bownce𝖡 bounse𝖢 bownse

bounce

𝖠

𝖥

𝖢

𝖧


Sample A: Sample B:

owt brown ott 𝖥 braun oute 𝖦 bron out 𝖧 browne

1. 𝖠 fownd𝖡 fawnd𝖢 faund

found

2. taun town tawn toun

3. shout𝖡 showt𝖢 shaut𝖣 shawt

4. 𝖤 awel𝖥 oal 𝖦 owel

owl

5. couch𝖡 cowch𝖢 coch𝖣 coush



SP48

Practice

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Spelling:Plurals

years states inches ponies lunchestwins ashes flies bunches cherriestrays foxes cities alleys daisies

This week’s spelling list contains plural words. Plurals are words that name more than one thing.

Write the spelling words for each of these plural endings.

s

1.

2.

3.

4.

y to i + -es

5.

6.

7.

8.

9.

Find the Base Word

Write the base word of each plural noun.

16. fl ies

17. ponies

18. bunches

es

10.

11.

12.

13.

14.

15.


Nacho and Lolita • Grade 3/Unit 4 SP49

Practice

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Spelling:Plurals

years states inches ponies lunchestwins ashes flies bunches cherriestrays foxes cities alleys daisies

A. Part of the Group

Add the spelling word that belongs in each group below.

Fruits Baby animals

1. apples, grapes, 2. calves, kittens,

Places to live Units of time

3. towns, villages, 4. days, months,

Animals Flowers

5. sheep, bears, 6. roses, lilies,

B. A Clue for You

7. They are small streets behind buildings.

8. You carry food on them.

9. There are 50 of these in the United States.

10. They buzz through the air.

11. What is left after something burns.

12. What students bring to school to eat.

13. Groups of something.

14. There are 12 of these in 1 foot.

15. Two people who look exactly alike.


Nacho and Lolita • Grade 3/Unit 4SP50

Practice

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Spelling:Plurals


Sample A: Sample B:

keys 𝖤 ladys𝖡 keeze 𝖥 ladees

𝖢 keyes 𝖦 laides 𝖣 keies ladies

1. 𝖠 yeares𝖡 yiers

years𝖣 yeirs

2. twins𝖥 twinz𝖦 twiness𝖧 twinz

3. 𝖠 traies trays

𝖢 trayies𝖣 traes

4. 𝖤 staties𝖥 statez

states𝖧 statses

5. 𝖠 ashs𝖡 ashies𝖢 ashez

ashes

6. foxes𝖥 foxies𝖦 foxs𝖧 foxses

7. 𝖠 inchs𝖡 inchies𝖢 inchez inches

8. 𝖤 flys𝖥 flyes

flies𝖧 fliez

9. 𝖠 cityies𝖡 cities𝖢 citys𝖣 citees

10. 𝖤 poneis𝖥 poneese𝖦 poneez𝖧 ponies

11. 𝖠 bunches𝖡 bunchs𝖢 bunschs𝖣 bunchez

12. 𝖤 alleyies𝖥 alleyes 𝖦 alleys𝖧 alleies

13. 𝖠 lunchs lunches𝖢 lunschs𝖣 lunchez

14. 𝖤 cherrys𝖥 cherryis𝖦 cherryies cherries

15. 𝖠 daisys𝖡 daisees daisies𝖣 daysies

𝖦

𝖠

𝖡

𝖧


Nacho and Lolita • Grade 3/Unit 4 SP51

Practice

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Spelling:Variant Vowels: a, au, aw, alt, alk, all, ough

yawn lawn hawks bawls pausedtaught halls squawk drawing crawledsalt hauls bought caused coughing

Pattern Power!

Write the spelling words that have these patterns.

/ô/ spelled au

1. 2. 3.

/ô/ spelled aw

4. 7. 9.

5. 8. 10.

6.

/ô/ spelled a

11. 12.

/ô/ spelled augh

13.

/ô/ spelled ough

14. 15.


A Solution to Pollution Grade 3/Unit 4

SP52

Practice

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yawn lawn hawks bawls pausedtaught halls squawk drawing crawledsalt hauls bought caused coughing



1. The chef us how to bake cookies.

2. She a loaf of bread at the bakery.

3. There was too much in the soup.

4. Watch out! Those large are trying to eat our picnic food!

5. My mother when she loses her favorite recipe book.

6. We set up a lemonade stand on the front .

7. Margaret is a picture of a strawberry shortcake.

8. She the burnt cookies to the trash.

9. The smell of pepper made us start sneezing and .

10. After he fi nished dinner, Bob let out a big and fell asleep.

11. You could smell the cookies all the way down our .

12. The smell me to smile.

B. Synonym Alert!

For each word below, write the spelling word that has the same meaning.

13. creeped

14. squeal

15. stopped




SP53

Practice

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Sample A: Sample B:

𝖠 sawlt 𝖤 fawl 𝖡 sealt fall

salt 𝖦 faul 𝖣 sault 𝖧 faol

1. 𝖠 yaun𝖡 yonn

yawn𝖣 yann

2. taught𝖥 tawt𝖦 tawght𝖧 tauht

3. 𝖠 sault𝖡 sawlt𝖢 selt

salt

4. lawn𝖥 laun 𝖦 laugn𝖧 lohn

5. 𝖠 hawls𝖡 haughls

halls𝖣 haulls

6. 𝖤 haughls𝖥 hals𝖦 hawls hauls

7. 𝖠 hauks hawks𝖢 haks𝖣 haulks

8. 𝖤 squauk squawk𝖦 sqwack𝖧 squock

9. 𝖠 baught𝖡 bawt 𝖢 bought𝖣 baght

10. 𝖤 boughls𝖥 bals𝖦 bauls 𝖧 bawls

11. 𝖠 drawing𝖡 drauing𝖢 drauwing𝖣 draughing

12. 𝖤 cawsed𝖥 cassed𝖦 caused𝖧 coused

13. 𝖠 pased𝖡 poused𝖢 pawsed paused

14. 𝖤 crowled𝖥 crauled crawled𝖧 craled

15. 𝖠 caughing coughing𝖢 cawfi ng𝖣 coghing


𝖢

𝖧

𝖠

𝖦



SP54

Practice

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sale beat rowed your they’resail rode its you’re peacebeet road it’s there piece

Homophones are words that sound alike but have different spellings and different meanings. Write the spelling words that are homophones of the words below.

1. there

2. peace

3. sale

4. beet

5. rowed

6. it’s

7. your

Which spelling words are contractions?

8.

9.

10.

Write the spelling words that have the sounds below.

long e11. 13.

12. 14.

long a15.

Spelling:Homophones


Ramona and Her FatherGrade 3/Unit 4

SP55

Practice

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sale beat rowed your they’resail rode its you’re peacebeet road it’s there piece

Homophones are words that sound alike but have different spellings and different meanings. In each sentence below, a homophone is used incorrectly. Circle the incorrect homophone and write the correct homophone on the line following the sentence.

1. Its important to help people who need you.

2. All of the cakes and pies were on sail for a good cause.

3. Is that you’re mother on TV?

4. The rowed was long and dark.

5. Someday there will be piece on earth.

6. My family used a beat and a carrot from our garden to make soup.

7. At camp we learned how to sale a boat.

8. We were allowed to feed the chimp a peace of banana.

9. The gorilla scratched it’s head.

10. There going to open a new community center in our town.

11. The group road through the jungle in a truck.

12. We beet last year’s record by raising even more money for the zoo.

13. They’re are many volunteers who help at the soup kitchen.

14. Your so good at listening to others.

15. We all road the boat to shore.

Spelling:Homophones



SP56

Practice

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6. 𝖤 rowd𝖥 roud road𝖧 raud

7. 𝖠 roed𝖡 wrowd rowed𝖣 roud

8. 𝖤 ets𝖥 i’ts its𝖧 itz

9. 𝖠 itz𝖡 i’ts𝖢 ets it’s

10. your𝖥 yure𝖦 your’e𝖧 yowr

11. 𝖠 yure you’re𝖢 your’e𝖣 yowr

12. 𝖤 thier𝖥 thare there𝖧 theyr’e

13. 𝖠 thier𝖡 theyr’e𝖢 thare they’re

14. peace𝖥 peise𝖦 peice𝖧 pease

15. 𝖠 peice𝖡 peise piece𝖣 pease


Sample A: Sample B:

𝖠 soe 𝖤 soe 𝖡 sowe sew 𝖢 soh 𝖦 sowe 𝖣 so 𝖧 soh𝖣

Spelling:Homophones

1. sale𝖡 sayle𝖢 saile𝖣 sayel

2. 𝖤 sayle sail𝖦 cayle𝖧 sayel

3. beet𝖡 beete𝖢 biet𝖣 beit

4. 𝖤 beete beat 𝖦 beit𝖧 biet

5. 𝖠 wroad𝖡 raud𝖢 rowd rode



SP57

Practice

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Spelling:Soft c and g

cell place cents nice pagesgems gyms price giant gentleage city space changes message

Word Sort

Write the spelling words that have soft c spelled:

c 1.

ce 2. 5.

3. 6.

4. 7.

Write the spelling words that have soft g spelled:

g 8. 10.

9. 11.

ge12. 14.

13. 15.

Rhyme Time


16. face 19. pity

17. cages 20. rims

18. bell


Out of This World! Grade 3/Unit 4

SP58

Practice

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Spelling:

Soft c and g

cell place cents nice pagesgems gyms price giant gentleage city space changes message

A. It Takes Three


1. cost, amount, 4. town, village,

2. jewelry, charms, 5. calm, tender,

3. coins, change,

B. Words in Sentences


1. There are many inside a book.

2. There was a time when Earth was a cold and frosty .

3. Dinosaurs lived during a different .

4. You get fi ve for each bottle you recycle.

5. We won’t cut down trees to make for a mall.

6. You must be when you pet animals.

7. There are trees in the redwood forest.

8. We had a “Save the Forest” meeting in each of the school .

9. My sister looked at a plant under a microscope.

10. You cannot put a on nature.

11. They mine for in those old mountains.

12. I left a on her answering machine.

13. The of his book were made from recycled paper.

14. The woman never litters.

15. The pollution from the is hurting the forest nearby.


Out of This World!Grade 3/Unit 4

SP59

Practice

Name

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Spelling:Soft c and g


Sample A: Sample B:

𝖠 caige rice 𝖡 cage 𝖥 ryse 𝖢 caje 𝖦 ryce 𝖣 cayj 𝖧 raice

1. 𝖠 sel cell

𝖢 selle𝖣 cel

2. 𝖤 jems𝖥 jehms

gems𝖧 gehms

3. 𝖠 aig𝖡 aje

age𝖣 adje

4. place𝖥 playce 𝖦 plase𝖧 plaise

5. 𝖠 jyms gyms

𝖢 jims𝖣 gims

6. city𝖥 sity𝖦 citty𝖧 cety

7. 𝖠 zents𝖡 sence cents𝖣 cense

8. 𝖤 pryce price𝖦 prise𝖧 pryse

9. 𝖠 spase𝖡 spaice𝖢 spayce𝖣 space

10. 𝖤 nyce𝖥 nise𝖦 naice𝖧 nice

11. 𝖠 jiant𝖡 jyant𝖢 giant𝖣 gyant

12. 𝖤 chanjes𝖥 chaynjes𝖦 chainges𝖧 changes

13. 𝖠 pages𝖡 pajes𝖢 payges𝖣 paiges

14. 𝖤 jentle𝖥 gentle𝖦 gentel𝖧 jentel

15. 𝖠 mecage𝖡 mesadge𝖢 messej𝖣 message

𝖡

𝖣

𝖧

𝖢

𝖧

𝖠

𝖥

𝖣


Out of This World! Grade 3/Unit 4

SP60

Practice

Name©

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raw

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airplane daylight birdhouse sometime sidewalksdaytime hairdo barefoot someone basketballbirthday notebook headlight newspaper stagecoach

A. What’s in a Word?

Compound words are made up of smaller words. Write the spelling words that have the following words in them.

1. some

2. light

3. time

4. day

B. Order Please!

Write each group of spelling words in alphabetical order.

birdhouse, airplane, basketball, barefoot, birthday

5.

6.

7.

8.

9.

someone, sometime, sidewalks, stagecoach

10. 12.

11. 13.

notebook, hairdo, newspaper, headlight, daytime

14.

15.

16.

17.

18.

Spelling:Compound Words


Penguin Chick • Grade 3/Unit 5 SP61

Practice

Name

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cGra

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airplane daylight birdhouse sometime sidewalksdaytime hairdo barefoot someone basketballbirthday notebook headlight newspaper stagecoach



1. My brother delivers the on our street to make money.

2. I wish would hire me.

3. Put on your shoes. You can’t go to work .

4. Before , my father has gone to the offi ce.

5. The woman needed a before her party.

6. Write down your ideas in a so you do not forget them.

7. The car’s was not working.

8. The of the town were full of people shopping.

9. The store sells shoes for kids who play soccer, baseball, and

.

10. She works at night because she is too busy during the .

11. My is a day that I stay home from work and relax.

12. I would like to open my own business in the future.

B. Where Would It Be?

Write the spelling word that would most likely be found in each of these places.

13. in the backyard

14. at an airport

15. in a movie about the old West



Penguin Chick • Grade 3/Unit 5SP62

Practice

Name©

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Sample A: Sample B:

𝖠 whithout 𝖤 owtside𝖡 wittout 𝖥 outsighted

without 𝖦 ootside𝖣 wethout outside

1. 𝖠 areplain airplane

𝖢 airplain𝖣 errplane

2. daytime𝖥 daytyme𝖦 daitime𝖧 daytim

3. 𝖠 birthdai𝖡 birtday

birthday𝖣 berthday

4. 𝖤 daylite𝖥 daelyte

daylight𝖧 deylight

5. hairdo𝖡 hayredo𝖢 haredo𝖣 herrdo


6. 𝖤 knotebook𝖥 nootbook notebook𝖧 notbook

7. 𝖠 birdhause𝖡 birdhaus𝖢 birdhous birdhouse

8. 𝖤 barefut barefoot𝖦 baerfoot𝖧 bairfoot

9. 𝖠 headlite𝖡 hedlight𝖢 headlyte headlight

10. 𝖤 soumtime sometime𝖦 sumtime𝖧 sometyme

11. someone𝖡 sumwon𝖢 somewon𝖣 somewan

12. newspaper𝖥 newpaper𝖦 newspapper𝖧 knewspaper

13. 𝖠 sidewoks sidewalks𝖢 sydewalkes𝖣 sidewaulks

14. 𝖤 basketbull𝖥 basketbal𝖦 basketbol basketball

15. 𝖠 stagcoche𝖡 stajcoach𝖢 stagecoah stagecoach


Penguin Chick • Grade 3/Unit 5 SP63

Practice

Name

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Spelling:Inflectional Endings

tries dries hurries studies playstried dried hurried studied playedtrying drying hurrying studying playing

A. Pattern Power!

Write the spelling words that have one syllable.

1.

2.

Write the spelling words that have two syllables.

7.

8.

9.

Write the spelling words that have three syllables.

14.

15.

B. Rhyme Time

Write a spelling word that rhymes with each of these words.

16. eyes

17 . trade

18. worrying

19. buddies

20. fl ying

3.

4.

5.

6.

10.

11.

12.

13.


Animal Homes • Grade 3/Unit 5SP64

Practice

Name©

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Spelling:

Inflectional Endings

tries dries hurries studies playstried dried hurried studied playedtrying drying hurrying studying playing



1. The baseball player to get to fi rst base.

2. After school she dances to music and volleyball with friends.

3. I hard for the test, so I hope I did well.

4. We were all to win the race.

5. The socks that were on the line were blowing in the wind.

6. The children in the backyard after lunch.

7. The teacher was hoping that the students were .

8. The cat to climb the tree, but she could not do it.

9. Gretel was dropping crumbs while down the path.

10. The machine the clothes by blowing air on them.

B. Find the Base Words

Write the base word of each spelling word.

11. tries

12. playing

13. studies

14. hurries

15. dried


Animal Homes • Grade 3/Unit 5 SP65

Practice

Name

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Sample A: Sample B:

𝖠 cryed 𝖤 crys 𝖡 cried 𝖥 chries 𝖢 cride 𝖦 crise 𝖣 creid 𝖧 cries

1. 𝖠 trize𝖡 tries𝖢 trys𝖣 treis

2. 𝖤 tryed𝖥 tride𝖦 tryd𝖧 tried

3. 𝖠 trying𝖡 trian𝖢 treyeing𝖣 triying

4. 𝖤 drys𝖥 dryes 𝖦 drize𝖧 dries

5. 𝖠 dryed𝖡 dreid𝖢 dried𝖣 dride

11. 𝖠 studyed𝖡 studied𝖢 studdied𝖣 studeed

12. 𝖤 studing𝖥 studieing𝖦 studeeing𝖧 studying

13. 𝖠 plaze𝖡 plays𝖢 plaise𝖣 plais

14. 𝖤 plaide𝖥 playde𝖦 playd𝖧 played

15. 𝖠 playing𝖡 plaing𝖢 plaeng𝖣 playeing

6. 𝖤 driing𝖥 drieing𝖦 drying𝖧 dring

7. 𝖠 hurrees𝖡 hurrys𝖢 hurries𝖣 huries

8. 𝖤 hurried𝖥 hureed𝖦 hurryed𝖧 huried

9. 𝖠 hurriing𝖡 hurrying𝖢 hurryin𝖣 herrying

10. 𝖤 studies𝖥 studyes𝖦 studys𝖧 studees


Animal Homes • Grade 3/Unit 5SP66

Practice

Name©

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raw

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Spelling:

Closed Syllables

basket letter mammal chapter chickenrabbit invite number follow butternapkin bedtime fellow problem Sunday

A. Pattern Power!

Write the spelling words with these spelling patterns.

ll

1.

2.

mm

3.

B. Order Please!

Write each group of spelling words in alphabetical order.

basket, chapter, chicken, bedtime

7. 9.

8. 10.

invite, napkin, Sunday, number, problem

11.

12.

13.

14.

15.

tt

4.

5.

bb

6.


Call of the Wild • Grade 3/Unit 5 SP67

Practice

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Spelling:Closed Syllables

basket letter mammal chapter chickenrabbit invite number follow butternapkin bedtime fellow problem Sunday



1. The nurse brought the sick man soup and bread with .

2. The police offi cers’ awards dinner will be on night.

3. The next of the book is about fi refi ghters.

4. My mom rescued my pet from a neighborhood dog.

5. Offi cer Dan is a wonderful father and a good .

6. When you have a , ask your parents for help.

7. Will you your friend to the fi rehouse fundraiser?

8. the police offi cer to safety.

9. They delivered a of fruit to the fi refi ghters who saved them.

10. I wrote a to her because she is my hero.

B. It Takes Three


11. reptile, bird,

12. fork, placemat,

13. letter, symbol,

14. pig, cow,

15. lunchtime, daytime,


Call of the Wild • Grade 3/Unit 5SP68

Practice

Name©

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Spelling:

Closed Syllables


Sample A: Sample B:

𝖠 ento daddy 𝖡 intoo 𝖥 daddie into 𝖦 dady 𝖣 intue 𝖧 dadie

1. basket𝖡 bakset𝖢 baseket𝖣 basskit

2. rabbit𝖥 rabit𝖦 rabbet𝖧 rabet

3. 𝖠 nappkin napkin𝖢 napekin𝖣 napkine

4. 𝖤 leter𝖥 lettar 𝖦 letar letter

5. invite𝖡 envite𝖢 invit𝖣 inevite

6. 𝖤 bedtim bedtime𝖦 beddtime𝖧 beadtime

7. 𝖠 mamal𝖡 mammel mammal𝖣 mamul

8. 𝖤 nummer𝖥 numer𝖦 numbur number

9. 𝖠 felow fellow𝖢 felou𝖣 felloou

10. 𝖤 chapper chapter𝖦 chatper𝖧 chappter

11. 𝖠 folow𝖡 follo follow𝖣 falow

12. 𝖤 probem𝖥 problum problem𝖧 prolbem

13. chicken𝖡 chiken𝖢 chiccen𝖣 chickn

14. 𝖤 buter butter𝖦 buttar𝖧 butor

15. 𝖠 Senday𝖡 Sundai𝖢 Sudnay Sunday


Call of the Wild • Grade 3/Unit 5 SP69

Practice

Name

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names hopes dances drops wrapsnamed hoped danced dropped wrappednaming hoping dancing dropping wrapping

Pattern Power!

Write the spelling words that show what you do before adding -ed or -ing.

drop e and add –ed 1.

2.

3.

double final consonant

and add -ed 4.

5.

Rhyme Time

Write a spelling word that rhymes with each of these words.

11. stops

12. ropes

13. maps

14. games

15. chances

drop e and add –ing 6.

7.

8.

double final consonant

and add -ing 9.

10.



Wilbur’s Boast • Grade 3/Unit 5SP70

Practice

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names hopes dances drops wrapsnamed hoped danced dropped wrappednaming hoping dancing dropping wrapping

What’s the Word?


1. She was woman of the year for her good work.

2. The people and sang for joy.

3. The mother was so happy that a tear from her eye.

4. The child to go to college in the future.

5. I to spend a year helping others.

6. My brother up sandwiches to give to the homeless.

7. The girl sings and to get parts in musicals.

8. The group one winner of the service award each week.

9. When Dad you off at school, go right inside.

10. We the food up for the soup kitchen.

Find the Base Words

Write the base word of each -ing word.

11. naming

12. wrapping

13. dancing

14. dropping

15. hoping



Wilbur’s Boast • Grade 3/Unit 5 SP71

Practice

Name

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Sample A: Sample B:

skips 𝖤 hoppet 𝖡 skipse hopped 𝖢 skeps 𝖦 hoppt 𝖣 skipce 𝖧 haupped

1. 𝖠 naimes𝖡 naimz𝖢 namses

names

2. named𝖥 naimed𝖦 naimd𝖧 naymd

3. 𝖠 namin𝖡 naiming𝖢 nameing

naming

4. 𝖤 haups𝖥 haupes

hopes𝖧 hopps

5. 𝖠 haupt hoped

𝖢 hauped𝖣 howpt

11. 𝖠 draupt𝖡 drawpt dropped𝖣 droped

12. 𝖤 draupin dropping𝖦 droppin𝖧 droppinge

13. 𝖠 rapse𝖡 wrapse𝖢 rapps wraps

14. 𝖤 rappt𝖥 wrappt𝖦 wrapt wrapped

15. wrapping𝖡 rappin𝖢 wrappin𝖣 wrappen

6. 𝖤 hauping𝖥 hopin hoping𝖧 hoppin

7. dances𝖡 danses𝖢 dancis𝖣 dansis

8. 𝖤 dansed𝖥 dancd𝖦 danst danced

9. dancing𝖡 dansing𝖢 dancign𝖣 dancin

10. 𝖤 drawps drops𝖦 draups𝖧 dropes



Wilbur’s Boast • Grade 3/Unit 5SP72

Practice

Name©

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raw

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Spelling:

Open Syllables

pilot favor model tiny silentdiner lemon shady label spidertiger planet robot cozy frozen

A. Rhyme Time


1. chosen

2. table

3. fl avor

B. Syllable Patterns

How a word is divided into syllables may depend on whether the vowel in the first part of the word is long or short. If the first syllable has a short vowel sound, it is usually divided after the consonant. If the first syllable has a long vowel sound, it is usually divided after the vowel. Divide each spelling word into syllables.

7. pilot

8. planet

9. robot

10. model

11. diner

12. silent

13. tiger

14. lemon

15. tiny

4. lady

5. nosy

6. rider


Unique Animals of the Southwest • Grade 3/Unit 5

SP73

Practice

Name

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Spelling:Open Syllables

pilot favor model tiny silentdiner lemon shady label spidertiger planet robot cozy frozen



1. The black was spinning a new web.

2. The large, oak tree is home to many animals.

3. The Bengal , which is a kind of large cat, lives in India.

4. Birds build nests on every part of the Earth.

5. Many fi sh live beneath the surface of a pond.

6. The black bear slept in his , warm den all winter.

7. It takes many ants to build an anthill.

8. Bugs were living in the tree and eating the sour fruit.

9. The owl was as as a mouse as she landed in her nest.

10. I made a clay of a beehive for my science project.

B. Def ine It!

Write the spelling word that has the same meaning as each word or phrase below.

11. A tag

12. A machine that looks like a person

13. A small restaurant

14. Special help given to a friend

15. A person who steers a plane



SP74

Practice

Name©

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raw

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Spelling:

Open Syllables


Sample A: Sample B:

𝖠 wagon 𝖤 pallace 𝖡 wagen 𝖥 pallase 𝖢 waggon 𝖦 palase 𝖣 waggen 𝖧 palace

1. 𝖠 pilote𝖡 pilot𝖢 pillot𝖣 pielot

2. 𝖤 dinar𝖥 dinnar𝖦 dyner𝖧 diner

3. 𝖠 tiger𝖡 tigger𝖢 tyger𝖣 tiggur

4. 𝖤 favur𝖥 favvor 𝖦 favor𝖧 favore

5. 𝖠 lemone𝖡 lemon𝖢 lemmon𝖣 lemmin

6. 𝖤 planet𝖥 plannet𝖦 planit𝖧 plannit

7. 𝖠 modell𝖡 model𝖢 moddel𝖣 modul

8. 𝖤 shadey𝖥 shadie𝖦 shady𝖧 shadee

9. 𝖠 robbut𝖡 robat𝖢 robot𝖣 robbat

10. 𝖤 tinee𝖥 tinnie𝖦 tiney𝖧 tiny

11. 𝖠 labbel𝖡 labil𝖢 label𝖣 labul

12. 𝖤 cozzy𝖥 cozie𝖦 cosie𝖧 cozy

13. 𝖠 silente𝖡 silent𝖢 sillent𝖣 silant

14. 𝖤 spidur𝖥 spiddar𝖦 spider𝖧 spidder

15. 𝖠 frozen𝖡 frowzen𝖢 frausen𝖣 frauzen

𝖠



SP75

Practice

Name

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untied preheat preschool resell unbeatenrepay unafraid dislike precook reprintdisagree return disappear prepay unwrap

Write the spelling words that begin with each of these prefixes.

re-

1.

2.

3.

4.

dis-

5.

6.

7.

un-

8.

9.

10.

11.

pre-

12.

13.

14.

15.

Spelling:Prefixes


Stone Soup • Grade 3/Unit 6SP76

Practice

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Spelling:Prefixes



1. I do not know anyone who would my puppy.

2. She his leash and took him for a walk.

3. Can we the snake to the pet store?

4. My cat knows how to the oven!

5. The ducks under the water.

6. I have to with you—I think pets are terrifi c!

7. She brought her pet hamster with her to .

8. We can never you for saving our cat.

9. My turtle is in our neighborhood turtle races.

10. That rabbit knows how to a candy bar!

B. Find the Base

Write the base word for the spelling words below.

11. unafraid

12. prepay

13. resell

14. reprint

15. precook

untied preheat preschool resell unbeatenrepay unafraid dislike precook reprintdisagree return disappear prepay unwrap


Stone Soup • Grade 3/Unit 6 SP77

Practice

Name

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Spelling:Prefixes


Sample A: Sample B:

𝖠 rerrun unwind𝖡 reerun 𝖥 unwinde

rerun 𝖦 unwynd𝖣 rerunn 𝖧 unwynde

1. untied𝖡 entied𝖢 unteid𝖣 uhntied

2. 𝖤 reepay𝖥 repaye

repay𝖧 repai

3. 𝖠 dissagree disagree

𝖢 disagre𝖣 dissagrea

4. preheat𝖥 preet𝖦 preeat𝖧 perheat

5. 𝖠 unfraid𝖡 unnafraid𝖢 unafrade

unafraid

6. 𝖤 ruhturn return

𝖦 ruturn𝖧 retern

7. 𝖠 preschol preschool

𝖢 preeschool𝖣 preskool

8. 𝖤 disslike𝖥 dislaik𝖦 disslake

dislike

9. disappear𝖡 disapear𝖢 dissapear𝖣 disappeer

10. resell𝖥 resel 𝖦 reesel𝖧 reesell

11. 𝖠 percook𝖡 prekook𝖢 preecok precook

12. 𝖤 perpay𝖥 prepai𝖦 preepay prepay

13. 𝖠 unbeeten𝖡 unbeatan unbeaten 𝖣 unbieten

14. 𝖤 repprint𝖥 repint reprint𝖧 reeprint

15. 𝖠 unrapp unwrap𝖢 unwrapp𝖣 unrap


Stone Soup • Grade 3/Unit 6SP78

Practice

Name©

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raw

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able handle puzzle nickel travelpurple towel castle camel tunnelriddle eagle little pickle squirrel

Pattern Power!

Write the spelling words with these spelling patterns for the final /_l/ sound.

-el 1.

2.

3.

-le 7.

8.

9.

10.

11.

Syllable Patterns

How a word is divided into syllables may depend on whether the vowel in the first part of the word is long or short. Divide the following spelling words into syllables.

16. able

17. camel

18. eagle

12.

13.

14.

15.

19. nickel

20. handle

Spelling:Consonant + le

Syllables

4.

5.

6.


The Strongest One • Grade 3/Unit 6 SP79

Practice

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What’s the Word?


1. Our class was to help out at the soup kitchen.

2. Save an extra dime or each week to give to help others.

3. The doctors to other countries to help the sick.

4. The house is not a , but it is a nice home.

5. If we each give a bit of ourselves, our city can be stronger.

6. We drive through a on our way to the homeless shelter.

It Takes Three

Read the heading for each group of words. Then add the spelling word that belongs in that group.

Birds 7. owl, hawk,

Colors 8. green, orange,

Things Used for Washing Hands 9. soap, water,

Desert Animals10. lizard, coyote,

able handle puzzle nickel travelpurple towel castle camel tunnelriddle eagle little pickle squirrel

Spelling:Consonant + le

Syllables


The Strongest One • Grade 3/Unit 6SP80

Practice

Name©

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Spelling:

Consonant + le Syllables


Sample A: Sample B:

funnel 𝖤 stabal𝖡 funnul stable𝖢 funnle 𝖦 stabel𝖣 funnal 𝖧 stabble

1. 𝖠 abel𝖡 abal𝖢 abul

able

2. purple𝖥 purpal𝖦 purpel𝖧 purpple

3. 𝖠 riddel riddle

𝖢 riddal𝖣 riddull

4. handle𝖥 handel𝖦 handal𝖧 handell

5. 𝖠 towle𝖡 towwell𝖢 towell

towel

6. 𝖤 eagel𝖥 eagal𝖦 eagell

eagle

7. 𝖠 puzzel puzzle

𝖢 puzzal𝖣 puzall

8. 𝖤 castel𝖥 cassel𝖦 castal

castle

9. 𝖠 littel little

𝖢 litle𝖣 littal

10. 𝖤 nickle𝖥 nickal

nickel𝖧 nickell

11. 𝖠 cammel camel𝖢 cammle𝖣 camle

12. 𝖤 pickel𝖥 pickal pickle𝖧 pickul

13. 𝖠 travle𝖡 traval travel 𝖣 travvell

14. tunnel𝖥 tunnle𝖦 tunnal𝖧 tunell

15. 𝖠 squirl squirrel𝖢 squirrul𝖣 squirel


The Strongest One • Grade 3/Unit 6 SP81

Practice

Name

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Spelling:Vowel Team Syllables

about wayward enjoyed remain unclearallowing coffee explaining repeat readingappear complain poison unreal detail

A. Write the spelling words that have the long a sound.

1.

2.

3.

B. Write the spelling words that contain the spelling patterns below.

4.

5.

ea 6.

7.

8.

9.

10.

ou11.

ow12.

ai13.

14.

15.

16.

ay17.

oy18.

oi19.

ee20.


Tales of the TricksterGrade 3/Unit 6

SP82

Practice

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Spelling:

Vowel Team Syllables

about wayward enjoyed remain unclearallowing coffee explaining repeat readingappear complain poison unreal detail



1. I am a book of trickster tales.

2. Some of the tales are Coyote.

3. He is described in a lot of .

4. I really the African tale about Tortoise, too.

5. Do you think tricksters are characters?

6. They to be clever and cunning.

7. They tricky for most of the story.

8. Then they get careless, other characters to trick them.

9. Do you think tricksters when they get tricked in the end?

B. It Takes Three

Write the spelling word that goes with the other two words.

10. milk, tea,

11. telling, showing,

12. again, retell,

13. confusing, blurry,

14. fake, make-believe,

15. deadly, chemical,



SP83

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Spelling:Vowel Team Syllables


Sample A: Sample B:

𝖠 wiekly 𝖤 teepot𝖡 wekely 𝖥 teapot𝖢 weekly 𝖦 tepot𝖣 wekly 𝖧 tiepot

1. remain 6. 𝖤 enjoiyed 11. 𝖠 allouing𝖡 remayn 𝖥 enjoid 𝖡 allowing𝖢 remane 𝖦 enjoyd 𝖢 alowing𝖣 remean enjoyed 𝖣 alouwing

2. 𝖤 aboit 7. 𝖠 unreil 12. explaining𝖥 aboot 𝖡 unrele 𝖥 explaning𝖦 abowt 𝖢 unriel 𝖦 explaneing𝖧 about 𝖣 unreal 𝖧 expleining

3. 𝖠 detal 8. 𝖤 apear 13. 𝖠 poyson𝖡 detayl 𝖥 appear 𝖡 poysin𝖢 detail 𝖦 apeer 𝖢 poison𝖣 detale 𝖧 appair 𝖣 poisin

4. 𝖤 waiward 9. 𝖠 unclair 14. 𝖤 repeat wayward 𝖡 unclere 𝖥 repete

𝖦 waward 𝖢 unclear 𝖦 repeet𝖧 weiward 𝖣 uncleer 𝖧 repiet

5. 𝖠 cofee 10. 𝖤 complain 15. 𝖠 reding𝖡 coffee 𝖥 complane 𝖡 rieding𝖢 cofey 𝖦 complaign 𝖢 reeding𝖣 coffey 𝖧 complein 𝖣 reading



SP84

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Spelling:

r-controlled Vowel Syllables

sister toaster layer writer trailersailor winter dancer silver Decemberdollar doctor mayor cellar author

A. Pattern Power!

Write the spelling words with these spelling patterns for the final /_r/ sound.

-er 1.

2.

3.

4.

5.

6.

7.

8.

9.

-or10.

11.

12.

13.

-ar14.

15.

B. Syllable Patterns

How a word is divided into syllables may depend on whether the vowel in the first part of the word is long or short. Divide the following spelling words into syllables.

16. sailor

17. winter

18. toaster

19. author

20. trailer


Cock-a-Doodle DooGrade 3/Unit 6

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Spelling:r-controlled Vowel

Syllables

sister toaster layer writer trailersailor winter dancer silver Decemberdollar doctor mayor cellar author

A. Finish the Sentence

Complete each sentence using a spelling word.

1. This year, my oldest will be able to vote.

2. Thomas Jefferson was one of the Declaration of Independence.

3. My parents went to a rally for the .

4. I like to a vest over a shirt.

5. He started his campaign in the month of .

6. In the , it is important to donate blankets and clothing to shelters.

7. George Washington’s picture is on the bill.

8. The candidate travels in a during the campaign.

B. Analogies



9. Jazz is to musician as ballet is to .

10. Coffee is to pot as bread is to .

11. Yellow is to gold as gray is to .

12. Brush is to painter as pen is to .



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Spelling:

r-controlled Vowel Syllables


Sample A: Sample B:

𝖠 rivare swimmer𝖡 rivur 𝖥 swimer𝖢 riverr 𝖦 swimmur

river 𝖧 swimmir

1. 𝖠 sistur𝖡 sisster

sister𝖣 sistar

2. sailor𝖥 sailir𝖦 sailer𝖧 sailar

3. 𝖠 doller dollar

𝖢 dollor𝖣 dollur

4. 𝖤 toster𝖥 tosteer𝖦 taoster

toaster

5. 𝖠 wintir winter

𝖢 whinter𝖣 wenter

6. doctor𝖥 dokter𝖦 docter𝖧 doctar

7. 𝖠 laiyer𝖡 layar𝖢 layor

layer

8. dancer𝖥 danser𝖦 dancur𝖧 dancir

9. 𝖠 maior mayor

𝖢 mayore𝖣 mayer

10. 𝖤 riter writer

𝖦 writor𝖧 writtor

11. 𝖠 silvur𝖡 silvher silver𝖣 silvor

12. 𝖤 sellar𝖥 celler cellar𝖧 celar

13. 𝖠 traylor𝖡 trailor𝖢 traler trailer

14. 𝖤 Decemeber𝖥 Decembur December𝖧 Decembir

15. 𝖠 auther𝖡 authur author𝖣 arthor



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Spelling:Suffixes

careful colorful pitiful helpless helplesslycheerful harmful painless sleepless carefullyhelpful peaceful priceless rainless peacefully

Pattern Power!

Write the spelling words that end with each of these suffixes.

-ful 1.

2.

3.

4.

5.

6.

7.

-ly 8.

9.

10.

-less11.

12.

13.

14.

15.


One Riddle, One AnswerGrade 3/Unit 6

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Spelling:Suffixes

For each spelling word below, write the base word. The first one is done for you.

1. peaceful peace

2. helplessly

3. cheerful

4. helpful

5. harmful

6. helpless

7. colorful

8. painless

9. carefully

10. rainless

11. careful

12. sleepless

13. pitiful

14. priceless

15. peacefully

Which base word changes y to i when adding a suffix?

16.

careful colorful pitiful helpless helplesslycheerful harmful painless sleepless carefullyhelpful peaceful priceless rainless peacefully



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Spelling:Suffixes


Sample A: Sample B:

𝖠 hopefull 𝖤 careles𝖡 hopefi ll 𝖥 carelest

hopeful 𝖦 carelless𝖣 hopefl e careless

1. careful𝖡 carefull𝖢 carefol𝖣 carefi ll

2. 𝖤 cheerfi l cheerful

𝖦 chearful𝖧 cheerfull

3. 𝖠 helpfi l𝖡 helpfol

helpful𝖣 helpfull

4. 𝖤 colorfi l𝖥 colorfol𝖦 colorfull

colorful

5. 𝖠 harmfi l𝖡 harmfi ll𝖢 harmfull

harmful

6. 𝖤 peacfi l𝖥 peacefull

peaceful𝖧 peacefi ll

7. pitiful𝖡 pitefull𝖢 pitifi ll𝖣 pitifull

8. 𝖤 painlass painless

𝖦 painliss𝖧 painluss

9. 𝖠 pricelass𝖡 pricelass𝖢 priceluss

priceless

10. helpless𝖥 helpliss 𝖦 helplass𝖧 helplest

11. 𝖠 sleeplass𝖡 sleapless sleepless𝖣 sleepliss

12. 𝖤 rainlass rainless𝖦 raneless𝖧 rainliss

13. 𝖠 helplessli𝖡 helplissly𝖢 helplesslly helplessly

14. 𝖤 carefulli𝖥 carefuly carefully𝖧 carefi lly

15. 𝖠 peasefully peacefully𝖢 peacefuly𝖣 peacefi lly



SP90

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Grammar:

Statements and Questions

• A sentence is a group of words that tells a complete thought. • Every sentence begins with a capital letter. Sentence: Peter looked at the building. Not a sentence: At the building.

Write yes if the words make a sentence. Write no if they do not.

1. Peter’s family is moving to a new town.

2. Went to a new school.

3. Peter worries about his fi rst day.

4. Drove him to school.

5. He sits quietly in the car.

6. Unlike his other school.

7. Bigger and newer.

8. Felt lost.

9. Then he saw his classroom.

10. Bright and sunny.

11. Made friends.

12. Peter had a lot of fun.

13. Peter’s new teacher.

14. Not nervous.

15. He can’t wait to go back.

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. First Day Jitters • Grade 3/Unit 1 GR1

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• Every sentence begins with a capital letter.• A statement is sentence that tells something. It ends with a

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

question mark. Statement: It takes time to learn about a new place. Question: Do you like going to new places?

After each sentence, write statement or question for the kind of sentence it is. Then write the sentence correctly. Use capital letters and end marks.

1. maps can help you fi nd your way

2. do you know how to use a map

3. you can ask others for help

4. can you give me directions

5. do you know where I can fi nd Room 3A

6. soon you will know your way around

7. you will feel right at home

8. will you show others how to fi nd places

Grammar: Capitalization and Punctuation in

Statements andQuestions

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.First Day Jitters • Grade 3/Unit 1GR2

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A. Read each group of words. Write yes if the group of words forms a sentence. Write no if it does not form a sentence.

1. I remember my fi rst day of school.

2. Looked strange.

3. Was lost.

4. I know my way around.

5. Have friends.

B. Decide if the sentence is a statement or a question. Write your answer on the line. Rewrite the sentence using the correct punctuation and capitalization.

6. do you remember your fi rst day of school

7. Maybe you were excited

8. maybe you were scared

9. Do you know anyone in your class

10. did you make new friends

11. It seems long ago now

12. Do you like your new school

Grammar:Statements and

Questions

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. First Day Jitters • Grade 3/Unit 1 GR3

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Grammar:Commands and Exclamations

• A command is a sentence that tells or asks someone to do something. It ends with a period.

Sentence: Read the letter.

Add a word from the box to make each group of words a command. Then write the sentence using the correct punctuation.

Bring Buy Check DropFind Leave Listen Tell

1. the mail

2. the letters on the table

3. to this letter

4. me what to write

5. me an envelope

6. that address for me

7. stamps on your way home

8. the letter in the mailbox.

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Amazing Grace • Grade 3/Unit 1GR4

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Grammar:

Commands and Exclamations

• A command tells or asks someone to do something. It ends with a period.

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

After each sentence, write command or exclamation for the kind of sentence it is. Then write the sentence correctly. Use capital letters and end marks.

1. remember to write to grandfather

2. wow, I nearly forgot about that

3. whew, I’m glad you reminded me

4. thank him for the gift

5. hand me that address book

6. hey, I’ll send him my new school picture

7. that’s a great idea

8. write a note on the picture

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. Amazing Grace • Grade 3/Unit 1 GR5

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Grammar:Commands and Exclamations

A. Decide if the sentence is a command or an exclamation. Write your answer.

1. Get ready to go.

2. That’s a great answer!

3. Oh no, I didn’t get her address!

4. Find out where she lives.

5. I cannot wait!

6. Mail that letter tomorrow.

7. Put a stamp on the letter.

8. She is going to be so happy!

B. Rewrite the sentence using the correct punctuation.

9. pack your bags tonight

10. we leave in two days

11. don’t forget your pillow

Write a command sentence and an exclamation sentence about visiting a family member or a friend.

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Amazing Grace • Grade 3/Unit 1GR6

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Grammar:Subjects

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

• The subject can be one word or more than one word. The buildings are tall. The office buildings are tall.

What or whom is the sentence about? Draw a line under the subject.

1. The city is my habitat.

2. The streets are busy.

3. The fast cars pass quickly.

4. The park has trees and grass.

5. Tired birds rest in the branches.

6. Squirrels hop through the park.

7. Summers get very hot.

8. Winters are cold and snowy.

9. People rush by quickly.

10. Large buses stop at the corner.

11. The deer runs through the park.

12. Trees lose their leaves.

13. Children play on the playground.

14. The bikes are on the grass.

15. The bus is crowded in the winter.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Earth Smart • Grade 3/Unit 1 GR7

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Grammar:Subjects

• A sentence fragment is a group of words that does not tell a complete thought.

• Some sentence fragments can be fixed by adding a subject.

Change each fragment into a sentence by adding a word or words from the box. Then write the sentence correctly.

Whales Seashells Crabs Plants

The ocean Seals Fish The water

1. is a habitat.

2. grow on the ocean fl oor.

3. swim in the water.

4. dig in the sand.

5. are the largest sea creatures.

6. can be very cold.

7. are found on the shore.

8. dive into the water.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Earth Smart • Grade 3/Unit 1GR8

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Grammar:Subjects

A. Write the subject of each sentence.

1. A habitat is where living things live.

2. Animals share their habitats with plants.

3. People have habitats too.

4. The climate is the weather in a habitat.

5. Snow is covering my habitat.

B. Choose a subject from the box that best completes each sentence. Rewrite the correct sentence.

fish people bearsbirds everyone

6. needs the right kind of habitat.

7. live in trees.

8. fi nd shelter in buildings.

9. swim in lakes and oceans.

10. live in the woods.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Earth Smart • Grade 3/Unit 1 GR9

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Grammar:Predicates

• Every sentence has two parts. • Every sentence has a subject and a predicate.• The predicate of a sentence tells what the subject does or is. The penguins walked across the snow. The predicate is walked across the snow.

Which word or words tell what the subject does or is? Draw a line under the predicate.

1. Penguins live in cold climates.

2. A layer of fat keeps penguins warm.

3. Penguins shed their feathers.

4. They grow new feathers.

5. Penguins gather in large groups.

6. They settle along the shore.

7. We watch them hop over the rocks.

8. They like to slide along the snow.

9. I love when penguins dive into the water.

10. Penguins swim very quickly.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wolf! • Grade 3/Unit 1GR10

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• A sentence is a group of words that tells a complete thought. • A sentence begins with a capital letter and has an end mark. • A run-on sentence is a sentence that tells more than one thought. Run-on sentence: It is cold we put on our coats. Two sentences: It is cold. We put on our coats.

Read the sentences. Rewrite each sentence and fix any run-on sentences.

1. I think snow is beautiful I can’t wait for the fi rst snowfall each year!

2. Then it’s time to go skiing I also like to skate.

3. Skating outside is fun it’s better than skating indoors.

4. I don’t mind the cold it makes me feel wide awake.

5. I really like to build snowmen we dress them in funny clothes.

6. I also like to make snow angels I make them all over the grass.

Grammar:Complete Sentences

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. Wolf! • Grade 3/Unit 1 GR11

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A. Decide which part of the sentence is the predicate.Circle your answer.

1. The penguin on the shore lost clumps of feathers.A. lost clumps of feathersB. on the shoreC. The penguin

2. New feathers quickly fi lled in the patches.A. New feathersB. quicklyC. fi lled in the patches

3. The guide at the zoo showed us the penguins.A. showed us the penguinsB. at the zooC. The guide

4. The penguins in the pool slid down ice hills.A. in the poolB. slid down ice hillsC. The penguins

B. Choose a predicate from the box that best completes eachsentence.

is called the South Pole dive for food raced to the South Pole is very cold

5. The water around Antarctica .

6. Seabirds of Antarctica .

7. The center of Antarctica .

8. Groups of explorers .

Grammar:Predicates

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wolf! • Grade 3/Unit 1GR12

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• Two related sentences can be joined with a comma and the word and.

Separate: A bird has wings. It has feathers. Joined: A bird has wings, and it has feathers.

Combine each pair of sentences. Use a comma and the word and.

1. There are yellow birds. There are blue and green birds.

2. Tame birds eat special bird food. Wild birds eat insects.

3. Most birds can sing. Some birds can learn words.

4. Birds can escape from their cage. They can fl y around a room.

5. A small bird can sit on your fi nger. It can even ride on your shoulder.

Grammar:Compound Sentences

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. My Very Own Room

Grade 3/Unit 1GR13

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• Two related sentences can be joined with a comma and the word and.

Read each pair of sentences. Use a comma and the word and to join each pair of sentences.

1. It was time to choose a pet. It wasn’t easy.

2. First I wanted a cat. Then I wanted a dog.

3. Cats don’t need baths. They don’t need walks.

4. Dogs like to play. They can learn tricks.

5. I talked to Mom and Dad. Then we took a vote.

6. Tomorrow we are going to get a dog. We know exactly what kind.

Grammar:Punctuate Compound

Sentences

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.My Very Own Room

Grade 3/Unit 1GR14

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A. Write yes if two sentences have been combined. Write no if two sentences have not been combined.

1. Some people like having pets, and some people do not want pets.

2. I would like to have more than two cats.

3. I ride my horse each day in the corral.

4. I call my dog, and then he comes to me.

B. If the sentence is a compound sentence, write compound. If it is not a compound sentence, write no.

5. I have an aquarium and several beautiful fi sh.

6. I have two orange fi sh, and I have a zebra-striped fi sh.

C. Use and to combine each pair of sentences. Write the new sentence on the line.

7. I feed my fi sh. I clean the aquarium.

8. I observe my fi sh. I learn how they live.

Grammar:Compound Sentences

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. My Very Own Room

Grade 3/Unit 1GR15

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• A noun names a person, place, or thing.• A common noun names any person, place, or thing.• A proper noun names a special person place or thing. • A proper noun begins with a capital letter.

Write common or proper under each underlined noun.

1. Kris carried the bags to the car.

2. Andy lifted the boxes onto the truck.

3. George moved the chairs out of the room.

4. Tina said she was the strongest student in the class.

5. The twins thought they were each stronger than Tina.

6. The kids had a contest to see who was the strongest.

7. Everyone tried to lift a big rock in Griffi th Park.

8. Not one person could lift the stone!

Grammar:Common and Proper Nouns

LC 1.0 Written and Oral English Language ConventionsBoom Town • Grade 3/Unit 2GR16

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

letter.

1. We have an ant farm in our .

2. lets us study the ant farm during science.

3. I named my favorite ant .

4. He is fast and could win an ant .

5. Open School night takes place in .

6. Parents will visit our classroom on .

7. Our teacher will tell them about our .

8. I plan to show my parents the !

9. My sister and I got some .

10. My grandparents visited us in .

11. I decided to meet my .

12. We did not have school on .

soil race thursday mr. clark ant farm Mondayfriends classroom crazy legs october classes September

Choose a noun from the box to complete each sentence. Write each proper noun with a capital letter.

Grammar:Capitalize Proper

Nouns

LC 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.

Boom Town • Grade 3/Unit 2 GR17

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Grammar:Common and Proper Nouns

A. If the underlined noun is a common noun, write common. If the underlined noun is a proper noun, write proper.

1. Our class went on a trip to the Museum of Natural History.

2. We saw a show about insects.

3. I thought the spiders were the best part.

4. Tracy liked the bees best.

5. There are also dinosaurs.

6. Robert knows a lot about rainforests.

B. Choose a noun from the box to complete each sentence. Write each proper noun with a capital letter.

7. The is my favorite holiday.

8. I love the that light up the night.

9. We have a big family on July 4.

10. screamed when ants crawled on her hamburger.

11. There was no school on .

12. I like to go shopping with on Labor Day.

mom fourth of july fireworkspicnic aunt Claire president’s day

LC 1.0 Written and Oral English Language ConventionsBoom Town • Grade 3/Unit 2GR18

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• A singular noun names one person, place, or thing. • A plural noun names more than one person, place, or thing.• Add -s to form the plural of most singular nouns.

Write the correct plural form of each singular noun.

1. farm 6. chicken

2. cow 7. barn

3. horse 8. piece

4. bucket 9. fence

5. page 10. forest

Write the plural form of the noun in parentheses to complete each sentence.

11. The library parking lot was fi lled with (car) .

12. Angela walked through the (hall) .

13. She showed her sister the picture (book) .

14. Angela pointed out the (letter) .

15. She helped her sound out the (word) .

16. One of the books had missing (page) .

17. Some scenes have color or black and white (drawing) .

18. These pictures are done by (artist) .

19. One story was about a farm with (animal) .

20. Angela’s sister liked several of the (story) .

Grammar:Singular and Plural Nouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Home Grown Butterfl ies

Grade 3/Unit 2GR19

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• Begin sentences with a capital letter and end them with an end mark.

After each group of words, write statement, question, command, exclamation, or fragment. Rewrite sentences correctly. Use capital letters and end marks.

1. we are going camping in the forest

2. many kinds of wildlife

3. Will I see a wolf

4. wow, that would be exciting

5. we waited by the campfi re

6. was that a howl

7. get me my camera

8. that’s a great wolf picture

Grammar:Punctuate Sentences

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Home Grown Butterfl ies

Grade 3/Unit 2GR20

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A. Read the nouns. Find the noun that is singular. Mark your answer.

1. A. wolf 3. A. housesB. lines B. streetsC. yards C. lettersD. buildings D. chair

2. A. lambs 4. A. girlsB. fl ower B. boysC. hills C. studentsD. rivers D. teacher

B. Read each sentence. Find the correct plural form for the noun in the parentheses.

5. Our (class) all take place 7. There are (couch) in the in Room 3. reading room.A. class A. couchesB. classs B. couchsC. classes C. couchD. classies D. couchess

6. The wolf read (book) in 8. Then he ate our (peach).the garden. A. peachsA. book B. peachesB. bookes C. peachC. bookess D. peachiesD. books

Grammar:Singular and Plural Nouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Home Grown Butterfl ies

Grade 3/Unit 2GR21

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Grammar:Irregular Plural Nouns

• Some nouns have special plural forms.

Draw a line from each noun to its plural form.

1. foot women

2. knife shelves

3. mouse feet

4. goose mice

5. child teeth

6. man geese

7. woman lives

8. tooth men

9. life children

10. shelf knives

11. ox tomatoes

12. leaf buffalo

13. tomato oxen

14. buffalo hooves

15. hoof leaves

LC 1.0 Written and Oral English Language ConventionsCoasting to CaliforniaGrade 3/Unit 2

GR22

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Grammar:

Irregular Plural Nouns

• Every sentence begins with a capital letter. • A statement ends with a period. • A command ends with a period. • An exclamation ends with an exclamation point. • A question ends with a question mark.

Rewrite the sentences. Change the underlined word to a plural noun.

1. The child wondered about the future.

2. People might be able to fl y like goose.

3. They might be ten foot tall.

4. They might have more tooth.

5. They might run faster than deer.

6. How else will our life be different?

7. The rivers might run out of fi sh.

8. Man and woman may move to new planets.

LC 1.0 Written and Oral English Language ConventionsCoasting to California

Grade 3/Unit 2GR23

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Grammar:Irregular Plural Nouns

A. Decide if the underlined noun is singular or plural. Write your answer on the line.

1. There are many deer where we live.

2. There used to be salmon in the river.

3. I caught a trout last year.

4. The mice were very quick.

5. The scissors are on the table.

6. A buffalo was standing by the lake.

7. I saw a group of moose beyond the trees.

8. The cow made a loud noise.

B. Write yes if the plural form of the underlined noun is correct. Write no if it is not correct.

9. The womans at the museum helped us.

10. They showed us pictures of buffalo.

11. We learned how fi shs live underwater.

12. We saw what our lifes may be like in the future.

13. We will be the adults, not the children!

14. The shape of each animal’s foot is different.

15. Several man were standing around one exhibit.

16. We got to see skulls that showed their tooth.

17. Smaller objects were on some shelves.

18. We saw arrowheads and old knife.

LC 1.0 Written and Oral English Language ConventionsCoasting to CaliforniaGrade 3/Unit 2

GR24

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

• Add an apostrophe (’) and an s to a singular noun to make it possessive.

Write the possessive form of each underlined noun. The first one is done for you.

1. the rays of the sun the rays

2. the light of the moon the light

3. the orbit of the Earth the orbit

4. the planets of the solar system the planets

5. rings of Saturn rings

Read the lists of things that tell about the sun and a planet. Write out each thing as a singular possessive noun. The first one is done for you.

the sun a planet

6. size 11. name

7. heat 12. path

8. age 13. climate

9. power 14. distance

10. distance 15. clouds

Grammar:Possessive Nouns

LC 1.0 Written and Oral English Language ConventionsHere’s My Dollar • Grade 3/Unit 2 GR25

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• Add an apostrophe (’) and an s to a singular to make it possessive.

• Add an apostrophe (’) to make most plural nouns possessive.• Add an apostrophe (’) and an s to form the possessive of

plural nouns that do not end in s.

Complete each sentence with the possessive form of the noun in parentheses.

1. Both (classes) visits to the science center were on Wednesday.

2. The (students) buses arrived at 9:00 a.m.

3. The classes saw a show about the (Earth) solar system.

4. The (planets) paths around the sun are called orbits.

5. The (orbits) lengths are all different.

6. A (comet) tail is made of dust and gas.

7. The (center) guides talked to the students.

8. The (children) questions kept the guides busy.

9. The (sun) rays are very powerful.

10. The (universe) expansion may not be endless.

11. A (ring) shape may not be circular.

12. What are the (stars) patterns?

Grammar:Apostrophes in

Possessive Nouns

LC 1.0 Written and Oral English Language ConventionsHere’s My Dollar • Grade 3/Unit 2GR26

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A. Read each sentence. Find the correct possessive form for the singular noun in parentheses.

1. A (planet) orbit is its path around the sun.A. planetB. planet’sC. planets’D. planets’s

2. The (sun) rays give heat and light.A. sunB. sunsC. sun’sD. suns’

B. Read each sentence. Find the correct possessive form for the plural noun in parentheses.

3. The (planets) moons travel with them around the sun.A. planetsB. planets’sC. planets’D. planet

4. The (orbits) paths are not shaped like circles.A. orbitsB. orbits’C. orbit’s’D. orbits’s

5. The tower blocked the (people) view of the sky.A. peoplesB. people’sC. peoplesD. people

Grammar:Possessive Nouns

LC 1.0 Written and Oral English Language ConventionsHere’s My Dollar • Grade 3/Unit 2 GR27

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• Some nouns are the subjects of sentences. Sometimes two subjects can be joined with and. Separate: Teachers help us learn.

Parents help us learn. Combined: Teachers and parents help us learn.

Combine the subjects of the sentences. Write the new sentence.

1. Teachers like class trips. Students like class trips.

2. Our class went to see a play. My sister’s class went to see a play.

3. The story was very good. The songs were very good.

4. The words were written by the play’s author. The music was written by the play’s author.

5. The author talked to us after the play. The actors talked to us after the play.

6. The students enjoyed the play. The teachers enjoyed the play.

Grammar:Sentence Combining

with Nouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.A Castle on Viola Street

Grade 3/Unit 2GR28

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• The main words in a book title are capitalized.• Book titles are underlined or italicized. Example: roll of thunder, hear my cry

Roll of Thunder, Hear My Cry

Complete each of these sentences. Write book titles correctly.

1. I just read the mystery of the talking cat.

2. My favorite book is return to forest danger.

3. Now I am reading the last house at the corner.

4. Brian is reading the pigs and i.

5. Have you read rainy summer?

6. Our class is reading star in the west.

7. Make sure you read the journey of the black pearl.

8. My brother loves the book the mighty mouse of giant town.

Grammar:Book Titles

LC 1.5 Punctuate dates, city and state, and titles of books correctly.A Castle on Viola Street

Grade 3/Unit 2GR29

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Grammar:Sentence Combining

with Nouns

A. Write yes if the sentences can be combined by joining two nouns. Write no if they cannot be combined.

1. Some writers use computers. Some writers write by hand.

2. Our class wrote stories. Our class wrote poems.

3. Pete wrote the story. Pete went to the library.

4. Kim described her dog. Kim described her cat.

5. I thought of a story. I began to write.

6. Matt interviewed his friend. Matt interviewed his brother.

B. Each pair of sentences can be combined. Write the two nouns that can be joined with the word and. Use capital letters correctly.

7. Ann visited the library. Ken visited the library.

and

8. Books have words. Books have pictures.

and

9. Ann’s favorite book describes spiders. Ann’s favorite book describes beetles.

and

10. The same author studies ants. The same author studies grasshoppers.

and

11. Ken looked up insects. Ken looked up bugs.

and

12. We checked out books. We checked out magazines.

and

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.A Castle on Viola Street

Grade 3/Unit 2GR30

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

The soup cooks slowly. Jana waits for it.

Circle the action verb in each sentence.

1. Ed watches the chef.

2. He likes TV cooking shows.

3. He listens to the instructions.

4. He learns about cooking.

5. Ed imagines new recipes.

6. Ed plans a dinner.

7. Ed and Dad decide on a menu.

8. Dad shops for food with Ed.

9. The food smells good.

10. Mom, Dad, and Wendy love the dinner.

11. We buy fresh vegetables.

12. Ed and Wendy work together.

13. Dad cuts the food.

14. Ed mixes the food in the bowl.

15. Everyone eats the meal.

Grammar: Action Verbs

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Author: A True Story • Grade 3/Unit 3 GR31

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Grammar: Commas in Dates

and Places

• Use a comma between the name of a city and a state. • Use a comma after the name of the state if a city is also

named inside a sentence.• Use a comma between the day and the year in a date.

Add commas in the correct places.

1. The big family party is on June 6 2006.

2. We are driving to Columbus Ohio.

3. We will visit Philadelphia Pennsylvania on the way.

4. Our cousins from Tampa Florida will be at the party.

5. We haven’t seen them since June 30 2003!

6. That party was in Boston Massachusetts.

7. Mom’s cake recipe for the party comes from San Francisco California.

8. The recipe is from a newspaper dated December 15 1984!

LC 1.5 Punctuate dates, city and state, and titles of books correctly.LC 1.6 Use commas in dates, locations, and addresses and for items in a series.Author: A True Story • Grade 3/Unit 3GR32

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Grammar:

Action Verbs

A. Read each sentence. Find the action verb in the sentence and write it on the line.

1. The chef wakes up early.

2. She shops at the market.

3. She opens the restaurant.

4. She bakes loaves of bread.

5. She slices pieces of fruit.

6. The chef creates menus.

7. She tastes some samples.

8. She sprinkles on the spices.

B. Find the action verb in the box that best fits each sentence. Write the verb on the line.

eats carries cooks looks orders toasts cleans

9. A customer at the menu.

10. He breakfast.

11. The chef the eggs.

12. She the bread.

13. The waiter the food to the table.

14. He the food.

15. The waiter the table.

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Author: A True Story • Grade 3/Unit 3 GR33

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• A verb in the present tense tells what happens now. • A present-tense verb must agree with its subject. • Add -s to most verbs if the subject is singular. • Do not add -s or -es to a present-tense verb when the

subject is plural or I or you.

Each sentence is followed by two forms of a verb. Choose the form of the verb that correctly agrees with the subject of the sentence. Circle your answer.

1. Andy to do a show. want wants

2. He some tricks. learn learns

3. Lisa him write jokes help helpsand riddles.

4. They to ask the audience plan plansto answer the riddles.

5. Lisa plenty of clues put putsin the riddles.

6. Family and friends to come comesthe show.

7. They at the jokes. laugh laughs

8. Their friends the riddle. solve solves

9. They some popcorn. share shares

10. Andy to the crowd. bow bows

Grammar: Present-Tense

Verbs

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

Dear Juno • Grade 3/Unit 3GR34

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Grammar:

Subject-Verb Agreement

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

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

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

is plural or I or you.

Pick the correct singular or plural form of the verb in each sentence below. Underline your answer.

1. Fourteen guests (come, comes) to Sarah’s party.

2. They (listen, listens) to riddles.

3. The riddles (give, gives) clues.

4. The clues (lead, leads) to prizes.

5. Some guests (search, searches) in the house.

6. Others (look, looks) outside the house.

7. Sarah (worry, worries) that the riddles are too hard.

8. The guests (laugh, laughs) as they follow the funny clues.

9. Soon they (fi nd, fi nds) their prizes.

10. “I hope you (enjoy, enjoys) your prizes!” says Sarah.

11. A girl (pick, picks) up a clue.

12. Everyone (sit, sits) at the table.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Dear Juno • Grade 3/Unit 3 GR35

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Grammar: Present-Tense

Verbs

A. Choose the correct form of each of the following verbs to go with the singular subject in the sentence below. Mark your answer.

The Princess .

1. A. guess

B. guesses

C. guessies

D. gesses

2. A. wishes

B. wish

C. wishs

D. wishies

B. Decide if the subject of each sentence is singular or plural. Then choose the correct verb to agree with the subject. Mark your answer.

5. The Princess a riddle.

A. invent

B. invents

6. Her friends for clues.

A. search

B. searches

7. The Princess the answer.

A. hide

B. hides

8. Everyone the riddle is hard.

A. say

B. says

3. A. worrys

B. worryes

C. worris

D. worries

4. A. thinkes

B. think

C. thinks

D. thinkses

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

Dear Juno • Grade 3/Unit 3GR36

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

• Add -ed to most verbs to show past tense. We walked to the beach.

Find the past-tense verb in each sentence. Write it on the line.

1. We placed our towels on the sand.

2. Mom stretched out on her towel.

3. We picked up our buckets.

4. I fi lled mine with sand.

5. Rob stacked the buckets of sand.

6. They formed towers at each corner.

7. In the center, I shaped a big square of sand.

8. I carved windows into the square.

9. We smoothed out the edges.

10. Everyone liked the size of our castle.

11. We marked some spots in the sand.

12. I wiped off my sneakers.

13. Rob poured some water.

14. We fi xed a loose spot.

15. We played for many hours.

Grammar:Past-Tense Verbs

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. Messaging Mania

Grade 3/Unit 3GR37

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• Use commas to separate three or more words in a series.The stone hopped, skipped, and splashed across the water.

Correct the sentences by changing the underlined verbs to the past-tense. Add a comma after words in a series. Write the new sentence on the line.

1. The bird fl ap its wings coast through the air and turn towards shore.

2. He drift through the sky slow down and land on a rock.

3. The bird jump to another rock pick up a piece of bread and swallow it.

4. The bird fi nd a candy wrapper a pretzel, and a few bugs.

5. He poke pull and rip apart the wrapper.

6. Then the bird fl y into the clear bright blue sky.

Grammar:Commas in a Series

LC 1.6 Use commas in dates, locations, and addresses and for items in a series.Messaging Mania

Grade 3/Unit 3GR38

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A. Read each sentence. Find the past-tense verb and write it on the line.

1. The rain drops bounced off the rocks.

2. The storm raced across the sand dunes.

3. The sand turned a darker color.

4. Wind scattered the sand toward the water.

5. The water rippled on the surface.

6. Mist rolled over the dunes.

B. Give the past-tense form of each action verb in parentheses. Write the answer on the line.

7. The sun (dry) off the sand.

8. Clumps of seaweed (wash) onto the shore.

9. Sea gulls (carry) away bits of food.

10. Crabs (crawl) out of their holes.

11. Stray twigs (skip) across the water.

12. Tiny birds (scurry) away from the waves.

13. Waves (bury) the shells and stones.

14. The tide (lap) at our ankles.

15. Sand (spray) into the air.

Grammar:Past-Tense Verbs

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. Messaging Mania

Grade 3/Unit 3GR39

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Grammar: Future-Tense Verbs

• A present-tense verb tells what happens now.Pam visits every summer.

• A future-tense verb tells about an action that has not yet happened.

We will visit her next summer.

Circle the verb in each sentence. Decide whether it is in the present tense or the future tense. Write present or future on the line.

1. Leah sits by the window.

2. Mira listens for the sound of the car.

3. Mom will wait at the airport.

4. She will look at the crowds.

5. Mira wonders about the surprise.

6. Leah thinks about the surprise, too.

7. Mira suggests a new job for Mom.

8. Mom will spot a familiar face.

9. Aunt Pam will hug Mom.

10. They rush home to Leah and Mira.

11. Leah reads a book.

12. Mira plays a game.

13. Mom and Aunt Pam will talk in the car.

14. They will stop at the red light.

15. Leah and Mira run to the door.

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.What Do Illustrators Do?

Grade 3/Unit 3GR40

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Grammar:

Colons in Time and Quotation Marks

• Use quotation marks at the beginning and end of a speaker’s exact words.

“Let’s go!” called Dad. “I’m right behind you,” said Robert.

• Use a colon between the hour and the minutes in time.“I’ll be ready at 3:30!” shouted Ali.

Rewrite each sentence. Add quotation marks at the beginning and end of the speaker’s exact words. Put a colon between the hour and minutes in times.

1. Let’s go buy a gift for Mom, said Dad.

2. When should we go? Adam wondered.

3. We can meet at 400, said Ali.

4. Do you think she would like candy? suggested Rob.

5. Doesn’t the candy store close at 530? asked Adam.

6. Whe can still get there in time smiled Rob.

7. Mom’s party starts at 700! said Ali.

8. Do you think she’d like a bracelet? asked Rob.

LC 1.0 Written and Oral English Language ConventionsWhat Do Illustrators Do?

Grade 3/Unit 3GR41

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Grammar: Future-Tense Verbs

A. Choose the correct verb tense for each of the following sentences. Circle and write your answer.

1. Next week, we to our aunt’s house.

A. travels B. travel C. will travel D. traveled

2. She us last year.

A. visits B. visit C. will visit D. visited

3. Mom is here and that we buy a gift for Aunt Lily.

A. suggests B. suggest C. will suggest D. suggested

4. Later today we for a gift.

A. shops B. shop C. will shop D. shopped

B. Decide if the verb in each sentence should be past tense, present tense, or future tense. Find the verb that correctly completes the sentence. Circle and write your answer.

5. Laurie to buy a gift for her sister right now.

A. needs B. need C. will need D. needed

6. Tomorrow, I her fi nd something.

A. helps B. help C. will help D. helped

7. Long ago, I shopping.

A. hates B. hate C. will hate D. hated

8. Now I looking for the perfect gift.

A. likes B. like C. will like D. liked



GR42

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Grammar:

Sentence Combining with Verbs

• Two sentences can be combined by joining the verbs with and. Two sentences: The birds hop. The birds flutter. Combined sentence: The birds hop and flutter.

The pairs of sentences below share the same subject. Make them into one sentence by using the word and to join the verbs. Write the new sentence on the line.

1. The painting glows. The painting shimmers.

2. The artist waits. The artist watches.

3. The people point. The people whisper.

4. Each painting is admired. Each painting is discussed.

5. The paintings surprise. The paintings amaze.

6. The fi gures jump. The fi gures dance.

7. The lines slide. The lines wiggle.

8. The colors shine. The colors glitter.

9. The crowd buzzes. The crowd chatters.

10. The artist smiles. The artist waves.

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. The Jones Family Express

Grade 3/Unit 3GR43

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Grammar:Commas and Punctuation

• Two sentences with the same subject can be combined by joining the predicates with and.

• Use a comma to separate three or more words in a series.• Use a comma between the names of a street address, a city,

and a state.• Use a comma between the day and these year in a date.

Rewrite each sentence. Add commas in the correct places. Combine sentences that share the same subject.

1. Meg likes movies. Meg reads books.

2. Michael eats corn beets and carrots.

3. I saw Jimmy on June 18 2006.

4. He invited Alvaro Peter Bob and Jose.

5. Hannah saw tigers. Hannah heard lions.

6. Theresa lives in Boston Massachusetts.

7. Joseph has a cat. Joseph wants a dog.

8. Molly lives at 2 Main Street Akron Ohio.

LC 1.0 Written and Oral English Language ConventionsThe Jones Family ExpressGrade 3/Unit 3

GR44

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Grammar:

Sentence Combining with Verbs

A. Each pair of sentences below shares a subject. On the line, write the subject and the predicate of the first sentence. Then write the word and followed by the predicate of the second sentence.

1. The artist watches. The artist waits.

2. The dog stretches. The dog yawns.

3. The artist chooses colors. The artist mixes them.

4. The dog wags its tail. The dog poses for the artist.

B. Join the sentence pairs below into single sentences. Write your answers.

5. Tom picks up the pencil. Tom starts his sketch.

6. His pencil makes shapes. His pencil sketches lines.

7. Tom takes out crayons. Tom colors in the drawing.

8. Randy looks at the picture. Randy praises its bright colors.

9. Mom fi nds a frame. Mom puts the picture in it.

10. Tom takes the picture. Tom hangs it on the wall.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. The Jones Family Express

Grade 3/Unit 3GR45

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• The verbs have and do have special forms. The chart shows which form of have or do to use with a sentence subject.

HAVE DOSUBJECT PRESENT PAST PRESENT PASThe, she, it has had does didI, we, you, they have had do did

Write the correct form of have to finish each sentence.

1. The fi eld plenty of green plants.

2. We buckets for picking strawberries.

3. The farmers a scale to weigh the berries.

4. By noon, Stacy already a quart of strawberries.

5. She a good recipe for strawberry pie.

6. One of the berries some small leaves at the top.

7. We to cut the strawberries in half.

Write the correct form of do to finish each sentence.

8. Last week Wayne a report about strawberry farming.

9. What you think he talked about?

10. Unfortunately, he not bring any strawberries to class.

11. Mark not like strawberries.

12. I not like them either.

13. you like strawberries?

14. Picking strawberries take a lot of work.

Grammar:Verbs Be,

Do, and Have

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.Seven Spools of Thread

Grade 3/Unit 4GR46

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Grammar:Verbs Be,

Do, and Have

• Remember that the verbs have, do, and be have special forms.

Write the correct form of the given verb to finish each sentence.

1. have “I the same food all the time,” thought Rooster.

2. have Suddenly, Rooster a great idea.

3. have “Grandmother a great strawberry shortcake recipe in her book,” Rooster said.

4. be “I going to make that cake!” announced Rooster.

5. be Rooster very excited about his plan.

6. be Turtle, Iguana, and Pig eager to help Rooster.

7. be “We a team!” said Rooster.

8. do “I’ll the reading,” said Turtle.

9. do Iguana not know what kind of fl our to put in a cake.

10. do Now the recipe not seem as easy as it looked.

11. have “We to read the recipe carefully,” Turtle said.

12. be Pig a good mixer.

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Seven Spools of Thread

Grade 3/Unit 4GR47

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Grammar:Verbs Be,

Do, and Have

Choose the correct word to complete each sentence.

1. This story about 5. They noa rooster who bakes. experience baking!a. are a. wereb. is b. arec. have c. hasd. am d. had

2. Rooster tired 6. They not know of his regular food. what to do in the kitchen.a. were a. amb. was b. didc. am c. hadd. have d. have

3. He a recipe 7. The story veryfor strawberry shortcake. entertaining.a. am a. isb. is b. arec. had c. bed. have d. has

4. His friends 8. The animals asked to help. funny things on every page.a. has a. wasb. are b. werec. is c. dod. were d. does

LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Seven Spools of Thread

Grade 3/Unit 4GR48

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Grammar:

Linking Verbs

• A linking verb does not show action. It connects the subject to the rest of the sentence.

• The word be is a common linking verb. Be has special forms in the present tense.

I am part of a big family. The house is big and roomy. All my brothers are here.

Write am, is, or, are to finish each sentence.

1. I on vacation with my family.

2. We at a park with lots of rides.

3. The rides fast and scary.

4. But now we in trouble.

5. Sam and I happy to stay in the water park.

6. Chris ready to try the roller-coaster.

7. George ready for lunch.

8. Fortunately, Mom and Dad here.

9. I happy to listen to their ideas.

10. We eager for a good solution!

11. Mom and Dad glad to be at the park.

12. Sam and Chris at the ice cream stand.

13. I hungry.

14. George on the steps to the ticket booth.

15. We next to the miniature golf course.

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Nacho and Lolita • Grade 3/Unit 4 GR49

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• A sentence is a group of words that tells a complete thought. A sentence begins with a capital letter.

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

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

• A command is a sentence that tells or asks someone to do something. It ends with a period.

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

Rewrite the sentences with correct end punctuation and capitalization.

1. there are seven principles of Kwanzaa

2. can you name them all

3. work together

4. we will share each other’s problems and responsibilities

5. i can speak for myself

6. wow, that’s beautiful

7. what kind of business should we start

Grammar:Subject-Verb Agreement

LC 1.5 Punctuate dates, city and state, and titles of books correctly.LC 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.Nacho and Lolita • Grade 3/Unit 4GR50

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Grammar:

Linking Verbs

Write the linking verb in each sentence.

1. Kwanzaa is an annual celebration.

2. The seven principles of Kwanzaa are very important.

3. They are part of African culture.

4. We were part of a Kwanzaa celebration at school.

5. I was the person in charge of decorations.

6. The colors red, black, and green are important.

7. What is the best way to hang these pictures?

8. Our teacher was happy with our work.

Choose a verb from the box to complete each sentence. Some words may be used more than once.

am is are was were

9. My brothers and I always fi ghting.

10. I the youngest.

11. Last night, Mom and Dad home early.

12. We all working on a model airplane.

13. It surprisingly easy to work together!

14. Making things not so hard.

15. Mom and Dad proud of us.

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Nacho and Lolita • Grade 3/Unit 4 GR51

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Grammar:Contractions with not

• A contraction is a shortened form of two words. • An apostrophe (’) shows where one or more letters have

been left out. In most contractions with not, the apostrophe takes the place of o.

1. is not isn’t 6. have not haven’t 2. are not aren’t 7. had not hadn’t 3. was not wasn’t 8. do not don’t 4. were not weren’t 9. does not doesn’t 5. has not hasn’t 10. did not didn’t• Can’t and won’t are different. The apostrophe in can’t takes

the place of two letters: n and o. In won’t, three letters disappear and the o changes position

1. cannot can’t 2. will not won’t

Find the contraction in each sentence. Write the words that form the contraction.

1. I don’t have my own room yet.

2. We didn’t have time to fi nish it.

3. I can’t get any peace and quiet!

4. I won’t complain.

5. We haven’t much left to do.

6. Dad just hasn’t had time to fi nish my room.

7. We weren’t expecting a diffi cult task!

8. I hadn’t known much about a building before now.

9. We aren’t going to quit.

10. It doesn’t take long if we work together.

LC 1.0 Written and Oral English Language ConventionsA Solution to Pollution Grade 3/Unit 4

GR52

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Grammar:

Contractions with not

• An apostrophe takes the place of letters left out of a contraction.

Rewrite these sentences adding apostrophes where they are needed.

1. My part of the room isnt like my sisters’ part.

2. You cant fi nd any empty space on her walls.

3. There isnt room for another poster or photograph.

4. There arent any posters or pictures on my wall.

5. I dont need anything but paint and a brush.

6. I didnt paint pictures.

7. I havent painted anything but bright-colored shapes.

8. Eileen and Leah say it doesnt make sense.

9. I hadnt meant for my wall to look perfect.

10. I wont mind as long as its my very own space.

LC 1.0 Written and Oral English Language Conventions A Solution to Pollution Grade 3/Unit 4

GR53

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Grammar:Contractions with not

A. Write the contraction for each pair of words.

1. does not

2. will not

3. cannot

4. have not

5. are not

6. did not

7. is not

8. do not

9. were not

10. has not

11. had not

12. was not

B. Write the words that form the contraction in each sentence.

13. I hadn’t ever lived alone.

14. I don’t remember ever being alone.

15. I wasn’t sure what a room of my own would be like.

16. Now I can’t imagine going back to sharing!

17. How come you haven’t had that problem?

18. I didn’t get much furniture.

19. My room doesn’t have any pictures on the walls.

20. My sisters aren’t allowed to barge into my room.

LC 1.0 Written and Oral English Language ConventionsA Solution to Pollution Grade 3/Unit 4

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• A helping verb helps another verb show an action. Have, has, and had are helping verbs. They help to tell about things that have already happened.

The class has visited the bay. They had learned about spartina. I have looked for it in the water.

Write have, has, or had to complete each sentence.

1. Spartina turned into a problem.

2. It lived in Washington since the 1800s.

3. Now it turned into a pest.

4. Our neighbor found some near his house.

5. It destroyed his other plants.

6. It forced native plants out of the area.

7. Sea creatures moved out of there.

8. The mud fl ats disappeared.

9. People traveled with spartina from the East.

10. They hoped it would be useful in the West.

11. People tried many ways to control spartina.

12. We to watch out for any signs of this plant.

13. I to do more research about it.

14. Our neighbor looked into some options.

15. Now we found some useful information.

Grammar:Main and

Helping Verbs

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Ramona and Her Father

Grade 3/Unit 4GR55

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• Use quotation marks at the beginning and end of a person’s exact words.

• Use a comma after the name of a person being spoken to.• Use a comma after the words yes and no when they begin a

sentence.

Write each line of dialogue correctly. Use the correct form of the irregular verb.

1. Mom has you heard about Washington’s spartina problem? asked Kevin.

2. Yes, I has read about it,” said Mom, “but I hadn’t actually seen any.”

3. My class have just learned about it said Kevin.

4. It have damaged many native plants said Mom.

5. Can we take a trip to the bay to see the wildlife there asked Kevin.

Grammar:Quotation Marks

LC 1.0 Written and Oral English Language ConventionsRamona and Her FatherGrade 3/Unit 4

GR56

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A. Write the helping verb in each sentence.

1. Native plants have disappeared from the bay.

2. Spartina has destroyed them.

3. The plants were growing too large.

4. They have crowded out the other plants.

5. We will try to solve the problem.

6. Where will we start?

7. We were looking for spartina.

8. I think we have found some.

B. Choose a helping verb from the box to complete each sentence. Some words may be used more than once.

am is are was were

9. Yesterday we talking about the environment.

10. I telling everyone about spartina.

11. Nick going to the bay with me.

12. We going to fi nd spartina plants ourselves.

13. I bringing my video camera.

14. We looking everywhere.

15. I focusing the lens on some plants.

Grammar:Main and

Helping Verbs

LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Ramona and Her Father

Grade 3/Unit 4GR57

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Grammar:Irregular Verbs

• An irregular verb has a special spelling to show the past tense. • Some irregular verbs have a special spelling when used

with the helping verb have.

PRESENT PAST PASTI do I did I have doneyou see you saw you have seenshe comes she came she has comewe go we went we have gonethey bring they brought they have broughtI run I ran I have runhe gives he gave he has givenwe sing we sang we have sungthey begin they began they have begunI eat I ate I have eatenit grows it grew it has grown

Write the correct past form of the verb to finish the sentence.

1. come People to the zoo.

2. see They all the different animals.

3. sing The birds had for them a thousand times.

4. go They without thinking about the zoo’s problems.

5. grow They bigger and bigger each year.

6. bring She has the zoo’s problems to people’s attention.

7. run The newspaper her letter.

8. give Angel a dollar to help the zoo.

9. do Other people have the same thing.

10. begin Now the zoo to fi x its problems.

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.Out of This World!

Grade 3/Unit 4GR58

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Grammar:

Irregular Verbs

• A present-tense verb tells what happens now.• A past-tense verb tells about an action that already happened.• A verb in the future tense tells about an action that is going to

happen. To write about the future, use the special verb will.• An irregular verb has a special spelling to show the past tense.• Some irregular verbs have a special spelling when used with

the helping verb be.

Rewrite the sentences using the correct form of the verb in parentheses.

1. Have you ever (go) to a zoo?

2. My little brother Jeff (come) to the zoo with us for the fi rst time.

3. He (run) as fast as he could to see the chimpanzees.

4. I have never (see) him look so surprised.

5. Jeff (sing) a song back to the chimps.

6. The zoo worker (give) the chimp bananas.

7. The chimp quickly (eat) the bananas.

8. I have never (see) Jeff laugh so hard!

LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. Out of This World!

Grade 3/Unit 4GR59

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Grammar:Irregular Verbs

Choose the verb form that goes with have or had. Mark your answer.

1. We have on a trip of the zoo. a. gone b. go c. went

2. We had something special there this time. a. done b. do c. did

3. The zookeepers had us a tour of the zoo. a. give b. given c. gave

4. We have how the zoo workers keep the zoo running. a. see b. seen c. saw

5. We had to the end of the tour and thanked the zookeepers.a. comes b. came c. come

Choose the correct past-tense form.

6. We to the zoo to see the new panda bears. a. go b. gone c. went

7. The bears to the zoo from China. a. come b. came c. comes

8. The people there the bears as a gift to our zoo.a. give b. given c. gave

9. We the bears in their new zoo habitat. a. see b. seen c. saw

10. They bamboo shoots and stared at us. a. ate b. eat c. eaten

11. We were pleased that we to the zoo.a. come b. came c. comes

12. Other plants and trees in the habitat.a. grows b. grew c. grown

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Out of This World!

Grade 3/Unit 4GR60

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• A pronoun is a word that takes the place of one or more nouns.

• A pronoun must match the noun that it replaces. • Singular pronouns are I, you, he, she, it, me, him, and her.

Example: Boom Town takes place in the 1800s. It takes place in the 1800s.

Read the sentences. Write the singular pronoun or pronouns you find in each sentence.

1. James gave me the book Boom Town.

2. He says it makes him want to live back in the old West.

3. I read it from cover to cover in one afternoon.

4. I will tell you that it is about a girl named Amanda.

5. She starts a pie-selling business.

6. Many people buy pies from her.

7. I read how she gets other people to start businesses and help the town.

8. It makes me want to start a business, too!

9. Maybe I could open a bakery.

10. I could open it with my mom.

11. She makes delicious bread.

12. She taught me how to make it too.

Grammar:Pronouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Penguin Chick • Grade 3/Unit 5 GR61

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• A proper noun names a special person, place, or thing. • A proper noun begins with a capital letter.• The pronoun I is always capitalized.

Rewrite each sentence correctly. Write each proper noun and I with a capital letter.

1. In the book Boom Town, amanda starts a pie-selling business.

2. Like amanda, i live in california.

3. My family has a bakery in the town of marlton.

4. It is called the little red bakery.

5. It is in a red building on maple street.

6. My brother chris works there with mom and dad.

7. Our biggest seller is a pie called the incredible peach experience.

8. I like to bring my friends steve and rebecca to the bakery.

Grammar:Capitalizing I and

Proper Nouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Penguin Chick • Grade 3/Unit 5GR62

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A. Write yes if the underlined word is a pronoun. Write no if the underlined word is not a pronoun.

1. Have you read about Amanda and her pie business?

2. She started making gooseberry pies for the settlers in California.

3. They bought many pies from Amanda.

4. The settlers in her town realized there was a need for other businesses.

5. Amanda helped them think of ideas.

6. Soon they had built a busy town.

B. Underline the pronoun in each sentence. Then write S if it is singular or P if it is plural.

7. We visited a museum over the weekend.

8. The guide showed us how people lived during the California Gold Rush.

9. She said that towns sprang up where people searched for gold.

10. I had read about the Gold Rush in the book Boom Town.

11. It has become one of my favorite books.

12. We read it during class.

Grammar:Pronouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Penguin Chick • Grade 3/Unit 5 GR63

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Grammar:Subject and Object

Pronouns

• Use a subject pronoun as the subject of a sentence. • I, you, he she, it, we, and they are subject pronouns.

Read the sentences. Choose the correct pronoun in parentheses to complete each sentence. Write the pronoun.

1. My brother, sister, and visited our (me, I)aunt’s farm this summer.

2. was very different from where we live. (It, Them)

3. each had our favorite animals. (Us, We)

4. liked the roosters in the yard. (He, Him)

5. preferred the little goats. (Her, She)

6. Have ever seen a baby goat? (you, your)

7. followed us around like puppies. (They, Them)

8. Could have one as a pet? (we, us)

9. My aunt says eat a lot. (they, them)

10. feeds them three times a day. (Her, She)

11. “Why don’t ask Uncle Ben for help?” (your, you)I asked.

12. “ is busy feeding the cows,” she said. (He, Him)

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Animal Homes • Grade 3/Unit 5GR64

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Grammar:

Pronoun Usage

• Use a subject pronoun as the subject of a sentence. • I, you, he, she, it, we, and they are subject pronouns. • Use an object pronoun after an action verb or after a word

such as for, at, of, with, or to. • Me, you, him, her, it, us, and them are object pronouns.

Replace each underlined word or group of words in each sentence with the correct subject or object pronoun. Write the new sentences.

1. My parents took my brother and me to a petting zoo.

2. A sign explained how to behave with the animals.

3. My brother petted a baby goat.

4. Two other goats came along and poked at my brother.

5. My mother told my brother that they were looking for food.

6. My brother said to Mom and me, “I hope they don’t think I’m lunch!”

7. Dad took a picture of my brother and the goats.

8. Should I send you and your friends a picture of the goats?

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Animal Homes • Grade 3/Unit 5 GR65

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Grammar:Subject and Object

Pronouns

Read the first sentence in each set. One of the four sentences that follow it correctly replaces the underlined words. Circle the correct sentence.

1. Our goat Annie lives in the small barn behind our house.

A. They lives in the small barn behind our house.

B. You lives in the small barn behind our house.

C. Them lives in the small barn behind our house.

D. It lives in the small barn behind our house.

2. Annie eats breakfast with my family every morning.

A. She eats breakfast with us every morning.

B. Her eats breakfast with us every morning.

C. We eats breakfast with her every morning.

D. They eats breakfast with us every morning.

3. Dad listens for Annie’s hooves tapping on the porch.

A. We listens for it tapping on the porch.

B. He listens for them tapping on the porch.

C. He listens for they tapping on the porch.

D. I listens for her tapping on the porch.

4. My parents feed Annie a mix of different foods.

A. Us feed them a mix of different foods.

B. They feed him a mix of different foods.

C. You feed us a mix of different foods.

D. They feed her a mix of different foods.

5. Goats will eat anything yous give them!

A. We will eat anything you give them!

B. She will eat anything you give them!

C. It will eat anything we give them!

D. They will eat anything you give them!

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Animal Homes • Grade 3/Unit 5GR66

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Grammar:

Pronoun-VerbAgreement

Grammar: Pronoun-Verb

Agreement

• A present-tense verb must agree with its subject pronoun.• Add -s to most action verbs when you use the pronouns he,

she, and it. • Do not add -s to an action verb in the present tense when you

use the pronouns I, we, you, and they.

Choose the correct verb to complete each sentence. Write the verb.

1. I (deliver, delivers) newspapers every day with my brother.

2. Some days it (rain, rains).

3. Then we (get, gets) a ride from Mom.

4. She (drive, drives) from house to house.

5. I (open, opens) the window of the car.

6. He (throw, throws) the newspapers onto the driveways.

7. It (take, takes) less time on sunny days.

8. Then we (walk, walks) down the streets and see our customers.

9. They (wave, waves) to us.

10. Do you (read, reads) a newspaper every day?

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Call of the Wild • Grade 3/Unit 5 GR67

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Agreement


Agreement

• A present-tense verb must agree with its subject pronoun.• Add -s to most action verbs when you use the pronouns he, she, and it. • Do not add -s to an action verb in the present tense when you use

the pronouns I, we, you, and they. • The verbs have and be have special forms in the present tense. Forms of have Forms of be I have You have I am You are He has We have He is We are She has They have She is They are It has It is

Write a pronoun to complete the answer to each question.

1. Where is the newspaper? is on the table.

2. What section of the paper do you like to read?

like to read the sports section.

3. What does Aunt Lisa do? is a newspaper reporter.

4. Does she do a good job?

has many awards for her work.

5. Are you a reporter also?

am a reporter for the school newspaper.

6. What do you write about at your paper?

write stories about events at our school.

7. What is the newspaper staff like at your school?

are hard workers and lots of fun.

8. When is your next issue being printed?

are ready to print it today.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Call of the Wild • Grade 3/Unit 5GR68

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Grammar:

Pronoun-VerbAgreement


Agreement

A. Read each group of sentences. Circle the one with the subject pronoun that does not agree with the action verb.

1. A. We deliver the newspaper every day.

B. He folds the newspapers.

C. I toss the papers onto the porches.

D. They brings them inside.

2. A. We read different sections of the newspaper.

B. I likes the movie reviews.

C. She enjoys the crossword puzzles.

D. On Sunday it takes all morning.

B. Read the sentences. Choose the correct verb form to complete each sentence.

3. I the editor of our school newspaper.

A. am C. is

B. has D. are

4. We new stories every week.

A. has C. am

B. is D. have

5. They all about our school.

A. have C. are

B. is D. am

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Call of the Wild • Grade 3/Unit 5 GR69

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• A possessive pronoun takes the place of a possessive noun. It shows who or what owns something.

• Some possessive pronouns are used before nouns. These include my, your, his, her, its, our, and their.

Write the possessive pronoun on the line.

1. Riverbank State Park in New York City is famous for its carousel.

2. Milo Mottola told people about his idea for the carousel.

3. He asked his art students to draw animals for the carousel.

4. Their designs were used to make the carousel.

5. Our class plans to take a trip to the park.

6. Lily wants to see the animal designed by her cousin.

7. My mother told me to take a picture of the carousel.

8. Will your class go on any trips this year?

9. This is the fi rst trip for our class this year.

10. My father is going on the trip with us.

Grammar:Possessive Pronouns

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wilbur’s Boast • Grade 3/Unit 5GR70

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• Add an apostrophe (’) and an -s to a singular noun to make it possessive.

• Add an apostrophe (’) by itself to make most plural nouns possessive.

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

• Possessive pronouns do not have apostrophes.

Complete each sentence with the correct possessive noun or pronoun in parentheses.

1. (Ms. Parker’s, Ms. Parkers’) students are designing a carousel.

2. The students are all drawing (their, their’) own animals.

3. The (student’s, students’) drawings will be used to build a paper carousel.

4. We are all using (our, our’) imaginations to create interesting animals.

5. (My, Mine) animal is a green-striped tiger with wings.

6. (James’, James’s) animal is a mix of an iguana and a giraffe.

7. The (carousel’s, carousels’) top will be covered with gold foil.

8. There will be no other carousel in the world like (ours’, ours)


LC 1.0 Written and Oral English Language ConventionsWilbur’s Boast • Grade 3/Unit 5 GR71

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A. Write yes if the underlined word is a possessive pronoun. Write no if the underlined word is not a possessive pronoun.

1. Milo Mottola asked kids in his neighborhood to design the carousel.

2. The kids became Mottola’s art students.

3. He chose 32 of their drawings for the actual carousel.

4. All the students hoped that one of theirs would be chosen.

5. The artist’s signature was engraved beneath each of the animals.

B. Write yes if the underlined word is the correct possessive pronoun. Write no if the underlined word is not the correct possessive pronoun.

6. Our class took a trip to an amusement park.

7. Mine favorite ride is the roller coaster.

8. Cara said that hers is the waterslide.

9. George said his’s is the carousel.

10. I said I would try their favorites if they would try mine.


LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wilbur’s Boast • Grade 3/Unit 5GR72

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Grammar:

Pronoun-Verb Contractions

• A contraction is a shortened form of two words. I am = I’m we are = we’re he has = he’s he is = he’s you are = you’re she has = she’s she is = she’s they are = they’re it has = it’s it is = it’s

Rewrite each sentence and replace the underlined words with a contraction.

1. We are learning about animal homes.

2. They are different for each kind of animal.

3. It is important for animals to have the right place.

4. I am fascinated by many of the animals’ homes.

5. My brother says that he has seen an otter’s home on the river bank.

6. He is hoping to see the otter come out of it.

7. We are bringing a camera to the river.

8. You are going to get copies of any pictures!

LC 1.0 Written and Oral English Language ConventionsUnique Animals of the

Southwest • Grade 3/Unit 5GR73

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Grammar:Pronoun-Verb Contractions

• A contraction is a shortened form of two words. I am = I’m I have = I’ve I will = I’ll he is = he’s you have = you’ve he will = he’ll she is = she’s we have = we’ve she will = she’ll it is = it’s they have = they’ve it will = it’ll we are = we’re he has = he’s we will = we’ll you are = you’re she has = she’s you will = you’ll they are = they’re it has = it’s they will = they’ll

Complete each sentence with a contraction that makes sense. Put apostrophes in the correct places in contractions.

1. possible that you may have an animal home near your home.

2. lucky if you fi nd one.

3. spent a lot of time watching the animals near my home.

4. had birds’ nests in our trees.

5. My neighbor said seen rabbit holes near his yard.

6. Now watching two squirrels build a nest in a tree.

7. Mom said that supposed to look like a bird’s nest.

8. Right now carrying up twigs and moss.

9. make sure that you are told about the squirrels’ progress.

10. be fun to watch the squirrels work!

LC 1.0 Written and Oral English Language ConventionsUnique Animals of the Southwest • Grade 3/Unit 5

GR74

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Grammar:

Pronoun-Verb Contractions

A. Is the underlined contraction correctly written? Write yes if it is. Write no if it is not.

1. Were buying a new cage for our hamster.

2. Its going to have tunnels for him to crawl through.

3. He’s going to have a lot of fun playing in the tunnels.

4. It’ill be like the tunnels he would dig in the desert.

5. I’m looking forward to seeing him play.

B. Write the contraction for the underlined words.

6. You are not going to believe this.

7. We have got an owl living in a tree in our yard.

8. It is the biggest bird I have ever seen.

9. You will have to come over and see it sometime.

10. My sister says she is going to videotape it fl ying.

11. I hope it will stay all summer.

12. It is very fun to watch it fl y.

LC 1.0 Written and Oral English Language ConventionsUnique Animals of the

Southwest • Grade 3/Unit 5GR75

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• An adjective is a word that describes a noun. • An adjective tells what kind or how many. What kind: We looked at the blue house. How many: There were many flowers in the yard. • The words a, an, and the are special adjectives called articles.• Use a and an before singular nouns. Use a before a word starting

with a consonant. Use an before a word starting with a vowel. • Use the before a singular or plural nouns.

Draw one line under each adjective or article. Draw two lines under the noun that the adjective or article describes.

1. There is an empty house on our street.

2. We walk by the quiet house daily.

3. I try to look in the dark windows.

4. There are still several rose bushes in the yard.

5. I saw a crowd outside the house.

6. A group of men were fi xing up the house.

7. I thought I would make a good helper.

8. Many people worked on the house.

9. I learned to hammer silver nails.

10. We gave the beautiful house to a family.

11. We planted more trees in the front.

12. The roof no longer leaks.

Grammar:Adjectives

and Articles

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Stone Soup • Grade 3/Unit 6GR76

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Rewrite each sentence. Write book titles and titles of people correctly.

1. Usually mr Wing reads us a book every week.

2. Last week he read us mrs Mack makes soup.

3. It is a retelling of stone soup.

4. The villagers will not share their food with mrs Mack.

5. She and dr Drew make soup from a stone.

6. Now we are reading a book called a garden of soups.

7. The author is ms Melinda Ruiz.

8. My mom has her cookbook, which is called the world of soup.

Grammar:Titles and

Abbreviations

• Capitalize the main words in a book title.• Underline or italicize the title of a book.• Abbreviate and capitalize titles of people before names.

LC 1.5 Punctuate dates, city and state, and titles of books correctly.Stone Soup • Grade 3/Unit 6 GR77

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Find the adjective that tells what kind or how many. Write the adjective on the line.

1. I carried the heavy cans of paint.

2. The bright colors spilled out from the can.

3. We painted in broad strokes.

4. It took time for the wet paint to dry.

5. The paint had a soft glow.

6. The orange color is on the wall.

7. I held the wooden handle of the brush.

Decide if a, an, or the belongs in the sentence. Write your answer on the line.

8. I marked inch on the piece of wood.

9. I looked in the toolbox for saw.

10. Then I began to saw at inch mark.

11. I drew line across the board with a pencil.

12. I carefully cut wood with my saw.

13. I hammer nail in the wood.

14. Then I evened out edges.

15. I closed toolbox.

Grammar:Adjectives

and Articles

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Stone Soup • Grade 3/Unit 6GR78

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Circle the correct adjective for each sentence.

1. It was the (quieter, quietest) house I had ever been in.

2. The room was (brighter, brightest) than my room at home.

3. Then I saw the (larger, largest) spiders I had ever seen.

4. The (darker, darkest) spider worked near the window.

5. I watched the (lighter, lightest) of the two spiders.

6. It had (quicker, quickest) legs than the other spider.

7. Of the two webs, the (wider, widest) web reached from corner to corner.

8. The (longer, longest) string of the web reached down to the fl oor.

9. The creak of that step was (louder, loudest) than the other one.

10. That is the (bigger, biggest) spider I’ve seen.

11. The (smarter, smartest) idea was to be quiet.

12. Is that the (safer, safest) thing to do?

13. The sun is (hotter, hottest) over here than there.

14. That is the (sillier, silliest) idea I’ve heard.

15. My spider is (furrier, furriest) than yours.

• Add -er to an adjective to compare two nouns. • Add -est to an adjective to compare more than two nouns. A spider’s legs are longer than an ant’s legs. That is the biggest spider web I have ever seen!

Grammar:Adjectives

that Compare

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. The Strongest One • Grade 3/Unit 6 GR79

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• Add -er to an adjective to compare two nouns and -est to compare more than two nouns.

• In adjectives ending in a consonant and y, change the y to i and add -er or -est.

• In adjectives ending in e, drop the e and add -er or -est. • In adjectives that have a single vowel before a final

consonant, double the final consonant and add -er or -est.

Proofread the sentences. Correct adjectives that are misspelled. Then write the sentences correctly.

1. Charlotte’s Web is the longgest book I have ever read.

2. Trying to weave a web was Wilbur’s sillyest idea.

3. I think Charlotte was smarterer than other spiders.

4. With Charlotte’s help, Wilbur felt braveer than before.

5. The bigest spider web I ever saw covered part of a door.

6. That is the roundeest spider I have ever seen.

Grammar:Correct Comparative

and Superlative Forms

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.The Strongest One • Grade 3/Unit 6GR80

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Read each sentence. Find the sentence that has an adjective that compares. Mark your answer.

1. a. Wilbur sleeps in the barn. b. He keeps warm in the straw. c. It is darker in the barn than outside. d. The moon and stars light the sky.

2. a. Charlotte works in the afternoon. b. This is her fanciest web ever. c. She writes a strange word in the web. d. The strong threads shine in the sun.

3. a. Wilbur thinks he can make a beautiful web. b. Templeton ties a long string on Wilbur’s tail. c. Wilbur falls to the ground. d. It is the silliest thing he has ever done.

Read each sentence. Find the correct form of the adjective in parentheses.

4. A spider’s silk is (thin) than thread. a. thinerb. thinnerc. thiniestd. thinniest

5. Pigs are one of the (smart) animals in the world. a. smarterb. smartterc. smarttestd. smartest

Grammar:Adjectives

that Compare

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. The Strongest One • Grade 3/Unit 6 GR81

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Grammar:Adverbs

1. Before a mission, astronauts prepare.

2. During the mission, they work.

3. The astronauts must act.

4. They do experiments.

5. They complete the mission.

6. The atronauts return.

• An adverb is a word that tells more about a verb. • Most adverbs that tell how end in -ly. They are formed by

adding -ly to an adjective. • Adverbs can be put in different places in sentences.

Circle each adverb in the box. Then use the adverbs to complete the sentences. Place each adverb where you think it sounds best.

cry carefully chilly correctly flysafely quickly silly steadily successfully

LC 1.0 Written and Oral English Language ConventionsTales of the TricksterGrade 3/Unit 6

GR82

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Grammar:

Adverbs vs. Adjectives

• An adjective is a word that describes a noun.• An adverb is a word that describes a verb.

Read the sentences below. Choose the word that correctly completes each sentence.

1. John Glenn is a (great, greatly) American hero.

2. He (bold, boldly) orbited the earth in 1962.

3. It was an (important, importantly) moment in history.

4. In 1998, he volunteered to fl y a (second, secondly) mission.

5. He (cheerful, cheerfully) prepared for the fl ight.

6. Crowds cheered (loud, loudly) during takeoff.

7. The shuttle fl ew (speedy, speedily) across the blue sky.

8. Everyone (glad, gladly) welcomed the shuttle when it landed.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correcting in writing and speaking. Tales of the Trickster

Grade 3/Unit 6GR83

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Grammar:Adverbs

A. Change the adjective in parentheses to an adverb. Write the adverb on the line.

1. Extra rockets (powerful) blast the shuttle into the air.

2. Then the rockets (neat) fall away.

3. The shuttle glides (graceful) through space.

4. It lands (smooth) on an airstrip.

5. Then it (slow) comes to a halt.

6. The crowd cheers (loud) .

7. The crew (careful) writes notes.

B. Underline each adverb. Write yes if the adverb is in the best place. Write no if it is not in the best place.

8. The crew walks swiftly to the shuttle.

9. The crowd wildly greets them.

10. The astronauts enthusiastically wave.

11. The shuttle takes quickly off.

12. The engines noisily roar.

13. The mission goes perfectly.

14. The fans are purring actually.

15. The seatbelts are securely fastened.

LC 1.0 Written and Oral English Language ConventionsTales of the TricksterGrade 3/Unit 6

GR84

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Grammar:Adverbs

Draw one line under each adverb that tells when. Draw two lines under the verb it describes.

1. Helen and Fred always liked the Bronx Zoo.

2. Soon Helen told Fred he should work there.

3. Today Fred brought home a baby tiger.

4. First, Helen fed the baby tiger with a bottle.

5. Next, she gave him a warm place to sleep.

6. Soon he became big and strong.

7. Rajpur, Dacca, and Raniganj came afterwards.

8. Then, they had to go back to the zoo.

9. Helen saw them early in the morning.

10. Tomorrow she will see them again.

11. Now they are seen by many people.

12. Yesterday we saw the baby tigers.

13. We went home later.

14. Next, we did our homework.

15. Let’s go back soon.

• Some adverbs tell when an action takes place. • Adverbs that tell when include first, always, next, after,

tomorrow, soon, early, today, then, yesterday.

LC 1.0 Written and Oral English Language ConventionsCock-a-Doodle Doo

Grade 3/Unit 6GR85

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Grammar:Commas after

introductory words

• Some words are used to help introduce a sentence. These words include well, yes, no, in fact, first, however, therefore.

Rewrite each sentence. Add a comma after the introductory words in the sentences.

1. Yes we did enjoy our vacation.

2. No we did not get to go rafting.

3. However we did get a chance to visit a zoo.

4. Well I think I liked the baby tigers the best.

5. First we watched them sleeping.

6. Therefore it wasn’t very exciting.

7. However we came back later and they were playing.

8. In fact that was my favorite part of the visit.

LC 1.6 Use commas in dates, locations, and addresses and for items in a series.Cock-a-Doodle Doo

Grade 3/Unit 6GR86

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Grammar:Adverbs

Choose the word in each sentence that is an adverb.

1. Today Fred brought home a baby tiger for Helen to help. a. Today c. babyb. brought d. help

2. Helen stayed nearby and watched the tiger sleep. a. stayed c. watchedb. nearby d. sleep

Decide which word in the sentence is an adverb that tells when. Mark your answer.

3. First, the tigers slept there in the little box. a. First c. thereb. slept d. little

4. Fred and Helen would take them to live outside at the zoo soon. a. take c. zoob. outside d. soon

Decide which word in the sentence is an adverb that tells where. Mark your answer.

5. Today one of the tigers wandered away. a. Today c. wanderedb. one d. away

6. Then Helen found him nearby. a. Then c. foundb. Helen d. nearby

LC 1.0 Written and Oral English Language ConventionsCock-a-Doodle Doo

Grade 3/Unit 6GR87

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Grammar:Sentence Combining with Adjectives and

Adverbs

Combine each pair of sentences by adding an adjective to one sentence. Write the new sentence on the line.

1. A chrysalis hangs from the branch.

The chrysalis is green.

2. A butterfl y moves inside the chrysalis.

It is a colorful butterfl y.

3. The butterfl y splits the chrysalis.

It is an adult butterfl y.

4. The butterfl y pumps its wings.

The wings are strong.

5. Now the butterfl y soars into the sky.

The butterfl y is lovely.

• Two sentences can be combined by adding an adjective to one sentence.

The caterpillar crawled along the leaf. The caterpillar is fuzzy.

The fuzzy caterpillar crawled along the leaf.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.One Riddle, One Answer

Grade 3/Unit 6GR88

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Grammar:

Comma Usage

• Use a comma after the greeting and closing of a letter. • Use a comma between the name of a city and a state.• Use a comma between the day and the year in a date.• Use commas to separate three or more words in a series.• Use commas after introductory words.

Rewrite the letter on the lines below. Correct any missing commas.

Dear Caroline

How are you? We went to see a special butterfl y exhibit. It’s in a glass

house in a garden. The glass and sun keep the house heated. The butterfl ies

need the warmth. First caterpillars form a chrysalis. They turn into butterfl ies

inside. The butterfl ies split the chrysalis pump life into their wings and take

off. Then, they fl y around inside the glass house.

Your friend

Tina

LC 1.6 Use commas in dates, locations, and addresses and for items in a series. One Riddle, One Answer

Grade 3/Unit 6GR89

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Grammar:Sentence Combining with Adjectives and

Adverbs

Underline the adjective that can be used to combine each pair of sentences. Then combine the sentences.

1. Jeff ran from the bumblebee.It was a furry bumblebee.

2. Jane watched the ants. They were busy ants.

3. The butterfl y beat its wings. They were strong wings.

4. The butterfl y landed on a branch. It was a thin branch.

5. It searched the sky for birds.The birds are hungry.

Underline the adverb that can be used to combine each pair of sentences. Then combine the sentences.

6. The fi refl y glowed. It glowed brightly.

7. The dragonfl y hummed. It hummed loudly.

8. The breeze blew over the pond.The breeze blew gently.

LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.One Riddle, One Answer

Grade 3/Unit 6GR90

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GR91Sample Grammar Test • Grade 3/Unit 1

English Language Arts Sample Grammar Test Unit 13G R A D E

Kyle’s teacher asked the students to write a personal narrative. Here is the first draft of Kyle’s paragraph. It may contain errors.

First Day of Camp

(1) I woke up early. (2) it was the first day of camp. (3) I didn’t know what

to expect. (4) Would I know anyone in my group. (5) Would we do things I

like to do? (6) Swim in the lake or the pool? (7) I have never gone swimming

outside. (8) An older camper sat down next to me. (9) He answered all my

questions. (10) it was the best day ever

1 What type of sentence is sentence 5?

A statement

B question

C command

D exclamation

2 Which of these is NOT a complete sentence?

A I woke up early.

B I didn’t know what to expect.

C Would we do things I like to do?

D Swim in the lake or the pool?

3 Which of these is the correct way to rewrite sentence 10?

A It was the best day ever

B it was the best day ever.

C It was the best day ever!

D It was the best day ever?

4 Read this sentence.

An older camperAn older camper sat down next to me.

Which of these best describes the underlined words?

A subject

B simple subject

C predicate

D simple predicate

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Sample Grammar Test • Grade 3/Unit 2

1 Which is the correct way to rewrite sentence 1?

A How big is Earth’s orbit?

B How big is Earths Orbit.

C How big is earth’s orbit?

D How big is Earths Orbit?

2 Which part of sentence 4 is a proper noun?

A all this

B more

C program

D Hilltop Museum


Ask about our three special three special showshow for school groups.

Which is the correct way to write the underlined words?

A three specials show

B three special shows

C three special showes

D three specials showes

4 Which is the best way to combine sentences 6 and 7?

A Monday’s talk is sold out, and Tuesday’s shows.

B Mondays and Tuesdays talks and shows are sold out.

C Mondays talk, and Tuesdays shows, are sold out.

D Monday’s talk and Tuesday’s shows are sold out.

Yuki was asked to write an ad for the local radio station. Here is the first draft of Yuki’s writing. It may contain errors.

(1) How big is earths orbit. (2) What are Saturn’s rings made of? (3) How hot

is the Sun’s surface? (4) Learn all this and more in “Our Super Solar System,”

a new program at Hilltop Museum! (5) call 555-SOLAR for todays talk

and show times. (6) Monday’s talk is sold out. (7) Tuesdays shows are sold

out. (8) Ask about our three special show for school groups.

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GR93



Luis’s teacher asked the students to write a paragraph after their field trip. Here is the first draft of Luis’s paragraph. It may contain errors.

Cleaning Perch Bay

(1) Last Saturday, our class cleaned up the beach at Perch Bay. (2) We picked

up litter and packed it into bags. (3) We discover all kinds of things. (4) Maria

showd me a necklace she found. (5) Sam and Wanda fixed fences. (6) Sam

and Wanda raked the sand. (7) Everyone enjoyed the trip. (8) We clean it

again next year.

1 In sentence 1, what is the tense of the verb?

A action

B future

C past

D present

2 Which is the best way to rewrite sentence 3?

A We discoverd all kinds of things.

B We discovered all kinds of things.

C We will discover all kinds of things.

D We will discovered all kinds of things.

3 Which is the best way to combine sentences 5 and 6?

A Sam fixed fences, and Wanda raked the sand.

B Sam and Wanda, fixed fences, raked the sand.

C Sam and Wanda fixed fences and raked the sand.

D Sam and Wanda fixed fences, and also raked the sand.


We clean it again next year.

Which is the correct way to rewrite the sentence?

A We cleans it again next year.

B We will clean it again next year.

C We cleaned it again next year.

D Leave as is.

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GR94



Tony’s teacher asked the students to write in their journals. Here is the first draft of Tony’s entry. It may contain errors.

A Room of My Own

(1) It isn’t very easy to share a room. (2) You do not have any space of your

own. (3) You cant ever have the whole place to yourself. (4) I had this

problem. (5) I shared my room with my brother. (6) He bringed in a radio and

played it when I tried to do homework. (7) We fighted all the time. (8) It drove

our parents crazy! (9) Soon they will give me my own room. (10) My brother

and I can’t wait!


You do not have any space of your own.

Which is the correct way to form a contraction from the underlined words?

A do’not

B d’ont

C do’nt

D don’t

2 Which past-tense verb is NOT written correctly?

A had

B shared

C bringed

D tried

3 Which is the best way to rewrite sentence 7?

A We fights all the time.

B We fought all the time.

C We fighting all the time.

D Leave as is.

4 Which word from sentence 9 is a helping verb?

A soon

B will

C give

D own

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Shayla wanted to write a letter to her aunt. Here is the first draft of Shayla’s letter. It may contain errors.

(1) Dear Aunt Esther,

(2) This fall our teacher gave my best friend and me a job. (3) We put

out our’s school newspaper every week. (4) It has only four pages, but it is

hard work. (5) I is in charge of stories. (6) My friend Wayne takes all the

pictures. (7) Wayne wants to be a photographer some day. (8) We’ll send you

our first edition when its done!

Love,

Shayla

1 In sentence 1, which word is an object pronoun?

A This

B our

C my

D me

2 Which sentence is written correctly?

A We put out our schools newspaper every week.

B We put out our school’s newspaper every week.

C Us put out our school newspaper every week.

D Us put out our’s school’s newspaper every week.


wants to be a photographer some day.

Which of these pronouns BEST completes the sentence?

A It

B He

C Her

D Him

4 Which word from sentence 8 is NOT written correctly?

A We’ll

B our

C you

D its

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For a science project, Raj had to write a descriptive report. Here is the first draft of Raj’s paragraph. It may contain errors.

A Beautiful Butterfly

(1) The beautiful butterfly swooped gracefully down from the sky. (2) It

landed on Mom’s lilac bush. (3) It landed gently. (4) It was a bush of purple

lilacs. (5) I walked quiet over to see it up close. (6) Its wings were pale

yellow with black marks around the edges. (7) The body was darker than the

wings. (8) I later looked up the butterfly in a book, on a poster, and on the

Internet. (9) I located it the fastest on the poster. (10) It said the lovely butterfly

was a tiger swallowtail.

1 In sentence 1, which of the following is an adverb?

A beautiful

B butterfly

C swooped

D gracefully

2 Which sentence best combines sentences 2, 3, and 4?

A It landed on Mom’s gentle purple lilac bush.

B It landed gently on Mom’s purple lilac bush.

C Mom’s purple lilac bush, it gently landed on.

D Mom’s purple lilac bush gently landed on it.

3 Which of these is NOT an adjective?

A yellow

B darker

C later

D lovely


I located it the on the poster.

Which form of a synonym for “fast” could be used to complete the sentence?

A quicker

B quickliest

C more quickly

D most quickly

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