Unit 10 - coreknowledge.org · first successful English colonists in North America. They and others...
Transcript of Unit 10 - coreknowledge.org · first successful English colonists in North America. They and others...
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Grad
e 3
Core
Know
ledge
Lang
uage
Arts®
• Skil
ls St
rand
Unit 10Skills Workbook
Unit 10Skills Workbook
Skills StrandGrade 3
Core Knowledge Language Arts®
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Unit 10Skills Workbook
This Skills Workbook contains worksheets that accompany the lessons from the Teacher Guide for Unit 10. Each worksheet is identified by its lesson number and where it is intended to be used. For example, if there are two worksheets for Lesson 8, the first will be numbered 8.1 and the second 8.2. The Skills Workbook is a student component, which means each student should have a Skills Workbook.
Unit 10 1© 2013 Core Knowledge Foundation
Name: X.X1.1
The First English Colony
1. HowmanyexpeditionsdidSirWalterRaleighoversee?
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2. WhichofSirWalterRaleigh’sexpeditionswereRobertandGeorgeapartofandhowdoyouknow?
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3. WhywereRobertandGeorgeafraidwhentheyfirstarrivedatRoanokeIsland?
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2 Unit 10© 2013 Core Knowledge Foundation
4. Writetrueorfalseandwritethepagenumberthathastheanswer.
WriteTrueorFalse
PageNumber
In1587JohnRolfeandotherssailedawaytotheNewWorld.Thedecisionwasmadeforthe1584expeditiontojointheSpanishinCentralAmerica.RobertandGeorgeweremembersofSirWalterRaleigh’sthirdexpedition.ItwasthoughtthattheSpanishconquistadorswereresponsibleforthepossibledeathof14explorersattheRoanokeIslandfort.SirWalterRaleightookoneoftheremainingshipstoreturntoEnglandtogetsuppliesbacktothecolonistsbeforetheharshestpartofthewinter.
5.Writethemainideaofthischapter.
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Unit 10 3© 2013 Core Knowledge Foundation
Name: 1.2
Dear Family Member,
Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordstogether.Helpfulactivitiesforyourchildtodoinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.
Spelling Words
Thisweek,wearereviewingthespellingpatternsof/ə/,/ə/+/l/,/sh/+/ə/+/n/,/ue/,/oo/,and/f/thatwehavealreadystudied.OnFriday,yourchildwillbeassessedonthesewords.
StudentshavebeenassignedtwoChallengeWords,beautifulanddefinite.ChallengeWordsarewordsusedveryoften.TheChallengeWordsfollowthespellingpatternfor/f/thisweek.
TheContentWordforthisweekisPowhatan.Powhatanfollowsoneofthespellingpatternsforthisweek.Thefirst‘a’inPowhatanhasthesoundof/ə/.ThiswordisdirectlyrelatedtothematerialthatyourchildisreadinginLiving in Colonial America.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryitbutgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencourageeveryonetostretchthemselvesabitandtrytospellthisword.
Thespellingwords,includingtheChallengeWordsandtheContentWord,arelistedonthebackofthisworksheet.
Take-HomeWorksheet
4 Unit 10© 2013 Core Knowledge Foundation
1. movement
2. sentence
3. toothache
4. hospital
5. occupy
6. addition
7. ability
8. secure
9. tougher
10. accuse
11. spherical
12. continue
13. affect
14. whoever
15. identify
16. shrewd
17. vowel
18. wobble
19. Challenge Word:beautiful
20. Challenge Word:definite
Content Word:Powhatan
Student Reader
Thisweek,wearestartingourunitoncolonialAmerica.YourchildwillbelearningaboutlifeincolonialAmericaandsomeofthehistoryofhowEuropeanscametosettlepermanentlyinNorthAmerica.Theseselectionsarehistoricalfiction,presentingthefactsthroughstoriesineachchapterandusingfictionalcharacterstomakethechaptersmoreinteresting.
ThechaptersyourchildwillreadinLiving in Colonial AmericathisweekincludeinformationaboutthefirstEnglishsettlers,wheretheysettled,andwhattheydidtosurvive.StudentswillreadaboutthesettlementsinRoanokeIsland,Jamestown,andlifeonaplantation.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.
StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Yourchildwillalsobringhomeacopyoftheglossaryforuseinreadingthetextcopiestofamilymembers.Theboldedwordsonthetextcopiesarethewordsfoundintheglossary.
Unit 10 5© 2013 Core Knowledge Foundation
Name: 1.3
Introduction to Living in Colonial AmericaAreyoureadytogoonanadventure?Areyoureadytobecomeatime traveler?I
thinkIheardyousay,“Yes!”Good,becauseyouareabouttotravelbackintimetomeetsomeofthefirstEuropeanswhocametosettleinAmerica.YouaregoingtolearnaboutthecreationofthethirteenEnglish colonies.
Youalreadyknowabouttheexplorerswhohelpedmakethishappen.Now,youwilllearnaboutthebravemen,women,andchildrenwhocametoliveinanewland.Someofthecharactersinthestoriesyouareabouttoreadarenotmucholderthanyou.
Youwillalsodiscoverthatthesecoloniesweredividedupintothreedistinctregions.TheseregionsarecalledtheSouthern,NewEngland,andMiddleAtlanticregions.Englishpeople,andotherEuropeans,cametotheseregionsatdifferenttimesandfordifferentreasons.Youwilljourneytooneregionatatime.Payattentiontowhichregionyouarein.
Beverycarefulthough:Yourmissionrequiresyoutomovebackandforthintimeasyoutravelfromoneregiontoanother.Ineachregion,youwillmeetchildrenwholivedalongtimeago.Youwilldiscoverhowdifferenttheirliveswereincomparisontoyours.YoumightevenwonderifyouwouldhavelikedtoliveinAmericahundredsofyearsago,whenEuropeansfirstbegantosettlehere.
Foryourjourney,youwillbegivenspecialtime travelingtoolstohelpyoualongtheway.Youwillhavemaps.Time travelersalwaysneedgoodmaps.Youwillalsohaveatimeline.
Asyoutime travel,youwillfindoutwheretheseEuropeansettlersoriginallycamefrom,aswellashowtheyjourneyedtoAmerica.Youwilldiscoverthereasonswhytheychosetotravelsofarawayfromtheirhomelands.
Areyoureadytotime travel?Good!Youradventureisabouttobegin.
Take-HomeWorksheet
6 Unit 10© 2013 Core Knowledge Foundation
Unit 10 7© 2013 Core Knowledge Foundation
Name: 1.4Take-HomeWorksheet
The First English ColonyRobertandGeorgeranalongthelongstretchofsandybeachonRoanokeIsland.
Fromtimetotime,theysplashedinthewarmwatersandcollectedshells.ItwaslateAugustintheyear1587,and,ifallwentwell,theyandtheothertravelerswouldbethefirstsuccessfulEnglishcolonistsinNorthAmerica.Theyandothershadwatchedastheirleader,JohnWhite,sailedaway.HewasreturningtoEnglandtogetthesuppliestheyneededtosurviveonthisisland.However,thereasonwhytheboyswereplayingonthisbeachbeganmanyyearsearlier.
Inthe1500s,SpainconqueredlargeareasofCentralandSouthAmerica.TheSpanishbuilttownsandcitiesthere.SpanishgalleonssailedacrosstheAtlanticOceanladenwithgoldandothernaturalresourcestakenfromtheseregions.Spainwasbecomingveryrich.TheQueenofEngland,ElizabethI,andherfavoriteknight,SirWalterRaleigh,wantedEnglandtobecomeasrichandpowerfulasSpain.TheywantedEnglishpeopletogotothisnewworldtoo.
In1584,SirWalterpersuadedQueenElizabethtolethimtrytocreateanEnglishcolonyintheAmericas.ItwasdecidedthattheEnglishwouldstayawayfromthepowerfulSpanishconquistadors.InsteadofsailingtoCentralorSouthAmerica,theywouldsailnorth,toNorthAmerica.Withthatdecided,agroupofexplorerssetofftofindasuitableplacetosettle.
Theexplorerswhowentonthisexpeditionin1584reportedbacktoSirWalterandtoldhimaboutRoanokeIsland.TheybelievedthisislandwasaperfectplaceforthefirstEnglishcolony.SirWalter’sexplorersmanagedtobuildafortontheisland,buttheyfailedtocreateacolony.Theyabandonedtheirmission,leavingonlyfifteenmenbehindtoguardthefort.However,SirWalterwasdeterminedtosucceed.In1587,moreshipssetoutfortheNewWorld.
RobertandGeorgeweremembersofthissecondgroupofwould-beEnglishcolonists.Theyhadbeenveryexcitedtosetoffonthisgreatadventure.Thistime,thecolonistsplannedtolandnorthofRoanokeIsland,intheChesapeakeBayarea.There,theyhopedtoestablishthefirstsuccessfulEnglishcolony.
8 Unit 10© 2013 Core Knowledge Foundation
Unfortunately,duringthetrip,therewasadisagreementbetweentheirleaderJohnWhiteandmembersoftheship’screw.Asaresult,membersoftheship’screwrefusedtotaketheEnglishtravelerstotheChesapeakeBayarea.So,Robert,George,andtheotherpassengerswereforcedtolandonRoanokeIslandinlateJuly.RobertandGeorgehadnotmindedthischangeofplan.Theyhadsimplybeenhappytobeonsolidgroundoncemore.
However,thiswasnottheendofthetravelers’troubles.Afterlanding,JohnWhiteledagroupofmentoFortRaleigh,thefortthathadbeenbuiltbythepreviousgroup.RobertandGeorgehadnotbeenallowedtogowiththemen.Atthefort,JohnWhiteandtheothermenexpectedtofindthefifteenEnglishsoldierswhohadbeenleftbehindtoguardit.Whentheyarrivedatthefort,thesoldierswerenowheretobefound.Thefortwasovergrownwithweeds.Theskeletonofonesoldierwasdiscovered.
WhenJohnWhiteandthemenreturnedtothebeachwiththisnews,RobertandGeorgehadfeltscared.TheboyswereespeciallyconcernedwhentheadultssuggestedthattheRoanokeNativeAmericanswereresponsibleforthedeathofthesoldiers.TheonlygoodnewswasthatitwaspossibletorepairthehomesinFortRaleigh.
Thesettlersgottowork.Robert,George,andmorethanonehundredmen,women,andchildrenworkedfromsunrisetosunsettoreconstructthesehomes.However,noonespokeofthemostalarmingthingofall:Whenwintercame,theydidnothaveenoughfoodtosurviveuntilspring.Theyhadarrivedatatimewhenitwastoolatetoplantcrops.
Robert,George,andtheothersdidnotwanttoreturntoEnglandstarvingandexhausted.Theywantedtosucceed.TheywantedQueenElizabethandSirWaltertobeproudofthem.Buttheyneededaplan.Onemonthaftertheyarrived,itwasdecidedthatJohnWhitewouldtakeoneofthetworemainingshipsandreturntoEnglandtogetsupplies.Ifallwentwell,hewouldbebackbeforetheharshestdaysofwinterarrived.
SoRobertandGeorgehadwatchedandplayedasJohnWhite’sshipsailedoutofsight.Thetwoboysremainedonthesandyshoreandenjoyedthefreedomthisnewlandoffered.Neitheroftheboysmissedthebusy,crowdedstreetsofPortsmouth,England.Theydidnotmisstherainorthesightofthepoorpeoplewhobeggedonthestreets.Thiswastobetheirnewhomeandtheywerethankfultobethere.Thequestionwas,wouldtheysurvive?
Unit 10 9© 2013 Core Knowledge Foundation
Name: 2.1
Jamestown, Part I: A New Life
1. WhywereTomandJanesenttoJamestown?
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2. WhywerechildrenneededtohelpfamiliesinJamestown?
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3. ThewordsthatbestdescribeTomandJaneatthebeginningofthischapterare:
A. warmandcomfortable
B. dirtyandsad
C. happyandhealthy
D. oldandwornout
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10 Unit 10© 2013 Core Knowledge Foundation
4.Writethemainideaofthischapter.
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Unit 10 11© 2013 Core Knowledge Foundation
Name: 2.2
Mixed Review Comparative and Superlative Adjectives
Write the correct form of the verb in the blank.
1. (busy)Thirdgradersare_______________thansecondgraders.
2. (angry)Thatchildisthe________________childI’veeverseen!
3. (colorful)Thepaintonthathouseis_______________thanthepaintonyourhouse.
4. (interesting)Myhamsteris________________thanyourhamster.
5. (bad)Ihavethe________________headacheI’veeverhad.
6. (red)Yourhairisthe________________ofanyoneinyourwholefamily.
7. (persistent)MybrothersandIare_______________thanmycousins!
8. (little)Wehad________________rainthanthemeteorologistpredictedtoday.
9. (refreshing)Thatpoolisthe_______________poolinthewholeneighborhood.
10. (fine)Thatwasthe________________movieI’veeverseen.
11. (clear)Theseinstructionsare________________nowthatyou’vehelpedme.
12 Unit 10© 2013 Core Knowledge Foundation
12. (grand)You’rethe_________________friendI’veeverhad!
Write a sentence using the word in parentheses.
1. (better)__________________________________________________________________________
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2. (most effective)__________________________________________________________________
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3. (more energetic)_________________________________________________________________
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4. (more worried)__________________________________________________________________
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5. (more energetic)_________________________________________________________________
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6. (more)__________________________________________________________________________
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Unit 10 13© 2013 Core Knowledge Foundation
Name: 2.3
Jamestown, Part I: A New Life“Tom,hurryupandeatyourbreakfast.Youshouldhavebeenoutinthetobacco
fieldsatleastanhourago,”urgedMrs.AnnTucker.
“I’mcoming,”Tomrepliedashegulpeddownhismilkandbread.“I’vebeenhelpingJanecollecttheeggs.”
“Well,hurryup,”Mrs.Tuckercommanded.“ThesunwillhavesetbeforeyouhaveliftedafingertohelpMr.Tucker.”
Tomswallowedthelastmouthfulofbreadandracedoutofthesmallhouse.HecouldtellthatMrs.Tuckerwasangry.Thebrightsunshinemadehimsquintasherantowardthetobaccofields.Itwasharvesttimeandalmosteveryonewasworkinginthefields.
Mrs.Tucker,themistressofthehouse,glancedatTomasheranoff.Shesigheddeeply.
SheandherhusbandDanielTuckerwerenowinchargeofTomandhissister,Jane.Theyweregoodchildrenbuttheyhadarrivedwithveryfewskills.Fortunately,Tomwasprovingtobeagoodhunter.
LiketheTuckers,TomandJanewerefromLondon,England.BothchildrenhadarrivedinJamestown,Virginia,fivemonthsearlier,inApril,1618.Whentheyfirstarrived,itwasclearthattheydidn’twanttobethere.Fordays,theyrefusedtospeak.Janecriedallthetime.Theirclothesweretatteredandgrimyandtheywereverythin.
Tom,Jane,andonehundredotherchildrenhadsailedtoJamestownonanEnglishtradingship.Sailingacrosstheoceanisneveragoodexperience.Butthatwasnottheonlyreasonwhytheylookedsoraggedy whentheyfirstarrived.TomandJanehadbeenstreet children.InEngland,theirparentshaddiedandtheyhadbeenfoundtryingtosurviveonthestreetsofLondon.Infact,allofthechildrenwhoweresenttoJamestownhadbeenlivingthatway.
TimeswerehardinEngland.TherewerehundredsofchildrenbeggingonthestreetsofLondon.ThekingofEngland,JamesI,thoughtthatsomanyhomelesschildrenwouldleadtotrouble.Hehadthechildrenroundedupandshipped3,000milesacrosstheAtlanticOceantoJamestown.
Take-HomeWorksheet
14 Unit 10© 2013 Core Knowledge Foundation
Familiesinthecolonyhadagreedtotakethechildreninandputthemtowork.Afterall,therewascertainlyalottobedone.Boyswereneededtoworkinthefields.Thecolonistsgrewcorn,squash,pumpkins,andtobacco.Theyhadtohuntandfishaswell.Girlswereneededtocook,sew,makecandles,andmakesoap.Boysandgirlswereneededtolookafterthecattle,goats,horses,andpigsthatthecolonistshadbroughtwiththem.Childrenalsocaredforfruittreesandberrybushes.
TheEnglishcolonistshadfirstarrivedinJamestown,Virginia,in1607.SomeofthefirstEnglishcolonistshaddiedofhungerandsickness.OthershadnotsurvivedthefreezingcoldtemperaturesortheattacksonthembythePowhatan.However,noneofthesethingshadstoppedmorecolonistsfromcomingtoJamestowntostartanewlife.
Oneofthefirstcolonists,amannamedJohnSmith,hadhelpedtosavethecolonyfromcollapse.AnothercolonistnamedJohnRolfehadintroducedanewkindoftobaccointothisarea.Thiscropwasimportantbecausethecolonistsearnedmoneysellingit.SmokingtobaccohadbecomepopularinEurope.WithJohnRolfe’shelp,thecolonistslearnedhowtogrowlotsoftobacco.By1618,theywereabletosendmorethantwothousandpoundsoftobaccotoEnglandeachyear.Tobaccomadelotsofmoneyforthecolony.
“Wherehaveyoubeen,boy?”saidatallmanwithbrownhair.“I’veharvestedseveralpoundsoftobaccoleavesalready.”
Tomdidnotreply.Instead,hegrabbedabasketandgottowork.Hehadalreadyfiguredoutthatthewell-beingofthecolonistsdependeduponthisplant.Muchcareandattentionwaspaidtoit.Whenhefirstarrived,Tomsawthatthecolonistshadalreadyplantedtobaccoseedsintinybeds.Theyhadcoveredtheseedswithbranchestoprotectthemfromthesnow.Whentheseedsbecameseedlings,theywerethentransplantedintothefields.MovingtheseedlingshappenedinAprilandwasthehardestjobofall.Finally,thecolonistshadtoharvestthecropbeforethefirstfrost.
TomworkedsilentlybesideMr.Tucker.Thebottomleaveswerethefirsttobecutoff,collected,andhunguptodry.Tompluckedatthetobaccoleavesandtriedtoignorethesweatalreadydrippingfromhisbrow.Hehadbeentoldthatwhenallofthecropswereharvested,thecolonistswouldcelebrate.“That’ssomethingtolookforwardto,”Tomthoughttohimself.Heknew,however,thatbetweennowandthentherewouldbemanymoredaysofworkinginthehotsun.
Unit 10 15© 2013 Core Knowledge Foundation
Name: 3.1
Jamestown, Part II: Hunting the Powhatan Way
1.AsthetwopartsofthestoryofJamestownunfold,describeTom.
A. HefindsnojoyinJamestownandhislifethereissad.
B. Tomhasmadeafriendandismorehappyandcomfortable.
C. TomismoremiserableandwishestoreturntoLondon.
D. TomisafraidofallPowhatanpeopleandshareshisfearswiththeTuckers.
2. WhatdidthePowhatandowhenmoreandmorecolonistsarrivedandtooktheirland?
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3.Whatdothewordslike a duck to watermeaninthechapter?
A. Ducksliketoswiminwater.
B. Tomlikedtohuntducks.
C. Tomlikedhuntingandfishingasnaturallyasduckslikewater.
D. DuckslikedtofollowTominthewater.
16 Unit 10© 2013 Core Knowledge Foundation
4. WhatdidWilliammeanwhenhesaid,“Comeon,you’vesurvivedthestreetsofLondon,haven’tyou?”
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5.Writethemainideaofthischapter.
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18 Unit 10© 2013 Core Knowledge Foundation
Name: 3.2
Word Shelf
uni– meansone or single
bi– meanstwo
unicolor
unison
bilingual
bimonthly
Unit 10 19© 2013 Core Knowledge Foundation
Name: X.X3.3
Prefix uni–: Meaning “one” or “single”Prefix bi–: Meaning “two”
unicolor—(adjective)havingonecolor
unison—(noun)theactofdoingsomethingtogetherasagroupatonetimebilingual—(adjective)abletospeaktwolanguagesbimonthly—(adjective)occurringeverytwomonths
Write the correct word to complete each sentence.
uniform unicolor biplanes bimonthly
bicycle bilingual unicycle unison
1. Carlosis_________________becauseheknowshowtospeakSpanishandEnglish.
2. Ourteacheraskedthewholeclasstoreadthepagein_________________.
3. Airplanesthatareusedtodayarenot_________________becausetoday’splanesonlyhaveonesetofwings.
4. Inthespring,theleavesonthetreeinourfrontyardare_________________,whileinthefalltheyaremanycolors.
20 Unit 10© 2013 Core Knowledge Foundation
5. Mysistergetsherhaircut_________________insteadofmonthlysinceshelikesitlong.
6. Thisweek,alltheeggsinthecartonhada_________________appearancebecausenoneofthemwerebroken.
7. Atthecircus,aclownrodeintotheringona_________________whilehewasspinninghoopsintheairwithhishands.
Write your own sentence using the one word left in the box.
8. __________________________________________________________________________________
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22 Unit 10© 2013 Core Knowledge Foundation
Name: 3.4
Word Shelf
tri– meansthree
multi– meansmany
trident
triangle
multicultural
multivitamin
Unit 10 23© 2013 Core Knowledge Foundation
Name: X.X3.5
Prefix tri–: Meaning “three”Prefix multi–: Meaning “many”
trident—(noun)aspearwiththreepointsorprongs
triangle—(noun)ashapewiththreesides
multicultural—(adjective)includingmanyculturesmultivitamin—(adjective)includingmanyvitamins
Write the correct word to complete each sentence.
multimedia trident triangle multivitamin
tricycle multicultural multilingual trilogy
1. Mylittlebrotherlikestoridehisthree-wheeled onthesidewalk.
2. Hetakesa pilleverymorningtogetafullservingofvitaminseachday.
3. Somesaythata ,liketheoneNeptunehadinRomanmythology,isusedtocatchfishforfood.
4. Therewasa festivalatthecommunitycenterwherewelearnedaboutdifferentculturesinourneighborhood.
24 Unit 10© 2013 Core Knowledge Foundation
5. Mydadhasreadtwoofthethreebooksina aboutPresidentRoosevelt.
6. Wewatcheda presentationthatincludedavideo,photographs,art,andgraphics.
7. A hasthreesidesbutthesidesarenotalwaysequal.
Write your own sentence using the one word left in the box.
8. __________________________________________________________________________________
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Unit 10 25© 2013 Core Knowledge Foundation
Name: X.X3.6
Use Adverbs that Compare Actions
Change the word at the end of the sentence by adding –er or –est to complete the sentence. Answer the question after the sentence. Draw a triangle around the adverb and arrow it to the verb it describes.
1.MypresentationaboutCupidandPsychelasted__________thanyourreportabouttheswordofDamocles.(long)Howdidmyreportlastcomparedtoyours?_______________________
2.Thecurbwas___________________thanIhadexpected.(near)Wherewasthecurb?_______________________
3.Ihadthemanatthebarbershopcutmyhairthe_______________________ofanyoneofmyfamily.(short)Howwasmyhaircutcomparedtoanyoneinmyfamily?_______________________
4.Myneighboris_______________________thanIam.(tall)How_________________ismyneighborcomparedtome?
5.Myuncle’sphoneringsthe_______________________ofanyofmyfamilymembers’phones.(loud)Howdoesmyuncle’sphoneringcomparedtoanyofmyfamilymember’sphones?_______________
6.Ourteacherlives_______________________tothebusstopthanwedo.(close)Wheredoesourteacherlivecomparedtous?_______________________
26 Unit 10© 2013 Core Knowledge Foundation
Write a sentence using the verb and adverb. Draw a triangle around the adverb and arrow it to the verb it describes.
1.verb:left adverb:latest
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2.verb:speak adverb:thesoftest
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Unit 10 27© 2013 Core Knowledge Foundation
Name: X.XName: 3.7
Blank Busters
Follow along with your teacher to fill in the blanks with the correct spelling words. The root words are listed in the box below. You will not use a word more than once.
movement spherical accuse sentence toothache
continue hospital affect occupy whoever
addition identify ability shrewd secure
tougher wobble vowel
Challenge Word:beautiful
Challenge Word:definite
Content Word:Powhatan
Fill in the blanks in the sentences below with one of the spelling words in the chart. Only if needed, add a suffix to the end of a word in order for the sentence to make sense: –s, –ed, –ing, –er, –ly, and –est.
1. NativeAmericans_________partsofNorthAmericawhenthesettlersarrived.
2. Thomassaid,“_____________________mademybed,pleaseletthemknowthatIappreciateit.”
3. SomeEnglishsettlerscametoAmericatohavethe____________________topracticetheirownreligion.
4. Areyouabletonameallfive____________________?
28 Unit 10© 2013 Core Knowledge Foundation
5. Wevisitedasickfriendinthe_______________.
6. Ofallmychores,vacuumingis________________thancleaningthedishes.
7. Katydidn’tgetmuchsleeplastnightandit_____________________herclassworkallday.
8. Thedeadmapletreebegan_________________beforeitfinallyfellover.
9. TheEnglish__________________tosettleindifferentareasbeforetheGermans,Dutch,andotherEuropeanscametoAmerica.
10. Thirdgradershavelearned_____________________andhowtowrite_______________________.
Write three sentences using spelling words of your choice that were not used in the first ten sentences. Make sure to use correct capitalization and punctuation. You may use the Challenge Words or Content Word in your sentences.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
Unit 10 29© 2013 Core Knowledge Foundation
Name: 3.8Take-HomeWorksheet
Jamestown, Part II: Hunting the Powhatan WayDoyourememberthatinthelastchapter,youmettheorphanboyTomandhis
sisterJane?Today,youwillfindoutmoreaboutTomandhislifeinJamestown.
TomwasgladitwasSunday.Thiswastheonlydayoftheweekthatmanypeopledidn’tworkinthefieldsorintheirworkshops.ThismadeTomveryhappy.OnSunday,Tomwasalsoallowedtohuntorfish.Beforechapel,TomandhisfriendWilliamoftensetofftocatcharabbitorafishforthepot.Todaywasnoexception,andWilliamhadarrivedatTom’shousebrightandearly.
TomandWilliamhadbeenhuntingandfishingtogethereversinceTomfirstarrivedinJamestown.LikeTom,WilliamwasanorphannowlivinginthisEnglishcolony.WilliamhadtaughtTomhowtouseabowandarrowandhowtocatchfish.
AlthoughTomhadbeenacityboy,hehadtakentohuntingandfishingrightaway,or,asMrs.Tuckerhadsaid,“likeaducktowater.”
WilliamhadlearnedhishuntingandfishingskillsfromagroupofPowhatanboys.TheseboyshadmadefriendswithsomeoftheEnglishchildren.ThePowhatanboysdidn’tvisitJamestowntoomuchanymore.ThePowhatanwerenolongergoodfriendswiththecolonists.ThecolonistsweretakingmoreandmorelandawayfromthePowhatantofarmtobacco.ThePowhatanwantedthecoloniststoleavetheirland.However,thecolonistsweren’tgoingaway.Quitetheoppositewashappening.Moreandmorecolonistswerearriving.
WilliamgreatlyrespectedthePowhatanandtheirknowledgeoftheland.HeoftentalkedtoTomaboutthis.
“Everythingtheyneed,theygetfromtheforestandthelandaroundthem,”Williamoftenpointedout.“Themenareexperthunters.Theyareabletocatchmorefishinonedaythanwecatchinawholeweek.Thewomengrowcorn,beans,andsquash,andtheymaketheirownhomesoutofsaplings,reeds,andbark.Theyusethefurandhidefromtheanimalstheyhunttomaketheirclothes.Theyknowwhatberriesandnutsaresafetoeat,andwhatplantscanbeusedtomakemedicines.Withouttheirhelp,wewouldneverhavesurvivedhere.”
“Well,wegrowourownfoodtoo,”Tomhadonceofferedsoftly,whilelisteningintentlytoWilliam.
“Yes,buttheytaughtushowtodothatwhenwefirstarrived,”WilliamhadremindedTom,clearlyunimpressed.
30 Unit 10© 2013 Core Knowledge Foundation
Onthisparticularlybeautifulday,however,Williamwasinagoodmood.Theboysweregoinghunting.
“Comeon,Tom.Let’sgoandcatchourdinner,”heyelledashestoodintheTuckers’opendoorway.
“Don’tbeoutthereallday,”exclaimedMrs.Tucker.“Wewon’tbe,”Tomreplied.Withthat,thetwoboysranofftowardthewoodland
somedistanceaway.Theboyslovedtobeintheforest.Atthistimeoftheyear,thesights,smells,and
soundswerealmostmagical.Astheycreptforward,theytroduponacarpetofpineneedles.Thesunlightbrokethroughthetalltreetopsandshaftsoflightilluminatedtheirpath.Allaroundthemtheycouldhearthescurryingofforestcreatures.Theywalkedforawhile,enjoyingthegiftoffreedom.Theycrossedastreamandbentdowntodrinkthewaterfromtheircuppedhands.Astheydid,theybothheardthesudden,sharpsoundofabranchbreaking.
Thebranchfelltothegroundafewfeetawayfromthem.Bothboyslookedupinstantly.Highupinatree,abouttwentyfeetabovetheground,wasaPowhatanboyaboutthesameageasWilliamandTom.Hewassittingonawidebranchandstaringatthem.HisbowandarrowwerepointeddirectlyatTom.
WilliambegantospeakinalanguagethatTomdidnotrecognize.ThePowhatanboyrepliedusingwordsthatTomdidnotunderstand.Then,thePowhatanboysmiledandscampereddownthetree,landingrightbesidetheboys.
Secondslater,thePowhatanboymotionedforthemtofollowhim.WilliampushedTomforward.
“Whatarewedoing?”whisperedTom.“We’rehunting,”Williamreplied.“Arewehuntingwithhim?”Tomasked.“Yes,”Williamsaid.“He’safriendofmine.He’sgoingtoteachushowtohuntfor
deer.”“Ithoughtwewerehuntingforrabbits,”saidTomnervously.“Well,nowwearehuntingfordeer,”saidWilliam,smilingatthisfriend.“Comeon,
you’vesurvivedthestreetsofLondonhaven’tyou?”Withthat,WilliamandTomfollowedthePowhatanboydeeperintotheforest.
Unit 10 31© 2013 Core Knowledge Foundation
Name: 4.1
Plantation Life
1. Whatgamewerethechildrenplayingatthebeginningofthechapter?
_______________________________________________________________________________________
Page _____
2. Whydidn’tSethanswerhisfriendswhentheycalledouttotellhimthegamewasover?
_______________________________________________________________________________________
Page _____
3. WhatwasunusualaboutthefactthatGeorgewasallowedtovisithismotherwhenshewassick?
_______________________________________________________________________________________
Page _____
4. WhywasSethafraidattheendofthechapter?
_______________________________________________________________________________________
Page _____
32 Unit 10© 2013 Core Knowledge Foundation
5.Writethemainideaofthechapter.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Unit 10 33© 2013 Core Knowledge Foundation
Name: 4.2
Writing Sentences With Adverbs
Write a sentence using the –er adverb. Then change the sentence so that the –est adverb fits and write the new sentence. Draw a triangle around the adverb and arrow it to the verb it describes.
1.verb: poured adverbs:smoother,smoothest
–er
_________________________________________________________________________________
_________________________________________________________________________________–est
_________________________________________________________________________________
_________________________________________________________________________________
2.verb:bakes adverbs:quicker, quickest–er
_________________________________________________________________________________
_________________________________________________________________________________–est
_________________________________________________________________________________
_________________________________________________________________________________
3.verb: tried adverbs:harder,hardest–er
__________________________________________________________________________________
__________________________________________________________________________________
34 Unit 10© 2013 Core Knowledge Foundation
–est
__________________________________________________________________________________
__________________________________________________________________________________
4.verb:starts adverbs:earlier,earliest–er
__________________________________________________________________________________
__________________________________________________________________________________
–est
__________________________________________________________________________________
__________________________________________________________________________________
5.verb:YOURCHOICE adverbs: easier, easiest–er
__________________________________________________________________________________
__________________________________________________________________________________
–est
__________________________________________________________________________________
__________________________________________________________________________________
6.verb:YOURCHOICE adverbs:sooner,soonest–er
__________________________________________________________________________________
__________________________________________________________________________________
–est
__________________________________________________________________________________
__________________________________________________________________________________
Unit 10 35© 2013 Core Knowledge Foundation
Name: X.X4.3
Prefixes uni–, bi–, tri–, and multi–
Add the correct prefix to make a new word that matches the meaning given. Then, identify the part of speech of the new word.
uni bi tri multi
1.Word:_____lingual
Meaning:abletospeakmanylanguages PartofSpeech:__________________
2.Word:_____cycle
Meaning:avehiclewithtwowheels PartofSpeech:__________________
3.Word:_____color
Meaning:havingonecolor PartofSpeech:__________________
4.Word:_____plane
Meaning:aplanewithtwosetsofwings PartofSpeech:__________________
5.Word:_____vitamin
Meaning:involvingmanyvitamins PartofSpeech:__________________
6.Word:_____dent
Meaning:aspearwiththreepointsorprongs
PartofSpeech:__________________
36 Unit 10© 2013 Core Knowledge Foundation
Complete each sentence by circling the correct word from the choices below the sentence.
1. IfIworkhardinthislanguageclass,Icouldbe______________whenitisover!
bilingual bimonthly
2. Inartclass,ourprojectistocreatea______________ofpaintingsthathaveatheme.
tricycle trilogy
3. Wesangthechorusofthesongin______________asourmusicteacherplayedthepiano.
unison unicycle
4. WhenIgottoobigformytricycle,Igota______________andhadtolearnhowtorideontwowheels.
biplane bicycle
5. Oursoccerteamisa______________groupofpeoplefromalldifferentbackgrounds.
multicultural multimedia
Unit 10 37© 2013 Core Knowledge Foundation
Name: 4.4
Word Sort
Read the words in the box and circle the letters that have the /ə/, /ə/+ /l/, /sh/ + /ə/+ /n/, /ue/, /oo/, and /f/ sound. Write the words under each header that match the header’s sound. Some words may be used under two or more headers and one word may be used under three. Some words may not follow any of the sound patterns and will not be listed under a header.
/ə/ /ə/+/l/ /sh/+/ə/+/n/ /ue/ /oo/ /f/
buffoon suctioned mission whistle cooperate
improvement castle amendment cashew enough
capital doing captive conjunction utility
occasion abuse towels fuel system
38 Unit 10© 2013 Core Knowledge Foundation
Unit 10 39© 2013 Core Knowledge Foundation
Name: 4.5
Plantation Life“Seth,it’syourturntohide,”saidLaura,Helen,andJoseph.
“We’llcounttothirty-threeandthenwe’lladdonfivemoreseconds,”theoldestchild,Laura,addedconfidently.
“Okay.Turnaroundnow.Don’tpeek,”saidSeth.
Laura,Helen,andJosephturnedtheirbackswhileSethrantohide.
Sofar,noneofthechildrenhadhiddeninthewagon.Sethrantothewagonnearthebarnandhidunderagiantpieceofsack cloth.Secondslater,thethreechildrenyelled,“Readyornot,herewecome!”
Sethlayperfectlystillinthewagonthatwasusedtotransportsacksofricetotown.Hecouldhearthethreechildrenrunninghere,there,andeverywheresearchingforhim.Thiswasfun.Slavechildrenrarelyhadtimetoplay.
Thechildrenlookedinthebarn,inthecook’skitchen,andinthechickencoop,buttheydidnotthinktolookinthewagon.Afterawhile,thethreechildrengaveupandbegantocalltoSeth.
“Seth,wecan’tfindyou.Youcancomeoutnow,”theycalledtogether.ButSethdidnotcomeout.Sethwassosnugandwarmlyingunderneaththesack cloththathehadfallenasleep.
WhenSethdidnotappear,thethreechildrenranofftogethertodotheirchores.TheyallknewthatifSethdidnotcomeoutsoon,hewouldgetintoawholeheapoftrouble.
AllfourchildrenwereslaveswholivedonalargeplantationinSouthCarolinaintheyear1715.ItwascalledtheWalkerPlantationandMr.Walkerwastheplantationowner.Themaincropgrownonthisplantationwasrice.Riceisatypeofgrass.Itisaveryimportantfoodcrop.ManyAfricanslaveshadgrownriceinAfricaandhadbroughtthisknowledgewiththemtotheEnglishcolonies.
Lifeontheplantationwashard.Slavesworkedlonghours.Theyhadtoobeytheplantationowner.Eventhoughhewasachild,Sethalsohadmanychores.Sethhadfallenasleepthinkingabouthistwoolderbrothers.TheydidnotworkontheWalkerPlantationanymore.Bothofthemwenttoworkforaneighborwhohadatobacco
Take-HomeWorksheet
40 Unit 10© 2013 Core Knowledge Foundation
plantation.George,theolderofthetwobrothers,hadbeenallowedtovisitwhentheirmotherbecamesickwithswamp fever.Becausetheyhadgonetoworkonadifferentplantation,itwasdifficulttovisit.SethandhisparentshadbeensohappytoseeGeorge.Eventhoughshewassick,theirmotherhadmadecornbreadtocelebrate.
Duringthatvisit,GeorgehadtoldSeththatworkingonatobaccoplantationwasnotthesameasworkingonariceplantation.
“Onatobaccoplantation,slavesworkfromsunuptosundown,”Georgehadsaid.“Youhavenotimeoff.Youhavetotendtothosetobaccoleavesallthetime.Whenonejobisdone,anotheronecomesalongbeforeyouknowit.”
Sethdidn’tlikethesoundofthatonebitandhehopedhedidn’tendupgrowingtobacco.Onariceplantation,theslaveshadcertainjobstodo.Whentheywerefinished,theycoulddothechoresthattheyneededtodoforthemselves.Althoughslavesonariceplantationspentlesstimeinthefields,itwasn’ttruethatlifeonariceplantationwaseasierthanlifeonatobaccoplantation.Growingricewasadangerousbusiness.
Ricegrowsinwater.Slaveshadtospendhoursinswamp-likefieldstendingtothericecrops.Thericecropsandtheslavesweren’ttheonlythingsinthewater.Thereweresnakes,alligators,anddisease-carryinginsectstoo.That’showSeth’smotherhadbecomesickwithswamp fever.
ThesoundofadogbarkingwokeSeth.Hehadbeenasleepinthewagonforseveralhours.Whenhepeekedoutfromunderthesack cloth,hesawthatthestarsweretwinklinginthenightsky.Hecouldsmellwoodburninginthecook’skitchen.Hecouldhearthesoundofbullfrogscallingtoeachotherinthenightair.
“BoyamIintrouble!”saidSethoutloudashejumpeddownfromthewagon.Hecreptthroughthedarknesstowardthesmall,woodenslavehousethathelivedinwithhismotherandfather.First,hewouldgetatalking tofromhisparents.Then,ifthefieldmanagerhadnoticedthathehadnotshownuptoworkinthericefields,hemightbeinbigtrouble.
Sethpeekedthroughthecracksinthewallsofhishouse,thesamecracksthatletincoldairduringthewinter.Acandleburnedonaricketytableandinthecandlelight,hecouldseehismothersewinghistornpants.“Maybeshe’llbetootiredtobeangry,”Seththoughttohimselfashepushedopenthedoorandthencloseditbehindhim.“ItwillbealongtimebeforeIgettoplaywithLaura,Helen,andJosephagain,”Sethmutteredashefacedhismother.
Unit 10 41© 2013 Core Knowledge Foundation
Name: X.X5.1
Spelling Assessment
/sh/+/ə/+/n/ /oo/ /ə/+/l/ /f/ /ə/ /ue/
________ ________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________
Challenge Word:______________________________
Challenge Word:______________________________
Content Word:______________________________
42 Unit 10© 2013 Core Knowledge Foundation
Dictated Sentences
1. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 10 43© 2013 Core Knowledge Foundation
Name:
Early Days in Georgia
1.WhatguidelinesdidMr.Oglethorpehaveforthecolony?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
2.HowdidthecolonyofGeorgiacomeabout?A.Mr.OglethorpesetsailforAmerica.
B.Mr.Oglethorpewasgrantedacharter.
C.Mr.Oglethorpebroughtdebtorstothecolony.
D.Mr.OglethorpedidnotgetalongwiththeYamacraw.
Page_____
3.WhatdidSarahheargrownupssayingaboutwhathappenedtothefirstsettlersinVirginia?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
5.2
44 Unit 10© 2013 Core Knowledge Foundation
4.HowdidwhatsheheardinfluencewhocametothecolonyofGeorgia?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
5.DescribewhatSavannahwaslikewhenSarahandherfamilyfirstarrived.
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
6.WriteasummaryaboutthecolonyofGeorgia.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 45© 2013 Core Knowledge Foundation
Name: X.X5.3
Adverbs that Compare Actions
Write the adverb that fits in the blank.
1. Dadslamsthedoor(harder, hardest)
whenhegetshomeafteratoughday
atworkthanhedoesafteragoodday.
2. MyfriendJaydencuthisstringsthe(shorter, shortest)
ofanyoneinourgroupfortheartproject.
3. Todaywefinishedlunch(later, latest)
thanyesterdaybecausethelunchlinewassolong.
4. ThecivilizationofAncientEgyptbegan(earlier, earliest)
thanAncientRome.
5. Iatemybreakfast(faster, fastest)
thanmysisterdidsoIcouldplay.
6. Itlookedlikethehawkwassoaringthe(higher, highest)
ofallthebirdsinthesky.
7. Thetortoisemoves(slower, slowest)
thantheharebutstillwinstherace.
46 Unit 10© 2013 Core Knowledge Foundation
Unit 10 47© 2013 Core Knowledge Foundation
Name: 5.4
Dictionary Skills
Identify the part of speech for the entry word and root word. Write a definition for the entry word and root word. Then, fill in the blank in each sentence with the correct form of the word.
Example:
Moist—adjective:damp;havingasmallamountofliquid;(noun:moisture,moistness;verb:moisten)
moistPartofSpeech__________________
Definition—damp;havingasmallamountofliquid(noun:moisture;noun:moistness;verb:moisten)
Other Forms of the Root WordWord PartofSpeech Word PartofSpeech Word PartofSpeech • My grandmother needed to ________________ the paper towel before cleaning the child’s scraped knee.
1. disappoint—verb:todiscouragesomeonebynotmeetingtheirhopes;(noun:disappointment;adjective:disappointed,disappointing)
2. annoy—verb:tobotherorcauseslightirritationtosomeone;annoyed,annoying(noun:annoyance;adjective:annoying;adverb:annoyingly)
3. avoid—verb:tostayawayfrom;tokeepsomethingfromhappening;avoided,avoiding(noun:avoidance)
48 Unit 10© 2013 Core Knowledge Foundation
1.disappoint PartofSpeech
Definition
Other Forms of the Root WordWord PartofSpeech Word PartofSpeech Word PartofSpeech Word PartofSpeech • I felt _________________ after my favorite football team didn’t make it to the playoffs.•Please don’t ___________________ me by not telling the truth
2. annoy PartofSpeech
Definition
Other Forms of the Root WordWord PartofSpeech Word PartofSpeech Word PartofSpeech Word PartofSpeech •My younger sister _________________ followed me around all morning asking if I would play hide and seek with her.• The noisy way he chews his gum ___________________ me.
Unit 10 49© 2013 Core Knowledge Foundation
Name:
3. avoid PartofSpeech
Definition
Other Forms of the Root WordWord PartofSpeech Word PartofSpeech Word PartofSpeech • Dad’s _________________ of the fried chicken at dinner made me think he must not feel well since that is his favorite food. • Kandice was ___________________ me because she owed me money that I loaned her for lunch last Tuesday.
5.4 continued
50 Unit 10© 2013 Core Knowledge Foundation
Unit 10 51© 2013 Core Knowledge Foundation
Name: 6.1
The Pilgrims, Part I: Arrival
1. Usethenumbers1–5toshowthecorrectorderofhowthingshappenedforthePilgrims.
Thegirls’brother,Bartholomew,hidintheforestforseveraldays.
ThePilgrims’shiphadbeenblownoffcourse.
ThePilgrimsdecidedtoleaveEnglandfortheNetherlandstobefreeto worshipGodintheirownway.
Manypeoplehaddiedfromdisease,hunger,andtheextremelycold weather,includingMaryandRemember’smother.
ThePilgrimswerenothappyintheNetherlandssotheylefttoestablish theirowncolonyinNorthAmerica.
2. WhatdidPilgrimnamesoftenindicateorreveal?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
3. WhywasWrestlingBrewsterunhappywithhisname?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
52 Unit 10© 2013 Core Knowledge Foundation
4. DescribePlymouthasthePilgrimssawitwhentheyarrived.
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
5. PredictwhatwillhappentothePilgrims.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 53© 2013 Core Knowledge Foundation
Name:
Dear Family Member,
Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordstogether.Helpfulactivitiesforyourchildtodoinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.
Spelling Words
Thisweek,wearereviewingthespellingpatternsof‘oi’and‘oy’thatsoundlike/oi/.YourchildstudiedinGrade2sothisshouldbeareview.OnFriday,yourchildwillbeassessedonthesewords.
StudentshavebeenassignedthreeChallengeWords,especially,whole,andhole.ChallengeWordsarewordsusedveryoften.TheChallengeWordsdonotfollowthespellingpatternsforthisweekandneedtobememorized.
TheContentWordforthisweekisSavannah.ThiswordisdirectlyrelatedtothematerialthatwearereadinginLiving in Colonial America.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryitbutgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencourageeveryonetostretchthemselvesabitandtrytospellthisword.
6.2Take-HomeWorksheet
54 Unit 10© 2013 Core Knowledge Foundation
Thespellingwords,includingtheChallengeWordsandtheContentWord,arelistedbelow:
1. annoying
2. boycott
3. employee
4. oysters
5. loyalty
6. deployed
7. corduroy
8. rejoice
9. adjoining
10. soybean
11. embroidery
12. disappoint
13. avoided
14. paranoid
15. turquoise
16. tenderloin
17. moisture
18. Challenge Word:especially
19. Challenge Word:whole
20. Challenge Word:hole
Content Word:Savannah
Student ReaderThisweekinLiving in Colonial America,yourchildwillbelearningaboutmore
Englishleadersandsettlements,colonistsworkingtogetherwithNativeAmericans,andthePuritansarrivalatPlymouth,Massachusetts.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.
StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Pleaseremindyourchildthattheglossarycanbeusedforfindingthemeaningoftheboldedwords.
Unit 10 55© 2013 Core Knowledge Foundation
Name: 6.3
Early Days in GeorgiaHello,mynameisSarah.MyfamilyandIarefromEngland.Wehavebeenin
Savannah,Georgia,forfiveyearsnow.WeleftEnglandinNovember,1732,onboardasailingshipcalledtheAnne.Ittookustwomonthstogettotheseshores.Iwillneverforgethowbitterlycolditwasonthedeckoftheship.Thewindfeltworsethanastinginginsectwhenittouchedmyface.Thewavesweredark,gray,andfrightening.Theytossedourshipabout,here,there,andeverywhere.Ifearedthatthosegiantwaveswoulddevourus.
OurfirststopinNorthAmericawasCharleston.Afterthat,wemadeourwaytothetownInowliveincalledSavannah.SavannahisintheEnglishcolonyofGeorgia.It’snotquiteatownyet,liketheonesinEngland,butitwillbe.WhenwefirstarrivedinSavannah,mymothercalleditawilderness.Iwassixyearsoldthen.Now,Iameleven.
Mr.JamesOglethorpeandtwenty-oneotherEnglishgentlemenhadbeengrantedacharterbyKingGeorgeIIofEngland.ThechartergavethempermissiontocreateanEnglishcolonyunderEnglishlaw.Thecharterstatesthattheyarethetrustees,orgovernors,ofthiscolony,meaningtheyareincharge.However,everyoneknowsthatitisreallyMr.Oglethorpewhoisinchargebecausehemakesallofthedecisions.IhavealsoheardthatMr.OglethorpewantsthiscolonytosucceedsomuchthathesoldsomeofhisownpropertyinEnglandtoearnmoneyforGeorgia.
Mr.Oglethorpeisapersonalfriendofthekingandhepersuadedhismajestytocreatethiscolony.MyfathersaidthatMr.Oglethorpeintendstobringdebtorshere,too.WhenIaskedhimwhatdebtorswere,hetoldmethattheyarepeoplewhoowemoneytootherpeople.Oftentheygotojailuntiltheycanpayofftheirdebts.Theycanevendieinjail.Mr.OglethorpewantssomeofthesepeopletobegivenasecondchancehereinGeorgia.
Myparentsaren’tdebtors.TheywerechosenbyMr.Oglethorpefortheirskills.Myfatherisacarpenterandmymotherisaseamstress.Mr.OglethorpewantedmostlyskilledpeopletocometoSavannah.Hesaidthatwouldbetheonlywaywewouldsurvivehere.IhaveheardthegrownupstalkaboutwhathappenedtothefirstsettlersinVirginia.Someofthemdiedbecausetheywerenotskilledenoughtomaketheirway.Manyothersdiedbecauseofcoldandhungerthough.SoMr.Oglethorpeandtheothertrusteeschosemostlyfarmers,merchants,bakers,carpenters,andblacksmithstobethefirstEnglishcolonistshere.
Take-HomeWorksheet
56 Unit 10© 2013 Core Knowledge Foundation
WhenwefirstarrivedinSavannah,welivedintents.Altogethertherewerefortyfamilies.Weworkedveryhardtobuildthewallthatnowsurroundsus.Insidethewall,webuiltourhomes.Everyoneworked,eventhechildren.Slowly,ourtownbegantotakeshape.Thereisstillalotofworktobedone,though.ItdoesnotyetlooklikethebusycityofLondonthatweleftbehind.
Mr.Oglethorpehadhopedtoavoidtheuseofslaves.Buttherewassomuchworktobedonethateventuallysomecametohelpuscleartheforestssothatwecouldbuildourhousesandplantourcrops.HereinSavannah,familieshavepiecesoflandwheretheygrowtheirowncrops.Mr.Oglethorpehasbannedthedrinkingofruminthiscolony.MyfathersaysthatsomepeopleareunhappyabouthowstrictMr.Oglethorpeisbeing.
MyparentssaythatMr.Oglethorpeisawiseman.Whenwefirstarrived,hemadefriendswiththechiefofalocaltribecalledtheYamacraw.Thechief ’snameisTomochichi.TomochichieventraveledbacktoEnglandwithMr.Oglethorpewhenhewenttogetmoresuppliesforus.
Tomochichiandhispeopletrustus—atleastfornow.Infact,IhaveheardsomeoftheboyssayingthattheSpanishtothesouthofusareourmainenemy.Theywantthisland.TheSpanishhavealargefortcalledSt.AugustineinSpanishFlorida.Theycouldattackusatanytime.Becauseofthisthreat,Mr.OglethorpehasonceagainreturnedtoEnglandtoaskKingGeorgeIIforsoldierstohelpprotectus.MyfathersaysthatitisonlyamatteroftimebeforewewillhavetofighttheSpanishforthisland.Thesewordsscareme.
Imustgonow.Ihearmymothercallingme.Ihavetohelpherpreparetheeveningmeal.Ihopewegetachancetotalkagain.
Unit 10 57© 2013 Core Knowledge Foundation
Name: 6.4
The Pilgrims, Part I: ArrivalMaryandRememberAllertonranasfastastheycouldtowardstheirhouse.Their
stepmother,Mrs.FearAllerton,waswaitingforthem.Astheirfatherhadpointedoutmanytimes,itwasnotagoodideatokeepawomanwhosenamewasFearwaiting.
Inthelateafternoon,thechildrenhadgoneouttocollectfirewood.Aftergatheringthewood,theyhadstoppedtoplayintheforestwiththeirfriends,LoveandWrestlingBrewster.LoveandWrestlingBrewsterwerePilgrimbrothers.Theyhadalsogoneintotheforesttocollectfirewood.LikemanyofthePilgrimchildren,thesechildrenhadbeengivenspecialnamesatbirth.Theirnamesoftenindicatedwhatkindofpersontheirparentshopedtheywouldbecome.Sometimestheirnamesrevealedsomethingthathadhappenedatthetimeoftheirbirth.
Rememberhadbeengivenhernamebecausehermotherhadsaidthatshewouldalwaysremember,andneverforget,herbirth.Wrestlingwasn’thappywithhisname.Hedidn’tfeelmuchlikeawrestler.Wrestling plannedtochangehisnamewhenhewasolder.HewasgoingtochangeittoJohn.Hehadbeenaweakbabyandhisfatherhadgivenhimthenamehopingthatitwouldmakehimstrong.
Whenthechildrenhadgatheredasmuchfirewoodastheycouldcarry,theydroppeditintoalargepileandplayedagameofhideandseek.Then,theyclimbedtreesandcollectedsweetberriestoeat.TheypretendedtobeEnglishpiratescapturingSpanishgalleonsladenwithgold.Itwasn’tuntilthesunhadbeguntosetthattheyrealizedtheyhadbeengoneforquitesometime.Thechildrenanxiouslygathereduptheirfirewoodandmadetheirwayhome.
Fouryearsearlier,allfourofthesechildrenhadsurvivedthejourneyonboardtheMayflowerfromEngland.TheyhadarrivedinPlymouth,Massachusetts,in1621.TheirparentswereEnglishSeparatists.English SeparatistswerepeoplewhowereunhappywiththeChurchofEnglandandwantedtostarttheirownchurch.TheywantedtobefreetoworshipGodintheirownway.
ThekingofEngland,JamesI,wastheheadoftheChurchofEngland.Heharassedanyonewhodidnotobeytherulesofthechurch.Asaresult,manyEnglish SeparatistsleftEngland.Thechildren’sfamilieshadfirsttriedlivingintheNetherlands,buttheywerenothappythere.Finally,theyandotherssetoutacrosstheAtlanticOceanto
Take-HomeWorksheet
58 Unit 10© 2013 Core Knowledge Foundation
establishtheirowncolonyinNorthAmerica.Becausetheywerewillingtotraveltoafarawayplacefortheirreligiousbeliefs,theybegancallingthemselvesPilgrims.
Thejourneyacrosstheocean,andthefirstwinterinthecolony,wasnowjustaterriblememory.SomanypeoplehaddiedeitherontheshiporwithinthefirstmonthsofbeinginPlymouth.Theyhaddiedfromdisease,hunger,andtheextremelycoldweather.Mary,Remember,Love,andWrestlinghadwitnessedthedeathofmanyPilgrims.Worstofallwasthedeathofthegirls’belovedmother.Aftershehaddied,theirfatherhadtriedtocomfortthemasbesthecould.Thegirlshadfeltthattheirheartshadbeenbroken.TheirbrotherBartholomewhadhiddenintheforestforseveraldays.Hehadrefusedtocomebacknomatterhowoftentheycalledhisname.Hefinallycamebackthough.Whenspringarrived,Bartholomewhadhelpedtheirfatherbuildahouseandplantcrops.
ThePilgrimshadnotintendedtosettleinPlymouth.TheyhadbeenplanningtogotoVirginia,buttheirshiphadbeenblownoffcourse.Ithadtakenthemtwomonthstocrosstheocean.Mary,Remember,Wrestling,andLovehadwonderediftheywouldeverseedrylandagain.
Whentheyfinallyarrived,itwaswintertimeandtheywereinanunknownlandhundredsofmilesnorthoftheirintended destination.ThisplacewasmuchcolderthanVirginia.EvenmorealarmingwasthatmanyofthePilgrimshadnoticedthatthesoilwasnotverygoodforfarming.Iftheycouldnotfarm,theywouldhavenochanceofsurvivinginthisnewland.Thechildren’snewhomewasnotatallwhattheyhadimaginedittobe.
Unit 10 59© 2013 Core Knowledge Foundation
Name:
The Pilgrims, Part II: Thanksgiving Celebration
1.WhatdidSquantogivethePilgrims?
A. fear
B. hope
C. anxiety
D. joy
2.DescribethePilgrims’firstfallinPlymouth.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
3.HowmuchtimehaspassedsincethechildrenfirstarrivedinPlymouth?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
7.1
60 Unit 10© 2013 Core Knowledge Foundation
4.WhydidMistressFearscoldthechildrenwhentheyarrivedhome?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
5.WhatdidthePilgrimsdotogivethankstoGodandthenativepeople?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
Unit 10 61© 2013 Core Knowledge Foundation
Name: 7.2
Comparative and Superlative Adverbs Using more and most
Write the correct form of the adverb.
1. (fluently)JapaneseisthelanguagethatIspeak______________.
2. (efficiently)Organizedpeoplework________________thanpeoplewhoarenotorganized.
3. (adoringly)Theyounggirllooked_______________atherpuppythanshelookedatherkitten.
4. (boldly)Theadventurousboybehaved________________thanyourhamster.
5. (correctly)Ourclassdeliveredthelinesfortheplay________________thantheotherthirdgradeclass.
6. (interestingly)Thenewprofessorspoke________________thantheprofessorhereplaced.
7. (recently)Thisnewhomeworkpolicyhappened_______________thanthreemonthsago.
8. (miserably)Thechildmoanedthe________________thanI’veeverheardbefore!
9. (naughtily)Thecharacterinthatstorybehaved__________astimewenton.
62 Unit 10© 2013 Core Knowledge Foundation
10. (optimistically)Myfriendlooksatlifethe________________ofanyoneIknow.
Write sentences using the adverb in parentheses.
1.(morelikely)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2.(mostusually)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 63© 2013 Core Knowledge Foundation
Name: 7.3
Prioritize Plans for Roanoke Island
With a partner, make a list of all that needs to be done to rebuild the fort so you and the settlers depending on you can live there. Then, prioritize your list by numbering your list in the blanks that precede each item in your list.
______ _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______ _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______ _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
64 Unit 10© 2013 Core Knowledge Foundation
______ _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______ _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______ _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Unit 10 65© 2013 Core Knowledge Foundation
Name: 7.4
The Pilgrims, Part II: Thanksgiving CelebrationDoyourememberthatinthepreviouschapter,youmetthePilgrimchildrenMary
andRememberAllertonandLoveandWrestlingBrewster?Inthebeginningofthestory,theywerecollectingfirewoodandplayingintheforest.Then,youtraveledbackintimeandlearnedhowtheyhadarrivedinPlymouth,Massachusetts.Inthischapter,wewillcontinuetofindoutmoreabouttheirearlyexperiencesinPlymouth.
Yearsearlier,thearrivalofthechildrenandtheotherPilgrimsinPlymouthin1621hadnotgoneunnoticed.NativeAmericanshadwatchedthemfromthesafetyoftheforest.Theyhadwatchedastheseforeignersworkedtobuildsheltersbydayandreturnedtotheirshipbynighttosleep.
Theyhadwatchedastheyshiveredinthecold.Theyhadwatchedastheyburiedtheirdeadinthestillofthenight.Mary,Remember,Love,andWrestlinghadwatched,too,andhadwonderediftheywouldsurvive.
Althoughthereweremanyhardships,thereweretwothingsthatenabledthemtosurvive.AnativetribecalledthePatuxet,whohadlivedinthearea,hadcreatedfieldsforplanting.Sadly,manymembersofthistribehaddiedbecausetheyhadcaughtdiseasesfromEuropeanexplorers.Becauseofthis,theirfieldswerenotinuse.ThismeantthatthehungryandwearyEnglishcolonistsdidnothavetocleartheforestsbeforeplantingtime.
Havingexperiencedthelossofhisownpeople,aNativeAmericancalledSquantocametotheaidofthePilgrims.Squanto’sfriendSamosetagreedtohelptoo.BothoftheseNativeAmericansspokeEnglish.SquantospokeverygoodEnglish.In1605,hehadbeentakentoEnglandbyanEnglishexplorer.
SquantoandSamosetshowedthePilgrimshowtoplantcorn,squash,andbeansandhowtomakethesecropsgrowinthepoorsoil.Squantoalsotaughtpeopletorecognizeberriesandfruitsthatcouldbeeatenandwherethebestplacestofishwere.WrestlingBrewsteroftentalkedofhowhehadfearedthesepeopleatfirst.Butwhentheyhelpedthesettlers,Wrestlinghadchangedhismind.LoveandWrestlinghadgonefishingwithSquanto.SquantogavethePilgrimshope.
ThecolonistshadalsomadepeacewithalocaltribecalledtheWampanoag.Bothsidesagreedtohelpandprotecteachother.Theyagreedtotradewitheachother,too.Thismeantthatthecolonistscouldworkonbuildingtheirhomeswithoutthefearof
Take-HomeWorksheet
66 Unit 10© 2013 Core Knowledge Foundation
attack.
Slowly,thedaysgrewwarmerandthePilgrimsbecamehappier.Theywerenolongercoldandhungry.ThefirstfallwasoneofthemostpreciousmemoriesMary,Remember,Love,andWrestlinghad.Thecropshadgrownwellandtheirharvestwasabundant.Besidesfarming,thecolonistshadalsolearnedhowtohuntandfishinthisnewland.Asaresult,theyhadproducedmorethanenoughfoodtogetthemthroughthenextwinter.Theyhadalsobeenabletobuildhomesthatwouldprotectthemfromthecoldweatherwhenitcameagain.Whiletheymournedthelossofsomany,thesurvivingcolonistswerethankfulforwhattheynowhad.ThatiswhytheydecidedtogivethankstoGodandthenativepeoplewhohadhelpedthem.
Agreatcelebrationofthanksgivingwasorganized.ThelocalWampanoagwereinvitedtothethanksgivingcelebration.SquantoandSamosetwereinvited,too.TheWampanoagchief,Massasoit(MAS-ə-soyt),wastheguestofhonor.
Everyonetherehaddinedondeer,duck,lobster,fish,cornbread,pumpkin,squash,andberries.Theyhadeatenuntiltheywerefullerthantheyhadeverbeenbefore.Theyhadplayedgamesandtheyhadrunraces.TheWampanoaghadstayedinthecolonyforseveraldays.Itwasprobablythehappiesttimethechildrencouldeverremember.Theyoftenspokeofit.Sincethen,moreandmorePilgrimshadarrived.Morehomeshadbeenbuilt.TheirfatherhadmarriedMistressFear.
Alltheseearlyexperiencesofthechildrenhappenedfouryearsago.Now,herethechildrenwere,playinginaforestinanewworld.
AsMaryandRememberhurriedoutoftheforest,theysaidtheirgoodbyestoLoveandWrestling.Minuteslatertheyarrivedatthedoortotheirhouse.Theirarrivalhadnotgoneunnoticed.ThedoortotheirhousewasflungopenandMistressFearappearedinthedoorway.Shestoodtherewithherhandsonherhips.
“It’sagoodthingIhadalreadycollectedfirewoodearlierinthedayorthefirewouldhavegoneoutlongago,”exclaimedMistressFear.“Anyonewouldthinkyouhadtogrowthetreebeforecuttingitdown.Now,gowashyourhandsandhelpmesetthetable.”
MaryandRememberlookedateachotherastheyinchedpastMistressFear.Theybothknewshewasnotdonescoldingthem.
Unit 10 67© 2013 Core Knowledge Foundation
Name:
Puritan Life
Put an X in front of each thing that is part of Puritan life.
athanksgivingcelebration livingaccordingtotherulesoftheBible
havingameetinghouseinthecenteroftown
buildingafortforprotection
huntingandfishingtosellthefurandfish
creatingapartnershipwiththeMassachusettsBayCompany
workingwiththePowhatan gettingsuppliesfromEngland attendingmorningandafternoon
churchservices welcomingdebtorstothecolony
1. HowisthePuritancolonybecomingwealthy?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
2. WhydidthePuritansleavetheirhomeland?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
8.1
68 Unit 10© 2013 Core Knowledge Foundation
3. WhatothergrouphaveyoureadaboutthatleftEnglandforreasonsthataresimilartothosethePuritanshad?Howarethosereasonsdifferent?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
4. DescribewhatthePuritanshearaboutEnglandfromsailors.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
70 Unit 10© 2013 Core Knowledge Foundation
Name: 8.2
Word Shelf
over– meanstoo much
overeat
overfish
overcharge
overpowered
Unit 10 71© 2013 Core Knowledge Foundation
Name: X.X8.3
Prefix over–: Meaning “too much”
overeat—(verb)toeattoomuch
overfish—(verb)tofishtoomuch
overcharge—(verb)tochargetoomuch
overpowered—(adjective)havingtoomuchpowerorenergy
Write the correct word to complete each sentence.
eat overpowered overeat fish
overheat charge overfish overcharge
1. Mygrandfatherandhisbrother_________________inalargestreaminthemountains.
2. Momtoldustoonlyhaveonepieceofcakeatthebirthdaypartysowedonot________________.
3. The_________________formynewshoeswaslessmoneythanDadexpected.
4. Myuncleisworriedthatputtinganewmotorintheblenderwillmakeit________________somaybeweshouldjustbuyanewblenderinstead.
72 Unit 10© 2013 Core Knowledge Foundation
5. Iamconcernedthatthetoasterovenwill_________________ifwedonotwatchitclosely.
6. Theserverapologizedandsaidshedidnotmeanto_________________usforourmealasthecomputersystemwasnotworkingproperlyatthetime.
7. Ifthecommunityisnotcareful,peoplewill_________________thelakeandthentherewon’tbeanyfishingnearby.
Write your own sentence using the one word left in the box.
8. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
74 Unit 10© 2013 Core Knowledge Foundation
Name: 8.4
Word Shelf
mid– meansmiddle
midnight
midterm
midtown
midfield
Unit 10 75© 2013 Core Knowledge Foundation
Name: 8.5
Prefix mid–: Meaning “middle”
midnight—(noun)themiddleofthenight
midterm—(noun)themiddleoftheterm
midtown—(noun)themiddleofthetown
midfield—(noun)themiddleofthefield
Write the correct word to complete each sentence.
midfield town midday night
midnight field midtown midterm
1. Everyfall,our_________________hasaharvestfestivaltocelebratefoodinthecommunity.
2. Iwokeupat_________________lastnightandthoughtIheardsomeonecrying.
3. Yesterday,wehadafiredrillat_________________,justasrecessended.
4. Thewildflowersinthe_________________behindmygrandmother’shousearebeautifulinthespring.
76 Unit 10© 2013 Core Knowledge Foundation
5. Daniel’sapartmentisin_________________sohecaneasilygettoplaces,bothuptownanddowntown.
6. Theelectionsheldat_________________maychangethebalanceofpoliticalpartiesintheassembly.
7. Tomorrow_________________wearegoingtouseatelescopetolookatthestars.
Write your own sentence using the one word left in the box.
8. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
78 Unit 10© 2013 Core Knowledge Foundation
Name: 8.6
Word Shelf
under– meansbelow or less
underwater
underground
underpowered
underline
Unit 10 79© 2013 Core Knowledge Foundation
Name: X.X8.7
Prefix under–: Meaning “below” or “less”
underwater—(adjective)belowthesurfaceofthewater
underground—(adjective)belowtheground
underpowered—(adjective)havingtoolittleorlesspowerorenergy
underline—(verb)todrawalineunder
Write the correct word to complete each sentence.
underline water underground estimate
underwater ground underpowered line
1. Theartteachersaidtodrawa_________________fromtoptobottomtodividethepaperintotwoparts.
2. IfIhadto_________________howmanystudentsareinthethirdgrade,Iwouldguessonehundred.
3. Myauntdoesnotlosepowerveryoftenbecauseher_________________powerlinesareprotectedfrombadweather.
4. Attheaquarium,thereisan_________________pathyoucanfollowthatmakesyoufeellikeyouareinthetankswiththefish.
80 Unit 10© 2013 Core Knowledge Foundation
5. Mybrotherputthestakesinthe_________________sothetentwouldstayinoneplaceduringourcampingtrip.
6. Idecidedto_________________thewordsthatstartwith‘a’beforeItriedtoputtheminalphabeticalorder.
7. Itseemslikemyremotecontrolcaris_________________andcannotgoveryfastorveryfar.
Write your own sentence using the one word left in the box.
8. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 10 81© 2013 Core Knowledge Foundation
Name: X.X
Comparative and Superlative Adverbs
more
most
8.8
82 Unit 10© 2013 Core Knowledge Foundation
Unit 10 83© 2013 Core Knowledge Foundation
Name: X.X8.9
Blank Busters
annoying soybean boycott embroidery employee
disappoint oysters avoided loyalty paranoid
deployed turquoise corduroy tenderloin rejoice
moisture adjoining
Challenge Word:especially
Challenge Word:whole
Challenge Word:hole
Content Word:Savannah
Fill in the blanks in the sentences below with one of the spelling words from the chart. Only if needed, add a suffix to the end of a word in order for the sentence to make sense: –s, –ed, –ing,
–er, –ly, and –est.
1. Somepeoplelike____________________butIpreferclams.
2. Thechildren__________________________thenewplaygroundequipmentbecauseitwasfreshlypainted.
3. The_____________________atthestoreshowed____________________tothemanagerbystaying,wheneveryoneelsequit.
4. Lukewas_______________________________Larrybeforetheywerebothaskedtoleavetheroom.
84 Unit 10© 2013 Core Knowledge Foundation
5. Everyonewas______________________________whenthepartywascancelled.
6. Noahwore__________________pantsanda______________________-coloredshirt.
7. UncleDanplanted______________________becausehesaystheygrowwellinVirginia.
8. Ittakesagoodamountoftimetocompleteabeautifulpieceof______________________________.
9. Thetwins_______________________whentheyfoundouttheyhad________________________rooms!
10. Theangrycustomers______________________thegrocerystorewhentheyrealizedthepriceshaddoubled.
Write three sentences using spelling words of your choice that were not used in the first ten sentences. Make sure to use correct capitalization and punctuation. You may use the Challenge Words or Content Word in your sentences.
1._____________________________________________________________________________________
________________________________________________________________________________________
2._____________________________________________________________________________________
________________________________________________________________________________________
3._____________________________________________________________________________________
________________________________________________________________________________________
Unit 10 85© 2013 Core Knowledge Foundation
Name: X.X8.10
Puritan LifeHello,mynameisLizzie.Mymotherandfatherareonceagaindispleasedwithme.I
smiledtoomuchduringthemorningsermon,andthenfellasleepduringtheafternoonsermon.TheybothsaidthatitisagreatsinforaPuritanchildtofallasleepwhilelisteningtothewordofGod.
Duringthemorningsermon,IhadsmiledatthesightofElderJones’snewwig.Icouldnotunderstandwhyaministerofthechurchwouldcaretowearsuchathingonhishead.Butseeminglyhedoes.Notonlyisitastrangelookingsight,itdoesnotappeartositstraightonhishead.WhenIsmiledandpointedathim,mymotherpinchedmesohardthatmyleghasnotyetrecovered.
Asyoumayormaynotknow,themostimportantplaceforanyPuritanisthemeetinghouse.EveryPuritanmeetinghouseisplacedinthecenterofatownorvillage.Thatisbecausethemeetinghouseisthecenterofourlives.Ourchurchservicestakeplacethereandsodoallimportantmeetings.
WePuritansliveintheMassachusettsBayColony.OurcolonywascreatedinpartnershipwithaPuritancompanycalledtheMassachusettsBayCompany.TheMassachusettsBayCompanysellsthefurwegetfromhuntingandthefishwecatch.Ourcolonyisbecomingwealthybecauseofthistradingagreement.
WecameherefromEnglandintheyear1630.Iwasjustababy.Now,Iamalmostelevenyearsold.UnlikethePilgrims,wedidnotwanttobreakawayfromtheChurchofEngland.Wewantedthechurchtobepurer andstronger.However,neitherKingJamesInorhissonKingCharlesIwouldlistentoourrequestsforchange.Intheend,wehadnochoicebuttoleaveourhomelandandstartanewlifesomewhereelse.
WechosetocreateourownPuritanColonyonlandnorthofthePilgrimcolonyofPlymouth.GuidedbyourleaderJohnWinthrop,wesentmenaheadtopreparethewayforus.TheybegantheconstructionofhousesinanareawecallSalem.Theyclearedthelandforplanting.Wenowhavefoursettlementswithinourcolony.ApartfromSalem,wehaveBoston,Charlestown,andCambridge.Thepopulationwithinourcolonyisgrowingrapidly.Eachyear,hundredsofpeoplecometolivetheirliveswithus.IhaveheardthegrownupssaythatevenKingCharlesIcannotbelievehowsuccessfulandstrongwearebecoming.
Take-HomeWorksheet
86 Unit 10© 2013 Core Knowledge Foundation
Tradeshipsfrequentlymoveinandoutofourharbors.Ilovetowatchthemenunloaditemsthathavebeensentacrosstheoceanfromourformerhomeland.Weneedguns,tools,andcloth.Wehearnewsfromhomebytalkingtothesailorsandnewlyarrivedcolonists.ItmakesourheartsflutterwhenthesailorsandpassengerstalkoflifeinEngland.Justtwomonthsago,Isatonthesnow-covereddockandlistenedtostoriesfromhome.ThesailorsspokeoftheglorioussoundoftheLondonchurchbellsringingoutonChristmasDay.Theyalsoremindedusofthesmellofroastingpheasantandsweetplumpudding.Asyoucantell,someofusaresometimeshomesickbutweknowourcauseisjustandgoodandworththesacrifice.
Peoplearewelcomehere,butallwhocometolivewithusmustliveaccordingtotherulesoftheBible.ThatisthePuritanway.Thus,Imustsurelymend myways.ImustnotsmileduringElderJones’ssermon,nomatterhowlongitis.Icantellyou,Elder Jonesdoesliketodoalotofpreaching.
MybrotherGeorgekeepspullingmyhairandrunningaway.Ihaveaskedhimnicelytostop.IhavefrownedathimlikeMotherfrownsatme.Butstillhecontinuestodoit.ImustalsomakesurethatIdon’twagmyfingerathim.Imustnotscoldhimeither.Ihavedoneittwicenow,thoughmymotherhasnotseenmedoit.Georgeisthebabyinourfamily.Heisnolongerarealbabyasheisfouryearsold.Mymotherandfatherhadsevenchildren,butwearetheonlytwochildrenstillalive.MotherandFathermakeexcusesforGeorge’sbehavior,butnotformine.Imustbe“responsibleLizzie.”
Well,itseemsthatElderJonesisnotdonepreaching.Hehascalledusbacktothemeetinghouseforonemoresermonbeforesunset.Ihopeheisnotwearingthatwigagain.
Unit 10 87© 2013 Core Knowledge Foundation
Name: X.X
Life on a Farm in the Middle Atlantic Colonies, Part I
1.PatienceandPrimrosedebatedabout______________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page_____
2.Whydidthegirlsandtheirfamilymovetothecolony?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
3.Whatchoresdothegirlshavetodoonthisparticularday?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
9.1
88 Unit 10© 2013 Core Knowledge Foundation
4.Whatwouldthegirlshavetodobeforehelpingtheirmothercleanandsweepoutthewholehouse?
A.milkthecows
B.gethayfromthebarn
C.feedthepigs
D.makesoap
Page_____
5.WriteasummaryaboutlifeonafarmintheMiddleAtlanticcolonies.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
compareSorry, lose a turn
contrast Ride the waterfall!
compare contrast
Tree falls! Lose a
turn
contrast compare
compare
contrast compareTake a card from your opponent
contrastSorry, lose a turn
START
FINISH!
compare
9.2
Match Me If You
Can
Match Me If You
Can
compare contrast compareTake
another turn
contrast
compare
Give a card to your
opponent
contrast
compare
contrast
contrast compare contrastTake
another turn
compare
Unit 10 93© 2013 Core Knowledge Foundation
Name: X.X9.3
Correct or Incorrect?
The answer to number one was delivered
most absolutely than the answer to number
two.
Correct orIncorrect?She filled the
shopping basket more neatly than her
neighbor.
Correct or Incorrect?
This watermelon grew more gradually than
that one did.
Correct orIncorrect?
The female singer sang most softly than
the male singer.
Correct orIncorrect?
The accident was the most costly event that happened last week.
Correct orIncorrect?
The actor on stage wept more sadly than
I could have in his place.
Correct orIncorrect?
That package was wrapped the more
tightly and I couldn’t open it.
Correct orIncorrect?
The cabbie drove the road that most
directly got us home.
Correct orIncorrect?
This dress is more nearly what I was
looking for than that dress.
94 Unit 10© 2013 Core Knowledge Foundation
Unit 10 95© 2013 Core Knowledge Foundation
Name: X.X9.4Prefixes over–, mid–, and under–
Read each sentence. Decide which word from the box replaces the underlined words and write it on the line. Write the part of speech for the word as well.
underpowered overheat midnight underestimated overpowered
midterm midfield overcharging underground midday
1. IthoughtthetestwehadatthemiddleofthetermwaseasybecauseIstudiedforit.
Word:_________________________ PartofSpeech:__________________
2. Thehavingtoomuchpowerorenergyenginecausedthetoyplanetoflyhighenoughtogetstuckinaverytalltree.
Word:_________________________ PartofSpeech:__________________
3. Mydad’sflightwasdelayedandhedidnotgethomeuntilthemiddleofthenight.
Word:_________________________ PartofSpeech:__________________
4. Whenwevisitedtheoldmilitaryfort,thetourguideshoweduswherethebelowthegroundtunnelbetweenbuildingswas.
Word:_________________________ PartofSpeech:__________________
5. Wehadtobecarefulnottoheattoomuchorbecometoohotthesauceonthestovebecauseitmightburn.
Word:_________________________ PartofSpeech:__________________
96 Unit 10© 2013 Core Knowledge Foundation
6. Maryestimatedsomethingtobelessthanwhatitactuallyishowmanypeoplewerecomingtothepicnicandsheranoutofforks.
Word:_________________________ PartofSpeech:__________________
7. MydadpickedmeupfromschoolatthemiddleofthedaysoIcouldgotothedentist.
Word:_________________________ PartofSpeech:__________________
8. Themanagerapologizedforchargingtoomuchforthebasketballhoopandgaveusarefundfortheextramoney.
Word:_________________________ PartofSpeech:__________________
9. Thecarishavingtoolittleorlesspowerorenergyandcouldnotgetupthehillveryfastwithsomanypeopleinit.
Word:_________________________ PartofSpeech:__________________
10. Tostartasoccergame,theballisplacedatthemiddleofthefieldandoneteamgetstokickitfirst.
Word:_________________________ PartofSpeech:__________________
Unit 10 97© 2013 Core Knowledge Foundation
Name: X.X9.5
Word Sort
Read the words in the box and circle the vowels that have the /oi/ sound. Write the words under each header that match the header’s spelling pattern.
‘oi’>/oi/ ‘oy’>/oi/
choices loyalists riot ointment symphony
charbroil alloy destroy going convoy
joyful buoy oily decoy pioneer
moving trapezoid voyages turmoil enjoyable
98 Unit 10© 2013 Core Knowledge Foundation
Unit 10 99© 2013 Core Knowledge Foundation
Name: X.X9.6
Life on a Farm in the Middle Atlantic Colonies, Part I“Primrose,comeseethekittensthathavejustbeenborn,”yelledPatience,Primrose’s
sister.
“See,therearesixofthem,”Patiencecontinuedashersisterappearedatherside.PrimrosesatdownnexttoPatienceasshepointedtoaspotbeneathalargeshrub,wherethemothercatandherkittenslay.
Thetwogirlsstaredlongandhardatthetinycreaturesthatlookedmorelikelittleratsthankittens.Thereweresixkittensinall.Theireyeswereclosedandtheycouldnotwalk.Theylayinaheaptogetherbesidetheirmother.
“Iwanttokeeponeasmyown,”saidPatience.
“Well,youcan’tyet,”Primrosereplied.“Theyhavetostaywiththeirmotherforatleasttenorelevenweeks.Then,you’llhavetoaskMamaandPapa.They’llsaynothough.Theydon’tlikeuskeepinganimalsinsidethehouse.”
“I’llhideitinasafeplace,”saidPatiencefirmly.
“Where?”askedPrimrosequiteseriously.“Wherewillyouhideit?Ican’tthinkofoneplacethatMamaandPapawouldn’tfindit.”
“Inabucket,”announcedPatienceconfidently.
“Doyouthinkthatakittenwillstayinabucketallday,waitingforyoutofinishyourchores?”laughedPrimrose.“DoyouthinkMamaandPapawon’tnoticeyoucarryingabucketaroundeverywhere?”
Patiencethoughtaboutthisforawhilebeforeshereplied.Thenshesaid,“ThekittenwillstayinthebucketifItrainherto.”PatiencechosetoignorethesecondpartofPrimrose’squestion.
Thetwogirlscontinuedtodebateaboutwhetherornotitwaspossibletohideakittenintheirsmallloghousewithoutanyonenoticing.Likemanycolonialcabins,theirsconsistedoftwosmallroomsdownstairsandthreeverysmallbedroomsupstairs.PrimroseandPatiencesharedabedroom,asdidtheirthreebrothers.
PrimroseandPatiencelivedonafarminsouthernNewJersey.TheyandtherestoftheirfamilywereoriginallyfromSweden.TheyhadmovedtothisEnglishcolonybecause
Take-HomeWorksheet
100 Unit 10© 2013 Core Knowledge Foundation
oftheirUncleSven.Hehadwrittentotheirfatherandtoldhimaboutthewonderfullifetheycouldhavethere.
UncleSvenhadtraveledtoNewJerseyfromSwedenin1699.ThatwasexactlythirtyyearsaftertheEnglishhadtakencontrolofthisregionfromtheDutch.UncleSvenwasnowasuccessfulwheatfarmer.
ThegirlsandtheirfamilyhadarrivedinNewJerseyin1701.PrimroseandPatiencelivedwiththeirfather,mother,andthreebrothersonaonehundredacrefarm.Ontheirfarm,theygrewwheat,rye,andbarley.Theykeptcows,pigs,andchickens,too.MostpeopleintheMiddleAtlanticcolonieslivedonsmallfarmsthatrangedfromfiftyacrestoonehundredfifty acres.Thesefarmswerequitespreadapartandneighborsdidn’tseemuchofeachotherexceptatchurchonSunday.Sometimestheygottogetherforspecialoccasionsorifsomeoneneededhelp.
Thefarmthatthegirlslivedonhadahouseandalargebarn.Theyhadagardenwheretheygrewvegetables,berries,andfruits.Theyhadasmallorchard,too.Theirgardenwasfenced,aswastheareawheretheykepttheirpigs.Theircowsweresentouttograzeinthepastureeachmorningandbroughtbackintothebarneachnightformilking.Theirfarmanimalswerevaluableandtheykeptacloseeyeonthem.
Afterawhile,thegirls’olderbrotherLarsfoundthembytheshrub.Larshadbeensenttolookforthembytheirfather.Hesatdownbesidethegirlsandpeekedatthekittens.Finally,hespoke.
“Youtwoareneededinthebarn.Papawantsyoutoleadthecowsoutintothepasture.Then,Mamawantsyoutoweedandwaterthegarden.Afterthat,shewantsyoutogoinsideandhelpherwiththenewquiltsheismaking.”
PrimroseandPatiencesighed.Theyknewtheyhadseveralhoursofchoresaheadofthem.Nextweekwouldbeevenbusier.Itwasspringcleaningweek.TheywouldhavetohelpMamamakesoapbeforetheycleanedandsweptoutthewholehouse.
Beforescamperingoff,Patiencekneltdownandkissedthesmallpileofnewbornkittens.“I’llbebacklater,”shewhispered.
Unit 10 101© 2013 Core Knowledge Foundation
Name: X.X10.1
Spelling Assessment
As your teacher calls out the words, write them under the correct header.
‘oy’>/oi/ ‘oi’>/oi/
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Challenge Word:______________________________
Challenge Word:______________________________
Challenge Word:______________________________
Content Word:______________________________
102 Unit 10© 2013 Core Knowledge Foundation
Dictated Sentences
1. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 10 103© 2013 Core Knowledge Foundation
Name: X.X
Life on a Farm in the Middle Atlantic Colonies, Part II
1. DescribefoodthatthegirlsandtheirfamilywereexposedtofrompeoplewhocamefromdifferentpartsofEuropetoliveinthecolony.
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
2. HowisfarmingintheMiddleAtlanticcoloniesdifferentfromfarmingthatthePilgrimsdid?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. Whatotherchoresdidthegirlshavetofinishonthisparticularday?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
10.2
104 Unit 10© 2013 Core Knowledge Foundation
4. Fillintheblankinthefollowingsentence:
ItwasclearthatPrimrosewasdeterminedto___________________________________
__________________________________________________________________________________
Page_______
5. Whatdidthegirls’mothermeanwhenshejoked“thattheywerehelpingtofeedtheKingofEnglandhimself?”
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 105© 2013 Core Knowledge Foundation
Name: X.X10.3
Write Sentences Using Comparative and Superlative Adverbs
Write sentences using the form of the adverb in parentheses.
1. (more elderly)___________________________________________________________________
________________________________________________________________________________
2. (most elderly)____________________________________________________________________
_________________________________________________________________________________
3. (more unfortunately)____________________________________________________________
_________________________________________________________________________________
4. (most unfortunately)_____________________________________________________________
______________________________________________________________________________
5. (more equally)___________________________________________________________________
_________________________________________________________________________________
6. (most equally)___________________________________________________________________
_________________________________________________________________________________
106 Unit 10© 2013 Core Knowledge Foundation
Unit 10 107© 2013 Core Knowledge Foundation
Name: X.X10.4
Dictionary Skills
Identify the part of speech for the entry word and root word. Write a definition for the entry word and root word. Then, fill in the blank in each sentence with the correct form of the word.
Example:
joining PartofSpeech Definition connectingorbringingtogether
RootWord PartofSpeech Definition
Other Forms of the Root WordWord PartofSpeech
• Leroy said he was the Book Club.
• I might the Book Club, too.
1. loyalty—noun: faithfulness;thestateofbeing loyal;loyalties; (adjective: loyal)
loyalty PartofSpeech Definition
Root Word PartofSpeech Definition
108 Unit 10© 2013 Core Knowledge Foundation
Other Forms of the Root WordRootWord PartofSpeech Definition
David’s _________________ was to his friend Devin, who has always been there by his side.
Some settlers remained ____________________ to the king of England.
After supporting the two senators for many years, when Cynthia found out that they had been covering up the truth, her ______________ changed.
2. employee—noun: apersonwhoworksforsomeoneelseorabusinessandgetspaidforhisorherwork;employers,employment(verb:employ,employed)
employee PartofSpeech Definition
Root Word PartofSpeech Definition
Other Forms of the Root WordRootWord PartofSpeech Definition
After being out of work for a few months, Shawn found with another retail company.
His rapidly growing farm had nearly 30 people earlier in the year.
After one year, Shawn did so well that he was named “ of the Year.”
Unit 10 109© 2013 Core Knowledge Foundation
Name: X.X
The Quakers and the Lenni Lenape
1.WhywereCharles,Hester,andtheirfatherdeliveringgiftstotheLenniLenape?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
2.WhatdoesitmeanthatKingCharlesIIgaveWilliamPennlandinAmericatosettleadebtheowedtoWilliam’sfather?
________________________________________________________________________________________
________________________________________________________________________________________
3.WhatkindsofclothingdidtheLenniLenapewear?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
11.1
110 Unit 10© 2013 Core Knowledge Foundation
4.DescribetheLenniLenapevillage.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
5.ComparetheQuakers’relationshipwiththeLenniLenapetotherelationshipthatothercolonistgroupshadwithNativeAmericans.
Quakers Jamestownsettlers PilgrimsNativeAmerican
grouporindividuals
HowtheNativeAmericanshelped
thecolonists
HowthecolonistshelpedtheNative
Americans
Unit 10 111© 2013 Core Knowledge Foundation
Name: X.X
Dear Family Member,
Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordstogether.Helpfulactivitiesforyourchildtodoinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.
Spelling Words
Thisweek,wearereviewingthespellingpatterns/ou/spelled‘ou’and‘ow’thatyourchildlearnedinGrade2.OnFriday,yourchildwillbeassessedonthesewords.
StudentshavebeenassignedtwoChallengeWords,believeandfavorite.ChallengeWordsarewordsusedveryoften.TheChallengeWordsdonotfollowthespellingpatternsforthisweekandneedtobememorized.
TheContentWordforthisweekisPennsylvania.ThiswordisdirectlyrelatedtothematerialthatwearereadinginLiving in Colonial America.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryitbutgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencourageeveryonetostretchthemselvesabitandtrytospellthisword.
11.2Take-HomeWorksheet
112 Unit 10© 2013 Core Knowledge Foundation
Thespellingwords,includingtheChallengeWordsandtheContentWord,arelistedbelow:
1. astounding
2. announcement
3. trowel
4. boundaries
5. counselor
6. allowance
7. download
8. foundation
9. accountable
10. towering
11. dismount
12. empowered
13. background
14. cowardly
15. bloodhound
16. mouthwash
17. drowned
18. growled
19. Challenge Word:believe
20. Challenge Word:favorite
Content Word:Pennsylvania
Student Reader
ThisweekinLiving in Colonial America,yourchildwillreadabouttheQuakersinPennsylvania.Studentswillalsoreadachapteraboutaboywhoservesasaprinter’sapprentice.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.
StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Pleaseremindyourchildthattheglossarycanbeusedforfindingthemeaningoftheboldedwords.
Unit 10 113© 2013 Core Knowledge Foundation
Name: X.X11.3
Life on a Farm in the Middle Atlantic Colonies, Part IIDoyourememberthatinthelastchapter,youreadastoryaboutPatienceand
Primrose?Theyfoundsomethingveryspecialunderashrub.Whocanrememberwhatitwas?Whenyouleftthem,theyhadsetofftodotheirchores.Let’sfindoutwhat’shappenedtothem.
Thegirls’unclehadgiventhemgoodadviceabouttheMiddleAtlanticcolonies.ThesecoloniesofferedpeoplefromEuropenewopportunitiesaswellasreligiousfreedom.AlthoughthesewereEnglishcolonies,Germans,Dutch,French,Swedish,andIrishpeoplecametoliveinNewYork,NewJersey,Delaware,andPennsylvania.Everyday,moreandmorepeoplearrivedtostartanewlife.
Papaoftentoldthechildrenstoriesabouthistripsintotown.Hewouldtellthemofallthedifferentlanguagesheheardbeingspokenthere.HewoulddescribethepeoplewhocamefrommanydifferentpartsofEurope.Hewouldoccasionallybringhomestrangeandunusualfoodshehadboughtfromthemarketorthestreet vendors.OneoftheirfavoriteswasEnglish‘poprobbins’.Thegirlslookedforwardtothedeliciousballsofbattermadefromflourandeggsboiledinmilk.Papawoulddescribethestylesofclothespeopleworeandthedifferentcustomshehadheardabout.
AlmostalloftheirneighborswerefromdifferentpartsofEurope.TheirclosestneighborwasafamilyfromGermany.Inthefirstyearsofthe18thcentury,Germanfamilieshadbeguntoarriveinthiscolony.Atharvestthanksgivingtime,theirGermanneighborshadcookedscrappleandbroughtittotheirhome.Theboyshadlovedthispuddingdishofmeatandgrain.Thegirlswerelessthrilled,buttheyhadlovedtheapplestrudelthatfollowed.ThegirlsandtheirfamilyhadalsobeeninvitedtovisitwithanIrishfamilywholivedaboutamileaway.MamahadbeenamazedbyhowmuchtheIrishfamilylikedtoeatbutterandcream.
Itwasawell-knownfactthattheMiddleAtlanticcoloniesproducedmorefoodthantheNewEnglandcolonies.ThesoilintheMiddleAtlanticcolonieswassomuchbetterforfarming.Forthisreason,thesecolonieshadearnedthename‘thebreadbasketofthecolonies’.Theyproducedhugeamountsofrye,barley,andwheat,theirmostimportantcrop.Farmerssenttheirgrainharvesttothewater-poweredmillsacrosstheregion.Atthemills,thegrainwasturnedintoflour.Theflourwassoldtoothercoloniesandtopeople
Take-HomeWorksheet
114 Unit 10© 2013 Core Knowledge Foundation
intheWestIndies.ItwasevensoldtoEnglishmerchants,whoshippedittoEngland.Thegirls’motheroftenjokedthattheywerehelpingtofeedtheKingofEnglandhimself.
TheMiddleAtlanticcolonieswerenotonlyknownforfarming.Alongthecoast,fishermanfishedandskilledcraftsmenbuiltboatsandships.MencutdowntreesfromtheforestsandturnedthemintolumbertobeusedtomakeboatsaswellastobeshippedtotownsandcitiesinEngland.
Becausepeopleofdifferentfaithswerefreetoworshipastheywished,differentkindsofchurcheswerespringingupthroughouttheMiddleAtlanticcolonies.TherewerevariousChristianchurches,includingtheLutheranchurchthatthegirls’familyattended.Likethechildren’sfamily,mostoftheSwedishsettlerswere Lutheran.TherewereJewishtemples,too.Small,one-roomedschoolhouseswerealsobeginningtoappear.Onlyboyscouldattendthem.Thegirls’twoolderbrotherswenttoschooltolearnreading,writing,andmanners.Whentheyweren’tatschool,Papataughttheboyshowtohunt,farm,buildfences,andmaketools.
PrimroseandPatiencewentaboutdoingtheirchores.Theyledthecowsintothepasture.Thecowsfollowedthemobedientlyalongthefamiliartrack.Afterthat,theyweededandwateredthenewlyplantedvegetablegarden,stoppingonlyoncetodrinkwaterfromthewellandtoputontheirsunbonnets.Theydidnotspeakmuchastheyworked.Primrosehummedtoherselfassheworkedthough.Astheynearedtheendoftheirtask,Patiencelookedupandexclaimed,“Iknow!Iwillhidemykitteninmypocket.Thatway,shecancomewithmeeverywhereIgo.HernamewillbeMidnight.”
Primroseglancedathersisterandsighed.Therewasnopointdisagreeingwithherorevenpointingoutthefactthatherkittenwouldgrowintoacat.ItwasclearthatPatiencewasdeterminedtohaveapetkitten.
Whentheyweredonewiththeweeding,Primrosestoodupandlookedtowardtheircabin.
“WehadbettergohelpMamawiththequilt.Nowthatitisspringtime,maybeshewillmakeeachofusanewdress,”shesaidhopefully.“Iwouldalsolikesomenewribbonformyhair.”
Patience’seyeslitup.“Iwantabluedresswithaverylargepocket,”shesaidexcitedly.“AndsomeyarnforMidnighttoplaywith.”
Withthat,thetwogirlsranofftofindtheirmother.
Unit 10 115© 2013 Core Knowledge Foundation
Name: X.X11.4
The Quakers and the Lenni LenapeCharles,Hester,andtheirfather,Micah,walkedslowlytowardtheLenni Lenape
(Le-NAH-pae)village.TheyweredeliveringgiftsfromsomeofthefamilieswholivedintheirsmallQuakercolony.Justoneyearearlier,in1685,someoftheyoungLenni Lenapemenhadhelpedseveralnewly-arrivedEnglishandWelshQuakersclearlandforfarming.
Thegiftstheycarriedwereinthreestrawbaskets.ThebasketswereheavyandCharlesandHesterstruggledtocarrytheirs.Thebasketshelddumplings,cheese,bread,applebutter,andham.
NeitherCharlesnorHesterwerenervousaboutvisitingthevillage.Theyhadbeenthereseveraltimesbeforewiththeirfather.Theyhadevenbeeninsidesomeofthehomes,calledwigwams.Infact,bothchildrenhadbeenastonishedbyhowwarmanddrythesehomesmadeofbarkwere.
Thevillagewasonthebankofalong,windingriver.Inthevillage,therewereaboutthirtywigwamsandfourlonghouses.Likethewigwams,thelonghousesweremadefromawoodenframecoveredinbark.Unlikethewigwams,though,severalfamilieslivedtogetherinonelonghouse.Ontheoutskirtsofthevillage,thechildrencouldseetheLenni Lenape’sfieldsfullofcorn,squash,andbeans.Intherivernearthebank,fourdugoutcanoeswerebobbingupanddowninthewater.Twoofthecanoesheldpilesofraccoon,beaver,andfoxfur.ThisfurwasasignthatsomeoftheLenni LenapemenwouldsoonbesettingofftotradewitheitherEuropeansorotherNativeAmericans.
CharlesandHesterwereQuakersfromapartofEnglandcalledtheMidlands.TheyhadarrivedinPhiladelphia,Pennsylvania,thepreviousyearwiththeirparents.PhiladelphiawasagrowingtownintheEnglishcolonyknownasPennsylvania.In1681,WilliamPenn,aQuakerandtheleaderofthiscolony,hadreceivedthelandnowknownasPennsylvaniafromKingCharlesIIofEngland.ThekinghadgivenhimthelandtosettleadebtheowedtoWilliam’sfather.WilliamPennwasgratefultothekingbecausehewantedthislandtobeaplacewhereQuakerscouldlivewithoutfear.QuakerswerepersecutedinEngland.Theywereoftenarrestedandsomewerekilledbecauseoftheirbeliefs.
Take-HomeWorksheet
116 Unit 10© 2013 Core Knowledge Foundation
Quakerswereunpopularbecausetheydidnotbelieveinwar,andtherefore,refusedtofight.Also,theydidnotthinkthattherewasonlyonewaytoworshipGod.Theydidnotthinkthatitwasnecessarytogotochurchtoworship,either.Theyalsobelievedthateveryoneintheworldwasequal,whichmeantthatNativeAmericansandAfricanslaveswereequal,too.Theseviewsmademembersoftheking’sgovernmentveryangry.Thekinghimselfwasnotpleasedwiththem.WilliamPenndecidedthatitwastimetofindasafeplaceforQuakerstolive.
BeforeleavingEnglandin1681,WilliamPenndrewupaplanforthecityofPhiladelphia.Hewantedittohavewide,tree-linedstreetsandpublicparks.HewantedPhiladelphiatobeamagnificentcitywithinthecolonyofPennsylvania.Hewantedittobeaplacewherepeoplelivedinsuchawaythattheywereanexampletotherestoftheworld.Peopleofallfaiths,notonlyQuakers,wouldbewelcome.
Asthechildrennearedthevillage,aLenni Lenapeboyrantowardthem.Hehadclearlybeenwaitingforthem.
“Hello,Lapowinsa,”saidCharlestotheboy.
“Hey,”repliedLapowinsa.“Whatdoyouhaveinthebaskets?”
BothCharlesandHesterhadtaughtLapowinsatospeakEnglish.Hewastheirfriendandtheyenjoyedspendingtimewithhim.
“Wehavegifts,”Hesterreplied.LapowinsajoinedthechildrenastheymarchedbehindtheirfatherintotheLenni Lenapevillage.
Thepeopleinthevillagesmiledatthechildren’sfather.Theycametogreethim.Charlesalwaysadmiredthebreechclothsandleggingsthatthemenwore.Thewomenworedressesandtheirlong,darkhairwasbraided.Themen,women,andchildrenworemoccasinsontheirfeet.
Thechildren’sfatherhadlearnedtospeakalittleoftheLenni Lenapelanguage.WithWilliamPenn,hehadbeeninvolvedinthepurchaseofthelandtheylivedonfromtheLenni Lenape.
Afterhandingoverthegifts,theirfatherwasinvitedtosmoketobaccowithsomeoftheLenni Lenapemen.ThismeantthatCharles,Hester,andLapowinsawouldgetachancetoplay.ThechildrenandLapowinsabegantowalktowardtheriver.Lapowinsahadpromisedtotakethemoutinacanoetosearchforturtles.
“Bebackbeforesunset,”theirfathercalled.ThechildrennoddedandthenwithLapowinsaleadingtheway,theyranlikethewindacrosstheopenland.
Unit 10 117© 2013 Core Knowledge Foundation
Name: X.X
Matthew, the Apprentice
Fill in the blank in the following sentence:
1.DescribewhatMatthewhastodotoprintnewspapers.
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
2.Whycouldn’tMatthewbehisfather’sapprentice?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
3.WhattwotasksdidMatthewhavetodoonthisparticularday?
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
12.1
118 Unit 10© 2013 Core Knowledge Foundation
4.ListthesuppliesMatthewneededtomakeink.
________________________________________________________________________________________
________________________________________________________________________________________
Page_____
5.Fillintheblankinthefollowingsentence:
A_______________joinedMatthewonhiswalktodeliversermonstoPastorKeller.
Page______
Unit 10 119© 2013 Core Knowledge Foundation
Name: X.X12.2
Subject Pronouns and Antecedents
Write the correct pronoun on the blank.
1.Bethsaysthat__________ishappy.(she,he)
2.Theapronneedstobewashedbecause__________isdirty.(it,they)
3.Bananasandapplesaregoodforyoubecause_________arefullofvitamins.(they,I)
4.Thefootballplayersemailedfriendsbecause__________wantedeveryonetocomeouttothegame.(we,they)
5.BecauseRandyansweredallofthequestionscorrectly,__________receivedaperfectscore.(he,she)
6.MyfamilyandIinvitedneighborstodinnerand________allhadagreattime.(we,she)
7.Robertispoutingandnotspeakingbecause_________(he,she)isangry.
8.Thefarmersplantedtheircropsandthen__________rested.(she,they)
9.Annetoldtheclassagreatstory,andthen__________askedifanyonehadquestions.(they,she)
10.Mr.Hancherisanewteacherinourschooland__________isreallyfunandinteresting.(she,he)
120 Unit 10© 2013 Core Knowledge Foundation
Write an ending to each sentence using a pronoun to match the bolded pronoun antecedent. Then, answer the question that follows.
Example:Thedoctortappedmykneewitharubberhammerand_______________________________________________________________________________.(Thedoctortappedmykneewitharubberhammerandhewashappytoseemylegkick.)Whatpronoundidyouuseinthesentence?he
1.Themoviefilledmewithhappinessbecause__________________________________________________________________________.
Whatpronoundidyouuseinthesentence?__________
2.Thepuppiesinthepetshopwindowlookedsopitifuland___________________________________________________________.
Whatpronoundidyouuseinthesentence?__________
3.Whenmy family and Igettogether,____________________________________________________________________________.
Whatpronoundidyouuseinthesentence?___________
Unit 10 121© 2013 Core Knowledge Foundation
Name: X.X12.3
Matthew, the Apprentice“Matthew,haveyoufinishedprintingthosenewspapers?”UncleAbrahamasked.
“Almost,”Matthewreplied.
“Well,whenyouaredone,IneedyoutodeliverthesesermonstoPastorKeller.He’swaitingforthem,”continuedUncleAbraham.“Oh,andwhenyougetbackfromdeliveringthesermons,youwillneedtomakemoreink.”
Matthewnoddedhisheadtolethisuncleknowthathehadheardhisinstructions.In1755,Matthewwasaprinter’sapprentice.HewasoriginallyfromasmallvillagethirtymilesnorthofPhiladelphia.Matthew’sfatherwasacooperthere.Acooperisaskilledcraftsmanwhoknowshowtomakecasks,buckets,barrels,andcontainersofallshapesandsizes.Inthecolonies,almosteverykindoffoodanddrinkwasstoredinthekindsofcontainershisfathermade.
WhenMatthewwaslittle,hehadthoughtthathewouldonedayworkwithhisfather.However,hisolderbrotherJonahhadbecometheirfather’sapprentice.Fromtheageofsevenuntilhewasten,Matthewhadattendedaone-roomschoolhousewherehewasfortunateenoughtohavebeentaughthowtoreadandwrite.
Fourdaysafterhiseleventhbirthday,Matthew’sUncleAbrahamhadcometovisit.Duringhisvisit,hehadofferedMatthewtheopportunitytomovetoPhiladelphiaandbecomehisapprentice.Atfirst,Matthewhadnotwantedtoleavehisfamily.Hehadthreeyoungersistersheloveddearly,alongwithhisbrotherJonah.However,Matthew’sparentshadexplainedtohimthathewouldhavetolearnaskillsothatwhenhegrewuphetoocouldsupportafamily.
BeforeUncleAbrahamleft,Matthewhadsignedanapprenticeshipagreementthatstatedthathe“wouldfaithfullyservehisuncle,keephissecrets,andobeyallofhislawfulcommands.”Forhispart,UncleAbrahamhadagreedtospendsevenyearsteachinghimtheskillsheneededtobeasuccessfulprinter.Duringthattime,hewouldhouse,feed,andclotheMatthew.Fourweeksafterhisuncle’svisit,Matthew’sfatherhadloadeduptheirwagonandtheyhadsetoffforPhiladelphia.
InPhiladelphia,MatthewandhisfatherhadspenttwodaysexploringthecitywithUncleAbraham.Thenonthethirdday,hisfatherhadboughtsuppliesforhisworkshop
Take-HomeWorksheet
122 Unit 10© 2013 Core Knowledge Foundation
andsaidgoodbye.Matthewhadwatchedhisfathergountilhewasoutofsight.Thoughhiseyesfilledwithtears,Matthewwilledthemnottofall.
Fouryearshadpassedsincethatday.Now,Matthewwasfifteenyearsold.Matthewhadthreemoreyearstoserveasanapprentice.Whenhissevenyearsoftrainingwerefinished,Matthewwouldbecomeajourneyman.Ajourneymanwasaskilledprinter,thoughnotyetamastercraftsman.Matthewwouldspendthreemoreyearsworkingalongsidehisuncleandhewouldreceivepaymentforhiswork.Whenheturnedtwenty-oneyearsofage,Matthewhopedtobecomeamastercraftsmanandopenuphisownbusiness.
Matthewfinishedprintingthelastnewspaper.Printingnewspaperswasoneofthehardestjobsofall.Itcouldtakemorethantwentyhourstoprintonepage.Alloftheworkwasdonebyhand.Thisincludedorganizingtinypiecesofmetalwithindividuallettersorpunctuationmarksonthemintotheorderinwhichtheyhadtoappearontheprintedpage.Thistaskwascalledsettingthetype.Thetypewasthenheldfirmlyinplaceasaninkingpadspreadinkoverthetype.Theprinting presstransferredthecarefullyarrangedwordsandsentencesontopaper.
Matthewpickedupthebundleofprintedsermonsandquicklycheckedtoseeifhehadalloftheingredientsneededtomaketheinkwhenhereturned.Inkwasmadefromtannin,iron sulfate,gum,andwater.HewashappytoseethatUncleAbrahamhadstockeduponthesesupplies.
Outonthestreet,Matthewmadehiswaytowardsthesmallwoodenchurchattheendoftheavenue.PastorKellerwastheLutheranministerinchargeofthischurch.AsMatthewwalked,asmall,shaggy,browndogcametokeephimcompany.Thedoghadappearedseveraltimesearlierintheweeknearthedoortotheirkitchen.MatthewhadthrownitsomescrapsandnowitappearedwheneverMatthewdid.
“Hey,youwanttocomewithme?”Matthewaskedasheclickedhisfingers.
ThesmalldoglookedupatMatthewandwaggeditstail.
“Okaythen,”saidMatthew.“Let’sgo.”Matthewbegantorundowntheavenue,takingcaretoholdontighttohisdelivery.Thesmallwhitedogscamperedhappilyafterhim.
Unit 10 123© 2013 Core Knowledge Foundation
Name: X.X
Unit 10 Assessment
The New England PrimerDoyourememberhowyoulearnedtoread?
InColonialAmerica,manychildrenlearnedtoreadfromabookcalledtheNew England Primer(PRIM-er).Aprimerisatextbook.Butit’snotjustanytextbook.It’sthefirsttextbookastudentreads.It’sthetextbookthattrainsastudenttoreadlotsofotherbooks.
TheNew England Primerdidnotlookliketextbooksyouseetoday.Itdidnothavecolorpictures.Allithadweresomeblackandwhiteengravings,orsketches.Itwasalsoatinybook.Thepageswereaboutthesizeofplayingcardsandthebookwasonly90pageslong.
Oneofthefirstpagesintheprimercontainedthealphabet.Studentsmightbeaskedtopointatthelettersandsaytheletternames.Theymightbeaskedtopointatthelettersandsaythesoundsthelettersstandfor.
Thenextfewpageshadsinglewordsforstudentstoread.Thelaterpageshadphrasesandsentences.Therewerealsoprayers,proverbs,andpoemstoread.
SomeofthepoemsintheNew England Primerwerelikepoemsyoumightreadinamoderntextbook.Hereisalittlepoemthatwentwiththeletter‘m’:
TheMoonshinesbright
Intimeofnight.
Thepoemfor‘n’wasaboutsongbirdsthatsinginthespring:Nightingalessing
Intimeofspring.
Thepoemfor‘e’wasabouteaglesflying:TheEagle’sflight,
Isoutofsight.
13.1
124 Unit 10© 2013 Core Knowledge Foundation
Lotsofotherpoemsintheprimerwerenotlikethepoemsyouwouldfindinatextbooktoday.ThepeopleofcolonialNewEnglandweremostlyPuritans.Theywereveryreligious.Theywantedaprimerthatwouldteachkidstoread.Buttheyalsowantedittoteachreligion.TheNew England Primerwaswrittentodothat.ItwasfullofChristianstoriesandsayings.
Thepoemfortheletter‘b’wasprintednexttoapictureoftheBible.ThepoemurgedstudentstomendtheirsinfulwaysbystudyingtheBible:
Thylifetomend,
ThisBookattend.
OtherpoemswerebasedonBiblestories.Thepoemfor‘u’wasaboutUriah(yer-IE-ə)andhiswifeBathsheba.BathshebawasaverybeautifulHebrewwoman.ShewassobeautifulthatshecaughttheeyeofKingDavid.Davidfellinlovewithher.Hewassoinlovewithherthathedidabadthing.HesentherhusbandUriahintobattle,hopingUriahmightbekilled.Uriahwasinfactkilled,andDavidmarriedBathsheba.
Uriah’slovelywife
MadeDavidseekhislife.
Thepoemfortheletter‘j’wasaboutJob(JOEB).HewasagoodmanintheBible.HeremainedloyaltoGod,evenwhenterriblethingshappenedtohim.Jobfellill.Hegotterriblesoresalloverhisbody.Hissonsdied.ButhenevergaveuphisfaithinGod.Thepoemabouthimintheprimerisjustsevenwordslong:
Jobfeelstherod
AndblessesGod.
Thepoemfor‘h’alsorhymedandrelatedtotheBible,urgingstudentstokeeptheBibleclosetotheirheart:
MybookandHeart
Shallneverpart.
TheNew England PrimerwasusedalloverNewEngland.ItwasusedinMassachusetts,Connecticut,andRhodeIsland.Morethan2millioncopieswereprinted.Byreadingit,youcangetagoodsenseofwhatlifewaslikeforaPuritanchildlearningtoread.
Unit 10 125© 2013 Core Knowledge Foundation
Name: X.X
1. Whatdoestheprimerdo?
_________________________________________________________________________________________________________________________________
2. WhichpoemsintheNewEnglandPrimerwerelikepoemsyoumightreadinamoderntextbook?
A. poemsaboutnumbers
B. poemsaboutanimals
C. poemsaboutlettersofthealphabet
D. poemsabouttheblackandwhiteengravings
3. Whatdoesthewordmendmeaninthefollowingsentencefromtheselection?ThepoemurgedstudentstomendtheirsinfulwaysbystudyingtheBible.
A. maintain
B. correct
C. dismiss
D. announce
4. HowwerepoemsintheNew England Primerdifferentfrompoemsyouwouldfindintextbookstoday?
____________________________________________________________________________________________________________________________________
13.1 continued
126 Unit 10© 2013 Core Knowledge Foundation
5. Whydidtheauthorwritethisselection?
A. tocomparetheNew England PrimertotheBible
B. toprovideinformationabouthowsomechildrenincolonialAmericalearnedtoread
C. toteachalessonaboutusingtextbooks
D. toentertainusingastoryaboutchildrenincolonialAmericareadingfrombooks
6. WhichofthefollowingwordswithaprefixcanbeusedtodescribetheformatoftheNew England Primer?
A. multimedia
B. uniform
C. bilingual
D. multilingual
7. Writethecorrectformoftheadjectiveintheblank.
Theseinstructionsare(clear, clearer, clearest)
nowthatyou’vehelpedme.
8. Circlethecorrectprefixforeachlettertoaddtoeachrootwordinthefollowingsentence: Darrenwasnotquitereadytomovefromhisthree-wheeled(A)cycletoa(B)cycleyetbecausehewasworriedhecouldn’tbalanceonjusttwowheels.
A. uni– bi– tri– multi–
B. uni– bi– tri– multi–
Unit 10 127© 2013 Core Knowledge Foundation
Name: X.X
9. Writethecorrectformoftheadverbintheblank.
Thenewteacherspoke(interestingly, more interestingly, most interestingly)
thantheteachershereplaced.
10. Writethecorrectformoftherootwordintheblank.
(friend)Peoplewholiveinthistownare_________________________thanpeoplewholiveinthetownwhereIgrewup.
13.1 continued
128 Unit 10© 2013 Core Knowledge Foundation
Unit 10 129© 2013 Core Knowledge Foundation
Name: X.X
The Common Course and ConditionThePilgrimslandedatPlymouthin1620.InEngland,theyhadsufferedfortheir
religiousbeliefs.InAmerica,theyhopedtomakeabetterlife.Theywereeagertocreatethesortofcommunitythatseemedbesttothem.
Beforetheysailed,thePilgrimshadagreedtoaplan.Theycalledthisplanthe“CommonCourseandCondition.”ThePilgrimsagreedtoworktogetherandsharethefoodtheygrew.Theyagreedthatwhatevertheyharvestedwouldbesharedequally.Everybodywouldgetanequalshare.Itwouldnotbeyourcornandmycorn,hiscornandhercorn.Itwouldbeourcorn.
ThePilgrimsbelievedthiswouldbeagoodwaytoruntheirnewcolony.Theybelievedthe“CommonCourseandCondition”wasconsistentwiththeirChristianreligiousideas.Theythoughtitwouldencourageteamworkandbrotherhood.Theywereconfidentitwouldgeteveryoneworkingtogether.
ThePilgrimsfollowedthe“CommonCourseandCondition”fortheirfirsttwoyearsintheNewWorld.Inthespringof1621,theyplantedcrops.Inthefall,theyharvestedthecropsanddivideduptheharvest.Eachpilgrimgotanequalshareofthecorn.In1622,theydidthesamething.
By1622,manyPilgrimshadgrownunhappywiththeCommonCourse.Thegovernor,WilliamBradford,wasoneofthem.HefeltthattheCommonCoursewasnotworking.
Somepeopleworkedhardeveryday.Whenharvesttimecame,thesehardworkersgotonebasketofcorn.Otherpeopleworkedhardsomedays.Thesepeoplealsogotonebasketofcorn.Somepeopledidverylittlework.Thesepeoplegotonebasketofcorn.
Thehardworkerswereupset.Theywereworkingharder.Shouldn’ttheygetmorecorn?Whyshouldtheyhavetosweatalldayinthefieldstoraisefoodforslackerswhodidmuchless?
BradfordandtheotherPilgrimsdiscussedthesituation.Intheend,theydecidedthattheCommonCoursehadtogo.Theymadeanewlaw.EachPilgrimfamilywasgivenapieceofland.Onthisland,thefamilymemberswereallowedtogrowcornforthemselves.Theydidnothavetosharethecornwiththerestofthecommunity.Theycouldkeepwhattheygrew.
Whatdoyouthinkhappened?
13.1 continued
130 Unit 10© 2013 Core Knowledge Foundation
Thenewplanwasabigsuccess.Bradfordwrotethatit“madeallhandsveryindustrious.”Inotherwords,everybodystartedworkinghard.Muchmorecornwasplantedandmuchmorewasharvested.PilgrimswhohadcomplainedaboutlifeundertheCommonCoursenow“wentwillinglyintothefield.”
The“CommonCourseandCondition”soundedgoodonpaper.But,inreallife,itdidnotworkverywell.ThePilgrimsfoundthatthecolonyasawholewasmoresuccessfulwheneachfamilywasallowedtokeepthefruitsofitslabor.
Unit 10 131© 2013 Core Knowledge Foundation
Name: X.X
11.Whatdoesthewordbrotherhoodmeaninthefollowingsentencefromtheselection?
Theythoughtitwouldencourageteamworkandbrotherhood.
A. feelingsofdislikeandannoyance
B. feelingsofisolationandloneliness
C. feelingsofcalmandtranquility
D. feelingsofsupportandunderstanding
12.WhywerepeopleunhappywiththeCommonCourseafteracoupleofyears?
________________________________________________________________________________________
________________________________________________________________________________________
13.WhatinfluencedthePilgrimsintheircreationofthe“CommonCourseandCondition?”
A. theirreligion
B. theirnewhome
C. theirvoyageontheocean
D. theirchildren
13.1 continued
132 Unit 10© 2013 Core Knowledge Foundation
14.Putthefollowingeventsinorderfrom1–5astheyoccurredintheselection.
________ ThePilgrimsdecidedthateachfamilyshouldhaveitsownlandtogrowcornforthemselves.
________ ThePilgrimsdevelopedthe“CommonCourseandCondition.”________ Thenewplanwasabigsuccess.________ Peoplewhoworkedhardbecameveryupsetasothersdidnotworkas
hard.________ ThePilgrimswantedtocreateacommunityintheirnewhomethatbest
suitedthem.
15.IfeachPilgrimfamilywasabletokeepthe“fruitsofitslabor,”whatweretheyabletodo?
A. keepwhattheyboughtatthemarket
B. keeptheresultsoftheirhardwork
C. keepbarteringtogetabetterdeal
D. keepgoingtoreligiousservices
16.Writeasummaryofthisselection.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 133© 2013 Core Knowledge Foundation
Name: 13.1 continued
17.Writemoreormostintheblank.
Mygrandmotheris________________elderlythanyourgrandmother.
18.Writethewordtoreplacetheunderlinedmeaninginthesentence.Identifyitspartofspeech.
Hestoppedplantingseedsatthemiddleofthefieldtotakeabreakanddrinksomewater.
Word PartofSpeech
19.Writeasentenceusingtheadverbeasiest.
________________________________________________________________________________________
________________________________________________________________________________________
20.Describewhatthewordunderestimatingmeansinthefollowingsentence:Sheworriedthatshewas underestimatingherabilitytofinishtheprojectaheadoftimesinceshestruggledtofinishthelastprojectontime.
________________________________________________________________________________________
________________________________________________________________________________________
134 Unit 10© 2013 Core Knowledge Foundation
The Cobbler’s SongOncetherewasapoorcobblerwholivedinthebasementofalargehouseinParis.
Thecobblerhadtoworkhardalldaytomakeenoughmoneytosupporthisfamily.Buthewashappyandhesangalldayashemendedshoes.
Onthefloorabovehimlivedarichman.Hisroomswerelargeandsunny.Heworefineclothesandhadplentyofgoodthingstoeat.Evenso,hewasneverhappy.Allnightlonghelayawakethinkingabouthismoney—howcouldheprotectthemoneyhealreadyhad?Howcouldhegetmore?Often,thesunrosebeforehefellasleep.
Thepoorcobbleralwaysgotupbeforesunriseandwenttowork.Ashehammered,hesang.Hissongfloateduptotherichman’sapartmentandwokehim.
“Drat!”criedtherichman.“Ican’tsleepatnightforthinkingofmymoneyandIcan’tsleepinthedaytimebecauseofthatsillycobblerandhissinging.Imustfindawaytostophim.”
Therichmansatdownandthoughtthematterover.
“Ifthecobblerhadsomethingtoworryabout,”hesaidtohimself,“thenhewouldnotsingallday.Whatworriesmenmost?Why,moneytobesure!Somemenworrybecausetheyhavesolittle.Thecobblerhaslittleenough,tobesure.Still,thatdoesnotseemtoworryhim.HeisthehappiestmanIknow.”
“Othermenworrybecausetheyhavetoomuchmoney.Thatismytrouble.Iwonderifthecobblerwouldworrymoreifhehadmoremoney.Hmm.It’snotabadidea.Anyway,itcan’thurttotry!”
Afewminuteslater,therichmanenteredthecobbler’shome.
“WhatcanIdoforyou?”askedthecobbler.
“Here,”saidtherichman.“Ihavebroughtyouapresent.”Hegavethepoormanapurse.
Thecobbleropeneditandsawitwasfullofgoldpieces.
“Ican’ttakethis!”saidthecobbler.“Ihavenotearnedit.”
“Youhaveearnedit,”saidtherichman.“Youhaveearneditbyyoursinging.IgiveittoyoubecauseyouarethehappiestmanIknow.”
Unit 10 135© 2013 Core Knowledge Foundation
Name: 13.1 continued
Then,therichmanleft.
Thecobblerturnedthegoldpiecesoutonhistableandbegantocountthem.Hehadcountedtofifty-twowhenhelookedupandsawamanpassingbythewindow.Hequicklyhidthegoldunderhisapronandwentintothebedroomtocountitwherenoonecouldseehim.
Hepiledthecoinsuponthebed.Howgoldentheywere!Howbright!Hehadneverseensomuchmoneybefore.Helookedatthemoneyuntileverythingintheroomseemedgoldenandbright.Then,hecountedit.
“Onehundredpiecesofgold!HowrichIam!ButwhereshallIhideit?”
First,hehiditunderthecoversofthebed.Then,hesatdownandlookedatthebed.
“Thecoinsmakealumpunderthecovers,”hesaid.“Someoneelsemightseethemandstealthem.IthinkIwillhidethepurseunderthepillowinstead.”
Whilehewasputtingitunderthepillow,hiswifecameintotheroom.
“Whatisthematterwiththebed?”sheasked.
Theangrycobblerglaredatheranddroveherfromtheroomwithangrywords—thefirstcrosswordshehadeverspokentoher.
Dinnertimecame,butthecobblercouldnoteatamouthful.Hewasafraidsomebodywouldstealhistreasurewhilehewasatthetable.Bysuppertimehefeltevenworse.Notanotedidhesingalldaylong.Notakindworddidhespeaktohiswife.Hewenttobedhalfsickwithworryandfear.Allnightlong,hetossedandturned.Hedidnotdaregotosleep,lestheshouldwaketofindhisgoldgone.
Dayspassedandthecobblergrewmoreandmoreunhappy.Heworriedabouthismoneyalldayandallnight.Hewasafraidofotherpeople.Hedidnoteventrusthiswife.Henolongersangathisworkandwasgrouchymostofthetime.
Butupstairstherichmanwashappy.“Thatwasagoodplan,”hesaidtohimself.“NowIcansleepalldaywithoutbeingwakenedbythecobbler’ssongs.”
Foramonth,thecobblerworriedoverhisgold.Hegrewthinandpaleandhiswifeandchildrenwereunhappy.Atlast,hecouldbeartheworrynolonger,sohecalledhiswifeandtoldherthewholestory.
“Dearhusband,”shesaid,“givethegoldback.Allthegoldintheworldisnotworthasmuchtomeasoneofyoursongs.”
136 Unit 10© 2013 Core Knowledge Foundation
Howhappythecobblerfeltwhenhiswifesaidthis!Hepickedupthepurseandranupstairstotherichman’sroom.Throwingthegoldonthetable,hecried,“Hereisyourmoney.Takeitback.Icanlivewithoutyourmoney,butIcannotlivewithoutmysongs.”
Unit 10 137© 2013 Core Knowledge Foundation
Name: 13.1 continued
21.Whydidtherichmangivethecobblerthepursefullofgoldpieces?
A. Therichmansaidhecouldn’tuseitbecausehehadtoomuchmoneyalready.
B. Thecobblerbeggedtherichmanforit.
C. Thecobblercaughttherichmanstealingitfromsomeoneelse.
D. Therichmansaidthecobblerearneditbybeingthehappiestmanheknew.
22.Whatmadethecobblerdrivehiswifefromtheroomwithangrywords?
__________________________________________________________________
23.Whatdidthemoneycausebothmentodo?
________________________________________________________________________________________
________________________________________________________________________________________
24.Describethesettinginthisselection.
________________________________________________________________________________________
________________________________________________________________________________________
25.Whatwasmoreimportanttothecobbler,therichman’smoneyorhisownsongs?
________________________________________________________________________________________
138 Unit 10© 2013 Core Knowledge Foundation
26.Writeasentenceusingtheformoftheadverbmostunfortunately.
________________________________________________________________________________________
________________________________________________________________________________________
27.Writethecorrectformoftherootwordintheblank.
(boss)Rebecca’slittlebrother_____________herarounduntilshesays,“That’sit!”
28.Writethecorrectpronounontheblank.Michaelreadtheclassagreatchapterinabook,andthen__________askedifanyonehadquestions.(they,he)
29.Choosethebestwordtocompletethesentence.Heis______________andcanspeakmanylanguagesduetoallthetimehespentlivinginothercountries.
A. overpowered
B. multilingual
C. underwater
D. bimonthly
30.Circletherootwordthatbestfitsintheblankinthefollowingsentence.
Ifthecarover______,steammaycomeoutoftheengineandwewillneedtoputwaterinittocoolitdownbeforedrivingagain.
eats fish charges heats
Unit 10 139© 2013 Core Knowledge Foundation
Name: X.X13.2
Fluency Assessment
An Account of PennsylvaniaIn1681,GabrielThomaslefthishomeinWales.HesailedtoAmericaand
settledinPennsylvania.Atthetime,Pennsylvaniawasanewcolony.IthadbeensetupbytheQuakerWilliamPenn.ThomaswenttherepartlybecausehewasaQuaker,too.
ThomaslivedinPennsylvaniafor16years.In1697,hesailedbacktoEurope.Thenextyear,hepublishedabook.ItwascalledAnAccountofPennsylvania.HerearesomeofthedetailsThomasreportedinhisbook.
PhiladelphiaisthemaincityofPennsylvania.Itsitsbetweentworivers.OneistheSchool-kill;theotheristhegreatDelaware.Shipsmaycometothecitybyeitherofthesetworivers.
TheairinPennsylvaniaisverypleasantandwholesome.Theskyisrarelycloudy.WintersarealittlecolderthaninEnglandandWales.Summersarealittlehotter.Theearthisveryfertileandgoodforfarming.
InPennsylvania,landischeap.Amancanbuy100acresoflandfortenorfifteenpounds.
Corngrowswellthere.Mostyearsthefarmersgettwentytothirtybushelsofcornforeachbusheltheyplant.
Wagesarehigh.ApoormancanmakethreetimesasmuchashewouldmakeinEngland.Acarpentercanmakefiveorsixshillingsaday.Ashoemakercangettwoshillingsforapairofshoes.ApottercangetsixteenpenceforapotwhichmaybeboughtinEnglandforfourpence.
Womencanearngoodwagesthereaswell.Therearenotmanywomenthere.Soseamstressesarewellpaid.
Pennsylvaniaisopentoall.TheChurchofEnglandandtheQuakershaveequalsharesingovernment.Thereisnopersecutionforreligion.
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140 Unit 10© 2013 Core Knowledge Foundation
TherearemanysortsofwildanimalsinPennsylvania.Therearepanthers,bears,andfoxes.Therearemuskrats,hares,andraccoons.Youcanhuntintheforestswithoutgettingspecialpermission.
Therearemanyreddeer.IonceboughtalargeonefromtheNativeAmericansfortwogillsofgunpowder.Thesedeermakeexcellentfood.
Theopossumisastrangecreature.Shehasapouchtoholdheryoung.Shekeepsthemthere,safefromalldangers.
Theyalsohaveflyingsquirrels.Theflyingsquirrelhasflapsofskinthatarelikewings.Itismuchlighterthanacommonsquirrel.Ihaveseenthemflyfromonetreetoanother.Buthowlongtheycanstayintheairisnotknown.
TherearemanybirdsinPennsylvania,too.Theyhaveswans,ducks,andgeese.Theyalsohaveturkeys,eagles,andpheasants.
Reader,whatIhavewrittenhereisnotafiction,flam,orwhim.Itisalltrue.Iwasaneyewitnesstoitall.ForIwenttoPennsylvaniainthefirstshipthatsailedthere,intheyear1681.
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Unit 10 141© 2013 Core Knowledge Foundation
Name: X.X13.2 continued
W.C.P.M. Calculation Worksheet
Student: Date:
Story: An Account of Pennsylvania
Totalwords:477
Words Time
Words Read
Uncorrected Mistakes
Words Correct
Finish Time
Start Time
Elapsed Time
Minutes Seconds
× 60( ) + =
W.C.P.M.
÷ × 60=
Time in Seconds
Words Correct Time in Seconds W.C.P.M.
Compare the student’s W.C.P.M. score to national norms for Spring of Grade 3 (Hasbrouck and Tindal, 2006):
W.C.P.M
National Percentiles for
Spring, Grade 3162 90th 137 75th 107 50th 78 25th 48 10th
Comprehension Total / 5
Answers Correct Level5 Independent comprehension
level4 Instructional comprehension
level2-3 Frustration comprehension level0-1 Intensive remediation warranted
for this student
142 Unit 10© 2013 Core Knowledge Foundation
Unit 10 143© 2013 Core Knowledge Foundation
Name: X.X
Object Pronouns
me you him her it us them
Rewrite the sentence, replacing the underlined word or words with an object pronoun from the box.
1. Thewoodswerefullofthenoisesofbears,coyotes,anddeer.
________________________________________________________________________________________
________________________________________________________________________________________
2. Fathercalledmysisterandmetocomeinthehouseforlunch.
________________________________________________________________________________________
________________________________________________________________________________________
3. Thehistoryofthe18thcenturyisinterestingtoBonnie.
________________________________________________________________________________________
________________________________________________________________________________________
14.1
144 Unit 10© 2013 Core Knowledge Foundation
4. Thebeautifullywrappedboxseemedtoinviteallofustolookinsidethebox.
________________________________________________________________________________________
________________________________________________________________________________________
5. Ispoketomyfriendsandaskedthemtocomewith(thepersonspeaking).
________________________________________________________________________________________
________________________________________________________________________________________
6. WhenNedjoinedourclass,wecouldn’twaittogettoknowNed.
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 145© 2013 Core Knowledge Foundation
Name: X.X15.1
Spelling Assessment
As your teacher calls out the words, write them under the correct header.
‘ow’>/ou/ ‘ou’>/ou/
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Challenge Word:______________________________
Challenge Word:______________________________
Content Word:______________________________
146 Unit 10© 2013 Core Knowledge Foundation
Dictated Sentences
1. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
Unit 10 147© 2013 Core Knowledge Foundation
Name: X.X
Make Adverbs that Compare Actions
Write a sentence using the verb and adverb. Draw a triangle around the adverb and arrow it to the verb it describes.
1.verb:hangs adverb:lower
________________________________________________________________________________________
________________________________________________________________________________________
2.verb:grew adverb:tallest
________________________________________________________________________________________
________________________________________________________________________________________
3.verb:runs adverb:fastest
________________________________________________________________________________________
________________________________________________________________________________________
Change the word at the end of the sentence by adding –er or –est to complete the sentence. Answer the question after the sentence. Draw a triangle around the adverb and arrow it to the verb it describes.
1. Thenewpaintonthewallsdried__________thanthepaintontheceilingsonowwearenotsureifwelikeit.(light)
Howdidthepaintonthewallsdrycomparedtothepaintontheceiling?___________________
PP1
148 Unit 10© 2013 Core Knowledge Foundation
2. Highschoolstudentsleave_______________________thanmybrotherandIdotocatchthebus.(soon)
WhendohighschoolstudentsleavecomparedtowhenmybrotherandIleave?_______________________
3. Thejazzconcertlastedthe_______________________ofanyconcertIhavebeentothisyear.(long)
Howdidthejazzconcertlastcomparedtoanyconcertthisyear?_______________________
4. Duringthescienceexperiment,thespoondropped_______________________thanthespongeinthewater.(deep)
Howdidthespoondropcomparedtothesponge?_____________________
5. Josieworked_______________________onherspellingassessmentthisweekthanlastweeksincethesewordswerenewtoherandsheknewthewordswelllastweek.(hard)
HowdidJosieworkonherspellingassessmentthisweekcomparedtolastweek?_________________
Unit 10 149© 2013 Core Knowledge Foundation
Name: X.XPP2
Write Sentences Using Adverbs with –er and –est
Write a sentence using the –er adverb. Then, change the sentence so that the –est adverb fits and write the new sentence.
1.verb:speaks adverb:quieter, quietest
–er
________________________________________________________________________________________
________________________________________________________________________________________
–est
________________________________________________________________________________________
________________________________________________________________________________________
2.verb:grew adverb:shorter, shortest
–er
________________________________________________________________________________________
________________________________________________________________________________________
–est
________________________________________________________________________________________
________________________________________________________________________________________
150 Unit 10© 2013 Core Knowledge Foundation
3. verb:YOURCHOICE adverb:later, latest
–er
________________________________________________________________________________________
________________________________________________________________________________________
–est
________________________________________________________________________________________
________________________________________________________________________________________
Unit 10 151© 2013 Core Knowledge Foundation
Name: X.XPP3
Comparative and Superlative Adverbs Using more and most
Write the correct form of the adverb.
1.(slowly)Mygrandmotherdrives___________________thanIdrive.
2.(efficiently)Adultstendtowork_________________thanchildren.
3.(carefully)Theoldersisterwalkedthroughthepuddle________________thanheryoungersister.
4.(dangerously)Thecarelessboybehavedthe__________________ofall.
5.(dimly)Theoldlampshone________________thanthebrandnewone.
6.(quickly)Thetalentedrunnerracedthe_________________ofalltherunnersonthetrack.
7.(softly)Thekindteacherspoke__________________thantheangrychildren.
8.(passionately)Theactorplayedthepartthe_________________ofanyactorsI’veeverseenbefore!
9.(lightly)Shedabbedthepaintonherpicture__________________thanherpartnerwhoslappedpaintallover.
10.(completely)Hefillsintheanswersonhisworksheetthe_________________ofanyoneIknow.
152 Unit 10© 2013 Core Knowledge Foundation
Write sentences using the adverb in parentheses.
1.(moredramatically)
________________________________________________________________________________________
________________________________________________________________________________________
2.(mostsuprisingly)
________________________________________________________________________________________
_______________________________________________________________________________________
Unit 10 153© 2013 Core Knowledge Foundation
Name: X.XPP4
Subject Pronouns and Antecedents
Write the correct pronoun on the blank.
1.Tomsaysthat__________issad.(she,he)
2.Theshirtneedstobeironedbecause__________iswrinkled.(it,they)
3.Fruitsandvegetablesaregoodforyoubecause__________arefullofvitamins.(they,I)
4.Thebasketballplayersemailedfamilyandfriendsbecause__________wantedeveryonetocomeouttothegame.(we,they)
5.BecauseSandyansweredallofthequestionscorrectly,__________receivedaperfectscore.(he,she)
6.MyfamilyandIinvitedourcousinstolunchand________allhadagreattime.(we,she)
7.RonandRobarepoutingandnotspeakingbecause_________(he,they)areangry.
8.Thechildrenranamileingymclassandthen__________rested.(she,they)
9.Billreadhispoetrytotheclass,andthen__________askedifanyonehadquestions.(they,he)
10.Mrs.Whiteisanewlibrarianatourschooland__________isreallyfunandinteresting.(she,he)
154 Unit 10© 2013 Core Knowledge Foundation
Write an ending to each sentence using a pronoun to match the bolded pronoun antecedent. Then, answer the question that follows.
Example: The doctor tapped my knee with a rubber hammer and . (The doctor tapped my knee with a rubber hammer and he was happy to see my leg kick.)What pronoun did you use in the sentence? he
1.Thebookfilledmewithsadnessbecause .
Whatpronoundidyouuseinthesentence?__________
2.Theguppiesswimminginthefishbowlseemedtoasktobetakenhomeand .
Whatpronoundidyouuseinthesentence?__________
3.Whenmy friends and Igettogether, .
Whatpronoundidyouuseinthesentence?___________
Unit 10 155© 2013 Core Knowledge Foundation
Name: X.XPP5
Prefixes uni–, bi–, tri–, and multi–
Add the correct prefix to make a new word that matches the meaning given. Then, identify the part of speech of the new word.
uni bi tri multi
1.Word:_____lingual
Meaning:abletospeakmanylanguages PartofSpeech:_________________
2.Word:_____cycle
Meaning:avehiclewithonewheel PartofSpeech:_________________
3.Word:_____media
Meaning:involvingmanyformsofcommunication
PartofSpeech:_________________
4.Word:_____angle
Meaning:ashapewiththreesides PartofSpeech:_________________
5.Word:_____plane
Meaning:aplanewithtwosetsofwings PartofSpeech:_________________
6.Word:_____son
Meaning:theactofdoingsomethingtogetherasagroupallatonetime
PartofSpeech:_________________
156 Unit 10© 2013 Core Knowledge Foundation
Complete each sentence by circling the correct word from the choices below the sentence.
1. Theneighborhoodassociationhasafuneventforkids______________,eachwithadifferenttheme.
bicycle bimonthly
2. Mysisterhastoweara______________forhernewjobattherestaurant,justliketherestofthestaff.
uniform unilateral
3. IwonderhowwellIwoulddoifIuseda______________tocatchfishinsteadofafishingpole.
trident trilogy
4. Dadletmetryadifferentkindof______________becausethefirstkindItriedtastedbad.
multilingual multivitamin
5. Mybrotherridesmyold______________sinceheisnotoldenoughtolearnhowtorideabicycleyet.
triangle tricycle
Unit 10 157© 2013 Core Knowledge Foundation
Name: X.X
Prefixes over–, mid–, and under–
Read each sentence. Decide which word from the box replaces the underlined words and write it on the line. Write the part of speech for the word as well.
overeat midfield midtown underwater underlineunderground overfish midday overheat underpowered
1. PleasetakeDadabottleofwatersohedoesnotmaketoowarmortoohotwhilehecutsthegrassinthebackyard.
Word:_________________ PartofSpeech:_________________
2. Asyoureadthechapteronthehandout,drawalong,thinmarkunderanywordsyoucomeacrossthatyouarenotfamiliarwith.
Word:_________________ PartofSpeech:_________________
3. Theteamcaptainsmettherefereeatthemiddleofthefieldforthecointosstodeterminewhowouldgettheballfirst.
Word:_________________ PartofSpeech:_________________
4. Myhairdryerfeelssuppliedwithlessenergythanisneededsoitmaybetimetoreplaceitwithanewone.
Word:_________________ PartofSpeech:_________________
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158 Unit 10© 2013 Core Knowledge Foundation
5. Don’tputtoomuchdogfoodinthebowlbecausewedon’twanttheneighbor’sdog,Riley,toputtoomuchfoodinhismouth,chewit,thenswallowittodaywhilewearecaringforhim.
Word:_________________ PartofSpeech:_________________
6. Iwouldliketovisitastorelocatedinthemiddleofthetowntolookforabirthdaygiftformyfriend.
Word:_________________ PartofSpeech:_________________
7. Thereisanentrancetothebelowthesurfaceoftheearthtunnelbehindthehistoricplantationhomethatpeopleusedtosecretlytransportsuppliesoutofthehouseduringthewar.
Word:_________________ PartofSpeech:_________________
8. Themiddleofthedaymeetingincludedlunchsincewewouldnotbeabletoleavetogogetsomethingtoeat.
Word:_________________ PartofSpeech:_________________
9. Ifpeopletrytocatchtoomanyfishinthelakeeverysummer,thefishpopulationmaynotbeasstronginfollowingyears.
Word:_________________ PartofSpeech:_________________
10. InsomeplacesonEarth,thereareunderthesurfaceofthewatercavesthatcanbeexploredbytraineddivers.
Word:_________________ PartofSpeech:_________________
Unit 10 159© 2013 Core Knowledge Foundation
Name: X.X
Dictionary Skills
Identify and write the root word, part of speech, and definition. Then, write other forms of the root word and their parts of speech. Finally, fill in the blank in each sentence with the correct form of the word.
Example:
listeners PartofSpeech:_________________
Definition:peoplewhopayattentionorhear
Root Word PartofSpeech Definition
Other Forms of the Root WordWord PartofSpeech Word PartofSpeech Word PartofSpeech • Yesterday, the children _______________________ very well to the story about “Poison Dart Frogs.”
• My good friend, Karen, ______________________ to me when I have a problem and we share a lot.
• You learn a lot and become a better student when you are a good _____________________.
• You hurt yourself less and get in less trouble when you ___________________ to your parents.
PP7
160 Unit 10© 2013 Core Knowledge Foundation
Unit 10 161© 2013 Core Knowledge Foundation
Glossary for Living in Colonial America
Aacre—ameasurementofanareaoflandthatisalmostthesizeofafootballfield(acres)
admire—tolookatwithenjoyment(admired)
advice—asuggestionaboutwhatsomeoneshoulddo
alarming—disturbingorcausingfear
anxiously—actingnervousorworried
apprentice—someonewholearnsaskillbyworkingwithanexpertforasetamountoftime(apprenticeship)
astonished—suddenlysurprised
Bban—toforbid,notallow(banned)
barley—agrainthatisusedformakingfood
beg—toaskformoneyorfood(begged)
beloved—greatlyloved
Bible—thebookofholy,religiouswritingsintheChristianreligion
bitterly—extremely
bonnet—ahatwornbywomenandbabiesthattiesunderthechin(bonnets)
PP8
162 Unit 10© 2013 Core Knowledge Foundation
breechcloth—aclothwornbymentocoverthelowerbody(breechcloths)
brow—forehead
Ccabin—asmallhouse,usuallymadeofwood(cabins)
cask—alarge,woodenbarrel(casks)
chapel—Christianreligiousservices
chore—asmalljobdoneregularly(chores)
colony—anareainanothercountrysettledbyagroupofpeoplethatisstillgovernedbythenativecountry(colonial,colonies)
craftsman—apersonwhomakesthingsbyhand
creation—theactofmakingsomethingnew
custom—tradition(customs)
Ddebt—moneyorsomethingelseowed(debts)
debtor—apersonwhoowesmoney(debtors)
delivery—somethingtakentoapersonorplace
destination—theplacesomeoneistravelingto
devour—tocompletelydestroy
distinct—clearlydifferentfromotherthings
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dock—aplatformthatsticksoutinwatersoboatsandshipscanstopnexttoittoloadandunloadthings
dumpling—asmallballofdoughthathasbeensteamedorboiledandhasfoodwrappedinside(dumplings)
EElder—aformalnameforaddressingaministerorreligiousleader
English Separatist—apersonwhowasunhappywiththeChurchofEnglandandwantedtostartanewchurchwithotherswhofeltthesameway(English Separatists)
Ffaithfully—showingtrueandconstantsupportanddeservingtrust
flutter—tobecomeexcitedornervous
foreigner—apersonwhoislivinginacountrythatisnothis/herhomeland(foreigners)
Ggalleon—alargesailingship(galleons)
glorious—wonderful
graze—tofeedongrassgrowinginafield
grimy—dirty
gulp—toswallowquicklyorinlargeamounts(gulped)
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Hharass—tocontinuouslyannoyorbother(harassed)
harbor—anareaofcalm,deepwaternexttolandwhereshipscansafelyputdowntheiranchors(harbors)
harshest—mostdifficultandunpleasant
heap—alotof
homeland—thecountrywheresomeonewasbornorgrewup(homelands)
homesick—sadbecauseyouareawayfromyourhome,homeland,orfamilyandfriends
Iilluminate—tolightup(illuminated)
indicate—tomakeasignof(indicated)
ingredient—anitemneededtomakesomething(ingredients)
intend—toplan(intended)
iron sulfate—abluish-greensaltusedtomakeinks
JJewish—peoplewhoseancestorsarefromancientHebrewtribesofIsrael;JewishpeoplebelievethatGodhaschosenthemtohaveaspecialrelationshipwithhim.
just—fair
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LLenni Lenape—aNativeAmericangroupfromwhatisnowtheDelawareRivervalley;TheLenniLenapelivedinclansaccordingtothemother’slineofancestors,grewcorn,beans,andsquash,andhuntedandfished,whichmanystilldotoday.
lumber—woodthathasbeensawedintoboards
Lutheran—abranchofChristianitythatfollowstheteachingsofMartinLuther,whotaughtthattheBibleistheonlyreliableguideforfaithandreligiouspracticeandeachpassageintheBiblecanonlybeinterpretedinoneway
Mmend my ways—changebehaviortobeabetterperson
mill—abuildingwithmachinesthatgrindgrainsintoflour(mills)
minister—areligiousleaderorpastor
mistress—thefemaleheadofthehousehold
moccasin—asoft,flatleathershoe(moccasins)
Oobediently—behavinginawaythatfollowswhatyouhavebeentoldtodo
occasionally—sometimesbutnotoften
occasion—aneventorcelebration(occasions)
off course—notfollowingtheintendedplan
opportunity—achancetodosomething(opportunities)
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orchard—anareaoflandwherefruittreesgrow
originally—atfirst
orphan—achildwhoseparentsarenolongeralive
outskirts—theouteredgesofatownorcity
overgrown—coveredwithplantsthathavegrowninanuncontrolledway
Ppastor—areligiousleaderorminister
Patuxet—aNativeAmericangroupfromtheareaaroundPlymouthandwhatisnowsoutheasternMassachusetts;ThePatuxetgrewcorn,fished,hunted,andhelpedthePilgrimswhentheyfirstarrivedatPlymouth.
persecute—tocontinuallytreatinaharshandunfairwayduetoaperson’sbeliefs(persecuted)
persuade—toconvince(persuaded)
pheasant—alargebirdwithalongtailthatishuntedforfunandforfood
Pilgrim—apersonwholeftEnglandtofindanewplacetopracticereligioninhis/herownway;PilgrimsstartedacolonyinPlymouth,Massachusettsin1621.(Pilgrims)
plantation—alargefarm,usuallyfoundinwarmclimates,wherecropssuchascotton,rice,andtobaccoaregrown
pluck—topullsomethingquicklytoremoveit(plucked)
Powhatan—aNativeAmericangroupfromwhatisnoweasternandsoutheasternVirginia;ThePowhatanlivedinlonghouses,grewcropslikebeans,squash,andcorn,andhuntedandfished.
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preach—totalkaboutareligioussubject(preaching)
printing press—alargemachinethatpressessheetsofpaperagainstasurfacewithinkonittoprintwordsanddesigns
pure—freefromevil(purer)
Puritan—amemberofagroupofpeoplewhowantedtheChurchofEnglandtobepurerandthusleftEnglandtofindanewplacetopracticereligion.SomePuritanswerePilgrims,likesomeEnglishSeparatistswere.(Puritans)
QQuaker—apersonwhoispartofaChristiangroupwhobelievesthatallpeoplehavesomethingofGodinthemandare,therefore;equal,believesinsimplereligiousservices,andisagainstwar(Quakers)
Rraggedy—tiredfromstressandwearingtatteredclothes
request—anactofpolitelyaskingforsomething(requests)
reveal—tomakeknown(revealed)
rickety—poorlymadeandcouldbreakatanymoment
rye—agrainthatlookslikewheatandisusedtomakeflour
Ssack cloth—roughclothusedtomakesacksorbagsforcarryingthings
sacrifice—theactofgivingupsomethingyoulikeforsomethingthatismoreimportant
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scurry—hurriedmovement(scurrying)
seamstress—awomanwhosewsasajob
sermon—amessagedeliveredorallybyareligiousleader,usuallyduringareligiousservice,thatisdesignedtoteach
shaft—rayorbeam(shafts)
shaggy—coveredwithlong,tangled,orroughhair
squint—tolookatsomethingthroughpartiallyclosedeyes
street children—childrenwhoseparentshaddiedsotheylivedontheirownonthestreetsofLondon
street vendor—apersonwhosellsthings,suchasfood,onthestreet(street vendors)
strudel—aGermanpastrymadewiththindoughrolledup,filledwithfruit,andbaked
successful—reachingagoalyouhad(succeed)
swamp fever—malaria;asicknessstemmingfrombeingbittenbyinfectedmosquitosfoundinwarmclimates
swamp—wet,spongylandthatisoftenpartiallycoveredwithwater
Ttalking to—theactofscoldingoraseriousconversationduringwhichyoutellsomeonewhyhis/herbehavioriswrong
tannin—aredsubstancethatcomesfromplants,isusedtomakeink,andisinavarietyoffoodanddrinks
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tattered—oldandtorn
tend—totakecareof
threat—thepossibilitythatsomethingharmfulandbadmighthappen
time traveler—someonewhotravelsbackandforthtodifferentpointsintime(time travelers, time traveling, time travel)
transplant—todigupaplantandplantitsomewhereelse(transplanted)
transport—tocarryfromoneplacetoanother
tribe—alargegroupofpeoplewholiveinthesameareaandhavethesamelanguage,customs,andbeliefs
trod—walkedonorover
twinkling—sparkling
Wwell-being—afeelingofhappinessandgoodhealth
Welsh—fromthecountryofWales
witness—toseesomethinghappen(witnessed)
worship—toshowloveanddevotiontoGodoragodbyprayingorgoingtoareligiousservice
would-be—hopingtobeaparticulartypeofperson
wrestler—apersonwhofightsbyholdingandpushing(wrestling)
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Unit 10:1. ChooseacharacterfromtheReaderandmakealistof
everythingyouknowaboutthatcharacter’swayoflife.
2. DeterminewaysthatlifeforoneofcharactersintheReaderisdifferentfromyourlifeandwriteaparagraphstatingwhyonewouldbeeasierthantheother.
3. PretendQueenElizabethIhassentyoutotheNewWorldtocreateacolony.Writeaparagraphdescribingthesetting,therules,andthepeopleofyournewcolony.
4. SpeakingasTomandJane,ratethejobsyouweregiventodo.
5. WritingasTomandWilliam,designaperfectday.
6. WritingasPrimroseandLars,helpPatienceprioritizewhatsheshouldspendhertimedoing.
Either fiction or nonfiction:1. Summarizethestoryorchapteryoureadinthreetofive
sentences.
2. Afterreadingthisstoryorchapter,Iwonder...
3. Namethreethingsyoulikedaboutthestoryorchapter.
4. Makeatimelineofthreetofiveeventsinyourreadingtoday.
5. PretendyouareaTVreporterwhohastointerviewthemaincharacterorpersoninthestoryorchapteryouread,andwritedownfivequestionsyouwouldask.
6. Makeapredictionaboutwhatwillhappennextinthestoryorchapteryoujustread.Explainwhyyouthinkthiswillhappen.
7. Pretendyouarethemaincharacterorapersoninthestoryorchapteryoureadtodayandwriteadiaryentryforthatperson.
8. Tellaboutsomethinginthestoryorchapteryoureadtodaythatissimilartosomethingyouhavealreadyread.
9. DrawaVenndiagramtoshowwhatisalikeand/ordifferentbetweentwocharactersorpeopleinthestoryorchapteryouread.
10. Howdoesthetitlefitthestoryorchapter?Suggestanothertitle.
11. Writedownthreenewwordsyoulearnedwhilereadingandtellwhattheymean.Useeachwordinanewsentence.
12. Namethreequestionsyouwouldasktheauthorofthestoryorchapter.
13. Fiction:
1. Tellaboutthesetting.
2. Tellabouttheplot.
3. Tellaboutyourfavoritecharacter.Writethreereasonswhyyouchosethatcharacter.
4. Whichcharacterisyourleastfavorite?Writethreereasonswhyyouchosethatcharacter.
5. Giveexamplesofpersonificationfromthestory.
6. Drawalinedownthecenterofyourpaper.Ononesidewritethetitleofyourfavoritestory.Ontheothersidewritethetitleofwhatyouarereadingtoday.Compareandcontrastthemaincharacter,thesetting,andtheplot.
7. Writeadifferentendingforthestory.
8. Ifyoucouldbeanycharacterinthestoryorchapteryoureadtoday,whowouldyoube?Givethreereasonswhy.
9. Inventaconversationordialoguebetweentwocharactersorpeopleinthestoryorchapterthatyouread.Writewhateachcharactersaysanddon’tforgettousequotationmarks.
10. Describeacharacter,setting,orplotthatsurprisedyou.Explainwhatitwasandwhyitsurprisedyou.
11. Tellaboutaproblemthatsomeoneinthestoryorchapterhadandwhatheorshedidaboutit.
Nonfiction:1. Describesomethingthatyoulearnedfromwhatyou
readtoday.
2. Writeatleastthreequestionsyouhaveafterreadingthechapteraboutthetopicinthechapter.
Writing Prompts
Unit 10 171© 2013 Core Knowledge Foundation
Conference Record For Reader’s Journal
Date:______________
TitleofBookStudentisReading:___________________________
Isjournalcomplete?Yes___ No___
Teachernotes:
Date:______________
TitleofBookStudentisReading:___________________________
Isjournalcomplete?Yes___ No___
Teachernotes:
Date:______________
TitleofBookStudentisReading:___________________________
Isjournalcomplete?Yes___ No___
Teachernotes:
Name: ____________________________________________________
172 Unit 10© 2013 Core Knowledge Foundation
Date:______________
TitleofBookStudentisReading:___________________________
Isjournalcomplete?Yes___ No___
Teachernotes:
Date:______________
TitleofBookStudentisReading:___________________________
Isjournalcomplete?Yes___ No___
Teachernotes:
Date:______________
TitleofBookStudentisReading:___________________________
Isjournalcomplete?Yes___ No___
Teachernotes:
Unit 10 173© 2013 Core Knowledge Foundation
Core Knowledge language arts
series editor-in-Chief
E. D. Hirsch, Jr.
President
Linda Bevilacqua
editorial staffCarolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & Learning
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Consulting ProjeCt ManageMent serviCesScribeConcepts.com
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aCKnowledgMentsThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.
Contributors to earlier versions of these MaterialsSusan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.
sChoolsWe are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.
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