Practice Book GRADE 3
Oct 28, 2014
PracticeBook
GRADE 3
B
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the
prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or
transmission, or broadcast for distance learning.
Printed in the United States of America
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Unit 1 • Let’s Learn
WolvesWolf!
Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 31Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 32Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Comprehension: Compare and Contrast . . . . . 34Comprehension: Compare and
Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . . 35Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 36Comprehension: Persuasive Text . . . . . . . . . . . 37Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Vocabulary Strategy:
Multiple-Meaning Words . . . . . . . . . . . . . . . . 39Reading Strategy/Reading Log . . . . . . . . . . . . . 40
Those Special BooksMy Very Own Room
Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 41Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 42Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Comprehension: Make and
Confirm Predictions . . . . . . . . . . . . . . . . . . . . 44Comprehension: Predictions Chart . . . . . . . . . . 45Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 46Comprehension: Narrator . . . . . . . . . . . . . . . . . 47Text Feature: Guide Words, Headings, and
Captions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Vocabulary Strategy: Suffixes -er, -est . . . . . . . 49Reading Strategy/Reading Log . . . . . . . . . . . . . 50
TeachersFirst Day Jitters
Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . . 1Decoding Strategy Chart . . . . . . . . . . . . . . . . . . . 2Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Comprehension: Character, Setting, Plot . . . . . . 4Comprehension: Story Map. . . . . . . . . . . . . . . . . 5Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . . 6Comprehension: Sensory Language . . . . . . . . . 7Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . . . 8Vocabulary Strategy: Prefixes un-, non- . . . . . . . 9Reading Strategy/Reading Log . . . . . . . . . . . . . 10
The Power of BooksAmazing Grace
Phonics: Final e . . . . . . . . . . . . . . . . . . . . . . . . . 11Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 12Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Comprehension: Cause and Effect . . . . . . . . . . 14Comprehension: Cause and Effect Chart. . . . . 15Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 16Comprehension: Theme . . . . . . . . . . . . . . . . . . 17Literary Element: Personification. . . . . . . . . . . . 18Vocabulary Strategy: Dictionary . . . . . . . . . . . . 19Reading Strategy/Reading Log . . . . . . . . . . . . . 20
Building SchoolsEarth Smart
Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 21Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 22Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Comprehension: Main Ideas and Details . . . . . 24Comprehension: Main Ideas and
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 25Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Comprehension: Cause and Effect . . . . . . . . . . 27Study Skill: Using a Dictionary. . . . . . . . . . . . . . 28Vocabulary Strategy: Thesaurus:
Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Reading Strategy/Reading Log . . . . . . . . . . . . . 30
Contents
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ContentsUnit 2 • Neighborhoods and Communities
Working TogetherHere’s My Dollar
Phonics: Digraphs . . . . . . . . . . . . . . . . . . . . . . . 81Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Comprehension: State Author’s Purpose . . . . . 84Comprehension: Author’s Purpose Chart . . . . . 85Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Comprehension: Persuasive Language . . . . . . 87Literary Element: Rhyme Scheme and
Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Vocabulary Strategy: Context Clues:
Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Reading Strategy/Reading Log . . . . . . . . . . . . . 90
Building HomesA Castle on Viola Street
Phonics: Contractions with Pronouns and
Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91–95Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 96Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Comprehension: Theme . . . . . . . . . . . . . . . . . . 98Comprehension: Theme Map . . . . . . . . . . . . . . 99Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 100Comprehension: Make and
Confirm Predictions . . . . . . . . . . . . . . . . . . . 101Text Feature: Features in a Textbook . . . . . . . 102Vocabulary Strategy: Paragraph Clues. . . . . . 103Reading Strategy/Reading Log . . . . . . . . . . . . 104
Birth of a TownBoom Town
Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 51Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 52Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Comprehension: Sequence . . . . . . . . . . . . . . . . 54Comprehension: Sequence Chart. . . . . . . . . . . 55Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 56Comprehension: Cause and Effect . . . . . . . . . . 57Text Feature: Calendar. . . . . . . . . . . . . . . . . . . . 58Vocabulary Strategy: Compound Words . . . . . 59Reading Strategy/Reading Log . . . . . . . . . . . . . 60
Starting a Local BusinessHome-Grown Butterflies
Phonics: Silent Letters . . . . . . . . . . . . . . . . . . . . 61Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 62Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Comprehension: Draw Conclusions . . . . . . . . . 64Comprehension: Conclusion Map. . . . . . . . . . . 65Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Comprehension: Draw Conclusions . . . . . . . . . 67Literary Element: Personification and
Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Vocabulary Strategy:
Multiple-Meaning Words . . . . . . . . . . . . . . . . 69Reading Strategy/Reading Log . . . . . . . . . . . . . 70
CommunitiesGo West!
Phonics: Three-Letter Blends . . . . . . . . . . . . . . 71Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 72Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Comprehension: Main Ideas and Details . . . . . 74Comprehension: Main Ideas and
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 75Fluency: Pronunciation and Phrasing . . . . . . . . 76Comprehension: Draw Conclusions . . . . . . . . . 77Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 78Vocabulary Strategy: Antonyms . . . . . . . . . . . . 79Reading Strategy/Reading Log . . . . . . . . . . . . . 80
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ContentsUnit 3 • Express Yourself
Being an ArtistWhat Do Illustrators Do?
Phonics: Diphthong oi, oy. . . . . . . . . . . . . . . . . 135Decoding Strategy Chart . . . . . . . . . . . . . . . . . 136Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Comprehension: Sequence . . . . . . . . . . . . . . . 138Comprehension: Sequence Chart. . . . . . . . . . 139Fluency: Phrasing and Rate. . . . . . . . . . . . . . . 140Comprehension: Cause and Effect . . . . . . . . . 141Text Feature: Interviews. . . . . . . . . . . . . . . . . . 142Vocabulary Strategy: Sentence Clues . . . . . . 143Reading Strategy/Reading Log . . . . . . . . . . . . 144
My ArtThe Jones Family Express
Phonics: Variant Vowel: oo, u_e,
ue, ew, ou, ui . . . . . . . . . . . . . . . . . . . . . . . . . 145Decoding Strategy Chart . . . . . . . . . . . . . . . . . 146Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Comprehension: Make Inferences . . . . . . . . . 148Comprehension: Inference Chart . . . . . . . . . . 149Fluency: Intonation and Expression . . . . . . . . 150Comprehension: First- and
Third-Person Narrator . . . . . . . . . . . . . . . . . 151Text Feature: Directions . . . . . . . . . . . . . . . . . . 152Vocabulary Strategy: Homophones . . . . . . . . 153Reading Strategy/Reading Log . . . . . . . . . . . . 154
Being a WriterAuthor: A True Story
Phonics: r-Controlled Vowels er, ir, ur . . . . . . . 105Decoding Strategy Chart . . . . . . . . . . . . . . . . . 106Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Comprehension: Author’s Purpose . . . . . . . . . 108Comprehension: Author’s Purpose Chart . . . . 109Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 110Comprehension: Biography
and Autobiography . . . . . . . . . . . . . . . . . . . . .111Literary Element: Onomatopoeia, Rhythm . . . .112Vocabulary Strategy: Context Clues:
Word Clues . . . . . . . . . . . . . . . . . . . . . . . . . . .113Reading Strategy/Reading Log . . . . . . . . . . . . .114
Writing LettersDear Juno
Phonics: r-Controlled Vowels ar, or . . . . . . . . . .115Decoding Strategy Chart . . . . . . . . . . . . . . . . . 116Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Comprehension: Character, Setting, Plot . . . . .118Comprehension: Character Web. . . . . . . . . . . .119Fluency: Expression and Intonation . . . . . . . . 120Comprehension: Use Graphic Features . . . . . 121Text Feature: Time Line . . . . . . . . . . . . . . . . . . 122Vocabulary Strategy: Context Clues:
Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 123Reading Strategy/Reading Log . . . . . . . . . . . . 124
Let’s CommunicateMessaging Mania
Phonics/Word Study: Prefixes re-, un-,pre-, mis-, dis- . . . . . . . . . . . . . . . . . . . . . . . . 125
Decoding Strategy Chart . . . . . . . . . . . . . . . . . 126Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Comprehension: Cause and Effect . . . . . . . . . 128Comprehension: Cause and Effect Chart. . . . 129Fluency: Pronunciation and Phrasing . . . . . . . 130Comprehension: Media Literacy . . . . . . . . . . . 131Study Skill: Using the Library. . . . . . . . . . . . . . 132Vocabulary Strategy: Homographs . . . . . . . . . 133Reading Strategy/Reading Log . . . . . . . . . . . . 134
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ContentsUnit 4 • Our Teams
Family TeamsRamona and Her Father
Phonics/Word Study: Homophones . . . . . . . . 189Decoding Strategy Chart . . . . . . . . . . . . . . . . . 190Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191Comprehension: Problem and Solution . . . . . 192Comprehension: Problem and
Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 193Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 194Comprehension: Media
and Communication . . . . . . . . . . . . . . . . . . . 195Literary Element: Speaker and Imagery . . . . . 196Vocabulary Strategy: Prefixes . . . . . . . . . . . . . 197Reading Strategy/Reading Log . . . . . . . . . . . . 198
AstronautsOut of This World! The Ellen Ochoa Story
Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . 199Decoding Strategy Chart . . . . . . . . . . . . . . . . . 200Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Comprehension: Sequence . . . . . . . . . . . . . . . 202Comprehension: Sequence Chart. . . . . . . . . . 203Fluency: Pronunciation and Phrasing . . . . . . . 204Comprehension: Theme of a Myth . . . . . . . . . 205Literary Element: Imagery . . . . . . . . . . . . . . . . 206Vocabulary Strategy: Synonyms . . . . . . . . . . . 207Reading Strategy/Reading Log . . . . . . . . . . . . 208
Working as OneSeven Spools of Thread
Phonics: Diphthong ou, ow . . . . . . . . . . . . . . . 155Decoding Strategy Chart . . . . . . . . . . . . . . . . . 156Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Comprehension: Draw Conclusions . . . . . . . . 158Comprehension: Conclusion Map. . . . . . . . . . 159Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 160Comprehension: Sensory Language . . . . . . . 161Text Feature: Rules. . . . . . . . . . . . . . . . . . . . . . 162Vocabulary Strategy:
Multiple-Meaning Words . . . . . . . . . . . . . . . 163Reading Strategy/Reading Log . . . . . . . . . . . . 164
Unique TalentsNacho and Lolita
Phonics/Word Study: Plurals . . . . . . . . . . .165–169Decoding Strategy Chart . . . . . . . . . . . . . . . . . 170Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Comprehension: Theme . . . . . . . . . . . . . . . . . 172Comprehension: Theme Map . . . . . . . . . . . . . 173Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 174Comprehension: Character . . . . . . . . . . . . . . . 175Literary Element: Consonance and
Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Vocabulary Strategy: Synonyms . . . . . . . . . . . 177Reading Strategy/Reading Log . . . . . . . . . . . . 178
Community TeamworkA Growing Interest
Phonics/Word Study: Variant
Vowels au, aw, alt, alk, all, ough. . . . . . . . . . 179Decoding Strategy Chart . . . . . . . . . . . . . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Comprehension: Problem and Solution . . . . . 182Comprehension: Problem and
Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 183Fluency: Pronunciation and Phrasing . . . . . . . 184Comprehension: Text Features . . . . . . . . . . . . 185Study Skill: Media Center. . . . . . . . . . . . . . . . . 186Vocabulary Strategy: Suffixes -ful, -ly, -less . . 187Reading Strategy/Reading Log . . . . . . . . . . . . 188
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ContentsUnusual Animal TalentsWilbur’s Boast (Charlotte’s Web)
Phonics/Word Study: Infl ectional
Endings . . . . . . . . . . . . . . . . . . . . . . . . . .247–251Decoding Strategy Chart . . . . . . . . . . . . . . . . . 252Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253Comprehension: Draw Conclusions . . . . . . . . 254Comprehension: Draw Conclusions Chart . . . 255Fluency: Pacing and Phrasing . . . . . . . . . . . . . 256Comprehension: Theme of a Fable. . . . . . . . . 257Literary Element: Personifi cation and
Moral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Vocabulary Strategy: Prefi xes re-, un-,
dis-, pre-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Reading Strategy/Reading Log . . . . . . . . . . . . 260
Survival and AdaptationUnique Animals of the Southwest
Phonics/Word Study: Open Syllables . . . .261–265Decoding Strategy Chart . . . . . . . . . . . . . . . . . 266Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267Comprehension: Compare and Contrast . . . . 268Comprehension: Venn Diagram . . . . . . . . . . . 269Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 270Comprehension: Draw Conclusions . . . . . . . . 271Literary Element: Foreshadowing . . . . . . . . . . 272Vocabulary Strategy: Dictionary . . . . . . . . . . . 273Reading Strategy/Reading Log . . . . . . . . . . . . 274
Antarctic LifePenguin Chick
Phonics/Word Study: Compound Words . . . . 209Decoding Strategy Chart . . . . . . . . . . . . . . . . . 210Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Comprehension: Main Idea and Details . . . . . 212Comprehension: Main Idea and
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . 213Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 214Comprehension: Main Idea and Details . . . . . 215Literary Element: Imagery . . . . . . . . . . . . . . . . 216Vocabulary Strategy: Homographs . . . . . . . . . 217Reading Strategy/Reading Log . . . . . . . . . . . . 218
Animal HomesAnimal Homes
Phonics/Word Study: Infl ectional
Endings . . . . . . . . . . . . . . . . . . . . . . . . . .219–223Decoding Strategy Chart . . . . . . . . . . . . . . . . . 224Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Comprehension: Description . . . . . . . . . . . . . . 226Comprehension: Description Web. . . . . . . . . . 227Fluency: Pacing and Phrasing . . . . . . . . . . . . . 228Comprehension: Follow Directions . . . . . . . . . 229Text Feature: Directions . . . . . . . . . . . . . . . . . . 230Vocabulary Strategy: Homophones . . . . . . . . 231Reading Strategy/Reading Log . . . . . . . . . . . . 232
Animals on the MoveCall of the Wild
Phonics: Closed Syllables . . . . . . . . . . . . .233–237Decoding Strategy Chart . . . . . . . . . . . . . . . . . 238Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239Comprehension: Cause and Effect . . . . . . . . . 240Comprehension: Cause and Effect Chart. . . . 241Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 242Comprehension: Text Features . . . . . . . . . . . . 243Study Skill: Skim and Scan . . . . . . . . . . . . . . . 244Vocabulary Strategy: Synonyms . . . . . . . . . . . 245Reading Strategy/Reading Log . . . . . . . . . . . . 246
Unit 5 • Those Amazing Animals
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ContentsOur StoriesCook-a-Doodle-Doo!
Phonics: r-Controlled Vowel Syllables . . . 317–321Decoding Strategy Chart . . . . . . . . . . . . . . . . . 322Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323Comprehension: Compare and Contrast . . . . 324Comprehension: Venn Diagram . . . . . . . . . . . 325Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 326Comprehension: Compare Settings . . . . . . . . 327Text Feature: Diagrams . . . . . . . . . . . . . . . . . . 328Vocabulary Strategy: Idioms . . . . . . . . . . . . . . 329Reading Strategy/Reading Log . . . . . . . . . . . . 330
Tales of Long AgoOne Riddle, One Answer
Phonics/Word Study: Suffi xes . . . . . . . . . .331–335Decoding Strategy Chart . . . . . . . . . . . . . . . . . 336Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337Comprehension: Character, Setting, Plot . . . . 338Comprehension: Setting Web . . . . . . . . . . . . . 339Fluency: Phrasing and Intonation . . . . . . . . . . 340Comprehension: Compare Settings . . . . . . . . 341Literary Element: Sensory
Language: Imagery . . . . . . . . . . . . . . . . . . . 342Vocabulary Strategy: Unfamiliar Words . . . . . 343Reading Strategy/Reading Log . . . . . . . . . . . . 344
Unit 6 • Storytellers
FolktalesStone Soup
Phonics/Word Study: Prefi xes . . . . . . . . . 275–279Decoding Strategy Chart . . . . . . . . . . . . . . . . . 280Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281Comprehension: Make Inferences . . . . . . . . . 282Comprehension: Inference Map . . . . . . . . . . . 283Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 284Comprehension: Character . . . . . . . . . . . . . . . 285Text Feature: Charts. . . . . . . . . . . . . . . . . . . . . 286Vocabulary Strategy: Synonyms . . . . . . . . . . . 287Reading Strategy/Reading Log . . . . . . . . . . . . 288
PlaysThe Strongest One
Phonics: Final Stable Syllables . . . . . . . . 289–293Decoding Strategy Chart . . . . . . . . . . . . . . . . . 294Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Comprehension: Summarize . . . . . . . . . . . . . . 296Comprehension: Story Map. . . . . . . . . . . . . . . 297Fluency: Expression and Intonation . . . . . . . . 298Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 299Text Feature: Diagram . . . . . . . . . . . . . . . . . . . 300Vocabulary Strategy: Antonyms . . . . . . . . . . . 301Reading Strategy/Reading Log . . . . . . . . . . . . 302
Trickster TalesTales of the Trickster
Phonics: Vowel Team Syllables . . . . . . . . 303–307Decoding Strategy Chart . . . . . . . . . . . . . . . . . 308Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309Comprehension: Compare and Contrast . . . . 310Comprehension: Venn Diagram . . . . . . . . . . . .311Fluency: Pronunciation and Phrasing . . . . . . . 312Comprehension: Compare Settings . . . . . . . . 313Study Skill: Functional Documents . . . . . . . . . 314Vocabulary Strategy: Prefi xes and Suffi xes . . 315Reading Strategy/Reading Log . . . . . . . . . . . . 316
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Practice
1
Phonics:
Short Vowels
Fill the blank in each word below with a letter that makes a short
vowel sound.
1. Please st p to the rear of the bus.
2. Our new baby sleeps in a cr b.
3. This is the fi rst time I have eaten carrots for a sn ck.
4. I just learned how to j mp rope.
5. Our fi rst time at the park we saw ducks in the p nd.
6. Sandy forgot to put a st mp on the fi rst letter she wrote.
7. The audience will cl p at the beginning of the show.
8. Mom and Dad will sh p for a new car.
9. I have to p ck my clothes before I leave.
10. Pat will p ck the place to go on vacation.
11. My room was a m ss after my little brother played in it.
12. Would you like a peach or a pl m?
The short vowel sounds are the vowel sounds that the letters
a, e, i, o, and u stand for in the following words:
pack step pick sock truck
First Day Jitters • Grade 3/Unit 1
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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5.
1. 2.
3.
4.
Vocabulary
Use the clues to complete the following crossword puzzle.
Across
3. dropped
5. laughed in a quiet way
Down
1. afraid or worried
2. walked slowly
4. silly or untrue idea
trudged nonsense nervous
fumbled downstairs chuckled
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Comprehension:
Character, Setting,
Plot
The characters are the people or animals in a story. The
characters’ actions affect each other and the events of the
story. The plot includes the important events that happen in the
beginning, middle, and end of the story. The setting is when
and where the story happens.
Read the story, then answer the questions below.
Brian and Josh worked in a supermarket. They were not friends. One
day Josh had to pick up the carts. Josh did not like this job. It was cold
outside. Brian wanted to help Josh. Brian showed Josh how to make a train
of carts. After an hour, Josh had ten carts. He pushed them into the store.
Josh finished his job. Then he thanked Brian. Soon Josh and Brian became
best friends.
1. How do Josh and Brian feel about each other at the beginning of
the story?
2. What happened in the story fi rst?
3. What happens after Josh fi nishes his job?
4. How does Josh feel about Brian at the end of the story?
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As you read First Day Jitters, fill in the Story Map.
Characters
Setting
How does the information you wrote in this Story Map help you
analyze story structure in First Day Jitters?
Comprehension:
Story Map
Beginning
Middle
End
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Fluency:
Phrasing
As I read, I will pay attention to phrasing.
One Monday in November, Jay and his mother drove
9 to a yellow brick building with a sign in front that said:
21 “Rosewood Middle School.” It was a big building—much
30 taller than Jay’s old school.
35 Jay’s mother filled out lots of forms. Before they left,
45 the school principal, Ms. Tucker, came out of her office
55 and shook Jay’s hand. “Welcome to Rosewood,” she said.
64 “We’ll see you tomorrow.”
68 On Tuesday morning, Jay’s older sister, Eva, gave him
77 a ride to school. “Are you nervous?” she asked.
86 Jay shrugged and then nodded. “I hate being the new kid,”
97 he admitted. 99
Comprehension Check1. Who is the main character, and what is the story about? Character, Plot
2. Why is Jay nervous? Plot
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Read each passage below. Write the words that help create a
picture in your mind.
1. My mom was telling me about how safe our neighborhood is. Then, like a
fl ash of lightning, Aaron raced by on his bicycle. As he passed, he left a
cloud of dust and a few leaves swirling in the air. He nearly ran over us.
2. We stared down into the deep canyon. Rocks looked like tiny pebbles
scattered in piles. The river was a twisting ribbon that glittered in the sun.
The sight of water made our dry, scratchy mouths ache from thirst.
3. The heavy winds made the trees sway back and forth. We leaned into the
wind so that we would not fall over and tumble down the street. Vernon
pointed to Ms. Crabtree’s recycling bucket. It had tipped over. Cans and
bottles were sent rattling and clanking down the street.
Sensory language is a writer’s use of words to create a picture
in a reader’s mind. Writers use strong adjectives and lively
verbs to make sensory language. Such words show how people
and events in a story look, feel, act, sound, or smell.
Comprehension:
Sensory Language
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Nu
mb
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of
Stu
de
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Feelings on First Day of School
How Did You Feel on Your First Day of School?
happy afraid excited curious
6
5
4
3
2
1
0
Text Feature:
Bar Graphs
Use a bar graph to compare the numbers shown on the bars.
The title tells what the graph is about. Labels tell you what each
row is about. The numbers show amounts.
Use the bar graph to locate information and answer the
questions below.
1. How many of the students said they felt curious?
a. 4 b. 6
2. Four students said they felt .
a. happy b. afraid
3. The total number of students that felt happy or curious was .
a. 10 b. 2
4. More students felt than .
a. afraid, excited b. excited, happy
5. You can use the graph to fi nd out .
a. how many more students felt happy than excited
b. why more students felt curious than afraid
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The prefixes un-, in-, non-, and dis- are word parts that can be
added to the beginning of base words. They form new words
with new meanings. Un- and in- mean “not” or “the opposite of.”
Non- and dis- mean “not” or “without.”
un + kind = unkind non + stop = nonstop
in + correct = incorrect dis + obey = disobey
Vocabulary Strategy:
Prefixes
1. First, the teacher may the ingredients.
2. We usually cook in pans.
3. I some of the foods we made.
4. Without the mats, the kitchen could be .
5. I would be to miss cooking class.
6. Germs can be .
visible happy safe
stick wrap like
Add the prefix un-, in-, non-, and dis- to the words in the box.
Then complete the sentences below with the new words.
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A. Reading Strategy: Set a Purpose for Reading
As you read, think about your purpose for reading. You might set your
own purpose for reading, or your teacher might set a purpose for you.
Choose a text that you will read this week, and complete the activity.
Before Reading Circle the answer that best completes the sentence.
My purpose is to . . .
have fun. think about life or how people act.
learn about something. learn how to do something.
think in a new way decide about something.
After Reading Complete the sentences.
I read to .
This purpose helped me understand
.
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title
Author
This Text Is About
Reading Strategy/
Reading Log
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Phonics:
Final e
Circle the word that has a long vowel sound and a final silent e.
Then write it on the line to complete the sentence.
1. We read a book about a storm called a .
rainstorm blizzard hurricane
2. We looked at a to see where one can form.
map globe book
3. We learned when a hurricane might .
begin appear arrive
4. We found out the storm can bring winds.
high brisk huge
5. The amount of rain can you.
surprise surround frighten
6. Scientists can how strong the storm will be.
complain compute tell
7. No two storms are exactly .
always similar alike
8. Our class a report about hurricanes.
read printed wrotewrote
A final silent e often makes the vowel in that syllable have the
long vowel sound. For example:
confuse refine dislike pancake alone quote
globe
arrive
huge
surprise
compute
alike
Amazing Grace • Grade 3/Unit 1
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
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Vocabulary
Read the story. Choose words from the box to complete the
sentences. Then write the answers on the lines.
auditions adventure exploring sparkling fantastic success
My friends and I love stories. We wish we could
go with the story characters. We can’t do that. But we
do learn all sorts of things from these exciting tales.
Sometimes we put on a play about a story we’re reading. We hold
to see who will play each part. From the book, we
learn where and when the story takes place. Then we take old clothes and
add decorations like jewels to make costumes. We
make the costumes look like clothes the story characters wore. People who
see our plays often say the costumes are . The right
costumes help make a play a .
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Comprehension:
Cause and Effect
The cause makes an event in the plot happen. The effect is
what happens. Finding causes and effects help you see how
one event leads to another event.
Read the passage and answer the questions about the
relationship between the causes and effects.
Our library needed to raise money to buy new books and equipment. My
class decided to have a bake sale. We made cakes, cookies, and brownies.
We raised over $200.00 for the library book fund. The library bought two
new computers. I took a computer class after school. I learned how to
make flyers for our next bake sale.
1. What are the main events of the passage?
2. What happens as a result of the main events?
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Comprehension:
Cause and Effect
Chart
How does the information you wrote in this Cause and Effect Chart
help you retell Amazing Grace?
As you read Amazing Grace, fill in the Cause and Effect Chart.
Cause Effect
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Fluency:
Intonation
As I read, I will pay attention to my intonation.
Rain forests are home to over half the world’s plants
10 and animals. When the rain forest is lost, the circle of life
22 breaks down. The climate changes. The plants and animals
31 die off.
33 People have come up with many ways to address this
43 problem. One way to save the forests is to learn all about
55 them.
56 Another way is to get wood from somewhere else. Now
66 there are tree farms where wood is grown. If you can get
78 trees from a farm, then you don’t need to cut down a forest.
91 Cutting a rain-forest tree should only be done as a last
102 resort. 103
Comprehension Check
1. What happens when the rain forest is lost? Cause and Effect
2. What can happen when people learn about a problem? Cause and Effect
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Think about “The Storytelling Stone.” Then answer the
questions that follow.
1. Put a check mark next to the sentence that tells the theme of the
passage.
People like to help others when they can.
Stories can be a special gift to people.
Winter is a time to think about the past.
2. What details in the legend support the theme?
3. Write a short story with the same theme as the legend. Use different
characters and details.
A theme is a message about life in a story. To find the theme,
think about the message that the author wants to tell you in the
story.
Comprehension:
Theme
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Literary Element:
Personification
Personification means giving human characteristics to an animal
or thing. It creates a picture in the reader’s mind. Examples:
The star raced across the sky. My old car coughed.
A legend is a story that is passed down orally from person
to person. It may teach a lesson or explain why something
happens. A legend often includes personification.
Read the legend below. Then answer the questions.
Father Sun and Mother Moon lived inside the rocks at Rock House. They
didn’t give any light to the sky, so the people and the animals lived in darkness.
Coyote loved to play tricks. He thought it would be fun to dump fleas on
Father Sun and Mother Moon. He gathered fleas in a bag and set out. On
the way, he met Rabbit and Gopher. When he told them his plan, Rabbit and
Gopher joined him on the path to Rock House. When they got to Rock House,
they dumped the fleas down a hole in the rocks and ran away.
The fleas landed on Father Sun and Mother Moon. Mother Moon flew out
of Rock House and began to fly around the Earth. Father Sun followed, racing
around the Earth trying to get rid of those fleas. That is why, to this day, the
Sun follows the Moon across the sky.
1. What things show human characteristics?
2. What words help you picture the objects in the story?
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Vocabulary Strategy:
Dictionary
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A. Reading Strategy: Set a Purpose for Reading
As you read, think about your purpose for reading. You might set your
own purpose for reading, or your teacher might set a purpose for you.
Choose a text that you will read this week, and complete the chart.
Before Reading: My purpose for reading is...
After Reading: My purpose for reading helped me...
B. Inde pendent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title
Author
T his Text Is About
Reading Strategy/
Reading Log
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The long a sound can be spelled several different ways. The
letters ai, ay, and eigh can stand for the long a sound.
A. Read each sentence. Circle the word that has the
long a sound.
1. It’s fun to walk outside in the rain.
2. I like to paint using watercolors.
3. The kitten plays with yarn until it is tired.
4. “Don’t knock over that pail!”
5. May is one of the loveliest months of the year.
6. My dog weighs fi ve pounds.
B. Write rhyming words for the words with the long a sound.
7. rain
8. paint
9. plays
10. pail
11. eight
12. laid
Phonics:
Long a
rain.
paint
plays
p
May
weighs
Earth Smart • Grade 3/Unit 1
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
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Vocabulary
unaware members contribute donate
A. Use the clues to complete the puzzle with words from the box.
Across
2. to work with a group by
giving your time, money, or
efforts to achieve a common
goal. Example: My class will
to the “Green
World” program by collecting cans
and newspapers for recycling.
4. the people who make up a group
Down
1. to give time or money to help
other people. Example: I want
to some of
my allowance to the local animal
shelter.
3. to not know something is
happening
B. Write a sentence using one of the vocabulary words.
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Comprehension:
Main Ideas and Details
The main idea of a paragraph or section is the most important idea.
Supporting details are examples and evidence that support the
main idea.
To find the main idea, look at the details. Figure out what they
have in common. This tells you the main idea.
Read the paragraph. Then answer the questions that follow.
Many groups help students get an education. In California, the Major
League Baseball organization built a learning center for students. They can
play baseball and learn reading and math. Another group called Free the
Children has built more than 450 schools around the world.
1. What are the important details of this paragraph?
2. What do these details have in common?
3. What is the main idea of the paragraph?
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Comprehension:
Main Idea and
Details Chart
As you read Earth Smart, fill in the Main Idea and Details Chart.
How does the information you wrote in the Main Idea and Details
Chart help you summarize Earth Smart?
Detail
Detail
Detail
Main Idea
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As I read, I will pay attention to rate.
Charlie called Emma. “I’ve got a problem,” he told her
10 as soon as she picked up the phone. “How can I show my
23 mom I can take care of a pet?”
31 “Hmmm…,” said Emma. “What if you did some
39 research on pets?”
42 “Yeah,” he said. “I could do that.”
49 “Listen,” Emma said. “Lucy needs a bath. She keeps
58 scratching her fur, and I’m worried that she has fleas. Let’s
69 talk about this tomorrow, okay?”
74 Charlie called Josh. Josh said, “I can’t talk. I’m feeding
84 Prince. I can’t believe this dog’s appetite! If I don’t get this
96 food in his bowl, I’m afraid he’s going to cook for himself.” 108
Comprehension Check1. What is Charlie’s problem? Problem and Solution
2. Why can’t Charlie’s friends talk with him about his problem? Plot
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Rate
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A. Read the passage. Then answer the questions
Water is a liquid. A liquid can be poured. Heat and cold can affect the
state of water. If you put a pot of water on a hot stove, the water will soon
boil and you will see steam. Steam is water that has become a gas. When
water is a gas, it can float into the air. If you take that same pot of water
and put it in the freezer, the water will freeze and turn into ice. Ice is a
solid, and a solid doesn’t change shape. However, if you take the ice out of
the freezer, the heat from the air in your house will melt the ice and it will
become a liquid again.
1. What are two things that affect the state of water?
B. Fill in the missing cause or effect.
2. Cause: A pot of water is heated.
Effect:
3. Cause:
Effect: Water turns to ice.
4. Cause: Ice is taken out of the freezer and put in a warm room.
Effect:
A cause is what makes something happen. An effect is what
happens as a result of a cause.
Comprehension:
Cause and Effect
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Study Skill:
Using a Dictionary
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A thesaurus is a book of synonyms. Synonyms are words
that have similar meanings. When you don’t know the exact
meaning of a word, finding words with similar meanings in a
thesaurus can help you figure out the meaning of that word.
Sometimes a word has more than one meaning. A thesaurus
will provide synonyms for each meaning of the word.
Vocabulary Strategy:
Thesaurus: Synonyms
A. Read the thesaurus entry. Then answer the question below.
direction 1. leadership, guidance, control, management
2. guideline, instruction, rule, order, command 3. path, route,
course, track, way
1. How many different synonyms for direction does this thesaurus entry
provide?
B. Use the thesaurus entry to find a synonym for direction that
makes sense in each sentence. Write a synonym.
2. Our school is under the direction of our new principal, Mrs. Jackson.
3. Which direction do you want to take on our hike?
4. Did you read the directions before you started the activity?
5. Write two sentences using the synonyms path and track.
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A. Reading Strategy: Set a Purpose for Reading
As you read, think about your purpose for reading. You might set your
own purpose for reading, or your teacher might set a purpose for you.
Choose a text that you will read this week, and answer the questions.
What is the title?
What is the subject?
What do you already know or think about this subject?
What do you want to know about this subject?
What is your purpose for reading this text?
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title
Author
T his Text Is About
Reading Strategy/
Reading Log
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Phonics:
Long o
The long o sound can be spelled in different ways.
Here are several spelling patterns that stand for the long o
sound:
The letters oa stand for the long o sound. (coat)
The letters ow stand for the long o sound. (row)
When the letter o comes before the letters ld, the letter stands
for the long o sound.
A. Circle the letter or letters in each word that make the long o
sound. Write the letters on the line.
1. soak 9. know
2. snow 10. fl oat
3. blow 11. moat
4. coast 12. show
5. gold 13. boast
6. loaf 14. fl ow
7. scold 15. loan
8. roast 16. grow
B. Follow the directions above to review these words with the
long a sound.
17. gray 19. straight
18. play 20. delay
Wolf! • Grade 3/Unit 1
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
Wolf! • Grade 3/Unit 132
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Vocabulary
A. Write the correct word from the word box on each line.
passion splendid ached
bothering admire concentrate
1. The exciting games made the party the most ever!
2. I the paintings of a good artist.
3. The wolf’s paw after he stepped on a sharp rock.
4. A person who has a strong feeling has .
5. The buzzing bee kept me when I picked the fl owers.
6. I had to while I read a hard part of the story.
B. Use the words from the box to answer the questions.
7. Which word from the box has one syllable?
8. Write the words from the box that are two-syllable words.
9. Write the words from the box that are three-syllable words.
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Comprehension:
Compare
and Contrast
Read the following paragraph, and answer the questions below.
Sally and Mike are students in Mrs. Stine’s classroom. They both had
to act in the class play. Mike enjoys acting. Sally doesn’t like acting at all.
Mike has fun practicing his acting at home. Mike invited Sally to practice
with him. The practice helped Sally feel comfortable about acting. Now
Sally enjoys acting. When it was time for the class play, Sally felt good
about acting in the class play.
1. How does Mike feel about being in the class play?
2. How does Sally feel about being in the class play?
3. What does Mike do to help change the way Sally feels about acting?
When you compare characters, settings, or events, you tell how they
are alike.
When you contrast characters, settings, or events, you tell how
they are different. When you compare and contrast characters,
you can see how they treat each other. You can also see how their
relationships change.
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Comprehension:
Compare
and Contrast Chart
How does the information you wrote in the Compare and Contrast
Chart help you generate questions about Wolf!?
As you read Wolf!, fill in the Compare and Contrast Chart.
Alike Different
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Fluency:
Expression
As I read, I will pay attention to my expression.
“You haven’t eaten any lunch, Katie,” my grandmother
8 said. She was right. The pile of mashed potatoes was a
19 round ball. My broccoli pieces still looked like perfect
28 little trees. And I had eaten only a spoonful of bean chili.
40 The next day, Granny was leaving on a trip to Europe.
51 She was staying on a sheep farm in Ireland for a month.
63 Traveling the world was Granny’s passion, but I was
72 worried.
73 “With all those sheep, there might be wolves,” I told
83 her. “It could be dangerous.”
88 “You’ve been reading too many fairy tales,” Granny
96 said.
97 I had read plenty of fairy tales. But I had also read a lot
111 of nonfiction. 113
Comprehension Check1. Why is Katie worried? Plot
2. Are Katie and Granny’s feelings about the trip the same or different?
How? Compare and Contrast
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Read each passage, and explain what the author wants you to
think or do.
1. Texas is a great place to visit. It has everything from beaches to prairies
to mountains. Texas also has exciting cities. In Texas, you can go for a
hike or spend the day at a museum. There is fun for everyone in Texas.
Visit Texas if you get the chance!
2. It is very important to vote. When you vote, you help to choose leaders
and make decisions. If you don’t vote, you don’t get a say in decisions
that may affect you. So, vote whenever you get the chance.
Authors often write to inform or to entertain. Sometimes an
author writes to be persuasive. Persuasive text is meant to
encourage readers to believe or to do something. The author
will include reasons that explain why readers should believe or
do something.
Comprehension:
Persuasive Text
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Text Features
Animals in the Wild
Animals living in the wild know they must take care of themselves. Animals
know this because they were born with instinct (in´ • stingkt´) and don’t have
to learn how to do things. For example, wolves know to make their home in
a place called a den. They know that the den must be well hidden to keep the
young wolves safe.
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Vocabulary Strategy:
Multiple-Meaning
Words
load noun 1. a large amount of something that is carried: We put a load of
groceries in the car. 2. a lot of something: My cousin has a load of friends.
3. the amount of work that a person has to do: They hired another person to
help with the work load. 4. a problem or worry: Finding the lost wallet was
a load off her mind. 5. an amount of clothes that are washed together in a
washing machine: We did two loads of laundry.
verb 1. to put into a computer: Press Enter to load the program into the
computer.
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A. Reading Strategy: Set a Purpose for Reading
As you read, think about your purpose for reading. You might set your
own purpose for reading, or your teacher might set a purpose for you.
Choose a text that you will read this week, and complete the activity.
Look at the title. What do you think the text will be about?
Look at any pictures. What do they tell you about the subject?
Read the fi rst paragraph. Why do you think the author wrote the text?
Think about your answers to the fi rst three questions. What is your
purpose for reading this text?
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title
Author
This Text Is About
Reading Strategy/
Reading Log
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A. Find the two words in each sentence that have the long i
sound, and write them on the lines provided.
1. Why is the sky so blue?
2. The child got into a fi ght.
3. Dad went to buy a tie at the store.
4. I might ask the cook to fry the food.
5. Can you fi nd a bright red paint for the barn?
B. Write the word in each sentence that has the long i sound.
Underline the letter or letters that stand for the sound.
6. Did you know that pilot fi sh swim near blue sharks?
7. A bear once walked in front of my dad’s car.
8. We need to pry open this box.
9. The lights went out during the storm.
10. What is your favorite pie?
11. The pesky fl y almost ruined our picnic.
12. Sam eats only mild food.
Remember the following common spellings for the long i sound:
i, ie, y, and igh.
Phonics:
Long i
My Very Own Room • Grade 3/Unit 1
Decoding Strategy Chart
Step1
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Step3
Step4
Step5
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that you are decoding words correctly.
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Vocabulary
A. Fill in the blank with the word from the box that best
completes each sentence.
1. Rose’s family had planned their trip with great .
2. The family’s furniture was put into a room for on
the ship.
3. The ship sailed at the time it was supposed
to leave.
4. Rose used a sheet to her space from the rest of
her family.
5. She thought she was the person on the ship.
She had her own quiet space to write in her journal.
6. Rose unpacked at her new home. Some boxes had been squashed.
Nothing had been broken or during the move.
B. Write a sentence using one of the vocabulary words.
7.
determination ruined storage
exact separate luckiest
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You can use ideas in stories to make and confirm predictions.
When you make a prediction, you use details in a story to tell
what you think will happen next. As you continue reading, you
can confirm your prediction, or find out if you were right.
Read the title of each story to help you predict what will happen.
A Good Day to Play
1. What will the story be about?
Rain has fallen for days and days.
We’ve been bored in many ways.
The sun is finally out today.
We can’t wait to run out and play.
2. Was your prediction right?
The Tired Queen
1. What will the story be about?
The queen went to sleep late last night.
She stayed up ‘til almost dawn.
When she wakes up later this morning,
You’ll probably see her yawn.
2. Was your prediction right?
Comprehension:
Make and Confirm
Predictions
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As you read My Very Own Room, fill in the Predictions Chart.
Comprehension:
Predictions Chart
How does the information you wrote in this Predictions Chart help you
understand plot development in My Very Own Room?
What I Predict What Happens
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“What are your plans for today?” Mr. Sanchez asked his
son Carlo.
“I’m hiking with my nature club,” Carlo said, “from
the state park entrance to Turtle Lake. Jimmy’s father,
Mr. Gordon, is going with us.”
“It’s colder than yesterday,” his mother said. “Please
take your warmest jacket and your gloves.”
“Hold on,” Carlo’s father said. “I need to get your warm
blue jacket from the storage box in the attic. Then I’ll
drop you off.”
A short time later, Carlo met up with Mr. Gordon and
the other members of the club, Jimmy, Julie, and Tyrone.
Mr. Gordon packed them in his van and drove them to
the state park.
When they arrived he checked his compass. “The
old logging trail is somewhere directly west of here,”
he said.
Comprehension Check
Number of Errors
Words Correct Score
Fluency:
Phrasing
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Read each passage. Then tell what type of narrator is being used
and how you know.
1. I had hoped to be class president. I shook a lot of hands and made a lot of
promises. On election day, I asked all my classmates to vote for me. I was
so busy that I nearly forgot to vote for myself. I remembered just in time.
When the votes were counted, I had won by just one vote!
• What type of narrator appears in the passage? How do you know?
2. Maria wished that it would snow, but she knew that southern Texas was
too warm for snow, even in winter. Then one morning Maria woke up and
felt a chill in the air. She looked outside. White flakes were falling from
the sky. “Snow!” she cried. Her wish had come true.
• What type of narrator appears in the passage? How do you know?
In a story, a narrator tells what happens. A narrator who is a
character in the story is a first-person narrator. The reader
sees all events through that character’s eyes. The first-person
narrator uses the words I, me, mine, and my. A narrator who is
not a character in the story is a third-person narrator. This
narrator may also tell the story through a single character’s
eyes. Sometimes a third-person narrator knows and tells what
all the characters are thinking and doing. The third-person
narrator uses he or she, him or her, or they or them when telling
a story.
Comprehension:
Narrator
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210
Vincent van Gogh’s LifeVincent van Gogh was born
Early paintings Van Gogh’s earlypaintings were
Painters
Vincent van Goghpainted beautifulpictures.
An encyclopedia is a set of books filled with articles. The articles
are in alphabetical order and give information about many subjects.
On the top of each page a guide word tells the reader what will be
on that page. Some articles have headings and subheadings in
boldface type to summarize information and make it easy to find. Key
words are important words. Sometimes pictures have captions that
explain the pictures. Use text features to locate information and make
and confirm predictions.
Answer the following questions about the encyclopedia article above.
1. Read the heading. What do you think this article is about?
2. What is the guide word?
3. What is the heading?
4. What is a key word?
5. What is the caption?
6. Was your prediction about the article correct?
Text Feature: Guide
Words, Headings,
and Captions
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Vocabulary Strategy:
Suffixes -er, -est
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A. Reading Strategy: Set a Purpose for Reading
As you read, think about your purpose for reading. You might set your
own purpose for reading, or your teacher might set a purpose for you.
Choose a text that you will read this week, and complete the activity.
Study the chart. Then complete the sentences.
Genre Possible Purposes for Reading
Fiction/Drama/Poetry to have fun, to think about something in a new
way, to understand something about life or people
Informational Text to learn about a subject, to learn how to do
something
Persuasive Text to learn about a subject, to think about something
in a new way, to decide whether to do something
The genre that I will read is .
The subject of the text is .
My purpose for reading is to .
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title
Author
T his Text Is About
Reading Strategy/
Reading Log
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Phonics:
Long e
Boom Town • Grade 3/Unit 2
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word StudyName
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Vocabulary
wailed traders blossomed grumbled
A. Use a word from the box to answer each question. Then use
the word in a sentence.
1. What is another word for complained in a low voice?
2. What word might describe an idea that grew very quickly?
3. Who might be upset if they couldn’t sell their goods?
4. What did the coyote do when it lifted its head toward the moon?
B. Combine the smaller words below to make a compound word.
Use a dictionary to write the meaning of each new word.
5. lone + some =
6. side + walks =
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Comprehension:
Sequence
In a story, the events happen in a certain order or sequence of
events. Words such as before, after, then, and finally are clues to
help you know the order. Understanding the sequence of events
helps you summarize the main events in the story.
Read the passage below. Then answer the questions.
Jessica and her family moved to Texas. Jessica made a shirt for her brother.
Many people liked the shirt she sewed for her brother. Then Jessica had
an idea to start making more shirts so he could sell them. Jessica had
to convince her brother to help her with the shirts. Before she got her
brother’s help, she could not keep up with all the work. Finally, Jessica had
enough help to start a shirt business.
1. What happened after Jessica and her family moved to Texas?
2. People liked the shirt Jessica made for her brother. What happened next?
3. What happened before Jessica got her brother’s help?
4. What happened last?
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Comprehension:
Sequence Chart
As you read Boom Town, fill in the Sequence Chart.
How does the information you wrote in this Sequence Chart help you
understand the chronological order of events in Boom Town?
Sequence Chart
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Fluency:
Phrasing
As I read, I will pause at commas and stop at periods.
They came by horse and wagon. They came by flatboat
10 down rivers. They came with everything they owned. Most
19 made the trip west with their parents. Some came alone.
29 From the 1780s to the 1880s, thousands of children
36 moved to the frontier. They started a new life at the
47 western edge of settled land in the United States.
56 Families moved west for many reasons. Some wanted
64 their own land to start a new life. Others wanted to find
76 gold. Still others came for adventure.
82 In 1862, the Homestead Act made moving to the frontier
91 possible for these families. They paid the government $18
99 for 160 acres of land. To keep the land, the family had to
111 build a house on it. Then they had to live in it for at least
126 five years. 128
Comprehension Check1. Why did families move west? Main Idea and Details
2. What did families have to do to keep their land? Main Idea and Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Cause and Effect
A cause is what makes something happen. An effect is what
happens as a result of a cause. In a story, the plot’s main
events may cause other events.
Read the story, and complete the Cause and Effect chart. Some
boxes have been filled in for you.
When City Park became littered with trash, Jorge knew that he had to
do something. He and his friends couldn’t even play there anymore. During
their next tree-house meeting, Jorge announced his plan.
“We’re going to start a clean-the-park project,” Jorge said.
“What do you mean?” asked Daniel.
Krista stood and pumped both fists in the air. “He means that we’re
going to take back City Park!” she shouted.
The next Saturday, the three friends and their parents entered the park with
gloves and garbage bags. When the group’s neighbors saw what was happening,
they joined in the cleanup project. By the end of the day, the cleanup crew had
stuffed ten bags full of litter. The park was clean and beautiful.
People loved visiting the park after that. Sometimes, they even stopped
Jorge while he was playing there to thank him for his great idea.
Cause Effect
Jorge and his friends could not play at City Park.
Jorge, his friends, and their parents began to clean up City Park.
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Text Feature:
Calendar
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Vocabulary Strategy:
Compound Words
A compound word is made up of two shorter words. Sometimes
combining the meaning of the smaller words can help you figure
out the meaning of the compound word. Other times, you need to
look up the word in a dictionary to find the meaning.
Underline the compound word in each sentence. Then write its
definition. Use a dictionary to help you.
1. Anna and her family traveled by stagecoach to Texas.
2. Anna spent her daytime hours sewing clothing.
3. Anna would use a landmark so she would not get lost while walking to
the store.
4. The blacksmith in town traded some tools for a new shirt.
5. One day a cowboy rode into town and asked Anna to sew him a new
shirt.
g
y
y
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A. Reading Strategy: Ask Questions
Ask questions to understand stories you read. Look in the story for facts
and details to answer the question. Use them as evidence to support
your answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these questions are right there in the
story.
Why? How? The answers to these questions aren’t in the story. You
use facts and details to fi gure out the answer
What was the story’s theme?
Did the author do a good job?
You look at story details and make a decision about
how answer this question.
Write three kinds of questions about the story. Use facts and details from
the story to answer them. Write your answers on another paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title
Author
T his Text Is About
Reading Strategy/
Reading Log
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Phonics:
Silent Letters
Home-Grown Butterflies Grade 3/Unit 2
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Vocabulary
Read each clue. Then fill in the crossword puzzle with the
correct word from the box.
disappear protect harming
supply capture enclosure
Across
1. causing injury
4. to catch or get hold of
5. to go away completely
Down
2. to keep from harm
3. a structure that keeps things
closed in
6. an amount available for use
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Comprehension:
Draw Conclusions
A conclusion is an answer based on information.
You can draw conclusions based on relevant details in a story
or a passage. Then support your conclusion with details from
the text.
Draw your conclusions about the story below by answering each
question.
At a recent neighborhood meeting, people talked about planting a
vegetable garden. There was a vacant lot nearby, but it was filled with
garbage. Ivan raised his hand and said, “I have a great idea, but it will take
a lot of work.” That was it! The next Saturday, we all got to work.
Ivan took charge. He asked people what they wanted to do. Then he
helped them get started. Some people cleared garbage from the vacant
lot. Other people loaded garbage bags onto a truck. Everyone worked hard.
We were all tired at the end of the day, but the lot looked great. Now we
were ready for the next step.
1. What do you think was Ivan’s “great idea”? How do you know?
2. How does the community feel about planting a garden? What details
helped you draw this conclusion?
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Comprehension:
Conclusion Map
Detail
Detail
Detail
Conclusion
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Fluency:
Rate
As I read, I will pay attention to rate.
Purple loosestrife has been around a long time. It is a
11 native plant in Europe and Asia. The plant did not become
22 a pest in those places. It didn’t grow out of control as it has
36 here. In fact, some people thought it was a helpful herb.
47 They used it as a medicine. How did it get from there to
60 here?
61 Purple loosestrife came to North America in the 1800s,
69 but no one is sure how it traveled. Could seeds have been
81 carried across the sea in ships?
87 Many people believe a supply of seeds arrived in the
97 baggage of new immigrants. They planted the seeds in
106 their new gardens. The purple flowers may have reminded
115 them of home.
118 Purple loosestrife did not grow out of control in Europe
128 and Asia. It did not kill its plant neighbors. Why? The
139 answer is simple. Purple loosestrife had natural enemies
147 in its homeland. 150
Comprehension Check1. How was purple loosestrife controlled in Asia and Europe? Problem and
Solution
2. What might be a good way to control loosestrife in America? Problem
and Solution
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Draw Conclusions
A conclusion is what you understand after you have thought
about an idea. You can draw conclusions about what you read.
Use clues from the text as evidence, or support, when you draw
a conclusion.
Read the passage. Then draw conclusions by answering the
questions.
Honeybees are the only insects that make a food that we eat. The food
that they make is honey. People use honey to make things taste sweet. A
honeybee makes honey by collecting pollen from a flower. The honeybee
also pollinates the flower. This means that the flower can grow a seed or a
fruit. Apples, melons, and cherries all need honeybees to help them grow.
If there were no honeybees, we wouldn’t have honey. We also wouldn’t
have many of the fruits that we like to eat.
1. Given the information in this passage, do you think that honeybees are
important? Why or why not?
2. What are two sentences in the passage that support your conclusion?
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Literary Element:
Personification and
Assonance
Personification and assonance are literary devices that poets
use to create pleasing images and sounds. Personification
gives human characteristics to animals or things. It helps you
picture the animal or thing. Assonance is the repetition of the
same or similar vowel sounds in a series of words grouped
closely together. Assonance appeals to the senses.
Read the poem. Then answer the questions.
One day a girl went walking
And stepped into a store;
She bought a pound of sausages
Then set them on the floor.
The girl began to whistle
A merry little tune;
Soon the sausages jumped up
And danced around the room.
1. What three words create assonance in the fi rst stanza?
2. What two words create assonance in the second stanza?
3. What lines in the poem show personifi cation?
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Vocabulary Strategy:
Context Clues
Some words have more than one meaning. To figure out
the correct meaning in a sentence, look for context clues. The
correct meaning depends on the way the word is used in the
sentence.
Look at the word duck in each sentence. Underline the context
clues that help you find its meaning. Write the meaning on the line.
duck (duk) Noun 1. A water bird that has a broad, flat bill and webbed
feet that help it to swim. There are both wild and tame ducks. Tame
ducks are often raised for food.
Verb 1. to lower the head or bend down quickly: The batter ducked
to keep from being hit by the ball. 2. to avoid; evade: I ducked the
embarrassing question by bringing up another subject.
1. We can hide from my brother if you duck under the table as soon as
you see him.
Duck means
2. The duck used his webbed feet to swim across the lake.
Duck means
3. Did you duck when all the butterfl ies fl ew over your head?
Duck means
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A. Reading Strategy: Ask Questions
Ask questions to understand texts you read. Look in the text for facts and
details to answer the question. Use them as evidence to support your
answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these questions are right there in
the text.
Why? How? The answers to these questions aren’t in the text. You
use text facts and details to fi gure out the answer
What was the author’s purpose?
Did the author do a good job?
You look at text details and make a decision about
how answer this question.
Write three kinds of questions about the text. Find and use facts and
details from the text to answer them. Write your answers on another paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
G enre
Title
Author
T his Text Is About
Reading Strategy/
Reading Log
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Read each word. Underline the three-letter blend in each word.
Then use the word in a sentence.
1. strong
2. three
3. scrape
4. sprout
5. throne
When three consonants with different sounds come together in
a word, they form a three-letter blend. They often appear at the
beginning of a word. Blending the individual sounds will help
you read the word.
Say each of these words: stream, scrap, spread, throw.
Phonics:
Three-Letter Blends
p
Go West! • Grade 3/Unit 2
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
Go West! • Grade 3/Unit 272
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culture communities immigrants established traditional
1. In Texas, there are many different types of neighborhoods.
2. Newcomers moved to Texas from around the world.
3. They started new businesses and learned new skills.
4. To keep from feeling homesick, the newcomers tried to do things in their
usual ways.
5. They brought their beliefs and traditions with them.
A. Write a vocabulary word from the box that means almost the
same as the underlined word or words in each sentence. Then
use the clues in the sentence to write the definition of the
vocabulary word. Check your definitions with a dictionary.
Vocabulary
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Comprehension:
Main Idea and Details
The main idea of a paragraph or section is what it is mostly
about. Details give more information about the main idea. To
figure out the main idea, look at the main details. Decide what
they have in common.
Read the passage. Then answer the questions below. Then find
the sentence that states the main idea.
Texas, like other states, has many cities that are made up of many
different communities. Each community is special in its own way.
Communities are different from one another because of the people
who live in them. In many communities, people have come from other
countries. They practice their culture and do things in their traditional
ways. Often, people move to a community for its schools.
1. What two important details have something in common?
2. Which detail doesn’t tell about the main idea?
3. What is the main idea?
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Comprehension:
Main Idea and Details
Chart
As you read Go West!, fill in the Main Idea and Details Chart.
How does the information you wrote on the Main Idea and Details Chart
help you summarize Go West! ?
Detail
Detail
Detail
Main Idea
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As I read, I will pay attention to my pronunciation and phrasing.
There are many predictions about the future of
8 computers. Most people agree that progress will be made
17 in the way computers look and in the way people will use
29 them.
30 Some experts think that handheld computers will take
38 the place of books. Others think we’ll have computers we
48 can wear. Some may hook onto your eyeglasses. This would
58 help pilots. They will be able to look at the sky and see
71 their gauges at the same time. Computers sewn in jackets
81 will let people keep track of their heart rate.
90 Computer screens that show 3-D images are predicted,
98 too. This will make game-playing far more exciting. 106
Comprehension Check1. What is the main idea of this selection? Main Idea and Details
2. How do you think computers will help in the future? Draw Conclusions
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Pronunciation and
Phrasing
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Comprehension:
Draw Conclusions
A conclusion is what you understand after you have thought about
an idea. You can draw conclusions about what you read. Use clues
from the text as evidence, or support, when you draw a conclusion.
Read the passage, and complete the chart. Write three clues
from the text and the conclusion that you draw from those clues.
One interesting fact about Texas concerns its land. In south Texas and
in the panhandle, there are plains. Plains are flat land usually covered
with grass. Prairies are also covered with grass, but they can have hills,
too. Prairies are found in north and central Texas. Texas Hill Country,
in the middle of the state, has hills and plateaus. A plateau is a high, flat
landform. East Texas is home to a thick forest of pine trees. The Gulf
Coast is an area of beaches and wetlands along the Gulf of Mexico.
Clue
Clue
Clue
Conclusion
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There are parts at the beginning and end of a book that can help
you find information you need quickly. The different parts of a
book include
title title page table of contents
preface chapter titles headings
subheadings index glossary
Answer each question below by writing the name of the book part
or parts.
1. Where would you look to fi nd out the pages that have information on a
specifi c topic?
2. Which parts of a book are usually printed in bold or colored type?
3. Where might you fi nd a short introduction to the book?
4. Where can you fi nd the meaning of a diffi cult word?
5. Which part of a book lists the chapter titles, other book parts, and page
numbers?
6. Which part of a book contains the title, the author’s name, and the
illustrator’s name?
Study Skill:
Parts of a Book
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Vocabulary Strategy:
Antonyms
Antonyms are words with opposite meanings. Sometimes,
knowing the opposite of an unknown word can help you figure
out the meaning of the new word. You can find antonyms
listed in a thesaurus. Sometimes the abbreviation ant is
written before antonyms. Sometimes antonyms are printed in
a different kind of type.
A. Read the thesaurus entry for the word ancient. Then answer
the questions below.
Thesaurus
ancient 1. very old, elderly 2. from early times 3. old-fashioned
ant: young, modern, new
1. What is an antonym for young?
2. What antonyms for ancient are listed in the thesaurus?
B. Choose an antonym to complete each sentence.
enormous happy modern
3. The ant is small but its bravery is .
4. Today I’m sad but yesterday I was .
5. The building was ancient, but the furniture was .
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Reading Strategy/
Reading Log
A. Reading Strategy: Ask Questions
Ask questions to understand texts you read. Look in the text for facts and
details to answer the question. Use them as evidence to support your
answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these questions are right there in
the text.
Why? How? The answers to these questions aren’t in the text. You
use text facts and details to fi gure out the answer
What was the author’s purpose?
Did the author do a good job?
You look at text details and make a decision about
how answer this question.
Write three kinds of questions about the text. Find and use facts and
details from the text to answer them. Write your answers on another paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
G enre
Title
Author
T his Text Is About
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Phonics:
Digraphs
Here’s My Dollar • Grade 3/Unit 2
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Vocabulary
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Comprehension:
State Author’s
Purpose
Authors write for three main reasons: to entertain, to inform, or
to persuade. To identify an author’s stated purpose, find the
important details. Decide what the details have in common.
Then find the sentence that states the author’s purpose.
Read the following passages. Look at the details. Find what
they have in common. Then write the sentence that states the
author’s purpose.
1. Animals do not eat the same food as humans, so some zoos sell food
that you can feed to the animals. This food is part of their diet and is
healthy for them. All animals need a proper diet to thrive.
The sentence that states the author’s purpose:
2. Keep our zoos and nature parks clean. Use the trash cans that are
placed throughout the parks. Animals can cut themselves on soda cans.
Their necks can get caught in plastic rings. They can swallow objects
that make them choke. We need everyone’s help. We all lose if we don’t
protect our animals.
The sentence that states the author’s purpose:
3. My class wanted to help out the community. We planted a vegetable
garden in an empty lot near our school. We grew tomatoes, beans, and
squash. We gave all the vegetables to a local food bank.
The sentence that states the author’s purpose:
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Details
As you read Here’s My Dollar, fill in the Author’s Purpose Chart.
How does the information you wrote in this Author’s Purpose Chart help you
monitor comprehension in Here’s My Dollar?
Author’s Purpose
Comprehension:
Author’s Purpose
Chart
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Fluency:
Rate
As I read, I will pay attention to rate.
All playgrounds should be safe. But some of them are
10 not. Sometimes playground equipment breaks down. And
17 a broken piece of equipment can be dangerous. Sometimes
26 there are holes in the ground where children can trip and
37 fall. Kids, and even grownups, don’t always recognize these
46 dangers.
47 One nine-year-old girl did spot dangers on a playground,
56 and she decided to take action. She came up with a
67 wonderful plan for making the playground safe. She’s
75 Devan Hickey, a fun-loving girl who lives in Bryan, Ohio.
85 First Devan got all her facts together. Then she reported
95 her plan to a group of people in her community who could
107 help her. She also asked family and friends to help out. She
119 didn’t give up until the playground was safe. Read her
129 story. 130
Comprehension Check1. How do playgrounds become unsafe? Main Idea and Details
2. What steps did Devan follow to make a playground safer? Chronological
Order
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Persuasive Language
Authors write to inform, to entertain, or to persuade. When you
read persuasive writing, determine what the author wishes to
persuade you to think or to do. In persuasive writing, authors
use persuasive language to influence readers to agree with
their point of view.
Read the passages below. Then answer the questions.
1. It’s time for all students at Greenview Elementary to keep our school clean.
Too many kids throw trash on the floor. Last week, I saw a kid drop his
notebook. Papers blew all over the play area. No one bothered to pick up
those papers. It’s the same with the cafeteria. Too often, food wrappers
litter the floor.
It’s up to all of us to pick up trash when we see it. It’s our school, and
we have a part to play in keeping it clean.
• What does the author want readers to think or do?
2. School uniforms are a good idea, and should be required here at Horace
Mann Elementary. Students would take less time getting ready in the
morning. That means that more students would arrive on time. Students
wouldn’t be pressured to wear the “right” clothes. Parents would like school
uniforms for the cost savings. It’s time to make a school rule about uniforms.
• What does the author want readers to think or do?
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Literary Element:
Rhyme Scheme and
Repetition
A rhyme scheme is the pattern of rhymes in a poem. In many
poems there is repetition, or repeated words or phrases. A
repeated line or lines in a poem is called a refrain.
Read the poem. Underline the rhyming words and circle the refrain.
Draw a square around words or phrases that show repetition.
Harbor
Down at the harbor
I did see,
A little gray mouse
as frisky as can be.
He scampered aboard a tugboat
and pulled a ship to sea.
He skittered aboard a motorboat
and helped the skiers ski.
He scuttled onto a fishing boat
and set the dolphins free.
Down at the harbor
I did see,
A little gray mouse
As frisky as can be.
The rhyme scheme of this poem is formed by rhyming the words in which
lines?
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Vocabulary Strategy:
Context Clues:
Examples
When you are reading, you will sometimes come across an
unknown word. You can often figure out its meaning by looking
at context clues, the words and phrases around it. Some
context clues will contain examples of the unfamiliar word.
Examples are one kind of context clue. These are words or
phrases that are examples of the unknown word. Robins and
parrots are examples of birds.
Circle the example clues that help you understand each
underlined word. Then write a possible definition for the
underlined word.
1. The group was made up of people of all occupations, including lawyers,
physical therapists, and hairdressers.
Meaning:
2. My best friend has two siblings, but I have four: two brothers and two
sisters.
Meaning:
3. From our window we could see many structures such as bridges,
skyscrapers, and docks.
Meaning:
4. Every cello, clarinet, trombone, and violin in the orchestra sounded
beautiful during the show.
Meaning:
lawyers,g p
s,
brothers
p p
hairdressers.
bridges,
, docks.
cello, clarinet, trombone, violin
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A. Reading Strategy: Ask Questions
Asking questions can help you understand what you read. Some
questions help you think about what a text or story means. Choose a text
or story that you are reading this week, and complete the chart.
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Ge nre
Title
Author
Th is Text Is About
Reading Strategy/
Reading Log
Record an event or idea from the text or story.
Write a question about its meaning.
Answer the question.
Support your answer with text facts and details.
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Contractions are made when two words are put together in
a shortened form. One or more letters are taken out to form
a contraction. An apostrophe is used to take the place of the
missing letter or letters.
A. Write the contraction from the box for each pair of words.
1. do not 2. she is
3. we will 4. have not
5. we are 6. could not
B. Underline the contraction in each sentence. Then write the
two words that make up the contraction.
7. We’d like you to visit our grandparents with us.
8. They’re building a new house in the country.
9. Since it isn’t ready yet, they sleep in the old cabin.
10. They haven’t hooked up electricity in the cabin.
Phonics:
Contractions with
Pronouns and Verbs
haven’t don’t we’ll we’re couldn’t she’s
y
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Phonics:
Contractions with
Pronouns and Verbs
Look, William!
waving to us from across the street.
wait to cross until the sign changes to “walk.”
That way, we cause an accident.
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Phonics:
Contractions with
Pronouns and Verbs
My parents come to my soccer game tomorrow.
going to my sister’s play. be
really upset if they go.
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Phonics:
Contractions with
Pronouns and Verbs
A contraction is made when two words are put together to
make a shorter word. One or more letters are taken out. Then
an apostrophe takes the place of the missing letters.
A. Identify the contraction in each sentence. Write the two words
that can be made from the underlined words.
1. Sheri won’t be going to dance class today.
2. I’m so happy that you came to our party!
3. We’re going to basketball practice.
4. He’d rather play outside than watch television.
5. You shouldn’t eat too many sweets.
B. Identify and underline the contraction in each sentence. Circle
the word pair that makes the contraction.
6. Let’s go for a bike ride after school.
Let is Let us
7. We should’ve remembered to lock the door.
should have should not
8. Haven’t we been waiting a long time?
has not have not
9. I’d like to see the play with you.
I will I would
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Phonics:
Contractions with
Pronouns and Verbs
A contraction is made when two words are put together to
make a shorter word. One or more letters are taken out. Then
an apostrophe takes the place of the missing letters.
A. Circle the letter or letters in each word pair that are taken
away when you make a contraction. Then write the correct
contraction on the line.
1. he is 2. are not
3. that is 4. it will
5. I will 6. who is
B. Use the contractions in each box to complete each passage.
Don’t forget to capitalize a contraction when it begins a
sentence.
“ my birthday next week, and
having a party,” said Julia to Henry. “Do you think
like to come?”
“ love to come,” said Henry.
I wait to buy my new bike.
saved money all year to buy it. have enough money
saved in one more week. be so much fun riding it!
you’d it’s I’d I’m
I’ve can’t it’ll I’ll
A Castle on Viola StreetGrade 3/Unit 2
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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1. New are usually quieter than older washers and
dishwashers.
2. The pipe dripped all over the bathroom fl oor.
3. My cousins are the new of the house across
the street.
4. It will take a year of to complete the new buildings.
5. We needed large to fi nish building the house.
6. It was a very big , and we all worked hard on it.
B. Choose four vocabulary words. Write a sentence for each word.
7.
8.
9.
10.
A. Fill in the blank with the word from the box that best
completes each sentence.
leaky owners equipment
project construction appliances
Vocabulary
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Read the passage. Answer the questions that follow.
Carrie was invited to a costume party, but she did not have a costume.
She called her Aunt Harriet. She told Carrie to come right over. Aunt
Harriet had dozens of costumes. In fact, she had a huge collection because
she saved every costume she had ever worn to a party. She still had
costumes that she had worn in high school! Aunt Harriet was sure Carrie
would find something to wear. She was right!
1. What are the important details in this passage?
2. Put a check next to the theme of the passage.
Aunt Harriet enjoys hearing from Carrie.
Never throw anything away; it may be worth a lot of money.
Being resourceful pays off.
3. Was the theme stated or unstated?
A theme in a story is the author’s message. The theme is not
always stated. Readers can identify the theme by recording
important details and then figuring out what message they send.
Comprehension:
Theme
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Detail
Detail
Detail
Theme
Comprehension:
Theme Map
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As I read, I will pay attention to phrasing and punctuation.
Aunt Claire was the owner of a store called The Junque
11 Shoppe. That was a fancy way of saying that she sold junk.
23 Some of the things in the store were antiques, but others
34 were just old.
37 Aunt Claire did give good presents, though.
44 This time she had a pretty box filled with old beads for
56 Susan. For four-year-old Emma she had a stuffed alligator.
65 The minute Emma saw the alligator she forgot all about
75 saying goodbye to her mom and dad. “Fluffy can sit on my
87 bed,” she announced.
90 “Fluffy isn’t a good name for an alligator,” Susan said.
100 “Don’t upset your sister,” her mom warned.
107 Susan rolled her eyes. She was just trying to be helpful.
118 Mom and dad finally said their goodbyes and left. After
128 dinner, Emma sat down to watch a video about dinosaurs.
138 Susan looked at her beads. 143
Comprehension Check1. How does Emma feel about her stuffed alligator? Plot
2. Why does Susan think the name Fluffy is not a good name for an
alligator? Plot
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Phrasing
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1. What do you predict that this passage will be about?
Now read the passage, and answer the questions that follow.
On the Move: The Lives of Hunter-Gatherers
Thousands of years ago, hunter-gatherers lived in the area that is now
southwest Texas. Hunter-gatherers are people who get food by hunting
animals and gathering plant parts. These hunter-gatherers had to move
from place to place to find new animals to hunt and new plants to eat.
2. Who are hunter-gatherers? What text feature helped you locate the
answer?
3. Was your prediction correct? Support your answer with ideas from the
passage.
When you make a prediction, you use a text’s title, pictures,
key words, and other text clues to make a guess about the text.
As you continue reading, you can confirm your prediction, or
find out whether you were right.
Comprehension:
Make and Confirm
Predictions
Read the title of the passage, and answer the question.
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Text Feature:
Features in a Textbook
Foods Around the World
Some foods have different names in different countries. Think about
your favorite foods at home. You may be surprised to learn what they are
called in other countries.
Confusing Food Names A biscuit in England is not the same as a biscuit in America. A biscuit
in England is called a cookie in the United States. In England a pie is called
flan, french fries are called chips, and potato chips are called crisps.
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Vocabulary Strategy:
Paragraph Clues
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A. Reading Strategy: Ask Questions
Ask questions to understand stories you read. Look in the story for facts
and details to answer the question. Use them as evidence to support
your answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these questions are right there in
the story.
Why? How? The answers to these questions aren’t in the story.
You use facts and details to fi gure out the answer
What was the story’s theme?
Did the author do a good job?
You look at story details and make a decision about
how answer this question.
Write three kinds of questions about the story. Use facts and details from
the story to answer them. Write your answers on another paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
G enre
Title
Author
T his Text Is About
Reading Strategy/
Reading Log
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Phonics:
r-Controlled Vowels
er, ir, ur
When a vowel is followed by r, the r changes the vowel’s sound.
When the vowels e, i, and u are followed by r, the sound is
usually /ûr/ as in shirt.
Underline the word in each sentence that follows the r-controlled
vowel spellings. Then circle the letters of the word that make the /ûr/
sound.
1. When my room is dirty, my mom makes me clean it before I can play
outside.
2. I am usually the fi rst to wake up in the morning. I like to read before the
house gets too noisy.
3. Sarah can always fi nd my wallet in my purse when she needs the keys.
4. My dad likes to burn wood when it gets cold outside.
5. In science class, we found out how to sneeze without spreading germs.
6. The letter a is a vowel.
7. What was the girl doing with the box of crayons?
8. We are not supposed to use the red marker.
dirt
fi rs
urs
urn
ermg
ter
girl
rke
Author: A True Story • Grade 3/Unit 3
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
Author: A True Story • Grade 3/Unit 3106
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1. A snow shovel is the most tool for clearing snow
off a sidewalk.
2. The ballet dancer moved gracefully across
the stage.
3. The writer was thrilled when he received a letter of
for his poem.
4. Breakfast is my favorite meal.
5. We were careful to use manners at the table.
6. Our grew as we waited for the author’s plane
to land.
B. Write the definitions for the following vocabulary words.
7. acceptance
8. talented
9. excitement
10. proper
A. Use the vocabulary words to complete each sentence below.
proper talented useful single excitement acceptance
Vocabulary
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Comprehension:
Author’s Purpose
Read each passage. Underline the important details. Write the
sentence that states the author’s purpose. Then choose whether
the purpose is to inform, persuade, or entertain.
Writing is my favorite thing to do when I get home from school. You
should definitely try it. After school, go home and just write about your
thoughts for the day. Who knows, maybe your thoughts will turn into a story!
1. Stated purpose:
2. The author’s purpose is to:
a. persuade b. entertain c. inform
Getting a book published is a long process. You have to write your story
and then send it to a publisher. The publisher will decide if they like the
story you wrote and then will publish it. Sometimes publishers do not like
the story and you have to start the process over again.
3. Stated purpose:
4. The author’s purpose is to:
a. persuade b. entertain c. inform
The funniest thing happened to me. A cat in a tiny airplane flew over
my head. I chased the plane and it landed in someone’s backyard. Then I
noticed that a boy with a remote was flying the plane. The cat was not real!
5. Stated purpose:
6. The author’s purpose is to:
a. persuade b. entertain c. inform
Authors write to entertain, or tell a good story, to inform, or give
facts, or to persuade, or convince. To find the author’s stated
purpose, look at the details. Find what they have in common.
Then look for the sentence that states the author’s purpose.
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Comprehension:
Author’s Purpose
Chart
Details
Author’s Purpose
As you read Author: A True Story, fill in the Author’s Purpose Chart.
How does the information you wrote in the Author’s Purpose Chart help you
generate questions about Author: A True Story?
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Fluency:
Phrasing
As I read, I will pay attention to phrasing.
Elwyn Brooks White was born on July 11, 1899. He
10 was the baby in his family. He had three sisters and two
22 brothers. His brother Stanley taught him to read before
31 he even started school.
35 All six White children learned music. After dinner, the
44 Whites played music together.
48 They also did their homework. Mr. and Mrs. White had
58 been too poor to stay in school. But they wanted their
69 children to get a good education.
75 The Whites lived in Mount Vernon, a city near New
85 York City. Mount Vernon was more like a rural town in
96 those days. A boy could still find many wild animals.
106 White always had a dog and lots of other pets. 116
Comprehension Check1. What kind of family were the Whites? Make Inferences
2. How did Mr. and Mrs. White feel about school? Make Inferences
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Biography and
Autobiography
Biographies and autobiographies are texts that tell about
someone’s life. A biography is written by someone other than
the subject. It is written from the third-person point of view. An
autobiography is written by the subject. It is written from the
first-person point of view.
Read each passage. Then answer the questions.
1. My name is Pete. I like to cook. One day, I wanted to make a treat
for my classmates. I made little sandwiches in the shape of our school
mascot—a bear. My mom helped me use a bear-shaped cookie cutter to cut
the sandwiches. Everyone was excited when they saw sandwiches shaped
like the Brown School Bears!
• From what point of view is this passage written?
• Is this passage a biography or an autobiography? How do you know?
2. George Washington Carver is an important person in the history of
U.S. agriculture. While he was working at a school in Alabama, Carver
studied ways that farmers could grow better crops. He did experiments to
find out how to make soil healthier. He also invented new products that
could be made from plants grown on farms.
• From what point of view is this passage written?
• Is this passage a biography or an autobiography? How do you know?
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Literary Element:
Onomatopoeia,
Rhythm
A. Use the examples of onomatopoeia in the box to describe
each phrase below. Some words will not be used at all.
1. something breaks as it falls to the fl oor
2. something explodes
3. a swarm of bees
4. tires stopping quickly
B. Write a couplet, a poem with two lines. Use at least one
example of onomatopoeia in your poem. Read your poem
aloud and listen for the rhythm. Then underline the stressed
syllables in each line.
Onomatopoeia is the use of a word that is spelled to mimic
the sound it describes. For example, the words honk and
beep describe the sounds of a horn; splash is the sound water
makes.
Rhythm is the sound pattern of a poem. Some syllables
are stressed, or said with more strength. The stressed and
unstressed syllables give the poem its rhythm. The stressed
syllables are in dark print in the examples below.
Example: Roses are red. Violets are blue.
screech crash squeak buzz sizzle boom
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Vocabulary Strategy:
Context Clues:
Word Clues
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A. Reading Strategy: Monitor and Adjust Comprehension
Make sure that you understand what you are reading. If you don’t
understand, ask questions, look for clues, or reread part of the text aloud.
Choose a text that you are reading this week. Complete the chart for a
diffi cult part of that text.
What I Read
What I Don’t Understand
What I Did to Correct My Understanding
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase the main idea or meaning of the text.
Keep the details or events in the correct order. You may use the log to
talk to others about what you read.
Genre
Title Author
This Text Is About
Reading Strategy/
Reading Log
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Phonics:
r-Controlled Vowels
ar, or
Dear Juno • Grade 3/Unit 3
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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The Move
I couldn’t believe it when my father we would
be moving to Oregon. My best friend Jacob was even more upset. We
promised to stay in touch, but we knew it wouldn’t be the same as seeing
each other face to face.
A month later, as our plane from New York
to our new home, the of my little brother’s pretzel
bag woke me. I looked out at the night sky and came
up with a great idea. If Jacob can’t see me face to face, I’ll just have to
send him a photograph. “Perfect,” I thought as I held out my arms in front
of me to snap my own picture. The next day I sent it to him.
One week later I that the mail carrier had
delivered an envelope from Jacob to me! Inside was his picture and a letter.
If we can’t see each other face to face, at least we can see each other face
to picture.
crackle announced soared
starry noticed
Read the story. Fill in the blanks with the correct vocabulary words.
Vocabulary
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The characters are the people and animals in a story. Story
details show how characters feel about each other and how they
change. The setting is where and when the story takes place.
The plot is the important events in the beginning, middle, and
end of the story.
Read the story and answer the questions below.
Jake was new to our school. Everyone thought he was mean because he
didn’t want to play or talk to anyone. When kids went up to him, he just
turned his head the other way.
One day, I was playing with my ball and it got stuck on a tree branch.
No one wanted to help me get it down. Jake actually climbed the tree and
got the ball for me. I gave him a big hug. Now we are good friends. We
play ball together everyday.
1. Why did the narrator think Jake was mean?
2. What did Jake do in the story to make the narrator change her mind?
3. How do Jake and the narrator feel about each other now?
Comprehension:
Character, Setting,
Plot
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As you read Dear Juno, fill in the Character Web.
How does the information you wrote in this Character Web help you
analyze story structure in Dear Juno?
Comprehension:
Character Web
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A week earlier, Mr. Wilson had announced that his class
was going to become pen pals with a classroom of students
in Africa.
Mr. Wilson rolled up the map. He picked up a piece of
chalk. “Please raise your hand if you know what you’d like
to say in the letter.”
He wrote a greeting at the top of the chalkboard.
Dear students of Mr. Addo’s class,
Danny’s hand shot up. “We’re very excited to be your
pen pals,” he said.
Mr. Wilson wrote those words under the greeting.
Then Sonya raised her hand. “It’s autumn here in Iowa.
What is the weather like now in Ghana?”
Comprehension Check
Number of Errors
Words Correct Score
Fluency:
Expression and
Intonation
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Comprehension: Use
Graphic Features
Team Sports
A team sport is a sport that a group of people must do together.
Playing a team sport can help you stay healthy.
Staying Healthy
Exercise helps you improve your physical fitness. Physical fitness is the
body’s ability to do everything that it needs to do. When you play a team
sport, exercise becomes a habit. Of course, you exercise every time your team
plays a game. You also exercise when your team practices.
Basketball is a team sport.
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Use the time line to answer the questions below.
Number of Households
with Cable Television
1. How many households had cable television in 1990?
2. In which year did 66 million households have cable television?
3. How many households had cable television in 1993?
4. How many more households had cable television in 1997 than in 1990?
5. Between what years did the number of households with cable television
increase by 14 million?
A time line shows when important events took place.
To read a time line:
• Look at the time line to see what it is about.
• Read the time line from left to right.
• Read each event given.
• Look at the date for each event.
Text Feature:
Time Line
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Vocabulary Strategy:
Context Clues:
Sentence Clues
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A. Reading Strategy: Monitor and Adjust Comprehension
Make sure that you understand what you are reading. Picturing
characters or scenes in your mind as you read will help you. Choose a
text that you are reading this week, and complete the chart.
Details That DescribePicture That I Form in
My Mind
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase the main idea or meaning of the text.
Keep the details or events in the correct order. You may use the log to
talk to others about what you read.
Genre
Title Author
This Text Is About
Reading Strategy/
Reading Log
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Phonics/Word Study:
Prefixes re-, un-, pre-, mis-, dis-
Messaging Mania • Grade 3/Unit 3
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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A. Read the story. Then fill in each blank with the correct
vocabulary word from the box. Circle the context clues that
help you figure out the meaning of the vocabulary words.
record focus estimate
I have been reading an online almanac. Scientists think that
our area will be hit with a big snowstorm next winter. They
that we will receive about 36 inches of
snow. That’s three feet of snow! I wonder if the snowstorm will set a
for the most snow in one storm. I told my
mom about what the scientists are thinking. She said that I should
on my homework that’s due tomorrow. She wants
me to pay attention to my school work and ignore the storms that might
happen a long time from now!
B. Use clues in the story to write the definitions of the
vocabulary words. Check your definitions with a dictionary.
1. record
2. focus
3. estimate
Vocabulary
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Comprehension:
Cause and Effect
The town had a big storm. A tree fell because the rain was heavy and
the wind was strong. People couldn’t use their telephones since the tree fell
on a major telephone pole. As a result of the storm, people had to drive to
the next town to make calls.
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Comprehension:
Cause and Effect
Chart
As you read Messaging Mania, fill in the Cause and Effect Chart.
How does the information you wrote in this Cause and Effect Chart
help you better understand Messaging Mania?
Cause Effect
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When something breaks on the space station, what does
the crew do? They fix it. To repair the outside of the space
station, they must take a spacewalk.
The temperature in space can be very hot or very cold.
Astronauts wear spacesuits for protection. Their suits also
provide air, since there is no oxygen in space.
What happens if gravity pulls astronauts away during a
spacewalk? They use a jet-pack “life jacket” to easily fly
back to the station.
Each year, new tools make the job of fixing the space
station a bit easier. A new kind of radio lets up to five
people talk at one time. Heaters help keep fingers warm.
New lights on the space helmets shine on dim and dark
work areas.
Comprehension Check
Number of Errors
Words Correct Score
Fluency:
Pronunciation
and Phrasing
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Comprehension:
Media Literacy
There are many ways to send and receive information on the
Internet. You can send e-mail to your friends or family. You can
also learn information by going to a news Web site.
Read the passages below. Then answer the questions.
Greendale On Tuesday night,
city leaders agreed to build a bridge
over Longman Stream. The city of
Greendale bought land on both sides
of the stream last year. That land will
become a new park. It will be named
Sanchez Park after Greendale’s
founder, Hector Sanchez.
The bridge will join the two areas
of the park. Walking and biking trails
will be on the east side of the stream.
A soccer field, swings, and picnic
tables will be on the west side. The
city will plant trees along the stream.
From: [email protected]
Subject: Come to my party!
Hey Aaron! I hope that you can
come to my birthday party this
Saturday the 29th at Sanchez
Park. It will be a blast!
We will play soccer first and
then go to my house for cake.
Hope you can come!
Jayson
1. How are the e-mail and the online news article different?
2. How are the e-mail and the online news article alike?
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Study Skill:
Using the Library
Use resources in the library to find information. Libraries have
reference books and materials that contain information for
research.
• You can look up a topic, author, and title in the electronic
card catalog to find out whether the library has the book you
are looking for.
• A telephone directory gives addresses and telephone
numbers of people and businesses. The directory may be in a
book or online.
• Newspapers and magazines offer information about people,
places, and things. You can learn about events that have just
happened. Newspapers and periodicals are available in print
or online.
Complete each of the following statements with the name of the
library resource you would use.
1. Sam’s computer is broken, and he wants to fi nd the number of the local
computer store. He should check the .
2. Mr. Chan wants to fi nd an article about recent whale migration in the
Pacifi c Ocean. He should check a science .
3. Many people in my town want to read about the results of yesterday’s
election. They should check the .
4. I want to know if the library has a specifi c book about grizzly bears. I will
check the .
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Vocabulary Strategy:
Context Clues
Homographs are words that are spelled the same
but have more than one meaning. Use context clues
to figure out the correct meaning of the homograph.
The meaning depends on how the word is used.
The word pupil can mean two different things. I am
a pupil at the Bowen Elementary School. The pupil is
the black, center part of your eye.
A. Read each sentence. The homograph is in boldface type.
Underline the context clues. Write the meaning of the homograph.
1. My mom re ad the story before we went to bed.
2. I live on the seco nd story of the apartment building.
3. I wanted to hide behind the tree.
4. The elephant’s rough hide helps protect it.
B. Choose a homograph from the sentences above. Then write two
sentences of your own.
p g
p g
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A. Reading Strategy: Monitor and Adjust Comprehension
Make sure that you understand what you are reading. Rereading parts
of a text aloud will help you. Correct any ideas that didn’t match the text.
Choose a text that you are reading this week, and complete the activity.
Stop after you read something that is hard to understand. Answer the
question.
What is unclear about this part of the text?
Now reread that part of text. Reread more than once if needed. Then
answer the question.
What does this part of the text mean?
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase, or tell the main idea or meaning of
the text. Keep the details or events in the correct order. You may use the
log to talk to others about what you read.
Genre
Title Author
This Text Is About
Reading Strategy/
Reading Log
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Phonics:
Diphthongs
oi, oy
What Do Illustrators Do? Grade 3/Unit 3
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
What Do Illustrators Do?Grade 3/Unit 3
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A. Read the story. Then fill in the blanks with the correct
vocabulary words from the box.
instance illustrate style textures sketches suggestions
From the time she was a child, Jenna knew she wanted to
children’s books. Jenna had her own
of drawing. It was different from that of any
artist she had ever seen. Her had something
special in them. For , Jenna always drew a piece
of hair sticking up from the heads of all of her characters.
Jenna loved to paint with oil paints. Some of her paintings had smooth
. In others, the paint was thick and rough.
As she grew up, Jenna took several classes in drawing and painting.
from her teachers helped Jenna improve.
B. Using the clues in the story, write the definitions of these
vocabulary words. Check your definitions with a dictionary.
1. instance
2. illustrate
3. style
4. textures
Vocabulary
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In a story, events take place in a certain sequence, or
chronological order.
Read the passage below and answer the questions that follow.
Bryan Jones loves to draw frogs. First he takes his pencils and pad
to the park. Then he starts to sketch the first frog he sees. After Bryan
finishes his sketch, he takes it home. Then he looks for all of his green
paint. Finally, Bryan paints his frog on a big canvas.
1. What does Bryan do fi rst?
2. What happens next?
3. What fi nally happens?
Comprehension:
Sequence
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Comprehension:
Sequence Chart
Event
Event
Event
Event
Event
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As I read, I will pay attention to phrasing and rate.
Most of us wish we could draw people. Whether you
10 want to illustrate a story or design a poster, the ability to
22 draw people comes in handy.
27 We all look at faces every day. But beginning artists
37 still have trouble putting what they see on paper. For
47 instance, they often draw the eyes too low. They make
57 the top of the head too small. The people they draw look
69 like pinheads!
71 You don’t need special supplies to learn to draw. All
81 you really need to get started is an ordinary pencil and a
93 good eraser. Use any kind of plain white paper.
102 It’s a good idea to start by copying other drawings
112 and photographs. You will get better with practice.
120 Then you can surprise your friends and family by
129 drawing them. 131
Comprehension Check1. What are some common mistakes for beginning artists? Main Idea and
Details
2. What is a way to become a better artist? Main Idea and Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Phrasing and Rate
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Comprehension:
Cause and Effect
A cause is an event or an action that makes something happen.
An effect is something that happens because of an event or an
action. To identify cause and effect, look for signal words such
as cause, effect, because, due to, since, if, and when.
Read the passage. Then answer the questions.
When a fire alarm rings, firefighters jump into action. They put on
boots, coats, pants, and helmets. They grab safety tools and jump onto the
fire truck. The fire truck races through traffic because people might be in
danger. When drivers hear the truck’s siren, they move their cars to allow
the truck to pass.
When firefighters arrive at a fire, they hook up the truck’s hoses. Then
the firefighters work to put out the fire. They check to make sure that
people and animals are safe. They enter a building carefully because a fire
can cause buildings to fall.
1. What causes a fi refi ghter to jump into action?
2. What causes a fi re truck to race through traffi c?
3. What effect does the fi re truck’s siren have on traffi c?
4. What effect does a fi re have on some buildings?
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An interview is a written record of a conversation in which the
interviewer asks someone questions in order to gather information.
Read the interview. Then answer the questions.
Interviewer: When did you open your art school?
Cora Amble: I opened the art school last year. At first, I worked with
students I knew from being an art teacher at their school.
Interviewer: What kind of classes can students take in your school?
Cora Amble: They can take classes in watercolor, oil paint, pastels,
or pottery. Also, they can learn to make pots, mugs, or animal
figures out of clay.
Interviewer: Do you have many students in your school?
Cora Amble: Twenty-five students are enrolled right now. I would like
to hire another teacher so I can take more students.
1. When did Cora’s art school fi rst open?
2. What kind of art do Cora’s students learn?
3. Why does Cora want to hire another art teacher?
Text Feature:
Interviews
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Vocabulary Strategy:
Sentence Clues
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A. Reading Strategy: Monitor and Adjust Comprehension
Make sure that you understand what you are reading. Asking questions
about a text will help you. Choose a text that you are reading this week,
and complete the activity.
Stop after you read something that is hard to understand. Write a
question about that part of the text.
Question:
Now reread that part of the text, or read on. Look for facts and details in
the text that help you answer your question. Write the answer. Include
evidence to support your answer.
Repeat as needed as you keep reading the text.
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase main ideas or the meaning of the text.
Keep the details or events in the correct order. You may use the log to
talk to others about what you read.
Genre
Title Author
This Text Is About
Reading Strategy/
Reading Log
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Read each word in the box. Sort the words by writing each under the
correct sound and spelling category below. Be sure to read each word
aloud before sorting.
/ü/ as in grew, rude, clue, fruit, and group
ue ew ou
oo ui
/ů/ as in cook and could
oo ou
/u/ as in mule
u_e
Phonics/Word Study:
Variant Vowel
oo, u_e, ue, ewou, ui
chew good sue fool juice
crew should prune rude soup
cruel fume book would cube
The Jones Family ExpressGrade 3/Unit 3
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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A. Choose a vocabulary word from the box to complete each
sentence below.
annual potential politely
expensive innocent wrapping
1. This year we changed the place for our
family picnic.
2. Use this paper for the big presents.
3. My sister thinks that I broke her suitcase, but I am .
4. You should speak to everyone, not just adults.
5. The airplane tickets were so that we took
the bus instead.
6. The spaceship journey may be dangerous, but it has great
for new information about Mars.
B. Write a sentence using the vocabulary words correctly.
7. annual
8. expensive
Vocabulary
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Sometimes readers need to infer, or figure out, what is
happening in a story from clues that the author gives. To make
inferences, add what you know to what the author tells you.
Read the paragraph and answer the questions.
Last year my brothers, my mom, and I took a trip to Chicago. Dad
stayed home. This year we’re planning a trip to New York City. Dad is
making up our sightseeing schedule again. We always follow his advice
and have a great time. I like to call him every day and tell him what we
did. Dad says he doesn’t have to leave home to travel to cities in the United
States because they are as close as his travel magazines and books. Next
year we may even go to Mexico.
1. How does Dad feel about his family taking trips without him?
2. Explain how you know.
3. Do you think Dad will travel with his family to Mexico? Why or why not?
4. Do you think the narrator would like Dad to travel with the family? Why or
why not?
Comprehension:
Make Inferences
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Comprehension:
Inference Chart
Clues Inference
As you read The Jones Family Express, fill in the Inference Chart.
How does the information you wrote in this Inference Chart help you
visualize details in The Jones Family Express?
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As I read, I will pay attention to intonation and expression.
“How are you two doing?” the conductor asked Marie.
9 “Fine, thanks,” Marie said politely.
14 Marie then asked her dad, “How’s Rosie?” She was
23 talking about her tiny black poodle. Her mom was holding
33 the tiny dog in a baby carrier around her neck.
43 “She’s just fine,” Mr. Diaz told her. “Rosie is sleeping.”
53 Her parents wanted to leave Rosie home, but Marie
62 insisted that her new puppy was too young to leave behind.
73 She was so small she’d be no trouble at all. Her parents
85 finally agreed.
87 Marie spent the last hours of the trip reading. Her new
98 book was so interesting that it made the hours pass quickly.
109 Soon she felt the train slow down. Her heart began to
120 beat fast. 122
Comprehension Check1. How did Marie convince her parents to bring Rosie on their trip? Plot
Development
2. Why did Marie’s heart begin to beat faster? Plot Development
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Intonation and
Expression
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Josh loved dogs. He checked out books about dogs from the library
and read them carefully. He learned about different breeds of dogs, how to
care for dogs, and how to train them. When the day finally came for Josh
to get a dog, he went to the animal shelter. When he saw a terrier puppy,
his heart nearly leapt out of his chest. He patted it on its head and named it
Max. Max licked his hand. Josh knew that this was the dog for him!
I felt my heart pounding in my chest. It was my first time to speak
in front of the class. I had practiced in front of my mom for three nights.
I spoke slowly and carefully. I learned to look at my mom and not at the
floor. I tried to speak loudly and not mumble. As I walked to the front of
the room, I looked at my classmates. Then I took a deep breath.
Comprehension: First-
and Third-Person
Narrator
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Text Feature:
Directions
Here are directions for going to Zoo Land Amusement Park.
Catch the #4 crosstown bus on the corner of Elm and Spruce.
Ride the #4 crosstown bus to the corner of State and Main.
At State Street, transfer to the #7 downtown bus.
Ride the #7 bus to the last bus stop.
When you get off the bus, you will see the entrance sign, “Zoo Land
Amusement Park.”
Have fun!
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Homophones are words that sound alike but are spelled
differently and have different meanings.
A. Circle the correct word to complete each sentence.
1. We brushed the horse’s (main, mane) before the show.
2. I used butter, (fl our, fl ower), and sugar to make the cookies.
3. Dad and I need to tighten the (break, brake) on my bike.
4. We need more wind to (sail, sale) the boat.
5. There was a (wrap, rap) on the window.
6. What is the name of the (mane, main) street near your house?
7. I picked this beautiful red (fl ower, fl our) for my aunt.
8. Tasha dropped the glass, but it did not (brake, break).
9. Mom and I went to the back-to-school (sale, sail) to buy jeans and
t-shirts.
10. I had to (rap, wrap) the present before we left for the party.
B. Write a homophone on the line for each word below.
Example: rows
11. knot 16. be
12. haul 17. deer
13. tacks 18. steal
14. fl ea 19. sea
15. scene 20. hoarse
Vocabulary Strategy:
Homophones
rose
mane)
brake)
(fl our,
(sail,
rap)
main)
(fl ower,
, break)
(sale,
wrap)
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A. Reading Strategy: Monitor and Adjust Comprehension
Make sure that you understand what you are reading. Asking questions
will help you. Choose a text that you are reading this week, and answer
the questions.
Which part of the story is unclear?
What question can you ask to help you understand this part of the story?
What details and facts tell about your question?
What is the answer to your question? Support it with information from the
story.
B. Independent Reading Log
Choose something you would like to read. After reading, complete the
reading log. Be sure to paraphrase the main idea or meaning of the text.
Keep the details or events in the correct order. You may use the log to
talk to others about what you read.
Genre
Title Author
This Text Is About
Reading Strategy/
Reading Log
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Phonics:
Diphthong ou, ow
When two vowel sounds appear together in the same syllable,
they are pronounced as one sound. The letters ou and ow can
stand for /ou/, the vowel sound you hear in found and crowd.
Underline the word with the /ou/ sound in each sentence. Then
circle the letters in each word that make the /ou/ sound.
1. We wanted to bounce the ball back and forth.
2. Please do not shout in the library, because many people are studying
and reading.
3. The cast of the play came to take a bow.
4. I hurt my leg when I slipped and fell to the hard ground.
5. After winning the science contest, I was very proud.
6. Fiona used the big red towel to dry off.
7. The sound of the dog barking outside woke me up.
8. My dad had a scowl on his face when the dog ran away.
Seven Spools of ThreadGrade 3/Unit 4
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word StudyName
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Vocabulary
A. Use what you know about the other words in the sentences to
choose a word from the box that makes sense in each blank.
One rainy day, Juan and Maria about what to do.
“Let’s look through our to see what we don’t need.
We can give away toys we do not play with,” said Juan.
Their mother at his idea. “I am glad that you
are not greedy children!” she said. This is a much better way to spend time
than . A long time ago I a lot
of to make a dress, and I never used it. Take it and
bring it with you. Maybe some children can make costumes with it.”
B. Write a definition for each vocabulary word.
1. argued
2. beamed
3. fabric
4. quarreling
5. possessions
6. purchased
argued beamed fabric quarreling possessions purchased
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Comprehension:
Draw Conclusions
Sam is a new student in Mike’s class. Sam is shy. Mike thought he was stuck up. One day Mike had a hard time with a math problem. Sam showed Mike how to solve it. Mike thanked Sam. They played at recess.
Neighborhood children walked together to the park. They arrived to find empty cans, fallen leaves, and crumbled paper everywhere. The children pouted. “Something must be done about this,” one child said. They all marched home and returned with rakes, trash bags, and buckets.
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Comprehension:
Conclusion Map
Detail
Conclusion
Detail
Detail
Conclusion
Detail
Detail
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Fluency:
Phrasing
As I read, I will pay attention to phrasing.
The old man could give the diamond to only one son.
11 Which one should it be? He loved them all equally. Finally
22 he came up with a solution.
28 The next morning, the old man called his three sons
38 before him.
40 “My sons, I have a problem,” he told them. “I love all
52 three of you, but I can give my most precious possession
63 to only one of you. Therefore, I will give my diamond to
75 the son that best meets my challenge.”
82 “The one of you who proves to be a true hero will get
95 the diamond,” said the old man.
101 “That is fair,” said the three sons in unison.
110 “To decide who is the true hero, I will give you a task,”
123 said their father. 126
Comprehension Check1. What is the old man’s problem? Problem and Solution
2. How does the old man decide which son should get the diamond? Plot
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Sensory Language
Sensory language is the use of words to appeal to the
reader’s senses of sight, hearing, touch, taste, and smell. It
creates a detailed picture in the reader’s mind.
Read the passage. Then complete the items.
As Elise walked across the beach, she could feel the soft, warm grains
of sand on her feet and smell the salt in the air. She found the perfect spot
to set down her things. From her spot, she could listen to the tide washing
gently back and forth along the edge of the beach. Above her, seagulls cried
out their high-pitched call to one another. Their shadows darted across the
sands below. Elise unfolded her towel, sat down, and put on her sunscreen.
It smelled like coconuts, and it always reminded her of summer. Then she
unpacked a fresh, red apple from her bag and took her fi rst bite of the crisp,
tart fruit. Sweet, sticky juice ran down her chin. When Elise fi nished, she ran
down to the water to wash off the juice. As she looked out across the water,
she spotted the great white sails of a ship. They swelled deeply, fi lled by the
wind that tore across the water.
1. Underline details that appeal to the sense of sight.
2. Circle details that appeal to the sense of hearing.
3. Draw a box around details that appeal to the sense of touch.
4. Cross out details that appeal to the sense of taste.
5. Draw dots under details that appeal to the sense of smell.
6. Which details from the passage created the strongest picture in your mind?
listen to the tide washing
h seagulls cried
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Text Feature:
Rules
Rules are directions or guides that tell you how to behave in
certain situations. They are usually numbered. Lists of rules
also have titles that explain what the rules will be about.
Read the rules. Answer the questions below.
Safety Rules for Crossing the Street
1. Cross the street at a crosswalk.
2. Obey all traffi c signals.
3. Stay on the sidewalk until it is time to cross.
4. Hold an adult’s hand when you cross the street.
5. Look left and right before you cross.
1. What are these rules about?
2. How many rules are there for crossing the street?
3. What should you do fi rst when you cross the street?
4. Why are these rules important?
5. Now explain the rules to a friend.
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Vocabulary Strategy:
Multiple-Meaning
Words
Some words have more than one meaning. Use context clues
in each sentence to help you figure out the meaning of the
underlined word. Write the meaning on the line.
1. We threw the stick to our dog Max.
2. My mom had to stick the thermometer into the turkey.
3. The group will meet at the corner of Main and State streets.
4 . Mom and Dad had to corner the dog so he wouldn’t get out when I
opened the door.
5. Mrs. Johnson’s class sat in the row in front of the stage.
6. The team needed to row the boat faster in order to get ahead.
7. She will raise the chair to get it over the desk.
8. Volunteers want to raise money to give to the charity.
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Reading Strategy/
Reading Log
A. Reading Strategy: Make Inferences
Making inferences will help you understand what you read. Keep in
mind that you should support every inference with details from the text.
Choose a text that you are reading this week, and answer the questions.
1. What information in the story is not given by the author?
2. What evidence from the story can help you answer the question?
3. What inference can you make to answer the question?
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
You may use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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The plural of many nouns is formed by adding -s to the base
word, as in pears. Nouns ending in x, ch, and sh form the plural
by adding -es, as in wishes.
To form the plural of most nouns that end in a consonant plus y,
change the y to i and add -es, as in puppies.
A. Circle the plural forms of the nouns in the paragraphs.
1. The boys decided to pick berries. The berry bushes were full of fruit. The
heavy branches hung to the ground. They picked fi ve buckets. Then they
all ate their lunches.
2. We have three libraries in our town. Adults and kids use them. They check
out books about other countries, about puppies, and even desert foxes.
B. Use the chart to sort the plural words from above by their endings.
-s -es y to i + -es
Phonics/Word Study:
Plural Words
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Phonics: Plural Words
with Spelling
Changes y to i
The plural of many nouns is formed by adding -s to the root
word, as in car and cars. To form the plural of most nouns that
end in a consonant plus y, change the y to an i and add -es
as in baby and babies. Knowing this rule will help you decode
plurals formed by root words ending in a consonant plus y.
A. Write the plural form of each word.
1. puppy – y + ies =
2. pony – y + ies =
3. baby – y + ies =
4. lady – y + ies =
5. party – y + ies =
6. supply – y + ies =
B. Circle the word that ends in a consonant plus y in each
sentence. Then write its plural form on the line.
7. Jess looked up a word in the dictionary.
plural:
8. The city lights sparkled.
plural:
9. The blueberry pie looks delicious.
plural:
dictionary.
city
blueberry
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Phonics: Plural Words
with Spelling
Changes y to i
The plural of many nouns is formed by adding -s to the root
word, as in cars. To form the plural of most nouns that end in
a consonant plus y, change the y to an i and add -es. Knowing
this rule will help you decode plurals formed by root words
ending in a consonant plus y.
A. Write the root word of each plural below by removing ies and
adding y.
1. trophies – ies + y =
2. injuries – ies + y =
3. families – ies + y =
4. cherries – ies + y =
5. countries – ies + y =
6. armies – ies + y =
B. Circle the plural noun that ends in ies in each sentence. Then
write its root word on the line.
7. Gabe found three pennies on the ground.
base word:
8. Sue likes to eat berries straight from the bush.
base word:
9. The United States is bordered by two countries, Canada and Mexico.
base word:
pennies
berries
countries,
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Phonics: Plural Words
with Spelling
Changes y to i
To form the plural of most nouns that end in a consonant
plus y, change the y to an i and add -es. Nouns that end in a
vowel plus y are formed by adding an s with no other spelling
changes. Knowing this rule will help you decode plurals formed
by root words ending in y.
A. Look at the underlined ending in each word below. If it is a
vowel plus y, write the plural by adding -s. If it is a consonant
plus y, write the plural by changing y to i and adding -es.
1. body 2. country
plural: plural:
3. turkey 4. boy
plural: plural:
5. ferry 6. essay
plural: plural:
B. Write the correct plural form of each root word in the
sentences below.
7. root word: toy
Please pick up the in your room before you go out.
8. root word: baby
The twin were taking a nap.
9. root word: copy
We made 20 of the poster to hang up at school.
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Phonics: Plural Words
with Spelling
Changes y to i
To form the plural of most nouns that end in a consonant
plus y, change the y to an i and add -es. Nouns that end in a
vowel plus y are formed by adding an s with no other spelling
changes. Knowing this rule will help you decode plurals formed
by root words ending in y.
A. Write the plural for each word below. Decide whether to add -s
or change y to i and add -es.
1. cherry 2. toy
3. supply 4. turkey
5. bunny 6. pony
7. strawberry 8. boy
B. Complete each sentence by filling in the blanks with plural
words from above.
9. I packed my backpack with pencils, paper, and other
for school.
10. There were many animals at the farm. We saw ,
, and .
11. The store sold and games for girls and
.
12. and are my favorite kinds of fruit.
Nacho and Lolita • Grade 3/Unit 4
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Vocabulary
A. Use what you know about the other words in the sentences to
choose a vocabulary word from the box that makes sense in
each blank.
01. My family makes for Thanksgiving dinner.
02. We for our parents to take us to see the
new movie.
03. My aunt gives us hugs and kisses to show her .
04. The player felt after exercising all day.
05. The store gives customers a that all their
products work.
06. The of the sun woke me up.
B. Put the vocabulary words from the box above in alphabetical order.
07.
08.
09.
10.
11.
12.
brilliance affection pleaded
preparations guarantee exhausted
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Comprehension:
Theme
Read the passage. Answer the questions that follow.
Jack was having a bad day. First, he fell on the way to school and ripped
his jeans. Next, he forgot to bring in his book report. Then he had to go to
the dentist after school. When Jack got home, a message was waiting for
him. The message was from the school soccer coach, inviting Jack to play
on the team. Playing on the team was Jack’s dream. For the first time that
day, Jack had a big smile on his face. Then he realized that his horrible day
had turned around. It was a good day after all!
1 . What are the important details in this story? Paraphrase the details on
the lines below.
2. What was the theme of this story? Paraphrase the theme on the lines
below.
A theme is the message or overall idea that the author wants to
tell readers. The theme may be stated or unstated. Search for
important details to help you find the story’s theme. To paraphrase
the theme, restate the theme in your own words.
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Comprehension:
Theme Map
Detail
Detail
Detail
Theme
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As I read, I will pay attention to expression.
A kangaroo rat lives off water in its own body. It also
12 saves water. It builds an underground home or burrow.
21 When the rat breathes, it gives off some water droplets.
31 This water stays inside the burrow.
37 Pack rats store seeds and nuts in their burrows. The
47 seeds and nuts absorb water from the air. This helps pack
58 rats get enough to drink. They chew on a cactus plant only
70 if they are suffering from thirst. Those cactus spines are
80 sharp.
81 Many birds live in the desert. There are owls, hawks,
91 and roadrunners. Desert birds get all their water from the
101 bugs, lizards, and small animals they eat.
108 In the desert sun, water evaporates quickly. To keep
117 cool many desert animals hunt for food at night. 126
Comprehension Check1. How do pack rats get enough water? Main Idea and Details
2. How do birds get their water? Main Idea and Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Expression
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Comprehension:
Character
Characters are the people or animals in a story. Characters in
a story affect one another with their words and actions. Often,
characters have changed by the end of a story. Thinking about
these changes helps you understand the message of the story.
Read the story. Then answer the questions.
It was a hot afternoon at the public pool. Eric longed to go into the
water to cool off, but he couldn’t swim. He had never been in water deeper
than that in a bathtub. He was too frightened to get into the big pool. The
lifeguard, Beth, saw Eric trembling at the edge of the pool.
“There’s nothing to be afraid of,” she said. “Just stay in the shallow end.
I’ll walk in with you.” Eric took his fi rst steps into the shallow end of the
pool. The water was so refreshing and cool! His fear melted away.
“It’s not scary at all!” he said to Beth. “Maybe I’ll even take swimming
lessons.”
1. What does Beth do to help Eric?
2. How do Eric’s feelings about the pool change? How do you know?
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Consonance is the repetition of the same consonant sound at
the end of two or more words.
A metaphor is a statement that compares two different things
without using the words like and as.
A. Underline the words in each sentence that show consonance.
1. See you tonight. We’ll meet at eight.
2. That fl ower should never be near the fl oor.
3. The bug and the dog were in a bag and needed a hug.
4. We walked around the fl owerbed covered in mud.
5. Susan will fi ll the pail with a pile of rocks.
6. Dad was mad when the lid fell.
B. Read each sentence. Tell what two things are being compared
in each metaphor.
7. My friend Denise is a walking dictionary.
8. My fl ashlight is my shining star.
Literary Elements:
Consonance and
Metaphor
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Vocabulary Strategy:
Synonyms
Synonyms are words that have similar meanings. You can
figure out the meaning of unknown words by looking for a
familiar synonym in a thesaurus.
Find the word from the box that is a synonym for the bold face
word in each sentence. Then use that synonym in a sentence.
1. You shouldn’t conceal your talents.
Synonym:
2. I’m trying to memorize my lines, but I keep feeling drowsy.
Synonym:
3. What portion of the event would you like to work on?
Synonym:
4. The coach says today’s team meeting is meaningful.
Synonym:
sleepy important hide part
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Reading Strategy/
Reading Log
A. Reading Strategy: Make Inferences
Making inferences will help you understand what you read. Keep in
mind that you should support every inference with details and evidence
from the text. Choose a text that you are reading this week, and
complete the chart.
Clues Inference
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell, the main idea or
meaning of the text. Keep the details or events in the correct order.
You may use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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Phonics/Word Study:
Variant Vowels au, aw,
alt, alk, all, ough
The /ô/ sound can be spelled au, aw, alt, alk, all, and ough.
The sound is found in words such as Paul, saw, salt, walk, tall,
and cough.
A. Underline the letters that stand for the /ô/ sound in each of
these words.
1. a u t h o r 6. y a w n e d 11. a u t u m n
2. f a l l e n 7. b r o u g h t 12. b o u g h t
3. c o u g h 8. a u c t i o n 13. l a w n
4. b o a r d w a l k 9. s t a l k 14. s a l t
5. s t a l l 10. v a u l t 15. c h a l k
B. Now sort the words by spelling pattern.
au aw alk
ough all alt
g
g
g
A Solution to PollutionGrade 3/Unit 4
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Word Study
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Vocabulary
A. Read the story. Then fill in the blanks with the correct
vocabulary words from the box.
utilize awareness pollution emphasize
On the first morning of their vacation, Kate and her dad took a
walk. Kate was excited to find new shells and pieces of beach glass.
Instead, they found all kinds of trash. They were shocked to see the
all over their special beach. Kate’s dad wanted
to raise people’s about this problem. He decided
to the support of the Parks and Recreation
Department. He also asked Kate to make posters that explained the
problem. He encouraged Kate to that through
teamwork, the community could clean up the trash.
B. Using the clues in the story, write the definitions of these
vocabulary words. Check your definitions with a dictionary.
1. utilize
2. awareness
3. pollution
4. emphasize
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Comprehension:
Problem and Solution
Read the passage and answer the questions.
When Dan got his dog from the animal shelter, he learned that the shelter
might have to close. The shelter needed more money for supplies and more
volunteers. Dan organized a pet drive to get donations. Then Dan started an
animal club at school. The club members raised money and agreed to volunteer
at the shelter. Dan helped solve an important problem. The shelter stayed open.
1. What are two details on the passage that tell the problem?
2. What was the fi rst step Dan took to solve the problem?
3. What was the second step?
4. What was the solution to the problem?
A problem in a story is what needs to be worked out, or fixed.
The solution tells how to fix the problem. Finding the problems
and the solutions in a text can help you understand what
the text is about. A problem and its solution are presented in
logical order.
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Comprehension:
Problem and Solution
Chart
As you read A Solution to Pollution, fill in the Problem and
Solution Chart. Pay attention to how details and facts are
organized as you read and how they support the main idea.
How does the information you wrote in the Problem and Solution
Chart help you understand the relationships among the ideas in A
Solution to Pollution?
Problem
Solution
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As I read, I will pay attention to my pronunciation and phrasing.
Our Earth has beautiful caves that people can explore.
9 Sometimes explorers wear harnesses and hard hats and
17 climb walls inside the caves.
23 Cave explorers may see unusual rock shapes. A stalactite
32 is a form of rock that hangs from the roof or sides of the
46 cave. A stalagmite forms on the bottom of the cave.
56 These big clumps of rock sprout and build up slowly
66 over years. They are made of limestone and water.
75 Other people like to climb rocks. Beginners use ropes
84 and put their hands and feet in holes drilled for their use.
96 Experts make their own routes up the rocks. They’ve
105 learned to climb without looking down. This, they say,
114 helps to keep them safe.
119 Other people enjoy nature by hiking in mountains,
127 deserts, or the deep, quiet woods. 133
Comprehension Check1. Compare and contrast stalactites and stalagmites. Compare and Contrast
2. What tip do expert rock climbers use? Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Pronunciation and
Phrasing
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Comprehension:
Text Features
Text features can help you better understand important
information in a text. They include boldface type, headings,
key words, and italics. Use text features to locate information
in a text. You can also use text features to make and verify
predictions about a text.
A. Read only the text features of the passage. Then answer the
question below.
1. What do you predict this passage will be about?
B. Now read the passage. Then answer the questions.
The Life of the Moth
The Egg and the CaterpillarThe moth begins its life as a small, round egg. A caterpillar is the moth
larva that hatches from the egg. It spends its life eating and growing. As it
grows, the caterpillar grows too big for its skin. It molts, or sheds its skin.
The Pupa and the MothWhen the caterpillar has finished growing, it spins a shell called a cocoon
and becomes a pupa. A pupa grows into an adult moth. When the pupa is
ready, it breaks free from the cocoon. It spreads its wings and flies away.
2. Under which heading would you fi nd information about the pupa?
3. Why is it helpful to have the key words in boldface type?
4. Read your answer to item 1. Was your prediction correct? Explain.
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Study Skill:
Media Center
You can use a media center to search for information you can
read and then use to organize your research plan.
• Search engine: a computer program system that looks for
information on the Internet using key words
• Key words: important words that identify a subject
• URLs: Web addresses for where you want to go on the Internet
A. Choose the URL in the box that would likely have information
about each topic below.
http://www.farmersmarket.fun
http://www.healthysummers.fun
1. Kinds of programs kids can participate in during the summer months
URL:
2. Where to buy fruits and vegetables from local growers
URL:
B. Answer the questions about key words and search engines.
3. What key words would you type in a search engine to learn about
protecting the rain forests in South America?
4. What key words would you type in a search engine to learn about
preventing air pollution?
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Vocabulary Strategy:
Suffixes -ful, -ly, -less
Suffixes are word parts that can be added to the end of words.
Adding a suffix to a root word changes the meaning of the root
word.
The suffix -ful means “full of.” The suffix -ly means “in a certain
manner or way; like.” The suffix -less means “without.”
Read each question below. Add the suffix -ful, -ly, or -less to
word in the box that best answers the question. Write the new
word on the line after the question. Then write the meaning of
the new word.
1. How does a broken arm feel?
2. How does a deer move?
3. How does a turtle move?
4. How do you feel when you can’t sleep?
5. How do fans at a game cheer?
6. How do you feel when you receive a gift?
rest loud slow pain wind swift thank
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Reading Strategy/
Reading Log
A. Reading Strategy: Make Inferences
Making inferences will help you understand what you read. Keep in
mind that you should support every inference with details and evidence
from the text. Choose a text that you are reading this week, and
complete the web.
Inference
Clue
Clue
Clue
Clue
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell, the main idea or
meaning of the text. Keep the details or events in the correct order.
You may use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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Homophones are words that sound the same but are spelled
differently and have different meanings.
For example, road, rode, and rowed are homophones.
Underline the homophones in each of these sentences. Then use
one of the homophones to write a new sentence.
1. I looked at the time and knew that the new movie would begin late.
2. I need to know where we are going so I can decide what to wear.
3. I pretended that I was on the high sea and could see other parts
of the world.
4. Have you seen the scene in the movie where the kids win the
soccer game?
Phonics/Word Study:
Homophones
Ramona and Her FatherGrade 3/Unit 4
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Vocabulary
A. Read the story. Pay attention to the words in each sentence.
Then find the vocabulary word from the box that makes the
most sense in each blank.
cross alarmed unfortunately managed pretend anxious
Last month, my family got a new puppy. One day, the puppy dug
a hole under the gate. When I went outside to play with him, I was
to find that he was gone! I looked around the
front yard, but he was nowhere to be seen. I
was feeling . My dad said, “Don’t worry. We’ll
find him!” My dad the search party. He sent
my mom and sister toward the park to search. He sent my brother and his
friend into the woods behind our house. He and I headed over toward the
creek. I tried to that I wasn’t scared, but I was.
I thought we’d never see him again! Finally, we spotted him playing in a
pile of leaves. He ran up to us when he heard us calling his name. He was
so happy to see us that I couldn’t be with him. I
think he learned his lesson. He hasn’t dug a hole since!
B. Using the clues in the story, write the definitions of these
vocabulary words. Use a dictionary to check your definitions.
1. unfortunately
2. pretend
3. cross
4. alarmed
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Comprehension:
Problem and Solution
The problem in a story is what a character wants to do, needs to find
out, or wants to change. The way the problem is solved is called the
solution. The event or action that causes a problem leads to future
events, and the problem’s solution.
Read the passage and each question. Underline the answer in
the passage and then write the answer.
Mrs. Ortiz had to be at work early in the morning. But before she left
home she had to walk the dog, make school lunches for Benita and Carlos,
and prepare snacks for them to eat. It was too much for her to do!
One day, she asked Benita and Carlos to join her for a talk. Mrs. Ortiz
told them that she had too many things to do. She asked them to think of
ways to help her. Benita offered to get up a little earlier so she could walk
the dog. Carlos offered to make snacks before he went off to play. Working
together, Benita and Carlos helped Mrs. Ortiz solve her problem.
1. Summarize the story’s problem.
2. What is the fi rst step Mrs. Ortiz takes to solve her problem?
3. What did Benita do to help solve the problem?
4. What did Carlos do to help solve the problem?
5. How does Mrs. Ortiz’s problem get solved?
y p g p
g p y
y g
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Comprehension:
Problem and Solution
Chart
As you read Ramona and Her Father, fill in the Problem and
Solution Chart. Pay attention to the sequence of events.
How does the information you wrote in the chart help you better
understand the plot’s main events in Ramona and Her Father?
Problem
Solution
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As I read, I will pay attention to intonation.
One man who came to the United States as a boy helped
12 to save Yosemite’s natural wonders for you to enjoy. His
22 name was John Muir.
26 John Muir was born in a small town in Scotland in
37 1838. His family moved to the United States when he was
47 11. They moved to what is now Wisconsin and set up a
58 farm there. They were pioneers.
63 Muir went to school in a small schoolhouse. He liked
73 being a schoolboy. The rest of the time he worked on the
85 farm. He was busy from sunup until sundown. But Muir
95 yearned for more. He knew he didn’t want to tend the farm
107 all his life. Muir liked to read, and he read often. He also
120 liked to invent things. He made a special thermometer.
129 And he made something he called his “early-rising
137 machine.” 138
Comprehension Check1. What interests did John Muir have? Main Idea and Details
2. What does the word pioneer mean? Context Clues
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Intonation
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Comprehension:
Media and
Communication
Media comes in many different forms, such as TV, radio,
newspapers, Web sites, and magazines. The purpose of media
is to communicate information to large numbers of people.
Media can use many different forms of communication. For
example, radio uses spoken words, and magazines use written
words and pictures.
Read the newspaper story. Then answer the questions.
Lost Puppy Found at Softball Game!
The search for Alex the lost puppy is over! Ten-year-old Jessica Carter
saw the puppy while she was playing in a softball game. “I was standing in
left fi eld when I saw a little black puppy. He was sniffi ng the garbage can
beside the bleachers,” remembers Jessica.
Jessica called for a time out and ran over to the puppy. When she checked
his tags, she realized that the puppy was Alex. Jessica’s coach called Alex’s
owners right away. They were very happy to have their puppy back.
1. How is the information presented in this newspaper story?
2. Suppose that the same story were covered in a TV news broadcast. How
would the information be communicated on TV?
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Literary Element:
Speaker and Imagery
Read the free verse poem. Then answer the questions that follow.
Saturday Morning
Our weekdays and nights are busy.
Mom, Dad, and kids rushing everywhere.
We have
Soccer practice.
Ballet lessons.
Piano practice, too.
Friday night, things begin to slow.
Pop, pop, pop!
Goes the popcorn.
We snuggle up under a warm blanket,
All four of us together on the couch.
We watch a movie.
We go to sleep.
Ahhhhhhhh!
We sleep in on Saturday morning.
1. What is one example of imagery in the poem?
.
2. Who is the speaker in this poem? How do you know?
.
A free verse poem does not follow set rules about rhyme or
rhythm. The speaker may be in first person or third person. A
first person speaker tells the poem from his or her point of view
and uses the words I, my, and we. A third person speaker uses
the words he, she, and they. A free verse poem uses imagery,
or words that create a picture in the reader’s mind.
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Vocabulary Strategy:
Prefixes
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Reading Strategy/
Reading Log
A. Reading Strategy: Make Inferences
Making inferences will help you understand what you read. You should
support every inference with details and evidence from the text. Choose
a text that you are reading this week. List details and an inference that
you made.
Detail/Evidence
Detail/Evidence
Detail/Evidence
Inference
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
You may use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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The letters c and g usually stand for a soft sound when they
are followed by the vowel letters e, i, or y. Read the following
words. Notice the soft c or soft g sound in each.
gentle engine cell city
A. Underline the word in each sentence that has a soft c or g
spelling. Then circle the soft c and g in each word.
1. The life cycle of a butterfl y begins with an egg.
2. We want to see an iceberg fl oating in the arctic waters.
3. The hot, dry desert is a danger to a hiker who is not prepared.
4. Many giant trees grow in the rain forest.
5. Some people build a fence to protect the fl owers and trees in
their yard.
B. Circle the words in each group that have a soft c or soft g sound.
6. central, nice, cute, cherry
7. gem, get, germ, garden
8. ghost, guess, stage, gesture
9. circle, can’t, celery, cactus
10. guppy, giraffe, gerbil, goldfi sh
Phonics:
Soft c and g
central, nice,
gem,
stage, gesture
germ,
circle, celery,
giraffe, gerbil,
cyy
ce
geg
gg
ce
Out of This World! • Grade 3/Unit 4
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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A. Read the story. Then fill in each blank with the vocabulary
word from the box that makes the most sense.
communicate responsible specialist research essential decisions
My class is divided into teams. Although each team is working on a
different project, we all are working the same way. First, we decide who
will be for getting the project done on time.
Since none of us is a in our subject, we all
need to learn more. So we start by doing .
We by speaking to one another or by e-mail
to share what we find out. We figure out if there is additional
information that is for us to know. Then we
make about the next step to take. Working with a
team is an interesting way to share ideas and learn about new subjects.
B. Using the clues in the story, write the definitions of these
vocabulary words. Use a dictionary to check your definitions.
1. specialist
2. decisions
3. essential
4. communicate
Vocabulary
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Sequence is the order in which the events happen. Signal
words such as first, next, then, last, finally, after, and before
help you identify a sequence of events.
Read the passage. Think about the sequence of events. Answer the
questions.
Tyler and Grace got up early Saturday morning. First, Mom reminded
them to start their chores. Next, Grace washed the dishes and swept the
floor. Then Tyler raked the leaves and took out the trash. Mom and Dad
were very proud. After Tyler and Grace finished their chores, Mom wanted
to give them a treat. Finally, they all went out for a bike ride.
1 . What happened fi rst?
2. What did Grace do next? Then what did Tyler do?
3. What did Mom want to do after Tyler and Grace fi nished their chores?
4. What fi nally happened?
Comprehension:
Sequence
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As you read Out of This World! The Ellen Ochoa Story, summarize
events to fill in the Sequence Chart.
How does the information you wrote on the Sequence Chart help you
better understand the main events in Out of This World!, The Ellen
Ochoa Story?
Comprehension:
Sequence Chart
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As I read, I will pay attention to my pronunciation and phrasing.
Around the time the Pilgrims were landing in the New
10 World, the Russians were building the first roller coaster.
19 They built huge wooden slides. Then they poured water
28 on them. In the cold winter, the water turned to ice. Large
40 sleds would race down these icy slides.
47 More than 100 years later, Empress Catherine the
54 Great of Russia asked workmen to build her a special slide.
65 She wanted one that could be used in the summer. In 1784,
76 they built one that could be ridden on by a cart on wheels.
89 Many people think this was the first real roller coaster.
99 An artist painted Empress Catherine’s slide. People
106 said that the artist’s work was fit for a queen.
116 The first American roller coaster was built in the
125 mountains of Pennsylvania. It was called the Mauch Chunk
134 Switchback Railway. 136
Comprehension Check1. Compare and contrast the fi rst roller coaster in Russia with the
roller coaster built for Empress Catherine the Great. Compare
and Contrast
2. List one detail about Empress Catherine’s slide. Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Pronunciation and
Phrasing
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Comprehension:
Theme of a Myth
A myth is a story that explains how something came to be. Its
theme is its central idea or message about life. To figure out
the theme, look for supporting details about what the characters
do and say. To paraphrase the theme of a myth, look for the
supporting details and retell the theme in your own words.
Read the passage. Then answer the questions.
Arachne was a young girl who was a very good weaver. Her work was
so lovely that people came from miles away to see the beautiful pictures she
wove into her cloth. But Arachne was too proud. She boasted that she was a
better weaver than the goddess Athena, who was also a skilled weaver. This
angered Athena, so Athena visited Arachne. She warned the young girl that
she should not be so boastful. Arachne did not listen. She challenged Athena
to a weaving competition.
Arachne and Athena wove all day and night. When they had fi nished, it
was clear that Arachne’s cloth was better than Athena’s. Arachne won the
challenge. However, Athena was furious. She turned Arachne into a spider to
punish her for her pride. This is how spiders came to be.
1. What is the theme of this myth?
2. Underline the supporting details that help tell you the theme.
3. Paraphrase the theme and supporting details of the myth.
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Read the poem. Underline the words or phrases that create
imagery. Then answer the questions.
The sun smiles at the flowers every morning.
When we walk outside, the grass waves across the park.
Then the sun goes down and the moon laughs with the stars.
The stars make the sky blink until the sun wakes up.
1. What words help you create a picture of the sun?
2. What words help you create a picture of the moon?
3. What words help you create a picture of the stars?
Imagery is the use of words to create a detailed picture in the
reader’s mind.
Literary Element:
Imagery
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A. Read each sentence. Rewrite each sentence. Replace the
boldface word with its synonym from the box.
1. The doctor was a foot specialist.
2. A coat and hat are essential in the cold weather.
3. We make decisions about what we eat every day.
B. Circle the synonym for the underlined word in the sentences
below.
4. The giant tree stood thirty feet tall.
a. huge b. tiny c. brown
5. The neighbors were annoyed by the dog’s barking.
a. excited b. scared c. bothered
Synonyms are words that have similar meanings. You can look
up the word in a thesaurus and find a familiar synonym. You
can use synonyms to find the meaning of an unfamiliar word.
Vocabulary Strategy:
Synonyms
necessary choices expert
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Reading Strategy/
Reading Log
A. Reading Strategy: Ask Questions
Ask questions to understand texts you read. Look in the text for facts
and details to answer the question. Use them as evidence to support
your answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these questions
are right there in the text.
Why? How? The answers to these questions
aren’t in the text. You use text facts
and details to figure out the answer.
What was the author’s
purpose? Did the
author do a good job?
You look at text details and make
a decision about how answer this
question.
Write three kinds of questions about the text. Find and use facts and
details from the text to answer them. Write your answers on another
paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell, the main idea or
meaning of the text. Keep the details or events in the correct order.
You may use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
Out of This World! • Grade 3/Unit 4
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A. Read each compound word. Write the two smaller words. Then
use the meaning of the smaller words to write the definition of
the compound word.
Compound Word Two Words Defi nition
bookcase 1.
tablecloth 2.
afternoon 3.
beekeeper 4.
barefoot 5.
A compound word is a large word made up of two smaller
words. You can use the meaning of the smaller words to help
you find the meaning of the compound word.
Phonics/Word Study:
Compound Words
B. Write sentences for two of the compound words above.
6.
7.
Penguin Chick • Grade 3/Unit 5
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word StudyName
Penguin Chick • Grade 3/Unit 5210
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A. Choose a vocabulary word from the box to complete the
sentences below correctly. Write the word on the line.
1. Peter Penguin’s father instead of walks to keep
Peter’s egg from breaking.
2. When Peter Penguin is born, he is covered in a soft
coat.
3. He stays with his father to keep warm while the
winds blow.
4. It and whistles as it blows.
5. While penguin mothers look for food, the fathers gather together in a
to stay warm.
6. When the penguins are old enough, they play while
the adults look for food.
B. Choose any four vocabulary words, and write a sentence for each
on the lines below.
7.
8.
9.
10.
down echoes fierce huddle junior shuffles
Vocabulary
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Comprehension:
Main Idea and Details
The main idea is the most important point that an author wants
readers to understand. Authors do not always state the main idea.
Details are facts that explain the main idea. Look at the details.
See what they have in common to figure out the main idea.
Read the paragraph. Write three supporting details for the main
idea below. Then answer the question.
A seal pup weighs about 55 pounds (25 kilograms) at birth. In just ten
days, the pup doubles its weight. At seven weeks, it doubles its weight
again. How does this happen? Like all mammals, the pup drinks milk
from its mother’s body. But seal milk is special. More than half of it is fat.
This helps the baby grow quickly.
Details:
1.
2.
3.
4. What do these details have in common?
Main Idea: Seal pups grow very quickly.
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Comprehension:
Main Idea and Details
Chart
How does the information you wrote in your Main Idea and Details Chart help
you summarize Penguin Chick?
As you read Penguin Chick, fill in the Main Idea and Details Chart.
Detail
Detail
Detail
Main Idea
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Fluency:
Pacing
As I read, I will pay attention to pacing.
A seal pup weighs about 55 pounds (25 kilograms)
7 at birth. In just ten days, the pup doubles its weight. At
19 seven weeks, it doubles its weight again. How does this
29 happen? Like all mammals, the pup drinks milk from
38 its mother’s body. But seal milk is special. More than
48 half of it is fat. This helps the baby grow quickly.
59 After two weeks, the mother gives her pup a
68 swimming lesson in the cold Arctic waters. The pup
77 shuffles to the water’s edge. The mother pushes her
86 young one into the water. Soon the pup is swimming. 96
Comprehension Check
1. How much would a seal pup weigh after ten days? Draw Conclusions
2. How does a seal pup learn to swim? Main Idea and Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Main Idea and Details
The main idea is what a text is mostly about. Sentences in
each paragraph include supporting facts and details to tell
more about the main idea.
Read the passage. Then complete the items.
Texas is home to a special bird—the elf owl. One thing that makes this
owl so special is its size. It grows to only about 6 inches long. It is one of the
smallest owls in the world. Like other owls, the elf owl hunts at night and eats
insects, mice, lizards, and other small birds. Another interesting thing about
the elf owl is how it protects itself. When the elf owl thinks it is in danger, it
hides under its wing or “plays dead” until the danger is gone. Unlike many
other birds that make their own nests, the elf owl prefers to live in homes
made by other birds. You will often fi nd the elf owl nesting in the old home
of a woodpecker in a cactus stalk, tree limb, or wooden pole or post.
1. What is the main idea of this passage?
2. Write three details that support this main idea.
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Literary Element:
Imagery
A. Read the poem. Then complete the chart.
Penguins
The penguin is a funny clown
Dressed up in black and white.
He slips and slides on glassy ice
And chatters with delight
Then zips and darts through deep blue sea
To catch a tasty bite.
Imagery Describing the
Penguin’s Appearance
Imagery Describing the
Penguin’s Movement
Imagery
Describing Nature
B. You have five senses. To which of your senses does the poem
appeal?
Imagery is the use of words to create a picture in the reader’s
mind. Imagery can also appeal to the senses.
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Homographs are words that have different
meanings but the same spelling. The meaning
of a homograph depends on how it is used.
For example, the word down can mean two
different things.
The leaves on the tree began to fall down.
When baby birds hatch, they are covered
with soft down.
A. Underline the context clues for the boldface homograph in
each sentence. Write its meaning.
1. Hold the snail in the palm of your hand.
2. We turned on the fan because it was hot.
3. Palm trees grow in California and Florida.
4. A fan likes to go to all the games.
B. Choose one homograph. Write sentences for each meaning.
5.
6.
Vocabulary Strategy:
Homographs
y
g
g
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Reading Strategy/
Reading Log
A. Reading Strategy: Summarize
Summarizing the most important ideas and details in the text will help
you understand what you read. When you summarize, keep the meaning
of the text. Keep the details or events in the correct order. Choose a text
that you are reading this week, and complete the chart.
Important Event/Idea from the Text
Important Event/Idea from the Text
Important Event/Idea from the Text
Summary
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
Use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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Phonics/Word Study:
Inflectional Endings
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Phonics:
Inflectional Endings
with Spelling Changes
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Phonics:
Inflectional Endings
with Spelling Changes
The inflectional endings -es and -ed can be added to the
end of a verb to show when an action happens. In verbs that
end in a consonant plus y, change the y to an i and add -es or
-ed. Knowing this rule will help you decode multisyllabic words
formed by root words ending in consonant plus y.
A. Write the root word of each word below.
1. hurried
2. carries
3. replied
4. fried
5. multiplies
6. denies
7. tries
B. Choose a word from above to complete each sentence below.
8. My little brother eating the last cookie.
9. Leah so that she wouldn’t miss the bus.
10. Each time Linda to ride a bike, she gets a little better.
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Phonics:
Inflectional Endings
with Spelling Changes
The inflectional endings -es and -ed can be added to the
end of a verb to show when an action happens. In verbs that
end in a consonant plus y, change the y to an i and add -es or
-ed. When verbs end in a vowel plus y, add -s or -ed with no
spelling changes. Knowing these rules will help you decode
multisyllabic words formed by root words ending in y.
A. Circle the correct inflectional ending for each root word, and write
the new word on the line. Look at the underlined letters to help
your decide whether you will need to change the y to an i.
1. rally -s -ies
2. hurry -ed -ied
3. worry -ed -ied
4. obey -s -ies
5. delay -ed -ied
6. carry -ed -ied
B. Use the words you made above to complete the sentences below.
7. Stormy weather the start of the game. Fortunately,
the fans umbrellas with them to the stadium.
8. The coach the team on the soccer fi eld. Each player
the coach’s instructions.
9. All through the game, Jerod about his lost dog. After
the game, he home to look for his pet.
-ies
-ied
-ied
-ied
-ed
-s
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Phonics:
Inflectional Endings
with Spelling Changes
The inflectional endings -es and -ed can be added to the
end of a verb to show when an action takes place. In verbs that
end in a consonant plus y, change the y to an i and add -es or
-ed. Knowing this rule will help you decode multisyllabic words
formed by root words ending in consonant plus y.
Read each clue. Then choose one of the words below and use
it to complete the crossword puzzle after changing the y to an i
and adding -es or -ed. The first one is done for you.
marry supply deny study
identify carry multiply
1. performs a math function 5. moves something while holding it
2. prepares for a test 6. became husband and wife
3. gave a name to something 7. rejected the truth of something
4. provided
pt im lu l i e s
Animal HomesGrade 3/Unit 5
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Fill in the blank with the correct vocabulary word from the box.
Some words will be used more than once.
1. Animals are like because they build their
own homes.
2. Termites build tall .
3. Some study animal homes for ideas about solving
problems with buildings.
4. The tortoise digs a hole to keep cool.
5. A polar bear, however, needs a very different type of
.
6. If you come across a spider’s web, be careful because it may
an insect.
7. A turtle into its shell when it senses danger.
8. A hermit crab fi nds in an empty shell.
architects shallow structures
contain retreats shelter
Vocabulary
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Expository nonfiction has information about a topic and often
uses the description text structure. With this description, the
author classifies the facts and details to identify characteristics
or qualities related to the topic. Signal words that point out
details that support the main idea for the description text
structure include for example and such as.
Read the passage below. Summarize it by writing the topic, the
main idea, and any supporting details on the lines.
Trees are important habitats for gray squirrels. For example, the young
are raised in holes in the trees while the older squirrels usually nest in piles
of leaves near the trees. The trees provide many sources of food for the
gray squirrels such as acorns, hickory nuts, insects, flower buds, bark, and
roots. Trees are very important to the gray squirrel.
Topic:
Main Idea:
Detail:
Detail:
Detail:
Comprehension:
Description
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As you read Animal Homes, fill in the Description Web.
Topic
Main Idea
Detail
How does the information you wrote in this Description Web help you
summarize Animal Homes?
Detail
Comprehension:
Description Web
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As I read, I will pay attention to pacing and phrasing.
Many different kinds of animals build their own
8 homes. Their homes are structures that shelter them
16 from the cold and the rain. They are also places where
27 they can retreat from danger. Beavers build lodges, bees
36 build hives, and birds build incredible nests where they
45 hatch their eggs and raise their babies.
52 Have you ever seen a bird’s nest? Some are made of
63 twigs and are round and shallow. Others are made of
73 grass and are long and deep. Still others are made from
84 mud and look like small cups. There are even birds that
95 use their own saliva, or spit, when they build a nest.
106 Many birds’ nests contain feathers and hair. This makes the
116 nest a soft place for their babies, or chicks, to sleep. Birds
128 are some of the most amazing architects in the animal
138 world! 139
Comprehension Check1. Compare and contrast different birds’ nests. Compare and Contrast
2. What does the word saliva mean? Context Clues
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Pacing and Phrasing
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Comprehension:
Follow Directions
Directions tell you how to do something. Sometimes directions
include numbered steps to tell the sequence, or order, in
which things should be done. When following directions, it is
very important to complete the steps from first to last. A list of
materials often comes before the steps in the directions.
A. Read the directions. Then answer the questions that follow.
How to Grow a Sweet Potato Plant
Materials: glass jar, water, sweet potato, pot, toothpicks, soil
DirectionsStep 1: Stick three or four toothpicks into a sweet potato. Place the toothpicks so that they will rest on the rim of the glass jar. The toothpicks should hold the sweet potato a few inches from the bottom of the jar.Step 2: Fill the jar with enough water to cover only the bottom of the sweet potato.Step 3: Set the jar holding the sweet potato in a sunny place, such as a windowsill.Step 4: Check the jar every day and add water to cover the bottom of the potato.Step 5: Within two to three weeks, the sweet potato should sprout healthy roots and leaves. Remove the sweet potato from the jar.Step 6: Plant the sweet potato in a pot with soil. Be sure to cover the sweet potato with soil, but leave the leaves exposed.Step 7: You now have a sweet potato plant! Continue to water the plant and watch it grow!
1. What should you do before you set the sweet potato in the jar?
2. When can you plant the sweet potato in a pot of dirt?
B. Now explain aloud to a classmate how to grow a sweet potato plant.
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Text Feature:
Directions
A. The directions for making a dragon puppet are written below,
but they are out of order. Next to each step, write a number
from 1 to 6 to show the correct order.
Materials: colored paper, scissors, crayons
or markers, glue, and two straws
Cut out the head and tail, and glue one to each end of the body.
Finally, glue the straws onto the backs of the tail and body.
First, fold a piece of paper in half the long way. Cut along the
folded line.
Draw a head and a tail on another sheet of paper.
Then fold each piece of paper like an accordion.
Glue the two folded pieces together to make a long body.
B. Now that you have figured out how to make a dragon puppet,
write the steps you would take to make an animal costume for
a costume party.
1.
2.
3.
4.
5.
Directions help you do something by following steps in a
process. The steps are usually numbered so that you can easily
follow each step from first to last.
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Vocabulary Strategy:
Homophones
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Reading Strategy/
Reading Log
A. Reading Strategy: Summarize
Summarizing the most important ideas and details in the text will help
you understand what you read. When you summarize, keep the meaning
of the text. Keep the details or events in the correct order. Choose a text
that you are reading this week, and complete the activity.
1. Record important events or ideas from the text.
2. Use your notes to summarize the text.
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
Use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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Phonics:
Closed Syllables
A syllable is a word part with one vowel sound. Some
words have more than one syllable. When syllables end in
a consonant and have a short vowel sound, they are called
closed syllables.
Look for a vowel “closed in” by consonants to find closed
syllables, as in sunset. Divide the syllables between the two
consonants to help you read the word.
A. Circle the words that have two closed syllables.
1. sudden agent 4. human upset
2. suspect focus 5. fossil bonus
3. baby basket 6. basic plastic
B. Read each sentence. Underline the word with closed syllables.
Write it on the line then draw a line between the syllables.
7. Susie has a green basket.
8. The tunnel was dark and scary.
9. I have a cactus in my room.
10. Math is her best subject.
11 . Tom is content to live in the city.
sudden
suspect
basket
upset
fossil
plastic
j
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Phonics:
Closed Syllables
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Phonics:
Closed Syllables
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My dad and I decided to have a picnic dinner. We packed a basket full
of food. We also put in plastic plates and paper napkins. Then we ate our
meal while we watched the sunset.
Phonics:
Closed Syllables
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A syllable is a word part with one vowel sound. A closed
syllable ends with a consonant. A closed syllable might have a
vowel-consonant (VC) pattern or a consonant-vowel-consonant
(CVC) pattern. A word with closed syllables is usually divided
into syllables between two consonants.
A. Circle the words that are divided into syllables correctly.
1. cont•est con•test 2. cac•tus cact•us
3. si•gnal sig•nal 4. ind•ex in•dex
5. fall•en fal•len 6. prob•lem pro•blem
B. Complete each sentence by circling the correctly divided word.
7. An ant is a kind of .
ins•ect in•sect
8. Stephen was when he lost the race.
up•set ups•et
9. Should we get a dog or a for a pet?
rabb•it rab•bit
10. All of a , it started to rain.
sud•den su•dden
Phonics:
Closed Syllables
c
sig•nal
fal•len
cac•tus
prob•lem
in•sect
up•set
rab•bit
sud•den
Call of the Wild • Grade 3/Unit 5
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
Call of the Wild • Grade 3/Unit 5238
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Vocabulary
A. Read the story. Then fill in each blank with the correct
vocabulary word from the box.
crucial adjust survive source unpredictable
Sometimes the weather can be . Weather
changes can cause problems for animals in the wild. The animals have
to to changes in temperature. If the weather gets
too cold, the animals need to find ways to .
Some animals may huddle together. Staying close to each other provides a
of heat. It is for the
animals to find shelter so they can be safe from the cold. Since animals are
clever, they usually find ways to adapt to any weather.
B. Use the context clues in the story to write the definitions
of the vocabulary words. Use a dictionary to check your
answers.
1. crucial
2. adjust
3. survive
4. source
5. unpredictable
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Comprehension:
Cause and Effect
• A cause is an event or an action that makes something
happen. An effect is something that happens because of an
event or an action. To find an effect, ask what happened? To
find a cause, ask why did it happen?
• To identify cause and effect, look for signal words, such as
cause, effect, because, due to, since, if, and when.
Read this paragraph and answer the questions below.
Animals often have to move because of changes in their habitat. When
trees are cut down, birds can lose their nesting places. They move to a new
place where there are more trees to nest in. In dry weather, ponds sometimes
dry up. Because some animals like frogs need water to survive, they move
to fi nd a place with water. When people build more homes in an area, there
are fewer places where animals can fi nd food and water. This causes the
animals to move to places where they can get what they need to survive.
When animals move to a new area, they can cause problems for the plants
and animals that already live there.
1. Why do animals have to move?
2. What happens to birds when trees are cut down?
3. Why do frogs have to move?
4. What happens when people build more homes?
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Comprehension:
Cause and Effect
Chart
As you read Call of the Wild, fill in the Cause and Effect Chart.
How does the information you wrote on the Cause and Effect Chart
help you better understand Call of the Wild?
Cause Effect
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Fluency:
Phrasing
As I read, I will pay attention to phrasing.
Winds scream. Rain pelts down. Buildings shudder.
7 Trees sway back and forth. Branches break and fall to the
18 ground. It’s a hurricane!
22 You’ve probably seen pictures or images of hurricanes
30 in a newspaper or on TV. What makes a storm a hurricane?
42 A hurricane is a storm with very strong winds and
52 heavy rain. It starts over warm waters in an ocean. The
63 storm might take the shape of a circle or an oval. It can be
77 up to 400 miles (640 km) wide.
82 How do people prepare for hurricanes? How do
90 “hurricane heroes” do their work? They do their jobs in
100 offices and shelters. They are important before, during, and
109 after a big storm. They help save lives.
117 How do people find out if a bad storm is coming?
128 Air Force pilots called hurricane hunters fly into the
137 eye of the storm. 141
Comprehension Check1. What is a hurricane? Main Idea and Details
2. Who are hurricane hunters? Main Idea and Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Text Features
You can use text features to locate and understand information
in a text. Text features include boldface type, headings, key
words, and italics. You can also use text features to make and
verify predictions about a text.
A. Skim the text features below. Then answer the question.
1. What do you predict that this announcement will tell you?
B. Read the announcement. Then answer the questions that follow.
AUDITIONS
Mr. Jeswick will hold auditions, or tryouts, for roles in the upcoming play
“One Smart Cookie.” Auditions will be from 3 to 4 p.m. on September 13, in the cafeteria. Understudies, or people who replace actors in an
emergency, will also be chosen.
Overview of the Play “One Smart Cookie” tells the story of girl named
Maria who bakes cookies and solves mysteries. When an old clock goes
missing, Maria cracks a few eggs, stirs up a mess, and finds the thief.
Roles Maria, a third-grade student; Mr. Cohen, Maria’s neighbor; Evan,
Maria’s friend; Mr. Ito, the letter carrier; and Pepper, Maria’s dog.
2. Circle the heading under which you’d learn what the play is about.
3. Why is it helpful to use italics?
4. Read your answer to question 1. Was your prediction correct? Explain .
Overview of the Play
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Study Skill:
Skim and Scan
Skim means to read over a passage quickly to identify the
main ideas. Scan means to search through a passage for key
words or ideas. Skimming and scanning can help you locate
information when you do research.
Skim and scan the passage to help you answer the
following questions.
Is Earth Too Warm?
The earth is warming quickly. This causes problems for all living things.
Sea ice in the Arctic is melting about three weeks earlier than it did 30
years ago. This is not good for the people who live there. Their homes are
damaged by the melting ice. They also have fewer animals to hunt for food.
Polar bears, seals, and other arctic animals are having problems, too. The
ice cap is getting smaller, so there is less room for them to live. Their food
supply is disappearing, so they have to move to new places to find food.
1. What is the topic of the fi rst paragraph?
2. What key words do you see in the heading?
3. Draw a circle around the key words in the passage.
4. What is the topic of the second paragraph?
earth i warming quickly. causes problems for all living things.
Sea ice Arctic
melting ice
Polar bears, seals, and other arctic animals
ice cap
disappearing,
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Vocabulary Strategy:
Synonyms
adaptharvest
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Reading Strategy/
Reading Log
A. Reading Strategy: Summarize
Summarizing the most important ideas and details in the text will help
you understand what you read. When you summarize, keep the meaning
of the text. Keep the details or events in the correct order. Choose a text
that you are reading this week, and complete the activity.
1. Record important events or ideas from the text.
2. Use your notes to summarize the text.
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
Use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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When added to the end of a verb, the inflectional endings -s,
-es, -ed, and -ing show when action happens, as in: He calls
his sister often; He called yesterday; He is calling right now.
If a word ends in a consonant and e, drop the e before adding
-ed or -ing, as in decided, deciding. If a word ends in a vowel
and consonant, such as in rip, double the final consonant
before adding -ed or -ing: ripped, ripping.
A. Underline the word or words in each sentence with the
endings -s, -es, -ed, or -ing.
1. Dad is naming our new dog Spike.
2. My brother dropped a penny in the well.
3. I am wrapping a present for Mom.
4. My brother washes the dishes after dinner.
5. The kitten pushes the toy across the floor.
6. Patty stomps in the puddle to make a splash.
7. The school bus moves slowly through the snow.
8. Rashid decided to walk home from school.
B. Sort the underlined words above on the chart.
-s -es -ed -ing
Phonics/Word Study:
Inflectional Endings
g
pp
pp g
p
p
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Phonics:
Inflectional Endings
with Spelling Changes
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Phonics:
Inflectional Endings
with Spelling Changes
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Phonics:
Inflectional Endings
with Spelling Changes
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Phonics:
Inflectional Endings
with Spelling Changes
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Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Fill in each blank with the vocabulary word from the box that
makes the most sense. Some words may be used more than once.
Whenever you read a between two animals, you
know that you are reading a fantasy. My friend wrote a story about
a peacock that would not stop about his beautiful
tail feathers. The peacock’s bragging was suddenly
by a noisy bluebird. The bird complained that last night’s storm had blown
his nest out of the tree. Now he had to find twigs and grasses to
the nest. The peacock the
opportunity to spread his feathers and sway back and forth with his head
held high. He kept about how grand he looked. The
bluebird just flew away.
Then a squirrel by and sat in front of the
peacock. “Watch me. I bet you can’t do this,” he said, as he juggled five
acorns high in the air. The peacock said, “What a show-off you are!
Stop your !”
Vocabulary
boasting conversation interrupted
seized rebuild scrambled
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Mike Drake worked as the night custodian at Riverside School. Each
night, he went from classroom to classroom, mopping and cleaning. Mike
liked to take his late-night snack break when he got to Room 4. While he
ate his snack, he taught Artie, the Room 4 parakeet, to talk. He gave Artie
a lesson almost every night.
“Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage and
pulled it off. “It is your good buddy, Mike. How is my pretty bird?”
Mike always interrupted Artie’s sleep. Artie was never prepared for this
nightly wake-up call. He blinked and looked around.
“Artie, are you ready for your vocabulary lesson?” asked Mike.
“Okay,” said Artie. He hopped onto his swing and began to sway.
“Who is that pretty bird?” said Mike. “What is that pretty bird’s name?”
“R-T,” said Artie. The swing squeaked as it moved back and forth.
1. How does Mike feel about Artie, the parrot? How do you know?
2. Why does Mike eat his late-night snack in Room 4? How do you know?
To draw conclusions, readers can use story clues to come to a new
understanding of a character in the story.
Comprehension:
Draw Conclusions
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Comprehension:
Draw Conclusions
Chart
As you read Wilbur’s Boast, fill in the Draw Conclusions Chart.
How does the information you wrote in this Draw Conclusions Chart
help you understand plot development in Wilbur’s Boast?
Detail
Detail
Detail
Conclusion
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Fluency:
Pacing and Phrasing
As I read, I will pay attention to pacing and phrasing.
Mike Drake worked as the night custodian at Riverside School.
10 Each night, he went from classroom to classroom, mopping and
20 cleaning. Mike liked to take his late-night snack break when he got
32 to Room 4. While he ate his snack, he taught Artie, the Room 4
44 parakeet, to talk. He gave Artie a lesson almost every night.
55 “Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage
65 and pulled it off. “It is your good buddy, Mike. How is my pretty
79 bird?”
80 Mike always interrupted Artie’s sleep. Artie was never prepared
89 for this nightly wake-up call. He blinked and looked around.
99 “Artie, are you ready for your vocabulary lesson?” asked Mike.
109 “Okay,” said Artie. He hopped onto his swing and began to sway.
121 “Who is that pretty bird?” said Mike. “What is that pretty bird’s
133 name?”
134 “R-T,” said Artie. The swing squeaked as it went back and
145 forth. 146
Comprehension Check1. Why does Mike Drake like to take his snack break in Room 4? Plot
2. What does the word seized mean? Context Clues
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Theme of a Fable
A fable is a story that teaches a lesson and often has animal
characters that talk and act like people. Its theme is its central
idea or lesson about life. To figure out the theme of a fable, look
for supporting details about what the characters do and say. To
paraphrase the theme of a fable, look for the supporting details
and retell the theme in your own words.
Read the fable. Then answer the questions.
Once there was a dog who was carrying a bone. As he walked across a
bridge, the dog saw his own refl ection in the river below. He thought that
he was seeing another dog with a bone in its mouth. The other dog’s bone
looked bigger and tastier. Wanting the other dog’s bone as well, the dog
began to bark at the refl ection below and dropped his own bone in the water.
Then the dog realized that he had been a fool, barking at his own refl ection.
Having lost his bone for good, the dog walked sadly and hungrily home. He
had learned the hard lesson that by being greedy, one risks losing what one
already has.
1. Circle the stated theme, or lesson about life, in the fable.
2. Underline two details from the tale that support the theme.
3. Paraphrase the theme and supporting details of the fable.
by being greedy, one risks losing what one
y
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Literary Element:
Personification and
Moral
Personification is when an animal or thing is given human
characteristics. It creates a picture or graphic visual experience
for the reader. Examples:
a talking tree a smiling sun
a frog that swings on a trapeze a cow that sings
Fables are stories that teach a lesson and often have animal
characters that talk and act like people.
A moral is a lesson that a fable teaches. The reader can apply
a moral to his or her own personal experiences.
Read the fable below. Then answer the questions.
One day an ant was drinking from the river. He fell in and was carried
along by the stream. A dove saw the ant and threw a twig into the water.
The ant crawled onto the twig and made it safely to the bank of the river.
“Thank you,” said the ant. “You saved my life.” Soon after, the ant spotted
a hunter who was aiming his rifle toward the dove. The ant crawled onto
the hunter’s foot and bit him hard. The hunter dropped his rifle. The dove’s
life was saved.
1. How does the author use personifi cation in the fable?
2. What is the moral of this story?
3. What words in the story create a picture for the reader?
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Vocabulary Strategy:
Prefixes
re-, un-, dis-, pre-
The prefixes re-, un-, dis-, and pre-, are word parts that can
be added to the beginning of base words to form new words
with new meanings. The prefix re- means “to do again,” pre-
means “before,” and dis- and un- mean “not or opposite.”
re + appear = reappear means “to appear again”
un + even = uneven means “not even”
dis + order = disorder means “not in order”
pre + cut = precut means “to cut before”
Underline the word in each sentence that contains a prefix. Then
define the word on the line provided.
1. I need to preheat the oven before I start baking.
2. It would be good for my owner to train me so I do not disobey him.
3. I will need to retrain my owner.
4. I know that my kind owner would never be unhappy enough to sell me.
5. I love to go with my owner when he drives to the recycling center with
used cans and bottles.
6. I hope that she will uncover my dish before she puts it on the fl oor.
y
ppy
y g
p
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Reading Strategy/
Reading Log
A. Reading Strategy: Summarize
Summarizing the most important ideas and details in the text will help
you understand what you read. When you summarize, keep the meaning
of the text. Keep the details or events in the correct order. Choose a text
that you are reading this week, and complete the chart.
Important Event/Idea from the Text
Important Event/Idea from the Text
Important Event/Idea from the Text
Summary
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
Use your log to talk to others about what you read.
Genre
Title Author
This Text Is About
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A syllable that ends in a consonant is called a closed syllable.
The vowel in a closed syllable usually has a short vowel sound.
Examples: sug / gest ex / pert
Every syllable in a word has only one vowel sound. When a
syllable ends in a vowel, it has the consonant-vowel pattern. It
is called an open syllable and usually has a long vowel sound.
Examples: ba / by fe / male
Divide each underlined word into syllables by drawing a line
between the syllables. Then write whether the first syllable in
each word is an open or a closed syllable.
1. Tigers have traits that help them survive.
2. Many interesting animals live in the Southwest region of the United
States.
3. Some of the animals can be lazy.
4. At night, some of the mammals hunt rodents for food.
5. Very large spiders live in the Southwest.
6. Some reptiles that live in the Southwest are poisonous.
7. Some of the desert animals protect themselves in ways that are
dangerous to humans.
Phonics:
Open Syllables
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Phonics:
Open Syllables
Every syllable in a word has only one vowel sound. When a
syllable ends in a consonant-vowel (CV) pattern, it is called an
open syllable. It usually has a long vowel sound, as in ba•by.
A. Draw a line to divide each word into syllables. Then circle the
open syllable in each word.
1. fi nal 2. siren
3. female 4. robot
5. fl avor 6. music
7. fever 8. human
B. Choose a word from the list above that best completes each
sentence.
9. What of juice do you think tastes best?
10. We could hear the fi re truck’s loud coming down the
street.
11. I love dancing to the beat of the .
nn
e
fl ava
e
sir
ro
mu
hu
aa
evev
s
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Circle the open syllable in each word. Write the syllables on the
lines. Then use the word in a sentence.
1. spider
2. open
3. writer
4. pilot
5. table
Phonics:
Open Syllables
Every syllable in a word has only one vowel sound. When a
syllable ends in a consonant-vowel (CV) pattern, it is called an
open syllable. It usually has a long vowel sound, as in ba•by.
spid
o
writ
pil
ab
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A. Circle the words that are divided into syllables correctly.
1. crea•te cre•ate 2. be•have beha•ve
3. sil•ent si•lent 4. e•ven ev•en
5. ov•er o•ver 6. pre•pare prep•are
7. pot•a•to po•ta•to 8. be•lieve bel•ieve
B . Complete each sentence by circling the correctly divided word.
9. I like to eat a .
to•mat•o to•ma•to
10. You must be in the library.
qui•et qu•iet
11. The fl ew the airplane.
pil•ot pi•lot
12. Thank you for holding the door .
op•en o•pen
Phonics:
Open Syllables
Every syllable in a word has only one vowel sound. When a
syllable ends in a consonant-vowel (CV) pattern, it is called an
open syllable. It usually has a long vowel sound, as in ba•by.
cre•ate
po•ta•to
be•have
e•ven
pre•pare
be•lieve
to•ma•to
qui•et
pi•lot
o•pen
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Phonics:
Open Syllables
Every syllable in a word has only one vowel sound. When a
syllable ends in a consonant-vowel (CV) pattern, it is called an
open syllable. It usually has a long vowel sound, as in ba•by.
A. Draw a line to divide each word into syllables. Then circle the
open syllable in each word.
1. robots
2. program
3. famous
4. basic
5. acorn
B. Choose a word from above that best completes each sentence.
6. We saw a singer at the state fair.
7. Ms. Clancy’s class will be on a television about
schools.
8. It is easy to make a picture frame if you follow these fi ve
steps.
9. Factories sometimes use to do jobs that people
can’t do.
10. The squirrel was eating an .
o
pro
a
a
aca
oo
oo
asa
accac
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Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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A. Read the story. Then fill in the blanks with the correct
vocabulary words from the box.
related to females identical sight odor venom
Animals may seem to be alike in many ways, but they are not
. Males and of a
species look similar, but most females are smaller. Animals that are
one another, such as dogs and wolves, are
also alike in some ways. How animals are alike is not always clear
at first . One way they’re alike is that they
all have ways to protect themselves. Some animals spray a horrible
to keep their enemies away. Others bite enemies
and passes into the enemy’s body.
B. Use the context clues in the story to write the definitions of the
vocabulary words. Use a dictionary to check your definitions.
1. identical
2. odor
3. venom
4. sight
5. females
6. related to
Vocabulary
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When you compare and contrast two things, you show how
they are alike and how they are different. When comparing two
things, look for signal words, such as like, just as, similar,
both, also, and too. When contrasting two things, look for
signal words, such as different, but, and on the other hand.
Comprehension:
Compare and Contrast
Read this paragraph and answer the questions below.
The desert is home to many different kinds of animals. Each of the
animals has special traits that help it survive in its habitat. Reptiles,
such as desert tortoises, snakes, and lizards all live in the desert
Southwest. These are all cold-blooded animals, but they need
different kinds of food to survive. The desert tortoise eats plants, while
the snakes and lizards eat other animals. Both roadrunners and white-
nosed coatis are desert animals with long tails that help them survive.
The roadrunner’s tail helps it balance when it runs. On the other hand,
the coati’s tail helps it balance in the trees it climbs.
1. In what way are all the desert animals alike?
2. In what way are desert tortoises, snakes, and lizards alike?
3. In what way are desert tortoises, snakes, and lizards different?
4. How are roadrunners and white-nosed coatis alike?
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Comprehension:
Venn Diagram
As y
ou
re
ad
Un
iqu
e A
nim
als
of
the S
ou
thw
est,
fill
in t
he
Ve
nn
dia
gra
m.
How
does the info
rmation y
ou w
rote
in the V
enn d
iagra
m h
elp
you
bett
er
unders
tand U
niq
ue
Anim
als
of th
e S
outh
west?
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As I read, I will pay attention to intonation.
During the time of the American colonies very few people
10 could vote. You had to be a rich white man who owned land.
23 Back then, leaders felt that voting was too important to be
34 left to just anyone. These men elected others who were very
45 much like themselves.
48 This system continued on even after the United States became
58 a free nation.
61 In the 1820s, some states began changing the rules. Voters
70 did not have to own property anymore—but they still had to
82 be white males.
85 By the 1840s all white men were automatically allowed to
94 vote. But women couldn’t vote. Neither could African American
103 people.
104 In 1863, slavery ended. In 1870, the Fifteenth Amendment to
112 the Constitution gave African American men the right to vote.
122 This was an important historical event. But not all Southern
132 states wanted to share power with African Americans. So some states
143 set up ways to keep African Americans from voting. 152
Comprehension Check1. Who can vote now? Main Idea and Details
2. What historical event allowed African American men the right to vote?
Main Idea and Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Intonation
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Comprehension:
Draw Conclusions
Read the passage. Then answer the questions.
Stargazing may sound easy, but it takes more than looking up at the night
sky. Three things affect a stargazer’s ability to see stars: the phase of the
moon, the stargazer’s location, and weather conditions. Light from a full
moon makes stars diffi cult to see. City lights have the same effect. Clouds
can hide stars at night. Strong winds can make stars look blurry and make
them appear to twinkle.
1. What effect do city lights have on a stargazer’s ability to see stars? What
information in the passage helps you draw this conclusion?
2. When is the best time to view stars? What information in the passage
helps you draw this conclusion?
3. Where is the best location to view stars? Support your conclusion with
evidence from the text.
When you draw conclusions you use what you already know
and what you read to make decisions.
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To make a prediction, you can use foreshadowing.
Foreshadowing are hints and details writers use to tell about
events that may happen later in a story. For clues, look at the title
and story details.
Why Bear Has No Tail At a time long ago, Bear had a fine-looking, long, glossy tail. He
thought it was the most amazing tail any animal could have. The animals,
including Fox, who was very tricky, thought Bear was very vain, but they
didn’t want to anger him. So they all agreed that his big, black, shiny tail
was the most beautiful they’d ever seen.
2. What do you think may happen next?
3. Circle the story details that foreshadow what may happen.
One frosty winter’s day, Bear went trudging down to the stream. Fox was
sitting on the ice, surrounded by fish. Fox knew that Bear was hungry. He
told Bear to put his beautiful tail in the water to catch a fish. A huge fish
saw Bear’s tail and bit it off. That’s how Bear lost his tail.
4. Were your predictions correct? Explain.
Literary Element:
Foreshadowing
A. Read the story title. Then answer the question.
1. What do you predict this story will be about?
B. Answer the questions as you read the rest of the story.
Fox, who was very tricky, Bear was very vain,
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A. Use the two dictionary entries to answer the questions below.
com•mon (kom әn) adjective
1. Happening often; familiar;
usual: Snow is common here in
the winter. 2. Belonging equally
to all; shared by all alike: It is
common knowledge that the
earth is round. 3. Ordinary;
average: The dandelion is a
common weed.
con•fuse (kәn fuz´) verb
1. To mix up: That street sign
confuses drivers and causes
them to take a wrong turn.
2. To mistake for another; not
see the difference between:
People are always confusing
the twins.
1. How many syllables are in common?
2. What is the pronunciation for confuse?
B. Write the correct meaning for the underlined word.
3. Brown eyes are common in my family.
4. An animal can confuse its enemy by changing direction quickly.
Vocabulary Strategy:
Dictionary
Use a dictionary to find the meaning of unfamiliar words.
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Reading Strategy/
Reading Log
A. Reading Strategy: Ask Questions
Ask questions to understand texts you read. Look in the text for facts
and details to answer the question. Use them as evidence to support
your answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these
questions are right there in
the text.
Why? How? The answers to these
questions aren’t in the text.
You use text facts and details
to figure out the answer.
What was the author’s
purpose? Did the author do a
good job?
You look at text details and
make a decision about how to
answer this question.
Write three kinds of questions about the text. Find and use facts and
details from the text to answer them. Write your answers on another paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
Use your log to talk to others about what you read.
Genre
Title Author
T his Text Is About
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Read each sentence. Underline a word in each sentence that
contains a prefix. Then write the meaning of the new word.
1. When you unscramble the letters, ipxref, you get the word prefix.
2. I have to rewrite all of my notes.
3. We will preview a children’s fi lm about animals.
4. It is important to train dogs that disobey commands.
5. Learning about an animal’s behavior before touching it is a good
precaution to take.
6. Finding a wild tiger is uncommon in the United States.
A prefix is a word part that can be added to the beginning of a
root word to form a new word with a different meaning.
Prefix Meaning + Root Word New Word
dis- not or opposite dis + like dislike
pre- before or ahead of time pre + school preschool
un- not or opposite un + lucky unlucky
re- again re + learn relearn
Phonics/Word Study:
Prefixes
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Phonics: Prefixes
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Phonics: Prefixes
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Phonics: Prefixes
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Phonics: Prefixes
Stone Soup • Grade 3/Unit 6
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Word StudyName
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A. Write the vocabulary word from the box that completes
each sentence below. You will need to use some words
more than once.
gaze agreeable guests banquet untrusting curiosity
1. The visitors and at the hotel lined up for the
breakfast .
2. Our server at dinner was pleasant and .
3. All the wedding clapped after the bride and groom
cut their cake.
4. Peanut butter is an unusual in some countries, and
people are afraid to try it.
5. Meat eaters are sometimes suspicious and of soy
burgers.
6. The tiger fi xed its stare to at the herd of cattle as
if it were about to feast at a .
B. Write synonyms for the following words.
7. agreeable
8. curiosity
Vocabulary
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Authors don’t give readers every detail in a story. To figure out
missing details, readers make inferences using clues in the
text. Readers make inferences about how characters treat each
other, their relationships, and how their relationships change.
Read the passage, and then answer the questions.
A Special Dinner
Mom, Dad and Annie went out for dinner every December 18. This
year was special. Dad surprised Annie by saying, “We are taking you to
a new restaurant. It serves foods from around the world.” Annie sighed.
“I’m not sure. I like my old favorites.” Mom laughed. Annie frowned. She
looked forward to this dinner and didn’t want anything to go wrong.
When they arrived at the restaurant, Annie saw the sign said, “World’s
Best Pizza, Tacos, and Egg Rolls!” She hugged Dad and Mom. “This is
great!” she said.
1. How does Annie feel about trying new things? How can you tell?
2. How do Annie and her parents get along at the beginning of the story?
How can you tell?
3. How do the relationships in the story change?
Comprehension:
Make Inferences
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Comprehension:
Inference Map
As you read Stone Soup, fill in the Inference Map.
How does the information you wrote in this Inference Map help you
understand plot development in Stone Soup?
Clue
Clue
Clue
Inference
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As I read, I will pay attention to phrasing.
“I’m feeling extremely woozy,” said the fox. He wiggled
9 around, trying to get comfortable.
14 “Maybe you ate too much,” said the bird.
22 The fox bubbled and burped and moaned and groaned.
31 HICK! The fox spit out a mouthful of seeds.
40 “Excuse me,” said the fox, “I have the hiccups.”
49 HICK! The fox spit out another mouthful of seeds.
58 The bird bucked and rocked with each hick. At last they
69 reached the mountaintop, and the bird skidded in for a
79 landing.
80 The fox climbed down from the bird’s aching back. He
90 felt dizzy from the bumpy trip.
96 “Thank -HICK! you!” said the fox, spitting seeds.
104 “I will -HICK! -see you soon.”
110 “Are you sure you will be all right?” asked the bird.
121 “I will be -HICK! -fine,” said the fox. 129
Comprehension Check1. What happens when the fox hiccups? Plot Development
2. What do you think will happen to the seeds? Make Predictions
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Phrasing
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Comprehension:
Character
The characters are the people or animals in a story. Their
interactions, or how they speak or act with one another,
affect the events in the story. Pay attention to the things that
characters say, do, and feel to identify how they change
throughout the story.
Read the passage below. Then answer the questions that follow.
Evan was sitting in school. He felt lonely because his best friend had
moved away. Evan thought he would never make another good friend. It
was time for his class to choose partners for their science project. Evan
noticed that Jacob didn’t have a partner. Jacob was a quiet boy. Evan had
never really talked to him before. Evan asked Jacob to be his partner. After
school, Jacob invited Evan to his house to work on their science project.
The two boys got along well. Evan found out that Jacob was funny and fun
to work with. Evan didn’t feel lonely anymore. He had a new friend!
1. How does Evan feel at the beginning of the story? Why?
2. How do Evan and Jacob interact with each other?
3. How does Evan’s opinion of Jacob change by the end of the story?
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Charts arrange information into columns and rows. The
headings of the columns form the categories. The information
in each category is arranged to help the reader compare
information in categories. Readers can locate information in charts.
Read the paragraph and look at the chart below. Then answer
the questions.
Good Food
Eating a healthy diet means eating foods from the five different food
groups: dairy, meat, fruit, breads and grains, and vegetables. You should
also keep track of how many calories you consume each day.
Nutritional Information for Selected Foods
Food Food Group Serving Size Calories
cheddar cheese dairy 1 ounce 115
hamburger meat 2 ounces 240
watermelon fruit 1 slice 85
bagel bread & grains 1 200
broccoli vegetables 1 cooked spear 50
1. How many calories are in one slice of watermelon?
2. What food group is hamburger in?
3. What food has 115 calories for a one ounce serving?
Text Feature:
Charts
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Synonyms are words that have the same, or almost the same,
meaning.
The following pairs of words are synonyms:
happy/glad afraid/scared chair/seat tool/instrument
Read the words in the box below. Identify and write a synonym
for each numbered word. Use both words in related sentences.
branch banquet problem cool fast story
1. Word: quick Synonym:
Sentence:
2. Word: twig Synonym:
Sentence:
3. Word: chilly Synonym:
Sentence:
4. Word: feast Synonym:
Sentence:
Vocabulary Strategy:
Synonyms
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A. Reading Strategy: Make Connections
Sometimes you read fi ction stories or poems (literary text) and nonfi ction
articles (informational text) that have similar ideas. As you read, you can
make connections between the two kinds of text. They might have similar
themes, author’s purposes, or topics. Making connections between literary
and informational texts helps you better understand both texts. Choose
a fi ction and nonfi ction text you are reading that have similar ideas. Use
information and details in the texts to complete the chart.
Informational Text Literary Text
Author’s Purpose
or Theme
Ideas
Connections Between the Texts
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or meaning
of the text. Keep the details or events in the correct order. Use your log to
talk to others about what you read.
Genre
Title Author
T his Text Is About
Reading Strategy/
Reading Log
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1. I like to travel to different states.
2. My new bedroom is not as little as my old bedroom.
3. The class had to read three fi ction books over the summer.
4. Dad had to pay for a rental when the car broke down.
5. Mom likes to tell me a riddle before school.
B. Sort the words above by final stable syllables.
-le
-el
-ion
-al
A. Read each sentence. Underline the word with a final stable
syllable. Write the word on the line and circle the final stable
syllable.
The final stable syllable is the last syllable in a word with
more than one syllable. When a word ends in -le, -al, -el, or
-ion, the consonant before it plus the final letters form the final
stable syllable.
Example: Final Stable Syllable
-le, as in pickle pic•kle
-al, as in global glo•bal
-el, as in level le•vel
-ion, as in action ac•tion
Phonics:
Final Stable
Syllables
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Phonics:
Final Stable Syllables
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1. A turt is a slow-moving animal.
2. People waited for the train at the stat .
3. We need to buy hotdogs and a bott of ketchup.
4. Kurt had a waff for breakfast.
5. Kaylee turned the hand to open the door.
6. The thunder sounded like an explos .
7. If you put on this suntan lot , you won’t get a sunburn.
8. I don’t need glasses because my vis is perfect.
Phonics:
Final Stable Syllables
When the letters -le or -ion appear at the end of a word and a
consonant comes before them, the consonant + -le or -ion form
a final stable syllable.
ta • ble ten • sion
Fill in the blanks with -le or -ion to write a word that makes sense
in the sentence. Then divide the word into syllables on the line.
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Phonics: Final Stable
Syllables
When the letters -le or -ion appear at the end of a word and a
consonant comes before them, the consonant + -le or -ion form
a final stable syllable.
ta • ble ten • sion
A. Underline the word in each row that has a final stable syllable
and then circle the final stable syllable.
1. basketball balloon bubble
2. rectangle square oval
3. children adults people
4. quickly motion going
5. light candle fi re
6. house cottage mansion
7. nutrition healthy eating
8. puzzle diffi cult answer
B. Choose a word from the list above to complete each sentence.
9. I lit a so I could see when the lights went out.
10. Eating healthful foods is important for good .
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Phonics: Final Stable
Syllables
Our teacher gave us a math puzzle to solve. She gave us a triangle and
a rectangle. We had to find out which had the longest sides. At first we
had some trouble. Then we used addition to add up the length of each
shape’s sides. The triangle’s sides were longer. Our teacher told us to use
subtraction to find out how much longer it was than the rectangle.
The Strongest One • Grade 3/Unit 6
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Word Study
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Vocabulary
A. Read the sentences. Fill in the blanks with the correct
vocabulary words from the box.
securing decorated weakest darkened symbol gnaws
1. Jim wanted to make the stage prettier, so he it with
fl owers.
2. Megan drew a picture of a dove on the cover of the program. She said
that it was a that stood for peace.
3. At the end of the play, the stage was so there wasn’t
as much light as there was at the beginning.
4. Some of the costumes have holes in them. The stagehands think a
mouse on them at night.
5. The guards are the theater by locking the doors to
make it safe.
6. The stage helper has the least amount of strength
to lift the stage props.
B. Write new sentences for two of the vocabulary words used
above. Then underline the vocabulary word.
7.
8.
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Comprehension:
Summarize
You can summarize a story by writing the plot’s main events in
the order they happened, or in the correct sequence.
Read each story below. Then write a summary.
1. Last night was the fi nal performance of the school play. The theater was
packed. Every seat was taken. The play went on without any problems.
In the end, the audience stood up and clapped. They all agreed it was
the best play they had ever seen.
Summary:
2. A new movie with Ray’s favorite superhero was coming to the theater. He
did not have enough money to go. He really wanted to see this movie.
Ray decided he would earn the money. He washed his dad’s car. He
cleaned his sister’s room, and he put away his mom’s clothes for her. By
the time the movie got to the theater, Ray had enough money to see the
movie and have some popcorn!
Summary:
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Comprehension:
Story Map
As you read The Strongest One, fill in the Story Map.
Character
Setting
Beginning
Middle
How does the information you wrote in this Story Map help you
summarize The Strongest One?
End
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Fluency:
Expression and
Intonation
As I read, I will pay attention to expression and intonation.
Narrator: One evening, when John was out in the
9 woods digging up the roots of an old tree for King George,
21 his shovel hit something hard.
26 John: What’s this? An old trunk with a mysterious
35 symbol on it! Oh goodness, it’s a pile of gold coins—really
47 buried treasure!
49 Narrator: John danced for joy, but then he realized he
59 had a big problem.
63 John: If the king finds out about this treasure, he will
74 keep all of it. If I tell Maria about it, she will tell the whole
89 world.
90 Narrator: John thought of a plan to fool the king and
101 keep the treasure for the villagers. 107
Comprehension Check1. What is John’s problem? Problem and Solution
2. Why does John want to keep the treasure a secret? Plot
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension: Plot
The plot is the series of events that make up the beginning,
middle, and end of a story. Sequence is the order in which
events happen in a story. Look for key words such as first,
next, and last. You can use what you know about sequence to
summarize the plot’s main events.
Read the story. Then answer the questions that follow.
The first thing Janelle did when she woke up on Monday morning was
brush her teeth and wash her face. Next, she got dressed and went to the
kitchen to get some breakfast. After breakfast, she put on her backpack
and kissed her parents goodbye. She got on her bike and rode to her friend
Jared’s house. Jared came out of his house and got on his bike, too. Then
they rode to school together. When they got to school, Janelle and Jared
locked their bikes in the bike rack. Last, they went to their classroom.
1. What was the fi rst thing Janelle did on Monday morning?
2. When did Janelle ride to Jared’s house?
3. What is the last event in the story? How do you know?
4. Summarize the main events of the story’s plot in sequence.
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Text Feature:
Diagram
A diagram is a drawing that explains information. Readers can
locate information in diagrams. Information can be easier to
understand in a diagram.
Answer the questions about the diagram.
1. What does the diagram show?
2. What do you see in the first part of the diagram?
3. What is the name of the adult animal?
4. What is the name of the animal in the middle of the life cycle?
How a Frog Develops
tadpole
frog
eggs
1
2
3
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Vocabulary Strategy:
Antonyms
Antonyms are words that have opposite meanings. The
following are examples of antonym pairs:
soft/hard dark/light fast/slow happy/sad
Read the words in the box below. Identify and write an antonym
for each numbered word. Use both words in related sentences.
take strongest dirty push
near false wide smooth
1. Word: clean Antonym:
Sentence:
2. Word: rough Antonym:
Sentence:
3. Word: true Antonym:
Sentence:
4. Word: weakest Antonym:
Sentence:
5. Word: pull Antonym:
Sentence:
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A. Reading Strategy: Make Connections
Sometimes you read fi ction stories or poems (literary text) and nonfi ction
articles (informational text) that have similar ideas. As you read, you can
make connections between the two kinds of text. They might have similar
themes, author’s purposes, or topics. Making connections between
literary and informational texts helps you better understand both texts.
Choose a fi ction and nonfi ction text you are reading that have similar
ideas. Use information and details in the texts to complete the chart.
Ideas in the Informational Text
Ideas in the Literary Text
Connections
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or meaning
of the text. Keep the details or events in the correct order. Use your log to
talk to others about what you read.
Genre
Title Author
T his Text Is About
Reading Strategy/
Reading Log
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Phonics:
Vowel Team Syllables
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Phonics: Vowel
Digraphs and
Diphthongs
A vowel digraph is two vowels that come together to make one
sound, often a long vowel sound.
ea ei oa ai ie ue ui oo ay ey
A diphthong is two vowels whose sounds come together very
quickly.
oi ou oy
Vowel digraphs and diphthongs always stay together in the same
syllable.
teach • er nois • y
A. Underline the word that contains a digraph or diphthong.
Then circle the digraph or diphthong.
1. spoiled spinning 2. windy rainy
3. decide decoy 4. toasted tender
5. bouncy bubble 6. juicy jumping
7. cheating chicken 8. deliveries departure
B. Use two of the words you underlined to complete the
sentences. Then draw a line to divide the word into syllables.
9. The car ride was because there were so many bumps
in the road.
10. Evan likes bread and jelly with his eggs for breakfast.
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Phonics: Vowel
Digraphs and
Diphthongs
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Phonics: Vowel
Digraphs and
Diphthongs
A vowel digraph is two vowels that come together to make one
sound, often a long vowel sound.
ea ei oa ai ie ue ui oo ay ey
A diphthong is two vowels whose sounds come together very
quickly.
oi ou oy
Vowel digraphs and diphthongs always stay together in the same
syllable.
teach • er nois • y
Fill in each blank with the correct digraph or diphthong. Then
write the word and draw a line to divide it into syllables.
1. (ue, ea) We went to pick bl berries in the forest.
2. (oi, ou) Angela was c nting her money to buy a CD.
3. (oa, oi) Turn off the stove when the soup starts b ling.
4. (ay, ai) Jim loves pl ing basketball on the weekend.
5. (ue, ui) The park ranger g ded our group back to the parking lot.
6. (ou, oa) I like to eat tmeal for breakfast on chilly mornings.
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Phonics: Vowel
Digraphs and
Diphthongs
A vowel digraph is two vowels that come together to make one
sound, often a long vowel sound.
ea ei oa ai ie ue ui oo ay ey
A diphthong is two vowels whose sounds come together very
quickly.
oi ou oy
Vowel digraphs and diphthongs always stay together in the same
syllable.
teach • er nois • y
Choose the word with the vowel digraph or diphthong to complete
each sentence. Write the word on the line. Circle the digraph or
diphthong.
1. pencils crayons markers
My little brother likes to color with .
2. parents brothers teachers
Philip’s gave him plenty of homework.
3. outside running inside
It was sunny, so we went to play.
4. exciting enjoyable tiring
Our trip to the zoo was very .
5. voices clapping singing
Mila could hear the of her sister’s friends behind
the door.
6. windy chilly rainy
I wish we could go out, but it’s too .
Tales of the TricksterGrade 3/Unit 6
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Vocabulary
A. Read the story. Then fill in each blank with the correct
vocabulary word from the box.
A of people love listening to trickster
tales. These tales are stories that help people
think about things in new ways. Each storyteller uses a different
to tell a trickster tale. The characters are often
amusing, and very often the main character is .
After hearing a trickster tale, people may to find
other stories in which the same lesson is taught.
B. Using clues in the story, write the definitions of these
vocabulary words. Use a dictionary to check your definitions.
6. insightful
7. technique
8. majority
9. investigate
10. cunning
insightful technique majority investigate cunning
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When authors compare and contrast two things in nonfiction,
they show how they are alike and how they are different.
When authors compare, they often use signal words such as
like, just as, similar, both, also, and too. When they contrast,
they use signal words such as different, but, while, and on the
other hand.
Read this paragraph, and answer the questions below.
Trickster tales are all folk tales. They are similar in one way. They all
include characters that are very clever. In these stories, a smaller animal often
outwits a larger, more powerful animal. Trickster tales often have different
purposes. Some trickster tales teach lessons that are important for people
to know, while others explain how and why things happen in nature. But in
different cultures, the story characters may be different. The trickster may be
a different animal or have a different body.
1. How are all trickster tales alike?
2. How are trickster tales different from one another?
3. How are trickster story characters different in various cultures?
Comprehension:
Compare and Contrast
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Comprehension:
Venn Diagram
How
does the info
rmation y
ou w
rote
in the V
enn d
iagra
m h
elp
you
bett
er
unders
tand T
ale
s o
f th
e T
rickste
r?
As y
ou
re
ad
Tale
s o
f th
e T
rickste
r, f
ill
in t
he
Ve
nn
dia
gra
m.
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As I read, I will pay attention to pronunciation and phrasing.
Picture some chimpanzees in the African rain forest.
8 One young chimp rides on its mother’s back. Two chimps
18 romp and play tag. Two others sit and groom one another.
29 Sitting quietly nearby is a young woman. She waits.
38 She watches. She jots down notes. She wants to learn as
49 much as she can about the chimps’ behavior. Her name is
60 Jane Goodall.
62 Jane’s interest in animals began when she was a child.
72 She was eager to learn about all kinds of creatures. Once
83 her parents found Jane in bed with earthworms under
92 her pillow!
94 When Jane grew up, she wanted to go to Africa to see
106 animals in their natural home. She got her chance when a
117 school friend invited her to visit her parents’ farm in Kenya
128 in east Africa. Jane saved money for the trip and left for
140 Africa.
141 After her visit to the farm, she went to Kenya’s capital,
152 Nairobi. 153
Comprehension Check1. How does Jane Goodall learn about chimps’ behavior? Details
2. What chimp behaviors has Jane Goodall observed? Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
Fluency:
Pronunciation and
Phrasing
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Comprehension:
Compare Settings
Myth: Thor’s Hammer
Long ago, in the far North, the thunder god Thor discovered that
Thrym, the giant king, had taken his hammer. “To get your hammer back,
you must bring Freya to be my bride,” Thrym demanded. The goddess
Freya did not want to marry Thrym. The gods decided that Thor woulddid not want to marry Thrym. The gods decided that Thor would
dress as a bride and pretend to be Freya. Dressed as a bride, Thor went to
Thrym’s cold mountain home. The disguise fooled Thrym. He ordered that
Thor’s hammer be laid in the lap of the bride. At that, Thor grabbed his
hammer, struck Thrym with it, and left the land of the giants.
Folktale: Molly Whuppie
Many years ago, three girls were lost in a dark, gloomy forest. They
found a giant’s home. The girls convinced the giant to let them in and
feed them. The giant planned a trick to get rid of the girls. He placed straw
necklaces around their necks. Then he placed gold necklaces around his own
three daughters’ necks. Molly Whuppie was suspicious, so she switched the
necklaces. In the night, the giant grabbed the girls with the straw necklaces.
Then he took his three daughters into the woods and left them there. Molly
Whuppie and her sisters safely escaped from the giant’s house.
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Study Skill:
Functional Documents
Imagine that your class is having a bake sale to raise money for the field trip to
the museum in the city. Informing a lot of people is a good way to raise money.
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Vocabulary Strategy:
Prefixes and Suffixes
Prefixes are word parts that can be added to the beginning of
base, or root, words to form new words with new meanings.
Prefix Meaning Example Meaning
re- to do again retell to tell again
un- not or opposite uneven not even
dis- not or opposite disconnect not connected
Suffixes are word parts that can be added to the end of base
words to form new words with new meanings.
Suffix Meaning Example Meaning
-ful full of, tending to useful full of use
-ly in a certain way quickly in a quick way
-er more faster more fast
-est most smartest most smart
Underline the word in each sentence that includes a prefix or a
suffix. Then write the meaning of the word.
1. People love playful stories about tricksters. Meaning:
2. A coat is warmer than a jacket. Meaning:
3. I often disagree with my brother about which cartoon is the best. Meaning:
4. Lisa keeps her room the cleanest of all of us. Meaning:
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A. Reading Strategy: Make Connections
Sometimes you read fi ction stories or poems (literary text) and nonfi ction
articles (informational text) that have similar ideas. As you read, you can
make connections between the two kinds of text. They might have similar
themes, author’s purposes, or topics. Making connections between
literary and informational texts helps you better understand both texts.
Choose a fi ction and nonfi ction text you are reading that have similar
ideas. Use information and details in the texts to complete the chart.
Ideas in the Informational Text
Ideas in the Literary Text
Connections
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or meaning
of the text. Keep the details or events in the correct order. Use your log to
talk to others about what you read.
Genre
Title Author
T his Text Is About
Reading Strategy/
Reading Log
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When the letter r follows a vowel, the vowel plus the r usually
stays in the same syllable.
Here are some words with r-controlled vowel syllables:
car/bon, birth/day, af/ter, four/teen, per/fect.
A. Underline the word with an r-controlled vowel syllable in
each sentence. Then write the word on the line and circle the
r-controlled vowel syllable in each word.
1. The election was held the fi rst week of April.
2. Each voter cast a vote at the polls.
3. The mayor was elected by the people of the city.
4. My brother wrote to the newspaper about his voting experience.
5. He suggested giving a dollar to the candidates’ favorite charity.
B. Write a sentence to show the meaning of the following words.
6. born
7. part
8. more
9. cart
10. ferment
11. carpool
Phonics:
r-Controlled
Vowel Syllables
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Phonics: r-Controlled
Vowel Syllables
When one vowel is followed by the letter r, it makes an r-controlled
vowel sound.
The r-controlled vowel and the letter r stay in the same syllable.
cart per • son stir • ring tur • tle storm
A. Read each sentence. Underline the word with the r-controlled
vowel. Circle the syllable that contains the r-controlled vowel.
1. We left our truck in the parking lot.
2. The boats passed quickly under the bridge.
3. I am doing my report on the state of Texas.
4. It is urgent that you come right away.
5. Jack’s brother is in high school.
6. I want to be an architect when I grow up.
7. Natalie has a purple dress.
8. I wonder when Grandpa will visit.
B. Choose two words with r- controlled vowels from above and
use each in a sentence.
9.
10.
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Phonics: r-Controlled
Vowel Syllables
When one vowel is followed by the letter r, it makes an r-controlled
vowel sound.
The r-controlled vowel and the letter r stay in the same syllable.
cart per • son stir • ring tur • tle storm
A. Fill in the missing letters ar or or in each blank to make a
word that makes sense in the sentence.
1. The dog wouldn’t stop b king.
2. This test is very imp tant.
3. I s ted the socks and found the ones that matched.
4. Katie’s cousin is a fi ne tist.
B. Fill in the missing letters er or ur in each blank to make a
word that makes sense in the sentence.
5. You make a noun pl al by adding an s.
6. What is your p pose for going to the store?
7. Emily is a very fast runn .
8. My should s are sore from lifting heavy boxes.
C. Choose two words with r-controlled vowels from above and
use each in a sentence.
9.
10.
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Phonics: r-Controlled
Vowel Syllables
When one vowel is followed by the letter r, it makes an r-controlled
vowel sound.
The r-controlled vowel and the letter r stay in the same syllable.
cart per • son stir • ring tur • tle storm
A. Underline the word that contains an r-controlled vowel
syllable. Then circle the r-controlled syllable. Some words
have more than one r-controlled syllable.
1. over sideways 2. usual normal
3. happy perky 4. curtains window
5. bald furry 6. order messy
7. shouting argue 8. sharpen pencil
B. Choose from the words you underlined above to complete
the sentences below.
9. I need to my pencil because the point broke off.
10. The blew in the breeze that came through the window.
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Phonics: r-Controlled
Vowel Syllables
When one vowel is followed by the letter r, it makes an r-controlled
vowel sound.
The r-controlled vowel and the letter r stay in the same syllable.
cart per • son stir • ring tur • tle storm
A. Circle the words with r-controlled vowel syllables in the
paragraph below. Write the words on the lines.
One morning a big storm took the farmer by surprise. Rain came bursting
through the clouds. Thunder boomed. The farmer ran out to the barnyard
to check the cows and horses. Wind was blowing the cornstalks over.
Suddenly, the stormy weather ended. The farmer went back to gathering
the harvest.
B. Find the two words above that have more than one
r-controlled syllable. Draw a line to divide them into syllables.
Cook-a-Doodle-Doo!Grade 3/Unit 6
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
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Vocabulary
A. Write the vocabulary word that best completes each sentence
below.
recipes magnificent ingredient
tasty masterpiece tradition
1. José read many until he found the best one for
chocolate cake.
2. He planned to bake the most cake ever for his
grandmother’s birthday.
3. The only missing was the chocolate!
4. Chocolate would make the cake very .
5. José put the fi nished cake on the counter. It looked like a
.
6. We decided that making chocolate birthday cakes should be a family
.
B. Write the definitions for two of the vocabulary words.
7.
8.
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Comprehension:
Compare and Contrast
When you compare and contrast things, you look at
the characteristics and point out how they are alike and
different. You can better understand characters in a story,
their relationships, and how they change by comparing and
contrasting them.
Read the following paragraph, and answer the questions below.
George the rooster and Jen the chicken have been friends for many
years. They both love being in the kitchen, but George likes to bake
cookies and Jen likes to bake pies. Jen makes her pies with different types
of fruit, and George makes his cookies with different nuts and chips. Both
the cookies and pies are very tasty. Because everyone likes their cookies
and pies, George and Jen decided to open a bakery so everyone could try
them. George sells his cookies by the pound, and Jen sells her pies one at a
time. Both of them sold everything on their first day. They spend more time
together baking and selling their treats. George and Jen are best friends.
1. Compare George and Jen. Tell how they are alike.
2. Contrast George and Jen. Tell how they are different.
3. How does their relationship change by the end of the story?
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Comprehension:
Venn Diagram
As you read Cook-a-Doodle-Doo!, fill in the Venn diagrams.
How does the information you wrote in these Venn diagrams help you
compare and contrast characters in Cook-a-Doodle-Doo!?
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Fluency:
Phrasing
As I read, I will pay attention to phrasing.
Even kids can be inventors. Frank Epperson was 11
8 years old when he proved it! One night, he mixed powdered
19 fruit flavor in a cup of soda water. He stirred it with a stick.
33 That’s how people made fruit drinks in 1905. But after a
43 sip or two, Frank left his drink on the back porch.
54 The night grew very cold. By morning, Frank had a
64 magnificent surprise. His fruit soda had frozen to the stick.
74 Frank showed it to his friends. At first everyone thought
84 Frank had lost his marbles. They thought he was crazy.
94 But after one lick, everyone cheered. Frank’s invention was
103 a masterpiece. A work of art! Frank called it an Epsicle.
114 Frank decided to sell the icy treats. 121
Comprehension Check1. How was a fruit drink made in 1905? Details
2. How did Frank Epperson discover popsicles? Details
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Compare Settings
The setting of a story is where and when a story takes place.
When you compare and contrast the settings of a myth and a
folktale, you tell how the settings are alike and different.
Read the folktale and the myth below. Then answer the question.
Paul and Babe: A Folktale
During the Winter of the Blue Snow, it was so cold that the snow turned
blue and all was frozen solid. One day, Paul Bunyan was walking in the
woods when he heard a strange sound. He looked down and saw a baby
blue ox crying out as it tried to make its way through the tall snowdrifts.
Paul laughed, picked up the little ox, and carried it home. He sat the ox by
the fire and bathed and dried it, but he could not get the blue color out of
the ox’s coat. The ox stayed blue, so Paul named it Babe the Blue Ox.
The Myth of the Seasons
Hades, the God of the Underworld, saw Persephone gathering flowers.
He fell in love with her, so he decided to take her to the Underworld.
Persephone’s mother was Demeter, the goddess of the harvest and the
seasons. When Demeter saw that her daughter was gone, she cried and
searched for her daughter. Crops began to die. The earth turned cold and
remained covered with ice and snow. It was not until Hades agreed to
allow Persephone to spend part of the year with her mother that Demeter
brought warmth and life back to the earth. But when Persephone is with
Hades, Demeter cries and winter returns. This is why we have seasons.
1. How are the settings alike? How are they different?
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Text Feature:
Diagram
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Vocabulary Strategy:
Idioms
An idiom is a phrase such as, “He was on cloud nine,” which
means he was very happy. The idiom’s meaning is different
from the meaning of each word in it. To figure out the meaning
of an idiom, use the context of the sentence. If context doesn’t
help you, look up the idiom in a dictionary under the key word.
A. Circle the idiom in each sentence below. Write the meaning
of the idiom on the next line. You can use a dictionary to help
you.
1. Both Dad and Mom work hard to bring home the bacon.
2. Hitting a home run was a piece of cake for our best batter.
3. She had to use her noodle to fi gure out how to fi x the bike.
4. Sam is the big cheese because he was elected president.
B. Look up the idiom “You’re pulling my leg” in a dictionary.
Write the meaning on the line.
5.
to bring home the bacon.
a piece of cake
to use her noodle
the big cheese
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A. Reading Strategy: Ask Questions
Ask questions to understand stories you read. Look in the story for facts
and details to answer the question. Use them as evidence to support
your answer. Here are three kinds of questions to ask:
Who? What? When? The answers to these
questions are right there in
the story.
Why? How? The answers to these
questions aren’t in the story.
You use story facts and details
to figure out the answer.
What was the author’s
theme? Did the author do a
good job?
You look at story details and
make a decision about how to
answer this question.
Write three kinds of questions about the story. Use facts and details from
the story to answer them. Write your answers on another paper.
1. Question
2. Question
3. Question
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or meaning
of the text. Keep the details or events in the correct order. Use your log to
talk to others about what you read.
Genre
Title Author
T his Text Is About
Reading Strategy/
Reading Log
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Phonics/Word Study:
Suffixes
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Phonics: Suffixes
A derivational affix is a word part added to a base or root word
that changes its meaning. A suffix is a derivational affix added to
the end of a word.
Suffix Meaning Example
-able able to, providing, having measurable
the power of
-ful with, full of, tending to useful
-less not having, without sleepless
-ly in a certain manner or quickly
way, like
A. Circle the suffix in the following words. Then write the root or
base word on the line. Watch for spelling changes.
1. careful 2. regularly
3. renewable 4. graceful
5. spotless 6. comfortable
B. Choose a word from the list above to complete each
sentence. Use the clue in parentheses to help you.
7. Jared was (with care) not to spill the glass of water.
8. The soft chair was very (providing comfort) .
9. Jane cleaned the mirror until it was (without spots or dirt)
.
10. Kate (in a regular way) volunteers at the animal shelter.
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Phonics: Suffixes
A derivational affix is a word part added to a base or root word
that changes its meaning. A suffix is a derivational affix added to
the end of a word.
Suffix Meaning Example
-able able to, providing, having measurable
the power of
-ful with, full of, tending to useful
-less not having, without sleepless
-ly in a certain manner or quickly
way, like
A. Add the suffixes to the following base words. Then write what
the word means. Watch for spelling changes.
1. recognize + able =
meaning:
2. happy + ly =
meaning:
3. care + less =
meaning:
4. color + ful =
meaning:
B. Choose a word from above to complete each sentence.
5. people sometimes throw trash in the park.
6. Ms. Cam is always because she wears a big hat.
7. My little brother played in the mud.
8. The parade had fl oats decorated with fl owers.
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Phonics: Suffixes
A derivational affix is a word part added to a base or root word
that changes its meaning and its part of speech. A suffix is a
derivational affix added to the end of a word.
The suffixes -able, -less, and -ful can change a base or root word
into an adjective, a word that describes people or things.
The suffix -ly can change a base or root word into an adverb, a
word that describes actions.
A. Underline the suffix in each word. Then tell whether the suffix makes
the word an adjective or an adverb. Write the word’s meaning.
1. quickly
2. hopeful
3. adorable
4. sunless
5. shyly
B. Choose a word from above to complete each sentence.
6. James ran to catch the bus.
7. I am that my parents will let me get a puppy.
8. The gray day was cloudy and .
9. Erica stepped on stage for the fi rst time.
10. The kittens looked cute sleeping in their box.
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Phonics: Suffixes
A derivational affix is a word part added to a base or root word
that changes its meaning. A suffix is a derivational affix added to
the end of a word.
The suffixes -able, -less, and -ful can change a base or root word
into an adjective, a word that describes people or things.
The suffix -ly can change a base or root word into an adverb, a
word that describes actions.
A. Add suffixes -able, -less, and -ful to the base or root words
below. Remember that some words drop their final e when
-able is added. Then choose two words and write a sentence
for each to show its meaning.
1. use
2. color
B. Add -ly to the words below. Remember that fi nal y may change to
an i when -ly is added. Use the words to write a short story.
3. happy 4. hour
5. quiet 6. hungry
One Riddle, One AnswerGrade 3/Unit 6
Decoding Strategy Chart
Step1
Step2
Step3
Step4
Step5
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
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Name Phonics:
Word Study
One Riddle, One AnswerGrade 3/Unit 6
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Vocabulary
A. Read the sentences. Then write each underlined vocabulary
word next to its definition below.
1. The author observed the silly things happening all around her.
2. Some would have been discouraged by the silliness, but she was not.
3. The silliness was suitable for someone writing a book of riddles.
4. Her editor advised the author about how to write a book of riddles.
5. She decided to depart for a vacation and fi nish the riddle book later.
6. The author had new ideas to increase the number of riddles.
a. gave a suggestion or told someone
how to do something
b. leave or go away
c. not hopeful
d. right for a certain purpose
e. saw and paid attention to
f. grow in number
B. Use one vocabulary word in a sentence about riddles.
7.
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Comprehension:
Character, Setting,
Plot
The plot is the series of events that take place in a story.
To understand the main plot events, sequence them, or put
them in order. Then retell the main events briefly in your own
words. One event in a plot leads to other events.
Characters are the people in a story. Read to find out about
characters’ relationships, how they treat each other, and how
they change.
Read the story. Answer the questions below.
Mike loved attention. He always wanted everyone’s eyes on him.
Mike and his best friend, Ed, tried out for a play at a theater in town one
Saturday. During the tryout they took turns playing a part. Mike was a little
jealous of Ed because he was a good actor. Mike knew Ed wanted a part
in the play more than anything else. At first, Mike interrupted each time
it was Ed’s turn to talk. Then Mike saw how sad Ed looked. He stopped
interrupting and let Ed say his lines. They both got parts in the play!
1. What event happens in the story fi rst?
2. Tell what happened in your own words.
3. How does Mike change by the end of the story?
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Comprehension:
Setting Web
As y
ou
re
ad
On
e R
idd
le,
On
e A
nsw
er,
fill in
th
e S
ett
ing
We
b.
How
does the info
rmation y
ou w
rote
in this
Sett
ing W
eb h
elp
you u
nders
tand p
lot
deve
lopm
ent in
One
Rid
dle
, O
ne
Answ
er?
Eve
nt
Eve
nt
Ch
ara
cte
r S
ett
ing
Eve
nt
Eve
nt
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Fluency:
Phrasing and
Intonation
As I read, I will pay attention to phrasing and intonation.
Once, long ago in Mexico, three brothers lived on a
10 small farm. The soil was rocky. There was not much rain.
21 Their crops did not grow well. For these reasons, they were
32 very poor.
34 Each day, Pablo, the youngest brother, got up before
43 sunrise. Then he crept silently out of the house while his
54 brothers, Manuel and Juan, snored. Pablo walked many
62 miles to the nearest school.
67 He couldn’t spend the whole day at school, because he
77 had to return home to help his brothers on the farm.
88 “Here comes Mr. Smart Guy,” Manuel would tease
96 Pablo when he returned. Manuel had never gone to school,
106 and he didn’t want to go. He didn’t understand why Pablo
117 liked it so much. 121
Comprehension Check1. Why does Pablo get up before his brothers? Plot Development
2. Why does Manuel tease Pablo? Plot Development
Words Read –Number of
Errors=
Words Correct Score
First Read – =
Second Read – =
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Comprehension:
Compare Settings
The setting of a story is where and when a story takes place.
When you compare and contrast the settings of a myth and a
folktale, you tell how the settings are alike and different.
Read the myth and the folktale. Then answer the question.
Myth: Daphne
In the forests of ancient Greece lived a nymph named Daphne. Daphne
loved to run free and wild through the trees. She loved to cross the streams
and rivers. She loved to hunt the animals of the forest. One day, the god
Apollo fell deeply in love with Daphne. But she did not love him. Apollo
chased Daphne through the forest. He wanted to catch her so that they could
be together. They ran and ran until Daphne became too tired to run anymore.
She called to her father, the river god Peneus, for help. To save his daughter
from Apollo, Peneus changed Daphne into a laurel tree.
Folktale: Buffalo Woman
Long ago, a young Native American brave lived on the Great Plains.
He was a skilled hunter who respected the buffalo. One day on a hunt, a
buffalo approached him. When the brave blinked, the buffalo was replaced
by a beautiful woman. The brave fell in love with the woman and married
her. They had a son. One day, the wife and son changed into buffalo. The
brave wanted to be with them, so the chief bull tested the young brave.
When he had passed all of the tests, the young brave became a buffalo,
too. He lived happily with his wife and son among the Buffalo Nation.
1. How are the settings alike? How are they different?
One Riddle, One AnswerGrade 3/Unit 6
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Imagery is a kind of sensory language in which writer’s use
words and images that appeal to the senses. Writers include
strong adjectives, vivid verbs, and many details to help the
reader understand how people, things, or events in a story look,
smell, sound, taste, or feel.
A. Choose a word or words from the box to add imagery to each
sentence. You do not need to use every word.
1. The woods were .
2. The children felt .
3. Suddenly, a bird appeared.
4. “Don’t worry, I’ll take you home,” the bird
twittered softly.
B. Read the sentence below. Then describe what senses the writer is
appealing to on the lines provided.
5. The gigantic bird tucked the children under its wings, soared above the
clouds, and, when it reached their home, gently placed them on the
ground.
dark green frozen cold gigantic
friendly terrified kind sad big
Literary Element:
Sensory Language:
Imagery
One Riddle, One AnswerGrade 3/Unit 6
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Use a dictionary to find the meaning of unfamiliar words. In
a dictionary, the words are broken into syllables. You can find
the meaning of the word, how it should be pronounced, and its
part of speech. A word can have more than one meaning in the
dictionary. Some dictionaries have example sentences to help
you decide how to use the word correctly.
A. Use the dictionary entries to answer the questions below.
sep•a•rate (sep´ ә rat) verb 1. to keep apart; be a barrier between; divide.
2. to set or place apart. A fence separates the garden from the sidewalk.
(sep´ rit) adjective 3. different; distinct: Those are separate problems and
cannot be handled the same way.
suc•cess (sәk ses´ ) noun 1. a favorable result or ending. The success
of my science project pleased my teacher. 2. the gaining of wealth,
position, or fame. He achieved great success in business. 3. a person or
thing that succeeds or is successful. The party was a success.
1. How many syllables are in the verb separate?
2. What is the pronunciation of success?
3. What part of speech is success?
B. Read each sentence. Write the correct meaning for the underlined
word.
4. We knew all the planning would make the trip a success.
5. Mom had to buy us separate tickets for the bus.
Vocabulary Strategy:
Dictionary
One Riddle, One AnswerGrade 3/Unit 6
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A. Reading Strategy: Make Connections
Sometimes you read fi ction stories or poems (literary text) and nonfi ction
articles (informational text) that have similar ideas. As you read, you can
make connections between the two kinds of text. They might have similar
themes, author’s purposes, or topics. Making connections between
literary and informational texts helps you better understand both texts.
Choose a fi ction and nonfi ction text you are reading that have similar
ideas. Use information and details in the texts to answer the questions.
Informational Text Literary Text
What is the main idea?
What is the theme?
Why did the author write the text?
Why did the author write the text?
What connections can you make between the texts?
B. Independent Reading Log
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or meaning
of the text. Keep the details or events in the correct order. Use your log to
talk to others about what you read.
Genre
Title Author
T his Text Is About
Reading Strategy/
Reading Log
One Riddle, One AnswerGrade 3/Unit 6