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Practice

Book

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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

2 3 4 5 6 7 8 9 10 RHR 15 14 13 12 11

Dear Family Member or Caregiver:

Welcome! This year your child will be buildingimportant reading skills. By working together, youand your child can become partners in learning.

Each week your child will bring home

a Fluency passage that he or she will readto you.

a Take-Home Story for the two of you to readtogether and discuss.

Using these brief texts, you can help your childreview vocabulary words and practice key readingskills taught that week.

Your interest, praise, and encouragement are sureto lead to your childs success in school. Heres to an

exciting year of learning!

Yours tru y,

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Unit 1

Week 1: Lessons 15 Big JamDecoding: Short a, i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Fluency: Speed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Structural Analysis: Inflectional endings . . . . . . . . . . . . . . . . . . . . . . 11

Vocabulary: Inflectional endings . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Comprehension: Character, Setting, Plot . . . . . . . . . . . . . . . . . . . . . 13

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

eek 2: Lessons 1 Pen PalsDecoding: Short , o, u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Fluency: Timed reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17


Vocabulary: Dictionary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . 20

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Mid-Unit Additional Instruction: Character, Setting, Plot . . . . . . . . . . . . . 23

Mid-Unit Additional Instruction: Cause and Effect . . . . . . . . . . . . . . . . . 24

ee : essons 111 Ant ricksDecoding: Beginning and final consonant blends . . . . . . . . . . . . . . . . . 25


Structural Analysis: Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Vocabulary: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . 29

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

ee 4: essons 1620 WetlandsDecoding: Long a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32


Structural Analysis: Compound words . . . . . . . . . . . . . . . . . . . . . . . 34

Vocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Comprehension: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . 36

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

ee 5: essons 2125 Jakes PetsDecoding: Long i. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40


Vocabulary: Suffixes -er, -est. . . . . . . . . . . . . . . . . . . . . . . . . . . .

Comprehension: Make and Confirm Predictions . . . . . . . . . . . . . . . . . 43

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

r t ng: I ea we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

End-of-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . 46

End-of-Unit Additional Instruction: Compare and Contrast . . . . . . . . . . . . 47

End-of-Unit Additional Instruction: Make and Confirm Predictions . . . . . . . 48

End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . 49

Co

ntents

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Unit 2

eek 1: Lessons 15 Miss Popes Class Puts on a SkitDecoding: Long , u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50


Structural Analysis: Suffix -e . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Vocabulary: Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Week 2: Lessons 610 Mom Wolf SpeaksDecoding: Long . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

uency: me rea ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Structural Analysis: Multisyllable words . . . . . . . . . . . . . . . . . . . . . . 59


Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . 61

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Mid-Unit Additional Instruction: Sequence . . . . . . . . . . . . . . . . . . . . . 64

Mid-Unit Additional Instruction: Draw Conclusions . . . . . . . . . . . . . . . . 65

eek : Lessons 111 Flight: Gliders to JetsDecoding: Long i. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66



Vocabulary: Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . 70

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

ee 4: essons 1620 Animal Hide and SeekDecoding: Initial and final consonant blends . . . . . . . . . . . . . . . . . . . 73


Structural Analysis: Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . 75


Comprehension: Authors Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 77

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

r t ng: I ea we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

ee 5: essons 2125 Midday FeastDecoding: Long a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Structural Analysis: Prefix re-. . . . . . . . . . . . . . . . . . . . . . . . . . . .


Comprehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

End-of-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . 87

End-of-Unit Additional Instruction: Authors Purpose . . . . . . . . . . . . . . . 88

End-of-Unit Additional Instruction: Theme . . . . . . . . . . . . . . . . . . . . . 89

End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . 90

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Unit 3

eek 1: Lessons 15 Ben FranklinDecoding: Long . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91


Structural Analysis: Compound words . . . . . . . . . . . . . . . . . . . . . . . 93


Comprehension: Authors Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 95

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Week 2: Lessons 610 Chet Mantiss HuntDecoding: Consonant Digraphs ch, tch . . . . . . . . . . . . . . . . . . . . . . 98

uency: me rea ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Structural Analysis: Prefix n-. . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Vocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Comprehension: Character, Setting, Plot . . . . . . . . . . . . . . . . . . . . 102

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Mid-Unit Additional Instruction: Authors Purpose . . . . . . . . . . . . . . . . 105

Mid-Unit Additional Instruction: Character, Setting, Plot . . . . . . . . . . . . 106

eek : Lessons 111 he EvergladesDecoding: Consonant Digraphs th, wh . . . . . . . . . . . . . . . . . . . . . 107

Fluency: Speed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Structural Analysis: Closed syllables . . . . . . . . . . . . . . . . . . . . . . . 109

Vocabulary: Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 111

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

ee 4: essons 1620 rishs riumphDecoding: Consonant Digraphs ph, sh. . . . . . . . . . . . . . . . . . . . . . 11

Fluency: Timed reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Structural Analysis: Suffix -ful. . . . . . . . . . . . . . . . . . . . . . . . . . . 11


Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

ee 5: essons 2125 rents TripDecoding: Soft consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Structural Analysis: Suffixes -er, -est. . . . . . . . . . . . . . . . . . . . . . . 1

Vocabulary: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . 125

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

End-of-Unit Additional Instruction: Cause and Effect . . . . . . . . . . . . . . 128

End-of-Unit Additional Instruction: Sequence . . . . . . . . . . . . . . . . . . 129

End-of-Unit Additional Instruction: Make Inferences . . . . . . . . . . . . . . 130

End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . 131

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Unit 4

eek 1: Lessons 15 A Splendid MealDecoding: Triple blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132


Structural Analysis: Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . 134


Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . 136

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Week 2: Lessons 610 Weavers KindnessDecoding: Silent consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

uency: me rea ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Structural Analysis: Multisyllable words . . . . . . . . . . . . . . . . . . . . . 141

Vocabulary: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Comprehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Writing: Narration/dialogue chart . . . . . . . . . . . . . . . . . . . . . . . . . 145Mid-Unit Additional Instruction: Draw Conclusions . . . . . . . . . . . . . . . 146

Mid-Unit Additional Instruction: Theme . . . . . . . . . . . . . . . . . . . . . 147

eek : Lessons 111 Be Smart: Save Water!Decoding: r-Controlled vowel /r/ . . . . . . . . . . . . . . . . . . . . . . . . . 148


Structural Analysis: Closed syllables . . . . . . . . . . . . . . . . . . . . . . . 150

Vocabulary: Suffixes -less, -ful, -ly. . . . . . . . . . . . . . . . . . . . . . . . 151

Comprehension: Problem and Solution . . . . . . . . . . . . . . . . . . . . . 152

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Writing: Story map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

ee 4: essons 1620 Helping HandsDecoding: r-Controlled vowels /r/ . . . . . . . . . . . . . . . . . . . . . . . . 155


Structural Analysis: Contractions with verbs . . . . . . . . . . . . . . . . . . . 157

Vocabulary: Prefixes n-, re-, pre-, mis- . . . . . . . . . . . . . . . . . . . . . 15

Comprehension: Problem and Solution . . . . . . . . . . . . . . . . . . . . . 159

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Writing: Character web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

ee 5: essons 2125 The Perfect FortDecoding: r-Controlled vowel /r/ . . . . . . . . . . . . . . . . . . . . . . . . . 162

Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Structural Analysis: Multisyllable words . . . . . . . . . . . . . . . . . . . . . 164


Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

End-of-Unit Additional Instruction: Problem and Solution . . . . . . . . . . . 169

End-of-Unit Additional Instruction: Problem and Solution . . . . . . . . . . . 170

End-of-Unit Additional Instruction: Sequence . . . . . . . . . . . . . . . . . . 171


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Unit 5

eek 1: Lessons 15 Animals Change ShapeDecoding: Open syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173



Vocabulary: Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . 177

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Week 2: Lessons 610 Hot-Air BalloonsDecoding: Variant vowel // . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

uency: me rea ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Structural Analysis: Suffix -ly. . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Vocabulary: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Comprehension: Description . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Mid-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . . 187

Mid-Unit Additional Instruction: Description . . . . . . . . . . . . . . . . . . . 188

eek : Lessons 111 Dolores Huerta: She Took a StandDecoding: Variant vowel / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189


Structural Analysis: Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191


Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 193

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

ee 4: essons 1 2 he Sheep HerderDecoding: Diphthong /oi/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196


Structural Analysis: Suffix -ness . . . . . . . . . . . . . . . . . . . . . . . . . 198

Vocabulary: Prefixes re-, un-, dis-, pre- . . . . . . . . . . . . . . . . . . . . . 1

Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . 200

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Writing: Organization map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

ee 5: essons 2125 usy BeaversDecoding: Diphthong /ou/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204Structural Analysis: Suffix - . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Vocabulary: Dictionary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Comprehension: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . 207

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

Writing: Organization map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

End-of-Unit Additional Instruction: Cause and Effect . . . . . . . . . . . . . . 210

End-of-Unit Additional Instruction: Draw Conclusions . . . . . . . . . . . . . 211

End-of-Unit Additional Instruction: Compare and Contrast . . . . . . . . . . . 212


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Unit 6

eek 1: Lessons 15 Talking to Mrs. DawsonDecoding: Variant vowel // . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214


Structural Analysis: Prefixes/Suffixes . . . . . . . . . . . . . . . . . . . . . . 216


Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . 218

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Writing: Organizing web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Week 2: Lessons 610 Howie Helps OutDecoding: Consonant blends and digraphs . . . . . . . . . . . . . . . . . . . 221

uency: me rea ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Structural Analysis: Inflectional endings . . . . . . . . . . . . . . . . . . . . . 223

Vocabulary: Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Writing: Organizing web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Mid-Unit Additional Instruction: Make Inferences . . . . . . . . . . . . . . . . 228

Mid-Unit Additional Instruction: Summarize . . . . . . . . . . . . . . . . . . . 229

eek : Lessons 111 Maes DreamsDecoding: Long a i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230


Structural Analysis: Prefixes/Suffixes . . . . . . . . . . . . . . . . . . . . . . 232

Vocabulary: Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . 233


Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235


ee 4: essons 1620 Jane GoodallDecoding: Long , o, u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7



Vocabulary: Idiom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240


Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242


ee 5: essons 2125 The Great Ice Cream Shop Turn AroundDecoding: Variant vowels and diphthongs . . . . . . . . . . . . . . . . . . . . 244

Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245Structural Analysis: Multisyllable words . . . . . . . . . . . . . . . . . . . . . 246

Vocabulary: Dictionary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Comprehension: Character, Setting, Plot . . . . . . . . . . . . . . . . . . . . 248

Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249


End-of-Unit Additional Instruction: Compare and Contrast . . . . . . . . . . . 251End-of-Unit Additional Instruction: Compare and Contrast . . . . . . . . . . . 252

End-of-Unit Additional Instruction: Character, Setting, Plot. . . . . . . . . . . 253


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1. 2. .d d ll p s

4. . .c t l c n

7. . .b g n l

.b t

The short vowel sound is spelled with the letter a.The

short vowelisound is spelled with the letteri.p p n

Write orito complete each picture name.

Grade 3/Unit 1/Week 1 9

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A. As you read, pay attention to end punctuation and intonation.

16

19

32

40

53

ack is in a jam. His pals are mad. Tim is mad at Dan. Dan is

mad at Tim.

Is Jack picking a pal? If Jack picks Tim, Dan will get mad.

If Jack picks Dan, Tim will get mad.

Dad has a tip. Tell Tim and Dan how you feel. Tell them

you will not pick one pal. 59

B. Read these words to yourself. Then have your partner time you.

Do it two more times to see if you can beat your score!

has ill ham pig map

if ack mix sick fat

pal his bat dad it

miss ask g hi sa

mad pick rap ca

ecord Your cores

Time 1: Time 2: Time 3:

Name

t ome: erea t e passage an ta a out ot er ways toe p pa s qu t e ng ma .Grade 3/Unit 1/Week 110

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The n ect ona en ngs -s, -ed, and -ingcan be added

to the end of a word that tells about an action. The ending

-scan be added to a noun to tell about more than one.

pets packs packing pack d

A. Fill in the missing parts to make the word in bold.

1. Jim picke a pal.

pick + = picked

. Pam has ten als.

+ = pals

. Dan hops a lot.

+ = hops

4. Sam se sMax a rug.

+

5. Is Pat actingmad?

+

. Meg pac e a bag.

+

.Rick is lling a cup.


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A. Vocabulary Words Write the word that best completes each

sentence.

1. Jim is in a .

. Pam is mad.

. Dad has a for Dan.

4. Tim acting bad.

5. Jack Jan.

. Meg and Sal sad.

B. Vocabulary Strategy: Inflectional Endings Read the

passage. n er ne t e n ectional endings-s, -ed, and-ing.Jim is feeling sad. His dad is mad. Jim acted bad. Now Pam

tells Jim. I have a tip for you. Tell your dad you will quit acting

bad. Jim tells his dad. Now Jim and Dad are pals.

. Write the correct ending in to complete each sentence.

Example: Ed pick (ed, ing) a pal.

1. Jim is feel (ed, ng) sad.

. Jim act ( d, ing) bad.

. Pam and Jim are pa (ed, s).

acting jam quit tip feel ran into

ed

Grade 3/Unit 1/Week 112

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As you read A Big Jam, ll in the Story Map.

Characters

Setting

Beginning

Middle

End


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Read the passage. Then complete the questions.

Tad Hits

Tad ran into Lin. Lin is his pal. Lin had a bat. Can you bat?

asked Tad.

I can bat, said Lin. I am not bad at it. Lin hit the ball. Lin

ran.

Lin gave Tad the bat. Tad did not get a hit. Tad missed the ball.

I feel bad, said Tad.

Quit acting sad, said Lin. I am a pal. I will give you tips.

Lin hit. Tad looked at Lin bat.

Now I will try to bat, said Tad.

Tad did it! Tad hit the ball!

. Underline words in the passage that have the short sound.

. Circle words that end with -s, ed, or -ing.

. Who are the characters in the story?

4. What happens at the end of the story?

. To quit is to .

x stop spill

t ome: erea t e passage an ta a out own e pe a .Grade 3/Unit 1/Week 114

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To help you plan your writing, ll out an idea web.


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The short vowele sound is spelled with the letter e. The short

vowelo

sound is spelled with the letter.The short vowelsound is spelled with the letter .

bed lot b n

A. Underline the letter that has the short vowel sound in each word.

bet net up lot den

bug sun dog lid tug

B. Finish each word ladder. Change only one letter at a time to

make words with short vowels , e,an .

. Go from tto ot. . Go from b g to ug.

. Go from tinto ten. 4. Go from digto dug.

it big


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A. Have a partner time you as you read the passage. Record your

scores below.

13

18

32

33

43

54

Tess has a pen pal. Tess writes letters to Liz. Liz writes back

to Tess. It is fun!

Liz writes Tess about her dog Bud. Bud is a big dog. Liz hugs

Bud.

Tess does not have a dog. Can Tess pet Bud?

Liz writes Tess, Please visit! Liz writes that Tess can pet

Bud. Tess can see foxes and ducks, as well. 63

ecord Your cores

First Read: Words Read ime

Second Read: Words Read Time

B. Partners Use this chart to check your partners reading.

Speed too slow too fast just right

Paid attention to

speed and tempo

never sometimes always

Accuracy skipped words self-corrected read every word

Read with feeling neve sometimes always

t ome: erea t s passage. a w t your c a outpen pa s. Grade 3/Unit 1/Week 2 17

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Add -es to words ending inx, z, s, sh, and h to form plurals.

When a one-syllable word ends with a consonant, double the

consonant before adding -ed or -ing.

oxes hop ed hop ing

A. F ll n the m ss ng parts to make the word n bold.

1. The kids hugged.

ug ugge

2. Jan will pack six oxes.

+ oxes

. A dog is sittingon a bed.

+ + sitting

4. Dad us e the cats.

+

. The kids get on the buses.

+

. Ken washes the ishes.

+


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A. Vocabulary Words Wr te the word that best completes each

sentence.

. Pen pals write .

2. Gus has to get a cat.

. Ned will his pal.

. Sam with a pen.

. Tess will go on a to see Liz.

. Tess went on a up a hill.

writes letters hike plans jet visit

pep/pet

pe

1. To pat in a nice way. verb

2.A dog or cat kept at home. noun

B. Vocabulary Strategy: Unknown Words se t e

dictionary entry to answer the questions below.

1. What are the guide words on this page?

. How many de nitions ofpetare there?

. Write a sentence that shows the rst de nition ofpet.


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As you read Pen Pals, ll in the Cause and Effect Chart.

EffectCause


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t ome: erea an t en name t ngs you wou e toee on a e.

ead the passage. Then complete the quest ons.

On a Hill

It is a nice day. Ann wants to go on a hike.

Ann begged Mom, Please let us go on a hike!

Todd asked, Can we, Mom? It will be fun!

Mom said, Yes, we can go. I will make plans. Ann will get a

pack. Todd will get a map. Ann and Todd hugged Mom.

Ann, Todd, and Mom went on a hike up a hill. Ann ran into

foxes. Todd met a duck. Mom looked at bugs.

Ann ran up a hill. Todd ran up a hill. Mom ran up a hill. At the

top, Ann sat on a rock. Todd sat on a log. Mom sat on a bug. Mom

jumped up!

. Underline words in the passage that have the short esound. Put two

lines under words that have the short usound.

. Circle words that end with -es or -ed.

. Why did Ann, Todd, and Mom go on a hike?

. Why did Mom jump up?

. A hike is a .

game walk plan


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Read the passage. Then answer the questions.

Dan and Tig

Pat ran into Pam and Dan.

Dan is looking for his cat, Tig. Tig

ran up a hill.

Are you sad? Pat asked. This is

a big jam.

I miss Tig, said Dan.

Pat, Pam, and Dan ran up the hill.

Dan yelled, Tig!

Pat yelled, Tig!

Pam yelled, Tig!

Dan did not quit. Dan had to get Tig. Then Tig ran to Dan!Dan picked up his cat. I am not mad, Tig, Dan said. Tig

icked Dan.

1.Who are the characters in the story? Circle the names.

. Underline the sentences that tell what happened in the

beginning of the story.

. What happened at the end of the story?

23Mid-Unit Additional Instruction


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Dad Helps

Lil and Ken want to kick a ball. But kids

can not kick inside.

So Mom said, Go out and play.

Dad said, Let us go out. You can kick in

a park. I bet you will have fun.

Lil, Ken, and Dad left.

Dad sat on a rock. Lil and Ken ran up a

hill. Lil and Ken ran back to Dad.

Lil kicked the ball. Ken jumped up to get

it. Ken kicked the ball. But Lil missed it. The ball fell in the water.

Dad will get it. Dad takes a dip. Dad gets wet.

Is Dad mad? No, it is fun in the water.

1. Why does Mom tell Lil and Ken to go out and play? Underline

the cause.

2. What happened because Lil missed the ball? Draw a box around

the effect.

. Why did Dad go in the water?

24

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In a consonant blend, you can hear the sound of each

consonant. Some examples of beginning blends are , st,andtrSome examples of nal blends are nd, ng, and st.

s ack op ban wing bes

A. Draw a line under the word with the consonant blend. Write the

word on the line to complete the sentence.

1. Dad will run .

fast sat top

. Nell will at the big log.

pop mop stop

. Jill a lot.

claps tap gap

4. Jan in wet mud.

sip slips pick

5. Pan can in bed.

red rest ten

. Max in a pond.

dim did swims

. Dan taps the .

drum sum bat

.Ming can a song.

sing rug pat

B. Go back and circle the consonant blends in the words you wrote.


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A. As you read, pay attent on to word accuracy.

13

19

33

41

55

An ant can be black, red, yellow, or brown. It has six slimlegs. Some ants can have wings.

An ant can lift big objects. Its six legs can help it lift and

carry things. Six legs help it run fast.

An ant must have a job. Ants dig and help set up a nest.

Another ant job is to get food. 62

B. Read these words to yourself. Then have your partner time you.Do it two more times to see i you can beat your score!

slim smell clock pill deck

s op stick swell rack rock

trap rack drip mitt sunk

twig op sled and tent

snack swim ick disk pond

Record Your Scores


t ome: erea t s passage an ta a out twointeresting acts you learned about ants.Grade 3/Unit 1/Week 326

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Add sto a singular noun to make it a possess venoun. Add

only () to make most plural nouns possessive.kid kid s hat kids hats

A. Draw a line to match the words in column 1 with its possessive

orm in column 2.

Column 1 Column 2

ant alsdad moms

moms ants

cat ids

ids cats

pals dads

B. Read each sentence. Write the possessive for each

n erl ne wor .

1. The clocks hands ticked.

2. The pals caps t well.

. Megs dolls dress is red.

4. I pat Jacks cat.

. Jim and Don lost the pets tags.


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A. Vocabulary Words Write the missing letters to complete

the wor s n each sentence.

. Sm dogs do tricks.

. Ants have im legs.

. Jack can lift big ob .

. Ants are p ts and get on snacks.

. Tw are sticks.

. I eat f each day.

B. Vocabulary Strategy: Synonyms Draw a line to match

ach pair o synonyms.

quit thin

visit stop

objects sticks

slim go see

twigs things

objects twigs pests food smart slim


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As you read Ant Tricks, ll in the Main Idea Chart.

Detail

Detail

Detail

Main Idea


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t ome: erea t e passage an ta w t your ca out smart t ngs t at s can o.


Smart

Must you be big to be smart? No! An ant is not big, but it is

smart. It can run fast. It can run up a plant stem. It can pick up

stuff and not drop it. Ants tricks are grand!

My dog is not big, but he is smart. He can pull a sled. He

can hit a stick on a drum. He can sit up and beg. My dogs

tricks are grand.

My pal Ann is not big, but she is smart. She swims fast. She

can fold a flag flat. She can do lots of steps in tap class and not trip.

She can hit a ball with a slim stick. Ann is not big, but she is smart.

1. Underline words in the passage that begin or end with cl, dr, , gr, sl,

sm, st, tr, nd, ornt.

2. Circle the possessives in the passage.

. List two details that tell how the dog is smart.

. What is the main idea of the passage?

. If a stick is slim, it is .skinny smart wood


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To help you plan your writing, out a sequence c art.

31

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A. Circle the word that matches the picture. Write the word on

the line. Underline letters that stand or longa.

1. The king has a long, red .

cap cup cape

2. James swims in the .

lap lake lick

3. Jane nds a long .

snake snack sack

4. Kane made a big .

cat clap cake

. Ned and Pam x the .

gate gap gasp

B. Write the words you chose that have the long sound.

The long a sound can be spelled _e, as in b k .


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A. Have a partner t me you as you read the passage. Record your

scores below.

10

11

22

27

41

52

55

Wetlands are places close to water. What animals live in

wetlands?

A wetland can have plants. Grass grows in mud and sand.

Bugs live in wetland grass.

A frog and a snake swim in a wetland pond. A duck and a

crane make nests in wetlands. Wetlands are home to crabs and

clams, as well.

Many animals live in wetlands! 60

Record Your Scores

First Read: Words Read Time




Paid attention to

stops and pauses

v sometimes always


Read with feeling never sometimes always

t ome: erea t e passage an name some wet ananma s. Grade 3/Unit 1/Week 4 33

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A compoun wor is made by putting two smaller

words together. Example: ed + bug= bedbug

A. Write the two words that make up each compound word.

Example:

backpack back pack

1. bulldog

2. pancake

3. sunset

4. handbag

. wetlands

B. Fill in the blanks with the compound word from Part A that

akes sense. Draw a line between the two smaller words in your

answers.

. Jan ate a .

. A licks Fred.

. Dad steps in mud in the .

. Meg got a as a gift.

. Sam met Kate at .


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ills animals lungs wetlands

A. Vocabulary Words F ll n the words that best complete the

sentences.

. Ducks pick up food with their .

. A frog hops onto land to ll its .

. Frogs and ducks are .

4. A duck makes its nest in .

B. Vocabulary Strategy: Multiple-Meaning Words ea eac

sentence. Look at the word in bold type. Underline the clues to its

mean ng.

1. A duck grabs a bug with its ill and eats it.

2. I buy snacks and Mom pays the ll.

. Liz went on a hike to the topof a hill.

4.Jan has on a red topand black pants.

5. A cranewades in a wetland pond.

. A big crane lifts big blocks of rocks.


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As you read Wetlands, ll in the Venn Diagram.

Alike

Differe

nt


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t ome: erea t e passage. a w t your c a outw at t ey earne a out uc s an cranes.

ead the passage. Then complete the questions.

Ducks and Cranes

Ducks and Sandhill Cranes are wetland animals. They live by

ponds and lakes. Cranes are big. They have big wings, long necks,

and long legs. They honk. Ducks are small. They have small legs

and wings. They quack.

Ducks swim in ponds and lakes. Cranes can swim but tend to

wade. Ducks eat bugs and plants. Cranes eat bugs, frogs, and snakes.

Ducks make nests on the banks of ponds and lakes. The duck

mom sits on 8 to 13 eggs. Cranes have nests in wetlands, too. The

crane mom sits on 2 eggs.

Ducks and cranes flap their wings and fly to warm places when

it is cold. They can fly far.

1. Underline words in the passage that have the long a sound.

. Circle the compound words in the passage.

. What are two ways ducks and cranes are alike?

4. What are two ways ducks and cranes are different?

. A duck is .

a pal a wetland an animal


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A. Underline the letters that make the longisound

n the words below.

B. Choose the word from Part A that completes each sentence.

Write the word with longion the line.

1. Mike has a fast .

. If Bill is glad, he will .

. I will not my bike in the mud.

4. A dog may a cat.

. The wind takes the up.

. Ken will into the pond.

The longisound can be spelledi_e, as in k .

lid slip smile pit bike n bite ride kite dive


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A. Use this passage to perform a choral reading or Readers

Theater.

9

17

26

35

42

53

Group 1: Cats, dogs, and mice sat at the Pet Shop.

roup 2: I smiled and gazed at all the pets.

roup 1: Will I take a cat? A cat is fine.

Group 2: ill I take a dog? A dog can run.

roup 1: Will I take mice? I cant decide!

roup 2: The mice are the best size, said Mom. Lets get five.

ll: I like mice, I said. Lets get nine! 61

. Read these sentences aloud. Pause when you see ( ) and stop

when you see (//). Change your voice when you read a question

ark (?) or an exclamation point (!).

1. I will hide inside,/ and you take a ride.//

. Stack the les,/ and then run ten miles.//

. Is this a bee bop,/ or is it a hive jive?//

. It is time! It is time!// Let us eat a lime!//

. Can I gripe a bit?// Mike and Jake had a t!//

t ome: erea t e c ora rea ng, a some new petsan wr te a out w at t ey are goo at o ng.Grade 3/Unit 1/Week 540

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When a word ends in silent e, drop the e to add the ending-ing

or -ed.Example: wave e + ing = waving

wave e + ed = wa e


1. Jane is iding in a box.

hide h d ng

. Pam iked the tale.

l ke + like

. Don sm le at his mom.

smile + smiled

4. akinga cake is fun.

ake +

. Tom is ridinghis bike in the grass.

ride


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decide hissed smaller gazed

A. Vocabulary Words Wr te the word that best completes each

sentence.

. Ed and Jill to get a pet cat.

. Mikes cat at Jims dog and ran off.

. The slim dog is than the fat cat.

. Meg at Debs ve pups.

B. Vocabulary Strategy: Suffixes -er, -est If the bold-faced

word compares two things, write 2 on the line. I it compares three

or more th ngs, wr te 3 on the l ne.

1. The red snake is ongerthan the black one.

2. He is the smallest kid in the class.

. Bob will take the ggest bike.

4. The cat is quickerthan the dog.

5. I am the fastest runner on my block.

. I need to get a warmerjacket this winter.


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As you read Jakes Pets, ll in the Predictions Chart.

What I Predict What Happens


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t ome: erea t e passage an ta a out a t me youe pe someone or someone e pe you.


Mikes Bent Bike

Mike, Jen, and Dave are planning a big bike ride. They decided

to ride up the hill to the lake. They will take a snack. They will go

wading and swimming.

But Mike is in a jam. His bikes frame got bent. He cannot ride it

up a hill.

What can I do? he sniffed.

Jen gazed at the bike and smiled. Jen liked to fix objects. I will

help you, Mike, she said. She pulled on the bikes frame and gave it

a tap. It is fixed!

Yes! Mike yelled. Thank you, Jen!

The pals biked to the lake and had a fine time.

1. Underline words in the passage that have the longi sound.

. Circle words that end with -edor -ing.

. Read the title. What do you think the story will be about?

. What clue tells you that Mike will get to ride to the lake?

. If you saw at something, you it.

gazed at missed hid


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Bugs

Bugs live in a lot of places. Bugs can live in plants. Bugs

can ve n grass. Bugs can ve n san . Bugs can ve on ot er

animals.

Bugs can e. Bugs can en n on grass an p ants.

A bug can stand on a stick. A bug can sit on a twig.

Bugs get around in a lot of ways. Bugs can run. Some

bugs can fly. Some bugs can swim. Bugs can be still and not

move at a .

1. Circle the details that tell about the main idea in the rst paragraph.

2. Underline the sentence that tells the main ideaof the rst paragraph.

3. What is the main idea of the last paragraph?

46End-of-Unit Additional InstructionGrade 3/Unit 1/Week 3

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Milk Snakes and Black Snakes

Milk snakes and black snakes make homes by wetlands and

on s. Bot sna es ay eggs un er roc s an ogs. M sna es

and black snakes hunt little animals and other snakes. They eat

bugs, as well.

M sna es are tan an re . M sna es go out at n g t. In

the day, milk snakes nap under rocks and logs. Black snakes are

black. Black snakes go out in the day. Black snakes bask in thesun on rocks.

If a milk snake gets mad, it can make a bad smell to make

ot ers run away. I a ac sna e gets ma , t w te.

1.How are milk snakes and black snakes alike?

________________________________________________________________

________________________________________________________________

2.How do milk snakes and black snakes look different?

________________________________________________________________

________________________________________________________________

3.How do milk snakes and black snakes act if they are mad?

________________________________________________________________

________________________________________________________________

47End-of-Unit Additional Instruction


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A Gift for Mom

Dot and Jim want to buy Mom a red hat. Dad said it will cost

12.00. Dot and Jim saved 6.50.

We must make money, said Dot. We can sell cupcakes we

make.

J m ust gaze at Dot. I cannot a e, J m sa .

You can still help me, Dot decided.They sold a lot of cupcakes and had $12.00 to buy the red hat.

Mom was glad!

1. Read the title. What do you predict the story will be about

________________________________________________________________

________________________________________________________________

2. Underline a clue that helps you predict what will happen in the story.

3. What did you predict would happen in the story?

________________________________________________________________

________________________________________________________________

4. raw a ox aroun t e sentence t at con rms your pre ct on.


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A. Underline the letters that make short , e, i, o, oru vowel sounds.Put a circle around letters that make long or longivowel sounds.

pal best long sun if ag step swim clock

truck tape size ask will slam dress ate tribe

. Fill in the missing parts to make each word.

1. y ands were co at sunset.

hand + = hands

2. Sam winsthe game!

win + = wins

3. I missedthe eld trip when I was sick.

+ ed = missed

4.We are goingto see my mom.

go + =

5. I cannot put boxeson the desk.

+ es =

6. I huggedmy dog.

+ g +

7. We are gettingthe kids pens.

+ t +


Grade 3/Unit 1/Weeks 15

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The long o sound can be spelled e,as in cone. The

long usound can be spelled u_e,as in cute.

A. Underline the letters that stand for the long vowel sound in

ac wor e ow.

ute tube one cube drove

mole duke stone hole dune

B. Underl ne the word cho ces w th the long sound. Circle theword choices with the long soun . Write the wor on the line to

complete the sentence.

1. Teds dog will get a .

bake bone bun

2. I dug sand in the .

dune dine dug

. The nut fell in the . hop hole help

. That bunny is soft and .

cut cold cute

. Circle the word in each pair with a longoor longu sound. Write

ong oor longuon the line.

1. stove oven Long

. cup tune Long

3. popped mope Long

. June jug Long

. broke box Long


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A. As you read, pay attention to pauses and stops.

8

19

28

37

47

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June: First, Luke and I made the skit.

Luke: We made up fun roles for kids in the class.

June: A cat sings, and a dog tells jokes!

Rose: Cole tells jokes. He can be the dog.

Cole: Rose is a singer. She can be the cat.

Cole: Then I made a set. Other kids helped. We used a rug,

boxes, ropes, and tubes to make the set. 68

B. Read these words to yoursel . Then have your partner time

you. Do it two more times to see if you can beat your score!

home cute use cup job

une obe smoke up drum

joke oke mule box stop

pole ude stove bus hug

woke mole stole hot fox

Record Your Scores


t ome: erea t e passage an ta a out w at ot ersteps are part o preparing and per orming a skit. Grade 3/Unit 2/Week 1 51

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The ending -ercan be added to the end of a word. The -er

means one who does something.Example: plant + er = planter, a person who plants

A. Add the end ng- to t e ase wor n o to ma e a new wor .

Write the word on the line to complete each sentence.

1.My cat likes to hunt. My cat is a .

. Liz e psPam. Liz is a .

. Dad plantsa big bush. Dad is a .

. Kim umpsrope a lot. Kim is a .

. Bill drives a truck. Bill is a .

6. Dan likes to box. He is a .

.Bob kicksa ball. Bob is a .

. Nan likes to sing. Nan is a .

. Mike c ec s hats. He is a hat .

. Bob likes to am . He is a .


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A. Vocabulary Words Write the word that best completes

each sentence.

. June and Sam have as cats in the play.

2. The actors must a lot.

. Dan will make the .

. I will write the .

. Our and pals will see the skit.

. The will clap and clap.

A. Vocabulary Strategy: Compound Words Draw a line from

each compound word to ts mean ng.

classmates a small cake baked in a tin cup

cupcake land that is quite wet

bedtime time when you get into bed

wetlands ids in your class

sunup when the sun comes up

costumes crowd practice roles classmates skit


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As you read Miss Popes Class Puts on a Skit, ll in the Sequence

Chart.


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t ome: erea t s story. a w t your c a outpract c ng to o somet ng we .


Jon Sings

Jon is a singer. He likes to sing cute songs. Jon hopes to win a

prize, so he has to practice every day.

First, Jon warms up. He hums tunes for a bit.

Next, Jon practices. He sings scales. Jon sings lots of songs, as

well.

In June Jon gets to sing his songs for a big crowd. He sings

The Cat Came Back and Jack and Jill. Kids and teachers and

moms and dads clap! In the end, they vote for the best singer and

Jon wins the prize!

1. Underline words in the passage with the long o sound. Put two lines

under words with the long sound.

2. Circle the words in the passage that end with the suffix -er

. What does Jon do rst? What does he do next?


. When you do something over and over, you .

plan practice hum


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o e p you p an your wr t ng, ll out an idea web.


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The long e sound can be spelled with the letters e, ee,

ey, y,and ea,as in e, k ep, k bab or an.

A. Underl ne the letters that spell the long soun n the

words below.

sweep treat happy muddy he

penny sleepy steam sweet feet

B. hoose the words from above to complete the sentences. irclethe long sound in your answer.

1.Candy is sw t.

.The hot s m went up.

.Jims mom baked him a t t.

.Kate was h to get a gift.

.Pam was s p at 9 p.m.

6.The song made her tap her f t.

.Sw p up that mess!

. H went to bed at six.

.Sams pants were wet and m d .

.Pam spent a p y.


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A. Have a partner time you as you read the passage.

ecord your scores below.

1

4

24

27

32

44

47

51

64

Mom called her pups. Rex! Cubby! Huck! Come on. It is

time to leave.

Cubby sat close to the pond. Can I please practice

swimming? he begged.

He was a good swimmer.

No, said Mom. It is time to leave. Mom wanted to keep

the cubs safe.Race me! yelled Huck.

I bet I will win, yapped Rex. Rex, Cubby, and Huck ran at

top speed. 66

Record Your Scores





Paid attention to

end punctuationand intonation




t ome:Reread the passage and talk about the wolamily in this story.Grade 3/Unit 2/Week 258

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When a word has two middle consonants, it can be split into

two syllables, as in bunny( un ny) or ampus ( am pus).

A. Underline the word with two syllables. Write the syllables on

the lines.

xamp e:

puppy pin pup y

1. rabbit role

2. bone bonnet

. best basket

4. happy hold

. pick picnic

6. kitten kite

B. Put the syllables together to make a two-syllable word.

xample:

un n funny

. mat tress

. ny sun

3. pen hap

4. set sun


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sentence.

. At the end of the day, I see the over the hills.

. If you do good , you feel good.

. Dad can me to do my homework.

. The ring in the sun.

. I go running with Mom at sunup.

. Some animals live in a .

B. Vocabulary Strategy: Multiple-Meaning Words Rea each

sentence. Underline the clues to the meaning of the word in boldtype. Then circle the right meaning.

1. This song is a big h t because lots of people like it.

strike something something that people like

. I h t the tin can with a small stick.

strike something pick up something

. The pig is kept in a big .

something to write with a place with a fence around it

4. I will write my name with a .

something to write with a place with a fence around it

deeds gleamed sunset trust forest usually


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As you read Mom Wolf Speaks, ll in the Conclusion Map.

Detail

Detail

Detail

Conclusion


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t ome: erea t s story. a w t your c a outgran parents.


Jimmy and Grandmom

Grandmom was going home. She stepped onto the plane at

sunset and waved. Jimmy and Mom and Dad waved back.

We will visit Grandmom in six weeks, stated Mom.

Jimmy made a funny face. It seems like a long time, he

sniffed. Big wet drops ran down his cheeks.

Dad drove home through forests of trees and green fields.

Jimmy had a catnap on the way. At home, he ran to his desk and

ooked at his e-mails.

Jimmy yelled and jumped up and down. I have a letter from

Grandmom! She will miss me, too. He smiled. Six weeks is not

so long. I can write her a note each day,

1. Underline words in the passage with the long e sound.

2. Circle the words in the passage with two middle consonants

and more than one syllable.

. How does Tim feel at the beginning of the story? How do you know?

. How does Tim feel at the end of the story? How do you know?

5. A forest is a place with lots of .

trees deeds crowds


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Read the passage. Then complete the directions.

Roses Role

The skit is a tale about cats, said Luke. Rose can play the

role of Top Cat. Top Cat has lots of lines and sings a song.

I am glad, smiled Rose. But I hope to do well. I must make a

plan.

First, I will practice my lines at home, said Rose. I will ask

Sis to help. Next, I will practice the song. Mom can help. Mom is aine singer.

Then Rose practiced the skit with her classmates.

At last, it was time for the skit. Rose spoke lines and sang the

song. The crowd clapped and clapped.

Rose is a fine Top Cat! Luke said.

1. Underline the sequence signal words: rst, next, t en, at ast

. Draw a box around the part of the story that tells what Rose plans

to do rst.


Mid-Unit Additional InstructionGrade 3/Unit 2/Week 164

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A Hike in the Forest

Jenny, Max, and Dad went on a hike in the forest. The tree

eaves gleamed in the sun.

As they passed a pond, Jenny saw a big green stick in the

grass. She bent to pick it up. The stick hissed and slid onto a big

rock. Jenny jumped back and screamed, It is a huge snake!

Help! yelled Max. He froze in his tracks.

Dad stepped in front of the kids. Keep still, he said.

Then he hissed at the snake, Leave us right now. The snake

hissed back and slid into the pond.

Jenny and Max ran to Dad. He hugged them and smiled. We

are safe now. We can see the sunset and go home.

1. How did Jenny feel when she saw the snake? How do you know?

2. How did Max feel when he saw the snake? How do you know?

. What kind of person is Dad? How can you tell?

65Mid-Unit Additional Instruction


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The longisound can be spelled with the lettersi, igh, ie,and

y, as ink nd, lght, te,and cr .

A. Find the word with the longisoun t at comp etes eac

sentence. Wr te the wor on the l ne.

1. The sad old man began to .

sip sigh sick

2. A robin can .ll feed y

. Keep Jills socks , not wet.

dry drip drum

. Dad needs to make up his .

mist mind mitt

. He sleeps at .

nap night neat

. My mom bakes the best .

pie pit peak

B. ircle the letters that spell the long soun n t e

answers above.


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. As you read, pay attention to speed and tempo.

12

17

28

38

53

People expect to have fun flying. The best sights can be seen

from high in the sky.

There are different kinds of flying. People can fly in gliders,

planes, and jets. Each kind of f lying can be fun.

A hang glider is a kind of glider. It has a frame with a big

kite set on top. Hang gliders ride on wind like a kite. 66

B. Read these words to yoursel . Then have your partner time you.o it two more times to see if you can beat your score

glide ght tight pie y

nd bite high mind sight

side ride might light tie

kite tide why dry mile

like try ripe ight kind

Record Your Scores


t ome:Reread the passage and talk about di erent wayspeople can y. Grade 3/Unit 2/Week 3 67

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When a word ends with a consonant and ay,change theytoi

when adding -esor -ed.Example: spyy+i+ es = spies spyy+i+ ed= spied


. Dad r es the plates.

dry + + dries

. Ana and Jim suppl e snacks at the picnic.

supply + + supplied

. The kite es up.

y + + ies

4. I tr e to jump.

ry + +

. My sister emptie the bins.

empty + +


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sights hobbies plastic noisy engine different


sentence.

. Als are swimming and ying gliders.

. To y, a plane needs a big .

. The babys cup and dish were made of .

. The kids yelled and cried all night long.

5. Red and gold and pink sunsets are pretty .

. Dogs and cats are kinds of animals.

B. Vocabulary Strategy: Antonyms ea t e sentence.

Underline the antonym for the word in bold type.

. Sid ate a bigsnack, but he drank a small glass of milk.

2. Kate and I had on the ametops, but our pants were different.

. The rst skit we saw was sa , but the next one was funny.

4. My feet are col , but my hands are hot and dry.

. First we will wor , and then we will play games.


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As you read Flight: Gliders to Jets, ll in the Main Idea Chart.

Detail

Detail

Detail

Main Idea


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Hang Gliding

A hang glider flies on the wind. It is like a big kite that a person

can ride. A hang glider is made of a light frame with wings. It has

no engine.

To get a hang glider up in the sky, the pilot runs off the top of a

hill. Wind will lift the glider up and make it fly. A pilot flies a hang

glider by shifting from back to front, or from left or right. To keep a

hang glider up in the sky, a pilot tries to ride wind that is rising, or

going up.

1. Underline words in the passage with the longisound.

. Circle the words in the passage where -yhas changed to -ies

at the end of the word.

. What is the main idea of the rst paragraph?

4. What details tell how a pilot ies a hang glider?

. is a machine that has the power to run something.

A glider An engine Plastic

t ome: erea t s passage an ta a out w at t m g tfeel like to y in a hang glider. Grade 3/Unit 2/Week 3 1

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In a consonant en , you can hear the sound of each

consonant. Some examples of beginning blends are bl,br, dr, sw, and sp. Some examples of nal blends are nk,

ft, andmp.

A. Underline the consonant blends at the beginning and

end of each word below.

sting blink swift swing stamp clang

brink sling stand spend drank tramp

B. Underl ne the word w th consonant blends. Wr te the word on

the line.

. That bug will sting Jim!

. The dog made a swift leap in the lakes.

. Can I spend my pennies?

4. The sun made Sam blink.

5. Ann fell off the swing.

. Can you stand on this log?

. Go back and circle the consonant blends in the answers

above.


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A. Have a partner time you as you read the passage.

ecord your scores below.

12

26

39

51

Can you see a green grasshopper hiding? Its legs seem like grass

stems. It can cling to a blade of grass and keep out of sight.

The grasshopper is hiding from a mouse! The mouse is up early. It

will spend time hunting bugs. But it will not spot the grasshopper.

The grasshopper uses its green color to hide in a clump of grass. 64

Record Your Scores





Paid attention to

word accuracy




t ome: erea t s passage an ta a out ways an ma scan hide rom each other.Grade 3/Unit 2/Week 474

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A contractionis a word that is made from two words.

An apostrop e takes the place of the letter, or letters,that are left out.

Example: had not = had t

A. Draw a line to match each pair of words with a contraction.

ave not wasnt

is not avent

did not isnt

as not asnt

was not didnt

B. Read each sentence. Write the contraction for the

n erl ne wor s.

1. Do not run in class.

. Pete has not fed the dog.

. Ellen did not like this game.

4. Grandma was not happy.

5. Bill did not make his bed.


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danger scales warn swift color clump

A. Vocabulary Words Write the word from the box that best

completes each sentence.

1. The bug hides in a of grass.

. Snakes have on their skin.

. The fox runs fast and hides.

. Forest animals know that ames and smoke mean .

. I like the red a lot, but I like green, as well.

The blinking lights kids of danger.

B. Vocabulary Strategy: Context Clues ea t e sentences

elow. Look at each word in bold type. Draw a line under clues to

the meaning of the word.

. The river was very fast and swift.

2. We sat by a clump, or cluster, of trees.

. We see the rise and fall of the water at high tide.

4. There was no danger, or risk.

5. If there is danger, I will yell and scream to you.


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As you read Animal Hide and Seek, ll in the Authors

Purpose Chart.

Authors Purpose

Details


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Swift and Still

A deer eats grass and plants. It doesnt eat other animals. But

big animals eat deer. And people hunt them. A deer cant fight

back, so it uses skills to be safe.

A deer can keep itself safe with three key skills. It is swift, or

ast. It can hide. And it can hear and smell danger.

A deers long legs help it run fast. Its swift legs help it jumpand leap high, as well. A deer can hide by standing quite still. It

can be so still a hunter wont see it. A deer can hear and smell

quite well, so it can run or hide when danger is close.

1. Underline words that have consonant blends at the beginning or at

the end.

2. Circle the words in the passage with -ntas a contraction for not.

. Is the author writing to entertain, to inform, or to persuade? How do

you know?

4. List three details that tell about the authors purpose.

. If you are safe, you are not in .

class danger bed

t ome: erea t s passage an ta a out see ngeer or ot er an ma s.Grade 3/Unit 2/Week 478

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The long a sound can be spelled with the letters iand

ay,as in raland aw .

A. Underline the letters with the long sound in the

words below.

stay fail Sunday trail claim

play tail grain jay faint

B. Write ayor aito complete each picture name.

1. . .sn p nt

. . .s l cr on t l

. . .tr n ch


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t ome:Talk about avorite oods with your child.

A. Use this passage to perform a choral reading or Readers

eater.

8

14

27

35

42

55

64

roup 1: Miss Gray said we do not eat well.

roup 2: She said we eat too fast.

Group 1: So we will have a midday feast and we will make it last.

roup 2: We will eat lots of nuts and grains.

Group 1: We will eat green beans and rice.

roup 2: Miss Gray will say she likes the way we eat our meal today.Group 1: It will take some time to eat so well.

roup 2: Hooray!! 65

B. Read these sentences aloud. Pause when you see (/) and

stop when you see ( ). hange your voice when you read a question

ark (?) or an exclamation point (!).

. I am here,/ but where are you?// Are you there?// No,/ Im here!//

2. What was that?// You lost your cat.// Is she hiding in your hat?//

. Big Jack put the sack on his back.// It was black.//

4. The bees hum in the trees,/ and the breeze makes me sneeze.//

5. We will pay and take the train.// It is the only way in the rain.//


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A pre xis added to the beginning of a word. The pre x re-

means again.Example: re + heat = reheat, to heat again

A. r - to eac wor to ma e a new wor t at matc es

the meaning.

xamp e:

sell resell = sell aga n

. fry = fry again

2. light = light again

. make = make again

. send = send again

. tell = tell again

B. Fill in the sentences with the word from above that makes sense.

1. I didnt get Teds note. He will it.

. The re is cold. Dad asks Mom to it.

. I like that tale. Can you it?

4. The egg is cold. Pam can it.

5. Jakes bed is a mess. He will it.


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complete feast large midday

A. Vocabulary Words Write the word from the box that best

completes each sentence.

1. Jen takes a plate of beans and rice.

. We eat our meal at one oclock.

. The class has 30 kids in all.

. We made lots of good food to eat at the .

B. Vocabulary Strategy: Context Clues ea eac sentence.

Underline the clues to the meaning o the word in bold type. Then

c rcle the mean ng below.

1. Lots of kids were in the crow of people at the seaside.

a lot of sand a lot of people

. Ted will pract ce playing his ute every day.

do something again and again play a lot of tunes

. All the kids will bring lots of good food to eat at the feast.

a big pot of beans a big meal

4. Cal and Pam played the ro es of the foxes in the skit.

parts acted small animals


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As you read A Midday Feast, n t e eme ap.

lue

Clue

Clue

Theme


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Gail and Jay

Gail and Jay decide to make a book. Jay will write a tale about

rabbits sailing on a lake. Gail will paint events in the tale.

The next day Jay brings in his tale. A big rain falls.

Wait! says Gail. I painted a sunny day.

I have to rewrite, or you have to repaint. Jay is sad.

Lets rethink, says Gail.

I can add to the tale, says Jay. First it can be sunny and then

it can rain.

Thats a good plan, says Gail. I will paint the rain.

Gail and Jay act as a team to make a complete book!

. Underline the words in the passage with the long asound.

. Circle the words in the passage with the pre x re-.

. How do Gail and Jay act as a team?

. What is the theme of the story?

5. A book has all its parts.

large complete team

t ome: erea t s passage an ta a out wor ngas a eam. Grade 3/Unit 2/Week 5 85

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Flying in Planes

Jet planes make life easy for flyers.

Many people fly to different places in jet

planes. Flying is a quick way to go. Because

jet planes have big engines, they can fly fast

and can fly a long way. Jet planes can fly

over big seas and high peaks.

Some people like to fly in prop planes.

Prop planes are not as fast as jets. Most

prop planes are not as big as jets and cannot

fly as far. Prop planes have smaller engines

that make props, or blades, spin. They might

fly to another state but not over big seas.

. Draw a box around the main idea in the rst paragraph.

2. Underline the details that tell about the main idea in the rst

paragraph.

3. What is the main idea of the second paragraph?

End-of-Unit Additional InstructionGrade 3/Unit 2/Week 3 87

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Bats Can Be Safe

A bat is small and soft. It must try to be

safe.

A bat flies at night. It cant see well, but

its hearing is fine. Hearing well helps keep it

safe. A bat can hear danger. It can hear bugs,

as well. That is the way it finds insects to eat.

A bat can fly quite fast. Its wings dont

make a sound. Its swift, silent wings keep it

safe.

1. Circle the authors purpose in the passage.

2. Underline details that tell about the authors purpose.

. Which detail does not tell about the authors purpose? Tell why.


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Read the passage. Then complete the directions.

The Picnic

Is it time to eat? Jen asks Dad.

We will eat in a bit, says Dad. Will you

help?

Yes, says Jen. I will set the table.

I can help, too, says Rick. I will get the

milk.

Dad makes the meal and brings it on a

tray. Jen, Rick, and Dad have a picnic in the

backyard.

This is a fine feast! says Dad. Everyone helped make it!

. Underline how Jen helps make the meal.

2. Circle how Rick helps make the meal.

. What is the theme of the story?



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A. Sort the words by long , e, i, o, oruvowel sounds. Write them

on the lines.

bone cute tree hi train bead play cry

beast braid kind pie stone mule sigh key

Long a:

Long e:

Long i:

Long o:

Long u:

B. Complete each section.

. Fill in the missing parts to make each word.

+ ma e = rema e

an + = banker

fly - y + + = es

ry - y + + = fried

2. Draw a line between the syllables.

rabbit traffic cactus baby basket

90End-of-Unit Additional InstructionGrade 3/Unit 2/Weeks 15

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The long o sound can be spelled , oa, ow, or oe, as in

m ld, boat, low, and h e.

A. Underline the letters that make the long sound in the

wor s e ow.

loaf road bowl roast slow

told toast oats yellow doe

B. Now use the correct word rom above to complete eachsentence. ircle the long sound in your answers.

1. She had a ye bow on her dress.

. He is a sl runner.

. The is standing by the trees.

4. We grow s to eat.

. I gave my dog a big l of treats.

. Circle the word in each pair with the long osoun . Wr te the

etters t at ma e t e ong sound on the l ne.

. boat bite

. rot row

. sold sopping

. toe tie

. coast cost


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A. As you read, pay attention to pauses and stops.

13

20

35

50

53

64

Ben Franklin was a smart fellow. He liked to read and think. Ben

invented many handy objects to help people.

In Bens day, a fireplace let in a cold draft, or wind, and let heat

out. So Ben invented a stove that kept heat inside his home. It used less

wood as well.

Years later someone made Bens stove better. That man may have

fixed it, but he didnt rename it. It is still the Franklin Stove. 77

B. Read these words to yourself. Then have your partner time you.

Do it two more times to see if you can beat your score!

bowl roast blow brand main

slow home pro plant play

oatmeal told goat crept snail

road toast foe blend stay

yellow loaf most grasp bait

Record Your Scores


t ome: erea t e passage a ove an ta w t yourc a out nvent ons t at we use to ay.Grade 3/Unit 3/Week 192

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Compound wordsare made with two smaller words put together.

A. Write each compound word.

xample: hand pr nt andprint

. drum stick

2. site camp

. time bed

. ight night

. man snow

B. Fill in each lank with the wor from a ove that makes sense.

raw a l ne to show the two smaller words n yo

0021947287 pract 3

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