Approaching

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1 2 3 4 5 6 7 8 9 10 xxx 12 11 10 09 08
 Unit 1 • Let’s Learn
Contents
Teachers Learning to Read
First Day Jitters Wolf!
Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . 9 Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 46
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Comprehension: Character, Setting, Plot . . . . . 11 Comprehension: Compare and Contrast . . . . . 48
Comprehension: Story Map . . . . . . . . . . . . . . . . 12 Comprehension: Compare and
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 13 Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . . 49
Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . . 14 Fluency: Expression . . . . . . . . . . . . . . . . . . . . . . 50
Vocabulary Strategy: Word Parts: Prefixes. . . . 15 Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Spelling: Short Vowels . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Dictionary:
Grammar: Statements and Questions . . . . . . . 18 Multiple-Meaning Words . . . . . . . . . . . . . . . . 52
Writing: Single Moment in Time. . . . . . . . . . . . . 20 Spelling: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 53
Grammar: Predicates . . . . . . . . . . . . . . . . . . . . . 55
The Power of Books Writing: A Single Object . . . . . . . . . . . . . . . . . . . 57
Amazing Grace
Phonics: Final e . . . . . . . . . . . . . . . . . . . . . . . . . 21 Books
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 My Very Own Room
Comprehension: Cause and Effect . . . . . . . . . . 23 Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Comprehension: Cause and Effect Chart. . . . . 24 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 25 Comprehension: Make and
Literary Element: Personification. . . . . . . . . . . . 26 Confirm Predictions . . . . . . . . . . . . . . . . . . . . 60
Vocabulary Strategy: Word Families . . . . . . . . . 27 Comprehension: Predictions Chart . . . . . . . . . . 61
Spelling: Words with Final e. . . . . . . . . . . . . . . . 28 Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 62
Grammar: Commands and Exclamations. . . . . 30 Text Feature: Guide Words, Headings, and
Writing: Single Moment of Action . . . . . . . . . . . 32 Captions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Vocabulary Strategy: Word Parts:
Building Schools Suffixes -er, -est . . . . . . . . . . . . . . . . . . . . . . . 64
Earth Smart Spelling: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 33 Grammar: Compound Sentences . . . . . . . . . . . 67
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Writing: Setting . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Comprehension: Main Ideas and Details . . . . . 35
Comprehension: Main Ideas and
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . 37
Study Skill: Using a Dictionary. . . . . . . . . . . . . . 38
Comprehension: Writing Frame. . . . . . . . . . . . . 39
Vocabulary Strategy: Thesaurus:
Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Spelling: Words With a Long a. . . . . . . . . . . . . . 41
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Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . . 43
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . 45

3
Unit 2 • Neighborhoods and Communities
Contents
Birth of a Town Banding Together
Boom Town Here’s My Dollar
Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 70 Phonics: Digraphs . . . . . . . . . . . . . . . . . . . . . . 107
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Comprehension: Sequence . . . . . . . . . . . . . . . . 72 Comprehension: Author’s Purpose . . . . . . . . . 109
Comprehension: Sequence Chart. . . . . . . . . . . 73 Comprehension: Author’s Purpose Chart . . . . 110
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 74 Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 111
Text Feature: Calendar. . . . . . . . . . . . . . . . . . . . 75 Literary Element: Rhyme Scheme and
Vocabulary Strategy: Word Parts: Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Compound Words. . . . . . . . . . . . . . . . . . . . . . 76 Vocabulary Strategy: Context Clues:
Spelling: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 77 Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Grammar: Common and Proper Nouns . . . . . . 79 Spelling: Digraphs (all) . . . . . . . . . . . . . . . . . . . 114
Writing: A Single Moment. . . . . . . . . . . . . . . . . . 81 Grammar: Possessive Nouns . . . . . . . . . . . . . 116
Writing: Strong Verbs for Common
Starting a Local Business Actions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Home Grown Butterflies
Phonics: Silent Letters . . . . . . . . . . . . . . . . . . . . 82 Building Homes
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 A Castle on Viola Street
Comprehension: Draw Conclusions . . . . . . . . . 84 Phonics: Contractions with Pronouns and
Comprehension: Conclusion Map . . . . . . . . . . . 85 Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . 86 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Literary Element: Personification and Comprehension: Theme . . . . . . . . . . . . . . . . . 121
Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Comprehension: Theme Map . . . . . . . . . . . . . 122
Vocabulary Strategy: Dictionary: Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 123
Multiple-Meaning Words . . . . . . . . . . . . . . . . 88 Text Feature: Features in a Textbook . . . . . . . 124
Spelling: Silent Letters . . . . . . . . . . . . . . . . . . . . 89 Vocabulary Strategy: Paragraph Clues. . . . . . 125
Grammar: Singular and Plural Nouns . . . . . . . . 91 Spelling: Contractions . . . . . . . . . . . . . . . . . . . 126
Writing: An Emotion . . . . . . . . . . . . . . . . . . . . . . 93 Grammar: Sentence Combining with
Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Communities Writing: Strong Verbs . . . . . . . . . . . . . . . . . . . . 130
Coasting to California
Phonics: Three-Letter Blends . . . . . . . . . . . . . . 94
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Comprehension: Main Ideas and Details . . . . . 96
Comprehension: Main Ideas and
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Fluency: Pronunciation and Phrasing . . . . . . . . 98
Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 99
Comprehension: Writing Frame. . . . . . . . . . . . 100
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Vocabulary Strategy: Context Clues:

Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Spelling: Words with Three-Letter Blends . . . 102
Grammar: Irregular Plural Nouns . . . . . . . . . . 104
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 106

4
 Unit 3 • Express Yourself
Contents
Being a Writer Being an Artist
Author: A True Story What Do Illustrators Do?
Phonics: r-Controlled Vowels er, ir, ur . . . . . . . 131 Phonics: Diphthong /oi/ oi, oy. . . . . . . . . . . . . . 168
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Comprehension: Author’s Purpose . . . . . . . . . 133 Comprehension: Sequence . . . . . . . . . . . . . . . 170
Comprehension: Author’s Purpose Chart . . . . 134 Comprehension: Sequence Chart. . . . . . . . . . 171
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 135 Fluency: Phrasing and Pacing . . . . . . . . . . . . . 172
Literary Analysis: Onomatopoeia, Rhythm . . . 136 Text Feature: Interviews. . . . . . . . . . . . . . . . . . 173
Vocabulary Strategy: Context Clues: Vocabulary Strategy: Context Clues:
Word Clues . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 174
Spelling: r-Controlled Vowels er, ir, ur . . . . . . . 138 Spelling: Words with oi, oy . . . . . . . . . . . . . . . . 175
Grammar: Action Verbs . . . . . . . . . . . . . . . . . . 140 Grammar: Future-Tense Verbs . . . . . . . . . . . . 177
Writing: Capitalization. . . . . . . . . . . . . . . . . . . . 142 Writing: Sensory Details to Setting . . . . . . . . . 179

Writing Letters My Art

Dear Juno The Jones Family Express
Phonics: r-Controlled Vowels ar, or . . . . . . . . . 143 Phonics: Variant Vowel: oo, u_e, ue, ew . . . . . 180
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Comprehension: Character, Setting, Plot . . . . 145 Comprehension: Make Inferences . . . . . . . . . 182
Comprehension: Character Web . . . . . . . . . . . 146 Comprehension: Inference Chart . . . . . . . . . . 183
Fluency: Expression and Intonation . . . . . . . . 147 Fluency: Intonation and Expression . . . . . . . . 184
Text Feature: Time Line . . . . . . . . . . . . . . . . . . 148 Text Feature: Directions . . . . . . . . . . . . . . . . . . 185
Vocabulary Strategy: Context Clues: Vocabulary Strategy: Dictionary:
Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 149 Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 186
Spelling: r-Controlled Vowels ar, or . . . . . . . . . 150 Spelling: Word with oo, u_e, ue, ew. . . . . . . . . 187
Grammar: Present-Tense Verbs . . . . . . . . . . . 152 Grammar: Sentence Combining with
Writing: End Punctuation . . . . . . . . . . . . . . . . . 154 Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Writing: Sensory Detail. . . . . . . . . . . . . . . . . . . 191
Let’s Communicate
Message Mania
Phonics/Word Study: Prefixes re-, un-,
pre-, mis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Comprehension: Problem and Solution . . . . . 157
Comprehension: Problem and
Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 158
Fluency: Pronunciation and Phrasing . . . . . . . 159
Study Skill: Using the Library. . . . . . . . . . . . . . 160
Comprehension: Writing Frame. . . . . . . . . . . . 161
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Vocabulary Strategy: Homographs . . . . . . . . . 162

Spelling: Prefixes re-, un-, pre-, mis- . . . . . . . . 163
Grammar: Past-Tense Verbs . . . . . . . . . . . . . . 165
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 167

5
Unit 4 • Our Teams
Contents
Working as One Family Teams
Seven Spools of Thread Ramona and Her Father
Phonics: Diphthong ou, ow . . . . . . . . . . . . . . . 192 Phonics/Word Study: Homophones . . . . . . . . 229
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Comprehension: Draw Conclusions . . . . . . . . 194 Comprehension: Problem and Solution . . . . . 231
Comprehension: Conclusion Map . . . . . . . . . . 195 Comprehension: Problem and
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 196 Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 232
Text Feature: Rules. . . . . . . . . . . . . . . . . . . . . . 197 Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 233
Vocabulary Strategy: Dictionary: Literary Element: Speaker and Alliteration . . . 234
Multiple-Meaning Words . . . . . . . . . . . . . . . 198 Vocabulary: Word Parts: Prefixes re- un-,
Spelling: Words with ou, ow . . . . . . . . . . . . . . . 199 mis-, pre- . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Grammar: Verbs Be, Do, Have . . . . . . . . . . . . 201 Spelling: Homophones . . . . . . . . . . . . . . . . . . . 236
Writing: Replacing “That” Statements with Grammar: Main and Helping Verbs . . . . . . . . . 238
Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Writing: Dialogue Format . . . . . . . . . . . . . . . . . 240

Unique Talents Teams at Work

Nacho and Lolita Out of This World! The Ellen Ochoa Story
Phonics: Plurals . . . . . . . . . . . . . . . . . . . . . . . . 204 Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . 241
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Comprehension: Theme . . . . . . . . . . . . . . . . . 206 Comprehension: Sequence . . . . . . . . . . . . . . . 243
Comprehension: Theme Map . . . . . . . . . . . . . 207 Comprehension: Sequence Chart. . . . . . . . . . 244
Fluency: Expression . . . . . . . . . . . . . . . . . . . . . 208 Fluency: Pronunciation and Phrasing . . . . . . . 245
Literary Element: Consonance and Literary Element: Imagery . . . . . . . . . . . . . . . . 246
Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Vocabulary Strategy: Thesaurus:
Vocabulary Strategy: Thesaurus: Related Words . . . . . . . . . . . . . . . . . . . . . . . 247
Related Words . . . . . . . . . . . . . . . . . . . . . . . 210 Spelling: Words with Soft c and g . . . . . . . . . . 248
Spelling: Plurals . . . . . . . . . . . . . . . . . . . . . . . . 211 Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 250
Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 213 Writing: Punctuating Dialogue . . . . . . . . . . . . . 252
Writing: Replacing Telling Statements with
Dialogue That Shows . . . . . . . . . . . . . . . . . . 215

Working Together
A Solution to Pollution
Phonics: Variant Vowels au, aw, alt, alk, all,
ough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Comprehension: Problem and Solution . . . . . 218
Comprehension: Problem and
Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 219
© Macmillan/McGraw-Hill

Fluency: Pronunciation and Phrasing . . . . . . . 220

Study Skill: Media Center. . . . . . . . . . . . . . . . . 221
Comprehension: Writing Frame. . . . . . . . . . . . 222
Vocabulary Strategy: Word Parts:
Suffixes -ful, -ly . . . . . . . . . . . . . . . . . . . . . . . 223
Spelling: Words with Variant Vowels au, aw,
alt, alk, all, ough . . . . . . . . . . . . . . . . . . . . . . 224
Grammar: Contractions with Not . . . . . . . . . . . 226
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 228

6
 Unit 5 • Those Amazing Animals
Contents
Antarctic Life Spiders
Penguin Chick Wilbur’s Boast (Charlotte’s Web)
Phonics/Word Study: Compound Words . . . . 253 Phonics/Word Study: Inflectional Endings . . . 290
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Comprehension: Main Idea and Details . . . . . 255 Comprehension: Make Judgments . . . . . . . . . 292
Comprehension: Main Idea and Comprehension: Judgment Chart . . . . . . . . . . 293
Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . 256 Fluency: Pacing and Phrasing . . . . . . . . . . . . . 294
Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 257 Literary Element: Personification and
Literary Element: Imagery . . . . . . . . . . . . . . . . 258 Moral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Vocabulary Strategy: Dictionary: Vocabulary Strategy: Prefixes re-, un-,
Homographs . . . . . . . . . . . . . . . . . . . . . . . . . 259 dis-, pre-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Spelling: Compound Words . . . . . . . . . . . . . . . 260 Spelling: Words with Inflectional Endings. . . . 297
Grammar: Pronouns. . . . . . . . . . . . . . . . . . . . . 262 Grammar: Possessive Pronouns. . . . . . . . . . . 299
Writing: Logical Structure: Writing: Logical Structure:
Chronological Order . . . . . . . . . . . . . . . . . . . 264 Distinguishing Moments . . . . . . . . . . . . . . . . 301

Animal Homes Survival and Adaptation

Animal Homes Unique Animals of the Southwest
Phonics/Word Study: Inflectional Endings . . . 265 Phonics/Word Study: Open Syllables . . . . . . . 302
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Comprehension: Description . . . . . . . . . . . . . . 267 Comprehension: Compare and Contrast . . . . 304
Comprehension: Description Web. . . . . . . . . . 268 Comprehension: Venn Diagram . . . . . . . . . . . 305
Fluency: Pacing and Phrasing . . . . . . . . . . . . . 269 Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 306
Text Feature: Directions . . . . . . . . . . . . . . . . . . 270 Literary Element . . . . . . . . . . . . . . . . . . . . . . . . 307
Vocabulary Strategy: Context Clues: Vocabulary Strategy: Dictionary:
Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 271 Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . 308
Spelling: Inflectional Endings . . . . . . . . . . . . . 272 Spelling: Words with Open Syllables . . . . . . . 309
Grammar: Subject and Object Pronouns . . . . 274 Grammar: Pronoun-Verb Contractions . . . . . . 311
Writing: Logical Structure: Writing: Logical Structure:
Chronological Order . . . . . . . . . . . . . . . . . . . 276 Distinguishing Moments . . . . . . . . . . . . . . . . 313

Animals on the Move

Call of the Wild
Phonics: Closed Syllables . . . . . . . . . . . . . . . . 277
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Comprehension: Cause and Effect . . . . . . . . . 279
Comprehension: Cause and Effect Chart. . . . 280
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 281
Study Skill: Skim and Scan . . . . . . . . . . . . . . . 282
© Macmillan/McGraw-Hill

Comprehension: Writing Frame. . . . . . . . . . . . 283

Vocabulary Strategy: Context Clues:
Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Spelling: Words with Closed Syllables . . . . . . 285
Grammar: Pronoun-Verb Agreement . . . . . . . 287
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 289

7
Unit 6 • Changes
Contents
Overcoming Obstacles Fitting In
Miss Alaineous Weslandia
Phonics/Word Study: Greek Roots . . . . . . . . . 314 Phonics/Word Study: Number Prefixes. . . . . . 351
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Comprehension: Character and Plot. . . . . . . . 316 Comprehension: Theme . . . . . . . . . . . . . . . . . 353
Comprehension: Character and Plot Chart. . . 317 Comprehension: Theme Chart . . . . . . . . . . . . 354
Fluency: Intonation and Phrasing . . . . . . . . . . 318 Fluency: Intonation and Phrasing . . . . . . . . . . 355
Text Feature: Photographs and Captions . . . . 319 Text Feature: Hyperlinks and Key Words . . . . 356
Vocabulary Strategy: Context Clues: Vocabulary Strategy: Word Origins . . . . . . . . . 357
Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Spelling: Words with Number Prefixes . . . . . . 358
Spelling: Words with Greek Roots. . . . . . . . . . 321 Grammar: Prepositions and
Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 323 Prepositional Phrases. . . . . . . . . . . . . . . . . . 360
Writing: Varying Sentence Types. . . . . . . . . . . 325 Writing: Subjects and Predicates. . . . . . . . . . . 362

Growing Up Taking a Chance

Carlos and the Skunk The Gri Gri Tree
Phonics/Word Study: Latin Roots . . . . . . . . . . 326 Phonics/Word Study: -ible, -able . . . . . . . . . . . 363
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Comprehension: Author’s Purpose . . . . . . . . . 328 Comprehension: Summarize . . . . . . . . . . . . . . 365
Comprehension: Author’s Purpose Chart . . . . 329 Comprehension: Summarize Chart. . . . . . . . . 366
Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 330 Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 367
Text Feature: Deck and Headings . . . . . . . . . . 331 Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . 368
Vocabulary Strategy: Context Clues . . . . . . . . 332 Vocabulary Strategy: Latin Roots . . . . . . . . . . 369
Spelling: Words with Latin Roots . . . . . . . . . . . 333 Spelling: Words with -ible, -able . . . . . . . . . . . 370
Grammar: Adverbs that Compare . . . . . . . . . . 335 Grammar: Sentence Combining . . . . . . . . . . . 372
Writing: Varying Sentence Types: Writing: Subjects and Predicates. . . . . . . . . . . 374
Sentence Combining . . . . . . . . . . . . . . . . . . 337

Changing Lives
A Dream Comes True
Phonics/Word Study:
Words from Mythology . . . . . . . . . . . . . . . . . 338
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Comprehension: Persuasion . . . . . . . . . . . . . . 340
Comprehension: Fact and Opinion Chart . . . . 341
Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 342
Study Skill: Everyday Communications . . . . . 343
Comprehension: Writing Frame. . . . . . . . . . . . 344
Vocabulary Strategy: Context Clues . . . . . . . . 345
© Macmillan/McGraw-Hill

Spelling: Words from Mythology . . . . . . . . . . . 346

Grammar: Negatives . . . . . . . . . . . . . . . . . . . . 348
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 350

8
 Practice
Name Phonics:
Short Vowels

Use these pictures and words to help you identify the short
vowel sounds for a, e, i, o, and u.

Short a sound Short e sound Short i sound

cat pin
hen
Short o sound Short u sound

pot tub

Circle the letter next to the word that belongs in the blank.
Then write the word.

1. I my old house.
a. miss b. mass

2. The door in my new house is hard to .

a. shot b. shut

3. We have a garden in our new yard.

a. rock b. rack
© Macmillan/McGraw-Hill

4. Our next-door neighbor is a very nice .

a. main b. man

5. I have to climb three to get into my room.

a. steps b. stops

R 1.1 Know and use complex word families when reading (e.g., -ight)
to decode unfamiliar words.
First Day Jitters • Grade 3/Unit 1 9
 Practice
Name Vocabulary

Read the vocabulary words. Then read the sentence at the left of
each picture. Write the correct vocabulary word in the sentence
at the right of the picture.

nervous trudged nonsense chuckled fumbled

1. Annie walked with

heavy steps. Annie
down the street.

2. Some hairstyles are Mom said that my

silly. new hairstyle is

3. Jen worried about Jen was

singing.
when
she began to sing.

4. Fred dropped the ball. Fred

the
ball in his first game.

5. Jay laughed at the joke. Jay

© Macmillan/McGraw-Hill

at
the joke.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

10 First Day Jitters • Grade 3/Unit 1
 Practice
Comprehension:
Name Character, Setting,
Plot

• Character: The people or animals in a story.

• Setting: Describes where and when the story takes place.
• Plot: Explains the important events in the beginning,
middle, and end of the story.

Read the story. Then circle the correct answer to each question.
Today is Bernard’s first piano lesson. He walks into the piano
studio. The teacher is sitting at the piano with her back to
Bernard. Bernard is nervous. He doesn’t know anything
about playing the piano. The teacher turns around and says,
“Hi, Bernard. It’s nice to see you again today.” Bernard is
so happy. The woman is Mrs. Murphy, his teacher in school.

1. Who are the characters in this story?

a. Bernard and Mrs. Murphy
b. Bernard and the piano

2. What is the setting for this story?

a. in a classroom on the first day of school
b. in a piano studio before the first lesson

3. Which event happened in the beginning of the story?

a. Bernard went to school.
b. Bernard went to the piano studio.
© Macmillan/McGraw-Hill

4. Which event happened at the end of the story?

a. Bernard saw that the teacher was Mrs. Murphy.
b. Bernard was nervous about taking his first lesson.

R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales,

legends, and fables from around the world.
R 3.3 Determine what characters are like by what they say or do First Day Jitters • Grade 3/Unit 1 11
and by how the author or illustrator portrays them.
 Practice
Name Comprehension:
Story Map

As you read First Day Jitters, fill in the Story Map.

Characters

Setting

Beginning

Middle

© Macmillan/McGraw-Hill

End

How does the information you wrote in this Story Map help you
analyze story structure in First Day Jitters?
R 3.2 Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
12 First Day Jitters • Grade 3/Unit 1 R 3.3 Determine what characters are like by what they say or
do and by how the author or illustrator portrays them.
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

Dad took Skye’s hand as they went down the steps to
11 the street. “Forty steps!” he said. “And I never have to
22 shovel them again.” Skye just sighed.
28 At the hardware store, Skye trudged slowly behind
36 Dad. When he asked her to pick a color for her new room,
49 she just shrugged.
52 Dad looked upset. “I know you’re sad about moving,”
61 he said. “But we want Grandma to come and live with
72 us.” 73

Comprehension Check
1. Why is Skye sad? Plot Development
© Macmillan/McGraw-Hill

2. Where did Dad and Skye go? Plot Development

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
First Day Jitters • Grade 3/Unit 1 13
 Practice
Name Text Feature:
Bar Graphs

A bar graph is a kind of graph that compares two or more

amounts. The bars show the amounts. The labels show what is
being compared. The numbers show the amounts.

Use the bar graph to answer the questions below.

How Kids Make New Friends
10
9
8
7
Number of 6
Kids 5
4
3
2
1
0
Smile Listen Introduce Talk to
Yourself Them
Ways to Make New Friends

1. According to this survey, what is the best way to make new friends?

2. How many more kids make friends by smiling than by listening? © Macmillan/McGraw-Hill

3. How many kids took this survey?

4. If two more kids said that the best way to make friends was to introduce

themselves, how many kids in all would have chosen that category?

R 2.1 Use titles, tables of contents, chapter headings,

glossaries, and indexes to locate information in text.
14 First Day Jitters • Grade 3/Unit 1
 Practice
Name Vocabulary Strategy:
Prefixes un-, non-

A prefix is a word part that can be added to the beginning of

a base word. Adding a prefix forms a new word with a new
meaning. Two common prefixes are un- and non-.
un- means “not” or non- means “not” or
“the opposite of” “without”
un + kind = unkind non + stick = nonstick

unusual unhappy unable unlike nonstop nonsense

Use a word from the box to complete each sentence.

1. Our teacher is any other teacher I have had.

2. He is different and in many ways.

3. One thing he does is read rhymes to us.

4. Often we are to stop laughing at the rhymes.

5. Some students seem to laugh .

6. Our teacher would be if we did not enjoy the

rhymes.
© Macmillan/McGraw-Hill

R 1.8 Use knowledge of prefi xes (e.g., un-, re-, pre-, bi-, mis-, dis-)
and suffi xes (e.g., -er, -est, -ful) to determine the meaning of words.
First Day Jitters • Grade 3/Unit 1 15
 Practice
Name Spelling:
Short Vowels

Fold back the paper 1. 1. clap

along the dotted line.
Use the blanks to 2. 2. step
write each word as it 3. 3. sick
is read aloud. When
you finish the test, 4. 4. rock
unfold the paper. Use
the list at the right to 5. 5. mess
correct any spelling 6. 6. shut
mistakes.
7. 7. miss

8. 8. jump

9. 9. pond

10. 10. bag

11. 11. fan

12. 12. fed

13. 13. yet

14. 14. hid

15. 15. top

Review Words 16. 16. cat

17. 17. can

© Macmillan/McGraw-Hill

18. 18. man

Challenge Words 19. 19. bug

20. 20. wig

LC 1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns (e.g., qu, consonant doubling, changing
16 First Day Jitters • Grade 3/Unit 1 the ending of a word from -y to -ies when forming the plural), and common
homophones (e.g., hair-hare).
 Practice
Name Spelling:
Short Vowels

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 fitt 𝖤 forg
fit 𝖥 frogg
𝖢 fite frog
𝖣 fitte 𝖧 froge

1. 𝖠 topp 6. 𝖤 sik 11. 𝖠 schut

top 𝖥 sicke shut
𝖢 tup 𝖦 sikc 𝖢 shutt
𝖣 toppe sick 𝖣 schutt
2. 𝖤 clapp 7. 𝖠 fid 12. 𝖤 bagg
𝖥 clape 𝖡 fedd 𝖥 bagge
𝖦 clappe fed 𝖦 bage
clap 𝖣 fidde bag
3. 𝖠 hidde 8. rock 13. miss
𝖡 hed 𝖥 rok 𝖡 mics
hid 𝖦 rokc 𝖢 mis
𝖣 hidd 𝖧 rohck 𝖣 misse
4. step 9. 𝖠 messe 14. 𝖤 ponnd
𝖥 stepe 𝖥 pomd
© Macmillan/McGraw-Hill

mess
𝖦 stehp 𝖢 mehss pond
𝖧 stepp 𝖣 mes 𝖧 ponde
5. 𝖠 yett 10. 𝖤 fane 15. 𝖠 juhmp
yet fan 𝖡 junp
𝖢 yette 𝖦 phan 𝖢 jumpe
𝖣 ayet 𝖧 fann jump

LC 1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns (e.g., qu, consonant doubling, changing
the ending of a word from -y to -ies when forming the plural), and common First Day Jitters • Grade 3/Unit 1 17
homophones (e.g., hair-hare).
 Practice
Grammar:
Name Statements and
Questions

• A statement is a sentence that tells something. It ends with a

period.
• A question is a sentence that asks something. It ends with a
question mark.
Statement: There are many ways to make new friends.
Question: What do you do to make friends?

Write statement if the sentence tells something. Write question

if the sentence asks something. Put the correct end mark at the
end of the sentence.
1. Meg liked to make new friends
2. She said hello to the new student
3. How would you greet a new student
4. She told him about their school
5. She told him how they had fun
6. What would you say about your school
7. She showed him around the school
8. Where would you take a new student
9. What would you ask someone new
10. Do you like to hear about new places
11. We like our school
12. What was your school like
© Macmillan/McGraw-Hill

13. We have a lot of fun reading

14. Have fun at your new school

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
18 First Day Jitters • Grade 3/Unit 1
 Practice
Grammar:
Name Statements and
Questions

• A sentence is a group of words that tells a complete thought.

• A statement is sentence that tells something.
• A question is a sentence that asks something.

Read the description of Carly’s first day at camp. Circle the

mistakes and rewrite the paragraph.
I woke up early. it was the first day of camp. I didn’t know what to
expect. Would I know anyone in my group. Would we do things I like to do?
Would we swim in the lake or the pool? I’ve never gone swimming outside
before!
The bus was already filled with campers. I looked nervously down the
aisle? Then I saw Lisa. she had been on my soccer team. I sat down next to
her. Now I didn’t even mind the rain. It would be fine because I had a friend
with me.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students. Have

students reread the sentences to a partner.
First Day Jitters • Grade 3/Unit 1 19
 Practice
Writing:
Name Single Moment
in Time

1. Please read the following passage.

Shawn and Kathy were on the basketball court. Cindy was flying a kite
in the field. Sitting under a tree, Jon, Latoya, and Abe ate their lunch.

2. Underline one sentence.

3. Now, write two more sentences about that sentence.
Example: Cindy was flying a kite in the field. She held on to the string
as tight as she could and ran in a zig-zag back and forth on the grass.
As she ran she giggled so loudly that everyone could hear her from
across the field.

© Macmillan/McGraw-Hill

Extra Practice: Do the same activity with one of the other sentences.

W 1.0 Writing Strategies

20 First Day Jitters • Grade 3/Unit 1
 Practice
Name Phonics:
Final e

When a word has a vowel that is followed by a consonant and a final

silent e, the vowel usually has a long vowel sound. Say the following
words aloud. Notice that each word has a vowel that is followed by a
consonant and a final silent e.
cove plane twice made
spike throne flute smile

Write the word that completes each sentence. Underline the vowel,
and draw a box around the final silent e in each word.

1. We played a reading g .
gum game

2. We called out a story’s .

nest name

3. We told about where the story takes .

place play

4. We said why we thought kids would the story.

lick like

5. We our ideas on the board.

wrap wrote

6. My team won first .

© Macmillan/McGraw-Hill

print prize

7. Winning was a g surprise.

hug huge

8. Reading helps you become very .

wise wish

R 1.1 Know and use complex word families when reading (e.e., -ight) to
decode unfamiliar words.
Amazing Grace • Grade 3/Unit 1 21
 Practice
Name Vocabulary

A. Read the vocabulary words. Write the correct word in each

sentence below.

auditions adventure exploring sparkling fantastic success

1. My favorite books are stories.

2. Reading them teaches me about people who like .

3. Some explorers see sights.

4. Some sail to places with clear and seas.

5. Explorers don’t always have in finding what they’re

looking for.

6. My friends and I hold for parts in plays about

adventure stories.

B. Write two sentences. Use one of the vocabulary words in each

sentence.
7.

8. © Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

22 Amazing Grace • Grade 3/Unit 1
 Practice
Name Comprehension:
Cause and Effect

A cause is what makes something happen. The effect is the

thing that happens.
Cause: The ice was left Effect: The ice melted.
outside on a warm day.

Write the letter of the sentence that tells the correct effect next
to each cause.

Cause Effect

1. Joey wants to learn about a. Joey’s classmates start a paper

recycling paper. recycling program at their school.

2. Joey learns that newspapers b. Joey checks out a book about

can be recycled. recycling paper from the library.

3. Joey gives a report to the c. Joey tells his classmates to start

class about the positive collecting newspapers to be
effects of recycling paper. recycled.

4. Nishi falls off her new bike. d. Nishi is ready to ride her bike
again.
5. Nishi goes to the doctor.
© Macmillan/McGraw-Hill

e. Nishi hurts her wrist.

6. Nishi’s wrist gets better in
six weeks. f. The doctor puts a cast on Nishi’s
wrist.

R 2.0 Reading Comprehension

Amazing Grace • Grade 3/Unit 1 23
 Practice
Comprehension:
Name Cause and Effect
Chart

As you read Amazing Grace, fill in the Cause and Effect Chart.

Cause Effect

© Macmillan/McGraw-Hill

How does the information you wrote in this Cause and Effect Chart
help you retell Amazing Grace?

R 2.0 Reading Comprehension

24 Amazing Grace • Grade 3/Unit 1
 Practice
Name Fluency:
Intonation

As I read, I will pay attention to my intonation.

The trees around the pond are bushy with green leaves.
10 Plants grow tall around the pond. Plants grow inside the
20 pond too. Flowers bloom everywhere.
25 The neighborhood near the pond is busy. Ducks and
34 birds build nests. Soon they will lay their eggs. Then the
45 eggs will hatch. There will be fluffy baby ducks and birds
56 learning to live at the pond.
62 The beavers have spent the summer building their
70 home. Now they are addressing their need for food for the
81 winter. 82

Comprehension Check
1. What happens at the pond? Plot Development

2. In what season do beavers prepare for winter? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Amazing Grace • Grade 3/Unit 1 25
 Practice
Name Literary Element:
Personification

Personification means giving human characteristics to an

animal or thing.
a whispering rain a singing wind a juggling spider
A legend is a story that takes place long ago and is passed
down in stories told by older people to younger ones. It usually
includes a lesson or tells why something happens. Legends
often include personification.

Read the legend. Then answer the questions below.

Long ago, an old Indian leader had a dream. In his dream, he saw
Iktomi, the great wise teacher. Iktomi took the form of a spider. The spider
picked up the leader’s hoop and used it to spin a web. As he worked, he
spoke about how people change as they grow older. He told the leader that
as you go through life, you can do the right things or the wrong things. He
said that if you do the wrong things, you may be hurt. If you do the right
things, you will have a good life.
When Iktomi finished speaking, he gave the leader the perfect web he
had made. He said, “Use the web to help your people make use of their
good ideas and dreams. This web will catch their good ideas and the bad
ones will go through the hole in the center.”

1. What human characteristics does the spider have?

© Macmillan/McGraw-Hill

2. What lesson does this legend teach?

R 2.0 Reading Comprehension

26 Amazing Grace • Grade 3/Unit 1
 Practice
Name Vocabulary Strategy:
Word Families

• A word family is a group of words that shares the same base

word. Knowing the meaning of the base word can help you
figure out the meaning of words in the same word family.
• Sparkle and sparkler belong to the same word family. They
share the base word spark.
• Review and viewing belong to the same word family. They
share the base word view.

Read each sentence below. Circle the words that belong to the
same word family as the underlined word.
1. Books help you imagine places you have never been to.
a. imaginary
b. see
c. imagination
2. I like to read about people who work hard and have success.
a. succeed
b. successful
c. several
3. My friend loves to read about people who explore.
a. travel
b. explorer
© Macmillan/McGraw-Hill

c. exploration
4. Do you remember the first book that you read?
a. memory
b. mess
c. memorize

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Amazing Grace • Grade 3/Unit 1 27
 Practice
Spelling:
Name Words with
Final e

Fold back the paper 1. 1. date

along the dotted line.
Use the blanks to 2. 2. fine
write each word as it 3. 3. rose
is read aloud. When
you finish the test, 4. 4. lake
unfold the paper. Use
the list at the right to 5. 5. life
correct any spelling 6. 6. home
mistakes.
7. 7. safe

8. 8. rice

9. 9. wise

10. 10. grade

11. 11. smile

12. 12. base

13. 13. code

14. 14. use

15. 15. woke

Challenge Words 16. 16. time

17. 17. game

© Macmillan/McGraw-Hill

Review Words 18. 18. clap

19. 19. step

20. 20. sick

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
28 Amazing Grace • Grade 3/Unit 1 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Final e

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

Sample A: Sample B:
gave 𝖤 min
𝖡 gaav 𝖥 myne
𝖢 gaev mine
𝖣 gayv 𝖧 miin

1. 𝖠 liefe 6. 𝖤 hoem 11. wise

𝖡 liffe home 𝖡 wiiz
𝖢 lyfe 𝖦 homm 𝖢 weyz
life 𝖧 hoam 𝖣 wiis
2. 𝖤 fien 7. 𝖠 roos 12. base
𝖥 feyn rose 𝖥 bayse
fine 𝖢 roas 𝖦 baes
𝖧 fyne 𝖣 rous 𝖧 baase
3. 𝖠 sayf 8. 𝖤 ries 13. 𝖠 graid
𝖡 saif 𝖥 reys 𝖡 graad
safe rice 𝖢 grayd
𝖣 saaf 𝖧 riis grade
4. lake 9. 𝖠 woek 14. smile
© Macmillan/McGraw-Hill

𝖥 lacke woke 𝖥 smyle

𝖦 lak 𝖢 wooke 𝖦 smil
𝖧 laik 𝖣 woake 𝖧 smiel
5. 𝖠 dat 10. 𝖤 yous 15. 𝖠 coad
𝖡 dait use code
date 𝖦 ues 𝖢 codde
𝖣 dayt 𝖧 yuse 𝖣 coede
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Amazing Grace • Grade 3/Unit 1 29
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Commands and
Exclamations

• An exclamation shows strong feeling. It ends with an

exclamation mark.
Example: What great news!

Add a word from the box to make each group of words an

exclamation. Then write the sentence correctly.

great Hey Look Quick

see too What Wow

1. , there’s a letter for you

2. a surprise

3. , open the envelope

4. , it’s from Aunt Cara

5. , she has a new puppy

6. That’s
© Macmillan/McGraw-Hill

7. There’s a picture,

8. Let me

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
30 Amazing Grace • Grade 3/Unit 1
 Practice
Grammar:
Name Commands and
Exclamations

• A command is a sentence that tells someone to do something.

• An exclamation shows strong feeling.

Rewrite the letter from Steve, fixing any mistakes you might find.
Dear Chris,
What great news. I’m so happy to hear that you are coming to visit
next month. wow, I can’t believe it’s been a year since you were last here
I already have plans for things to do. I’ll give you some hints. Bring your
sleeping bag Pack a flashlight. Don’t forget the bug spray. yes, we’re going
camping
I hope you’ll do me another favor. Ask your dad for his chocolate chip
cookie recipe His cookies are the best! Then I’ll practice making them while
you are here.
Sincerely yours,
Your favorite cousin,
Steve
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Amazing Grace • Grade 3/Unit 1 31
 Practice
Name Writing:
Single Moment of Action

1. Remember when you brushed your teeth this morning.

2. List three actions you took in order to brush your teeth.
a.
b.
c.
3. Now, write three sentences that focus on how you brushed your teeth.
Example: I held my toothbrush under the cold water coming from the
tap. Crusty, dried-up toothpaste fell into the sink as I unscrewed the
toothpaste cap. I had to squeeze hard from the end of the old tube to
get the paste onto my brush.

© Macmillan/McGraw-Hill

Extra Practice: Do the same activity for “I tied my shoes.”

W 1.0 Writing Strategies

32 Amazing Grace • Grade 3/Unit 1
 Practice
Name Phonics:
Long a

If a vowel says its own name, it is a long vowel. If a syllable

has two vowels, they make the long sound of the first vowel.
So words with the letters ai or ay will make the long a sound.

A. Put the letters ai or ay in the blanks below to finish the

sentences.

1. I followed the t r l in the woods.

2. The wooden bridge began to s w .

3. I moved as slowly as a s n l.

4. Anyone who p l s in the

forest must be careful.
© Macmillan/McGraw-Hill

B. Review the words with the long vowel pattern from last week.
Write the missing vowel in the blanks.

5. Growing r c takes a lot of rain.

6. I looked at the g l b to find China.

R 1.1 Know and use complex word families when reading (e.g., -ight)
to decode unfamiliar words.
Earth Smart • Grade 3/Unit 1 33
 Practice
Name Vocabulary

A. Choose a word from the box to match each clue. Write the
word on the line.

donate unaware members contribute

1. to not know something is happening

2. to give some of your time or money to help other people

3. to work with other people to get something done

4. people who are part of the same group

B. Write two sentences. Use one of the vocabulary words in

each sentence.
5.

6.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

34 Earth Smart • Grade 3/Unit 1
 Practice
Name Comprehension:
Main Ideas and Details

The main idea is what a story is mostly about. The main idea
is often stated, or written directly in the story.
Details are ideas or facts that give more information about the
main idea.
If you want to tell someone about a story you have read, you
will want to tell them the main idea and important details that
tell more about the main idea.

A. Read the passage. Then circle the correct answer to the question.
Many people build schools to help kids learn. In California, baseball
players donated time and money to build a school. Kids learn how to play
baseball, as well as reading and math. Some kids love baseball! A group
called Free the Children has built more than 450 schools in places around
the world. Free the Children is a large group. They’ve also paid for medical
programs.

1. What is the main idea of this paragraph?

a. Kids learn how to play baseball.
b. Many people build schools to help kids learn.
c. Baseball players donated time and money to build a school.

B. Write yes if the detail tells about the main idea. Write no if the
detail does not tell about the main idea.

2. Baseball players donated time and money to build a school.

© Macmillan/McGraw-Hill

3. Some kids love baseball!

4. Free the Children has built more than 450 schools in places around the
world.

5. Free the Children is a large group.

6. They’ve also paid for medical programs.

R 2.5 Distinguish the main idea and supporting details in expository text.
Earth Smart • Grade 3/Unit 1 35
 Practice
Comprehension:
Name Main Idea and
Details Chart

As you read Earth Smart, fill in the Main Idea and Details Chart.

Main Idea

Detail 1

Detail 2

Summary
© Macmillan/McGraw-Hill

How does the information you wrote on the Main Idea and Details
Chart help you summarize Earth Smart?

R 2.5 Distinguish the main idea and supporting details in expository text.
36 Earth Smart • Grade 3/Unit 1
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

Marta worried about the kitten all day. It needed help,
10 but what could she do?
15 That afternoon, she went to her science teacher,
23 Mr. Penn. He said, “The mother must have left it there,
34 Marta.”
35 ”But why?” asked Marta.
39 “I’m not sure, Marta. I just know that cats sometimes
49 do that.”
51 “Well, I am not going to leave that kitten there!”
61 Marta said.
63 Mr. Penn could tell that she was upset. 71

Comprehension Check
1. Why is Marta worried about the kitten? Plot Development

2. How can Mr. Penn tell that Marta is upset? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Earth Smart • Grade 3/Unit 1 37
 Practice
Name Study Skill:
Using a Dictionary

• A dictionary is a book that gives information about words.

The words in a dictionary are called entry words. The way you
say, or pronounce, the word is called the pronunciation.
• Guide words tell the first and last words on the page. The
dictionary gives definitions for each entry word.

Read the portion of the dictionary page below. Then circle the
answers to the questions.

greed growl
green (greˉn) 1. the color of most harm to the environment: We’re
trees and plants in spring; 2. a trying to make our house green, so
color made from mixing blue and we use solar power for heat.
yellow; 3. a place that does little

1. What is the entry word?

a. growl
b. green
c. greed
2. Which of the choices shows how to pronounce green?
a. greˉn
b. grĕn
c. graˉn
3. What are the guide words on the page?
a. great and growl
© Macmillan/McGraw-Hill

b. green and growl

c. greed and growl
4. Which definition, or meaning, best fits the way green is used in the
example sentence?
a. 1. the color of most trees and plants in spring
b. 2. a color made from mixing blue and yellow
c. 3. a place that does little harm to the environment

W 1.3 Understand the structure and organization of various reference

materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
38 Earth Smart • Grade 3/Unit 1
 Practice
Name Comprehension:
Writing Frame

Description Writing Frame

A. Summarize “Earth Smart.” Use the Description Writing Frame below.

The Goodwillie Environmental School is a green school. The students at

this green school help the environment in many ways.

One way they help is

Another way they help is

They also help by

.
© Macmillan/McGraw-Hill

B. Rewrite the completed summary on another sheet of paper. Keep

it as a model for writing a summary of an article or selection using
this text structure.

R 2.0 Reading Comprehension

Earth Smart • Grade 3/Unit 1 39
 Practice
Name Vocabulary Strategy:
Thesaurus: Synonyms

• A thesaurus is a dictionary with synonyms. Synonyms are

words that have the same, or almost the same, meaning.
• When you read a word you don’t know the exact meaning
of, you can find words that mean nearly the same thing in a
thesaurus. Words with similar meanings can help you figure
out the meaning of a new word.
• If a word has more than one meaning, the thesaurus shows
similar words for each meaning. There is a number before
each of the meanings.
Example: The word shot has more than one meaning.
A thesaurus would provide synonyms for each meaning.
shot 1. syringe, hypodermic needle 2. injection
3. explosion, discharge

A. Read the thesaurus entry for the word experience. Then

answer the question using information from the entry.
experience 3. practice,
1. happening, knowledge, know-
episode, adventure how
2. feel, emotion,

1. For how many meanings of experience does this entry give synonyms?

B. Use the thesaurus entries to select the synonym for experience

that makes sense in each sentence. Write the synonym.
© Macmillan/McGraw-Hill

2. Kids at some schools get experience working on community projects.

3. People experience happiness when they contribute to their community.

4. The experience kids get from being part of a school community helps
them become good citizens.
R 1.4 Use knowledge of antonyms, synonyms, homophones, and
homographs to determine the meaning of words.
40 Earth Smart • Grade 3/Unit 1
 Practice
Name Spelling:
Words With Long a

Fold back the paper 1. 1. fail

along the dotted line.
Use the blanks to 2. 2. bay
write each word as it 3. 3. pail
is read aloud. When
you finish the test, 4. 4. ray
unfold the paper. Use
the list at the right to 5. 5. tray
correct any spelling 6. 6. may
mistakes.
7. 7. sway

8. 8. gray

9. 9. plays

10. 10. paint

11. 11. lady

12. 12. tail

13. 13. day

14. 14. pain

15. 15. way

Challenge Words 16. 16. say

17. 17. sail

© Macmillan/McGraw-Hill

Review Words 18. 18. safe

19. 19. code

20. 20. rice

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Earth Smart • Grade 3/Unit 1 41
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Words With Long a

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

Sample A: Sample B:
rail 𝖤 sta
𝖡 rayl 𝖥 stae
𝖢 raile stay
𝖣 rael 𝖧 staay

1. fail 6. 𝖤 traey 11. 𝖠 graey

𝖡 fale 𝖥 traye 𝖡 graye
𝖢 fael tray gray
𝖣 fayl 𝖧 traiy 𝖣 graay
2. 𝖤 bae 7. pain 12. 𝖤 playes
𝖥 baay 𝖡 payn plays
bay 𝖢 paene 𝖦 playz
𝖧 bei 𝖣 paen 𝖧 pleays
3. 𝖠 pial 8. 𝖤 maey 13. 𝖠 pante
𝖡 payl 𝖥 maye paint
pail may 𝖢 paynt
𝖣 pael 𝖧 mai 𝖣 paent
4. ray 9. 𝖠 daey 14. 𝖤 tael
𝖥 rea 𝖡 daye 𝖥 taile
© Macmillan/McGraw-Hill

𝖦 raye day tail

𝖧 raay 𝖣 dai 𝖧 taeyl
5. 𝖠 wai 10. sway 15. 𝖠 laidy
𝖡 waye 𝖥 swaye 𝖡 ladey
𝖢 waey 𝖦 swaey lady
way 𝖧 swaay 𝖣 laedey

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
42 Earth Smart • Grade 3/Unit 1 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Subjects

• Every sentence has a subject.

• The subject of a sentence tells what or whom the sentence
is about.

Add a subject to each group of words.

1. hopped into the water.

2. was bright and warm.
3. buzzed near the flowers.
4. is orange and black.
5. perched on the branches.
6. drifted across the sky.
7. kept us cool.
8. grew on the trees.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Earth Smart • Grade 3/Unit 1 43
 Practice
Name Grammar:
Subjects

• The subject of a sentence tells what or whom the sentence

is about.

Read the paragraph below about habitat.

My habitat each day is Lowell Elementary School. Students make up the
largest group of living things in this habitat. They come in all shapes and
sizes. Be very loud. They can be very quiet. Move around. Some of their
food comes in brown lunch bags. Others get food from plastic containers.
Other living things include the plants sitting near the window. Watered every
day. The living things also include the fish in the fish tank. We can watch the
fish and see how they live in their habitat. Swim around.

Rewrite the paragraph fixing any sentence fragments you found.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
44 Earth Smart • Grade 3/Unit 1
 © Macmillan/McGraw-Hill

Writing Rubric
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Name

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

W 1.0 Writing Strategies

Organization and Organization and Organization and Organization and
Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Earth Smart •
Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

Grade 3/Unit 1
Rubric
Writing:

45
Practice
 Practice
Name Phonics:
Long o

If a vowel says its own name, it is a long vowel. Here is a rule to

help you remember: “When two vowels go out walking, the first
does all the talking.” That means the first vowel is a long vowel
and the second vowel is silent. Sometimes the letter w acts as
a vowel.

A. Circle the word in each sentence that has a long o sound.

1. The (snow, crowd) covered the car.

2. I like to (pop, float) at the pool.

3. We will (roast, spool) marshmallows at the campfire.

4. He (sold, enjoyed) the most candy in the school sale.

5. The (gallon, bowl) on the table is glass.

6. Pirates sailed the seas looking for (gold, world).

B. Follow the directions above to review these words with the

long a sound.
7. My new sweater is (gray, yarn).

8. I like my ice cream (candle,, plain).

plain)

9. We had to (stand, wait) for the bus.

10. He had a (stain, cat) on his shirt.

© Macmillan/McGraw-Hill

R 1.1 Know and use complex word families when reading (e.g., -ight)
to decode unfamiliar words.
46 Wolf! • Grade 3/Unit 1
 Practice
Name Vocabulary

passion admire concentrate

splendid bothering ached

Use the vocabulary words from the box to fill in the Across part
of the crossword puzzle. There are no clues for the Down part
of the crossword. Using the answers in the crossword puzzle,
create clues for the Down words.

a

a d

c c m

o h i
n e r
c d e
e
n
t
r

a
t

e
Clues
© Macmillan/McGraw-Hill

Across Down
3. annoying someone
5. a strong feeling
6. very good

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Wolf! • Grade 3/Unit 1 47
 Practice
Comprehension:
Name Compare
and Contrast

When you compare characters, ideas, or events, you tell how

they are alike.
When you contrast characters, ideas, or events, you tell how
they are different.

Read each passage. Use the information to answer

each question.
Sam and Karen went on a class trip on Monday. They visited the zoo.
At the zoo, Sam liked the lions and the bear cubs. Karen liked the zebras.
Both Sam and Karen had a great time at the zoo.

1. Where did Sam and Karen go on Monday?

2. What animals did Sam like? What animals did Karen like?

3. How did Sam and Karen and Sam feel about their visit?

4. How are Sam and Karen different? © Macmillan/McGraw-Hill

5. How are Karen and Sam alike?

R 3.3 Determine what characters are like by what they say or do and
by how the author or illustrator portrays them.
48 Wolf! • Grade 3/Unit 1
 Practice
Comprehension:
Name Compare
and Contrast Chart

As you read Wolf!, fill in the Compare and Contrast Chart.

Alike Different
© Macmillan/McGraw-Hill

How does the information you wrote in the Compare and Contrast
Chart help you generate questions about Wolf!?

R 2.0 Reading Comprehension

Wolf! • Grade 3/Unit 1 49
 Practice
Name Fluency:
Expression

As I read, I will pay attention to my expression.

Evan’s mother walked into the living room.
7 She turned off the TV set.
13 “Time to stop watching TV,” she told him. “You need to
24 do your schoolwork now.”
28 Evan had to write a report about wolves. But he really
39 wanted to hang out with his older brother, Toby. “But this
50 show is about wolves,” Evan told her.
57 “That’s fiction. It’s not real,” his mother said. “You
66 need to read some nonfiction books or magazines.”
74 “I’m tired. I played soccer all day,” he told her. 84

Comprehension Check
1. What is Evan’s problem? Problem and Solution

2. What excuses does Evan give to his mother? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
50 Wolf! • Grade 3/Unit 1
 Practice
Name Text Features

Articles can contain headings, pronunciations, and words in

italics or boldface type to help organize information and make
it clearer.
• Boldface words are in darker type and highlight important
vocabulary.
• Italics are lighter letters that slant and help identify new
words or terms.
• The pronunciation helps you to say a difficult word.
• A heading organizes and summarizes information in
a text.

Read the article about wolves. Then circle the letter that tells if
each feature is a heading, pronunciation, italics, or boldface type.

More About Wolves

Wolves live in the wild. They howl to find each other. Wolves travel in a
pack. The cubs sleep in a den. All wolves have four paws (pôs).
1. More About Wolves
a. boldface b. heading c. pronunciation
2. pack
a. heading b. italics c. boldface
3. cubs
© Macmillan/McGraw-Hill

a. italics b. pronunciation c. boldface

4. den
a. boldface b. italics c. heading
5. paws (pôs)
a. pronunciation b. heading c. italics

R 2.1 Use titles, tables of contents, chapter headings, glossaries,

and indexes to locate information in text.
Wolf! • Grade 3/Unit 1 51
 Practice
Vocabulary Strategy:
Name Dictionary:
Multiple-Meaning
Words

Some words have more than one meaning.

Read the entry for sort, which has more than one meaning.
first meaning
of word
parts of sort noun 1. kind; type: What sort of salad
speech second
did you make? 2. verb to arrange or separate meaning of
by type: Let’s sort the mail. word

A. Write the number 1 or 2 to tell which meaning of the word is

used in the sentence. Then tell whether the word is a noun or
a verb.
1. Please sort your socks by color.

meaning part of speech

2. I don’t like that sort of hat.

meaning part of speech

3. This sort of plant will grow well in a sunny spot.

meaning part of speech

4. We will sort the clips by size.

meaning part of speech

B. Choose one meaning of sort and write a sentence.

© Macmillan/McGraw-Hill

5.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

52 Wolf! • Grade 3/Unit 1
 Practice
Name Spelling:
Long o

Fold back the paper 1. 1. gold

along the dotted line.
Use the blanks to 2. 2. bowl
write each word as it 3. 3. sold
is read aloud. When
you finish the test, 4. 4. snow
unfold the paper. Use
the list at the right to 5. 5. loaf
correct any spelling 6. 6. coal
mistakes.
7. 7. slow

8. 8. grows

9. 9. show

10. 10. blow

11. 11. road

12. 12. cold

13. 13. boat

14. 14. low

15. 15. coat

Review Words 16. 16. pail

17. 17. gray

© Macmillan/McGraw-Hill

18. 18. safe

Challenge Words 19. 19. soap

20. 20. toad

LC 1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns (e.g., qu, consonant doubling,
changing the ending of a word from -y to -ies when forming the plural), Wolf! • Grade 3/Unit 1 53
and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Long o

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

Sample A: Sample B:
𝖠 funn 𝖤 mak
𝖡 fun 𝖥 makke
𝖢 fune 𝖦 make
𝖣 fuhn 𝖧 macke

1. 𝖠 slo 6. 𝖤 coat 11. 𝖠 snoe

𝖡 slow 𝖥 coate 𝖡 snoa
𝖢 sloa 𝖦 cowte 𝖢 snowe
𝖣 slowe 𝖧 coete 𝖣 snow
2. 𝖤 grows 7. 𝖠 bowle 12. 𝖤 cowld
𝖥 groes 𝖡 boele 𝖥 colde
𝖦 groughes 𝖢 bowl 𝖦 coald
𝖧 groas 𝖣 boal 𝖧 cold
3. 𝖠 coel 8. 𝖤 loe 13. 𝖠 lofe
𝖡 cole 𝖥 low 𝖡 loefe
𝖢 coal 𝖦 lough 𝖢 loaf
𝖣 coughl 𝖧 loa 𝖣 loafe
4. 𝖤 shooe 9. 𝖠 bote 14. 𝖤 road
© Macmillan/McGraw-Hill

𝖥 shough 𝖡 bowt 𝖥 roed

𝖦 shoa 𝖢 boat 𝖦 roede
𝖧 show 𝖣 boete 𝖧 rowde
5. 𝖠 goled 10. 𝖤 sowled 15. 𝖠 blough
𝖡 gold 𝖥 sold 𝖡 bloa
𝖢 goald 𝖦 soelde 𝖢 bloe
𝖣 golde 𝖧 soald 𝖣 blow
LC 1.8 Spell correctly one-syllable words that have blends, contractions,
compounds, orthographic patterns (e.g., qu, consonant doubling,
54 Wolf! • Grade 3/Unit 1 changing the ending of a word from -y to -ies when forming the plural),
and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Predicates

• Every sentence has two parts.

• Every sentence has a predicate.
• The predicate of a sentence tells what the subject does or is.

Match each group of words in the first column with a predicate

in the second column. Write the predicate.
1. Ice and snow
stay below freezing.
float in the sea.
2. The ice
like to see Antarctica.
grow in Antarctica.
3. Temperatures
cover Antarctica.
blows across the land.
4. Cold wind
live in the cold.
is millions of years old.
5. Giant icebergs

6. Seals and penguins

7. Few plants

8. Tourists
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Wolf! • Grade 3/Unit 1 55
 Practice
Name Grammar:
Predicates

• The predicate of a sentence tells what the subject does or is.

Rewrite the paragraphs below. Be sure to correct each run-on

sentence.
My mom loves to visit Antarctica. She goes there every winter she wants
me to go with her one day. She travels there for work she is an animal doctor
who works with penguins. My mom helps sick penguins feel better she also
works with the local animal doctors to help find cures for diseases
One time, my mom got stuck in Antarctica. She could not fly home for
a week. I was worried about her, but she called me every day to tell me that
she was okay. Maybe I will go to Antarctica one day with my mom I just do
not want to get stuck

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
56 Wolf! • Grade 3/Unit 1
 Practice
Name Writing:
A Single Object

1. Look carefully at one of your arms.

2. Write 4 sentences only about your arm. Focus on the object and
describe exactly how it looks.
Example: My right arm looks pale sticking out of my dark blue t-shirt.
Freckles make it look like the map of constellations that hangs in our
classroom. If I look hard enough, I think I can make out Orion’s belt
near my wrist. It’s right next to the jagged, white scar that my cat,
George, gave me when I tried to put him in a doll’s dress last year.

Extra Practice: Do the same exercise describing one of your feet.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Wolf! • Grade 3/Unit 1 57
 Practice
Name Phonics:
Long i

The sound of long i can be spelled in different ways:

i child, wild y fly, pry, sky
ie lie, tie igh slight, might

Circle the word with the correct long i spelling that completes
the sentence.

1. When it is dark I like to turn on a (lit, light).

2. My mother makes the best apple (pye, pie)

for dessert.

3. Sometimes I want to (fly, flee) like a bird.

4. I am the youngest (child, chyld).

5. My dog barks at (nite, night), and it wakes me up.

6. My mother tells me my sister is allowed to (crie, cry)

because she is a baby.
© Macmillan/McGraw-Hill

7. There are (wild, wield) ponies in the field.

8. I helped my brother learn to (tie, tiy) his shoes.

R 1.1 Know and use complex word families when reading

(e.g., -ight) to decode unfamiliar words.
58 My Very Own Room • Grade 3/Unit 1
 Practice
Name Vocabulary

A. Write whether the sentence is true or false.

1. Sue’s determination to make friends made her not want to meet
new people.
2. To make bread you need exact amounts of ingredients, but it is fine to
add extra sugar to your mixing bowl.
3. April put her toys in storage when she got older because she did not
use them.
4. If you trip and twist your ankle, you probably feel like one of the luckiest
people at school.
5. Before you wash your clothes, you should separate the dark colors
from the light colors.
6. The slide ruined my new pants by making them cleaner.

The vocabulary word letters are mixed up below. Use the words
in the box and the clues to help you identify the correct word.

exact determination ruined storage separate luckiest

7. If your shoes don’t fit, they are not your (C A E T X)

size.
8. After she found her lost kitten, she felt like the (U I T C E L K S)
© Macmillan/McGraw-Hill

and most grateful girl ever.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

My Very Own Room • Grade 3/Unit 1 59
 Practice
Comprehension:
Name Make and Confirm
Predictions

When you make a prediction, you tell what you think will
happen next. As you read on, you confirm your prediction, or
find out if you were right. If your prediction was not correct, use
what you have learned to make a new prediction.

Look at the first picture in the row. Then circle the picture that
shows what will probably happen next.

1.

2.

3. Every single night, Ian stays in his room to write. What will happen
tonight?

© Macmillan/McGraw-Hill

4. Sue is a very good painter. She’ll soon take them to sell. What will
probably happen next?

R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales,

legends, and fables from around the world.
60 My Very Own Room • Grade 3/Unit 1
 Practice
Name Comprehension:
Predictions Chart

As you read My Very Own Room, fill in the Predictions Chart.

What I Predict What Happens

© Macmillan/McGraw-Hill

How does the information you wrote in this Predictions Chart help you
understand plot development in My Very Own Room?

R 3.2 Comprehend basic plots of classic fairy tales, myths, folktales,

legends, and fables from around the world.
My Very Own Room • Grade 3/Unit 1 61
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

Shatima and Jamal were on their back porch looking at
10 magazines.
11 “I really like these pictures of tree houses,” Shatima
20 said. “I wish we had one.”
26 “We have a tree,” Jamal said. “I’ll bet we could build a
38 tree house.”
40 “Mom and Dad won’t let us,” Shatima said.
48 “You are probably right,” said Jamal. “They’ll come up
57 with some reason we can’t do it.”
64 Katrina, their friend who lived next door, came over.
73 “What are you reading about?” she asked.
80 “Tree houses,” Shatima said.
84 “We want to build one, but Mom and Dad won’t go for
96 it,” Jamal said.
99 “Try them,” Katrina said. “You’ll never know unless
107 you ask.” 109

Comprehension Check
1. What do Shatima and Jamal want to build? Main Idea and Details

2. What advice does Katrina give Shatima and Jamal? Main Idea and
© Macmillan/McGraw-Hill

Details

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
62 My Very Own Room • Grade 3/Unit 1
 Practice
Text Feature: Guide
Name Words, Headings,
and Captions

An encyclopedia is a set of books with information about many

subjects.
Encyclopedia articles are in alphabetical order.
They often have guide words, headings, and captions for
pictures to help you see and understand the information.
• Guide words tell what the article is about.
• Headings sum up information and make it easy to find.
• Pictures help by giving you visual information about
something in the article.
• Captions tell more about the pictures.

Circle the correct answer.

1. A set of books with information about many subjects is .
a. a dictionary
b. an encyclopedia

2. Why are captions important?

a. They tell more about the picture.
b. They are in alphabetical order.

3. You can tell what the article is about by looking at the .

a. guide words
© Macmillan/McGraw-Hill

b. pictures

4. Headings are useful because .

a. they give visual information
b. tthey make information easy to find

R 2.1 Use titles, tables of contents, chapter headings, glossaries,

and indexes to locate information in text.
My Very Own Room • Grade 3/Unit 1 63
 Practice
Name Vocabulary Strategy:
Suffixes -er, -est

You can use adjectives with inflectional endings to compare.

• When you add -er to most adjectives, it means “more.” The
suffix -er is used to compare two people, places, or things.
Example: Winter is colder than the summer.
• When you add -est to most adjectives, it means “most.” The
suffix -est is used to compare more than two people, places,
or things.
Example: Winter is the coldest season of all.

Look at all the pictures in the row. Circle the correct word to tell
about each picture.
1.

small smaller small smaller small smaller

smallest smallest smallest
2. © Macmillan/McGraw-Hill

dark darker dark darker dark darker

d
darkest darkest darkest

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

64 My Very Own Room • Grade 3/Unit 1
 Practice
Name Spelling:
Long i

Fold back the paper 1. 1. sky

along the dotted line.
Use the blanks to 2. 2. pie
write each word as it 3. 3. might
is read aloud. When
you finish the test, 4. 4. find
unfold the paper. Use
the list at the right to 5. 5. flight
correct any spelling 6. 6. right
mistakes.
7. 7. fry

8. 8. tight

9. 9. child

10. 10. buy

11. 11. wind

12. 12. fly

13. 13. try

14. 14. sigh

15. 15. bite

Review Words 16. 16. loaf

17. 17. bowl

© Macmillan/McGraw-Hill

18. 18. gold

Challenge Words 19. 19. tie

20. 20. why

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming My Very Own Room • Grade 3/Unit 1 65
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Long i

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

Sample A: Sample B:
𝖠 rubb 𝖤 fil
rub 𝖥 fille
𝖢 rubbe file
𝖣 ruhb 𝖧 fyl

1. 𝖠 sie 6. 𝖤 finde 11. fry

𝖡 sihg 𝖥 fynd 𝖡 frigh
sigh find 𝖢 frie
𝖣 sihe 𝖧 fighnd 𝖣 fri
2. fly 7. pie 12. 𝖤 chiald
𝖥 flie 𝖡 pye 𝖥 chiled
𝖦 fli 𝖢 pighe 𝖦 childe
𝖧 fligh 𝖣 py child
3. 𝖠 bie 8. 𝖤 skihe 13. 𝖠 winde
𝖡 buye 𝖥 skigh wind
𝖢 bigh 𝖦 skie 𝖢 wynde
buy sky 𝖣 wighnd
4. tight 9. 𝖠 miht 14. try
© Macmillan/McGraw-Hill

𝖥 tite 𝖡 myte 𝖥 trigh

𝖦 tiete might 𝖦 trie
𝖧 tyte 𝖣 mighte 𝖧 trighe
5. 𝖠 riete 10. 𝖤 fliht 15. 𝖠 sye
right flight 𝖡 sy
𝖢 righte 𝖦 flite sigh
𝖣 rigehte 𝖧 flyte 𝖣 sie
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
66 My Very Own Room • Grade 3/Unit 1 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Compound Sentences

• A sentence that contains two sentences joined by and is

called a compound sentence.

Write a compound sentence by joining each pair of sentences.

Use a comma and the word and.
1. Hamsters are fun. They are easy to care for.

2. Hamsters are small. They are quiet.

3. Some hamsters have long hair. Some have short hair.

4. Hamsters are small. They can fit in your pocket.

5. They stuff food in their cheeks. They carry it that way.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
My Very Own Room • Grade 3/Unit 1 67
 Practice
Name Grammar:
Compound Sentences

• A sentence that contains two sentences joined by and is

called a compound sentence.
• Use a comma before and when you join two sentences to
form a compound sentence.

Read the paragraph, and look for sentences you can combine.
Then rewrite the paragraph.
I observed my cat, Eddie. Then I studied my dog, Belle. Eddie is orange.
He weighs twenty pounds. Belle is white. She weighs twelve pounds. Both
like to sleep. Both like to be in the sun. Eddie likes to chase birds. He likes
to climb. Belle likes to dig. She plays fetch. Eddie sleeps on my bed. Belle
sleeps on my floor. They are both good. They make great pets.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
68 My Very Own Room • Grade 3/Unit 1
 Practice
Name Writing:
Setting

1. Read the following sentence:

The room was a mess.
2. Imagine a messy room that you have seen.
3. Write 2–4 sentences describing one moment in that messy room.
Example: My brother’s room was so messy that I couldn’t see the
floor. I felt like I was wading through an ocean of dirty laundry as I
walked over to his desk to get the book I wanted to borrow. There
was a moldy, half-eaten sandwich next to his computer, and all I
could smell were his stinky socks.
© Macmillan/McGraw-Hill

Extra Practice: Do the same exercise describing a different type of room.

W 1.0 Writing Strategies

My Very Own Room • Grade 3/Unit 1 69
 Practice
Name Phonics:
Long e

Read each word that names the picture. Each word has a
long e sound.

seal feet he and she

A. Circle all the words with the long e vowel sound in each row.
1. clean friend meet mess
2. wheel weak sent sell
3. then there freeze m
me
4. see sea sky sent
5. test swell beat sheep

B. Circle the letter next to the word with the long e sound that
belongs in the blank. Then write the word.

6. A cool feels good when it’s hot.

a. breeze b. brace

7. There are nine players on our .

a. team b. tame

8. John’s favorite color is .

© Macmillan/McGraw-Hill

a. grain b. green

9. Please the dishes when you are finished eating.

a. clean b. click

10. When are allowed to start our tests?

a. will b. we

R 1.1 Know and use complex word families when reading (e.g., -ight)
to decode unfamiliar words.
70 Boom Town • Grade 3 /Unit 2
 Practice
Name Vocabulary

A. Draw a line to match each word below with its definition.

1. lonesome a. paths by side of a street or road
2. wailed b. grew or developed
3. traders c. unhappy from being alone
4. blossomed d. cried out from grief or pain
5. sidewalks e. people who exchange goods by
selling, buying, or bartering
6. grumbled f. complained in a low voice

B. Complete each sentence with one of the vocabulary words.

7. Adam’s business because people liked his fresh

breads.
a. blossomed b. lonesome

8. At first Adam’s brothers g because they didn’t want

to work in the bakery.
a. blossomed b. grumbled

9. We walked to the bakery on the because they

were safer than walking in the street.
a. ssidewalks b. traders

10. The baker was because he was alone every night

baking bread.
a. wailed b. lonesome
© Macmillan/McGraw-Hill

11. We went down to the market and watched the

showing off their goods.
a. sidewalkk b. traders

12. The little boy when he dropped his cookie on the

floor.
a. wailed b. blossomed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Boom Town • Grade 3 /Unit 2 71
 Practice
Name Comprehension:
Sequence

In a story, the events happen in a certain order. This order is

called chronological 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
understand the story.

A. Below are pairs of events. Circle the event that should come
first in each pair.

1. a. Sharon made lemonade. b. Sharon sold lemonade in front of

her house.
2. a. The cashier put the money in b. The customer handed the cashier
the register. money.
3. a. Ally came home. b. Ally went to sleep.
4. a. Jack took the ice cream out. b. Jack opened the freezer.
5. a. My father got dressed. b. My father went to work.
6. a. The baker took the bread out b. The baker opened the oven.
of the oven.
7. a. The storekeeper unlocked the b. The storekeeper turned on the
front door. lights.
8. a. My mom opened the front door. b. My mom heard the doorbell ring.

B. The sentences below are out of order. Number the sentences

in the order that the events happened.
© Macmillan/McGraw-Hill

9. Finally, Pedro had enough money to buy new boots.

10. He needed to earn money for new boots.

11. Pedro raked yards and mowed lawns for a month.

12. Pedro’s boots were very worn.

R 2.0 Reading Comprehension

72 Boom Town • Grade 3 /Unit 2
 Practice
Name Comprehension:
Sequence Chart

As you read Boom Town, fill in the Sequence Chart.

Sequence Chart

Event

Event

Event

Event

Event
© Macmillan/McGraw-Hill

Event

How does the information you wrote in this Sequence Chart help you
summarize Boom Town?

R 2.0 Reading Comprehension

Boom Town • Grade 3 /Unit 2 73
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to punctuation.

Most colonial families were large. Everyone had chores
8 to do. Boys learned to farm, hunt, build, and fix things.
19 Girls learned to garden, cook, sew, and take care of
29 animals.
30 At first the colonists got their goods from
38 England. Then they began making their own.
45 The colonists built houses and ships. They made shoes
54 and hats and wigs. They also made bricks and baskets. All
65 kinds of trades, or crafts, developed.
71 A boy began to learn a craft at a young age.
82 To do so, he would become an apprentice. He would work
93 with his father or another tradesman. 99

Comprehension Check
1. What kinds of chores did girls and boys do during colonial times? Main
Idea and Details

2. How did a boy learn a trade in colonial times? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
74 Boom Town • Grade 3 /Unit 2
 Practice
Name Text Feature:
Calendar

A calendar shows the months, weeks, and days of the year.

It helps you keep track of days and events.

Look at the calendar for a few weeks in October. Then answer

the questions about Anna’s clothing business.

October
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 Anna's 3 4 5 6 7
family
arrives
8 9 10 11 12 13 14
Anna Anna Anna Dress sold People
cuts dress sews dress sews shirt admire shirt

1. When did Anna’s family arrive? Circle the date on the calendar.

2. When did Anna sew her first shirt? Circle the date on the calendar.

3. What did Anna do before she sewed her first shirt?

4. What did Anna do before she sewed the dress?

5. What happens on Saturday, October 14?

© Macmillan/McGraw-Hill

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and

indexes to locate information in text.
Boom Town • Grade 3 /Unit 2 75
 Practice
Name Vocabulary Strategy:
Compound Words

When two small words are put together to make one bigger
word, the new word is a compound word.
house + keeper = housekeeper

A. Draw a line between a word in the first column and a word in

the second column to create five new words. Write the
compound words you formed.

1. hair sitter

2. fire guard

3. baby dresser

4. inn fighter

5. life keeper

B. Circle the compound words in the sentences below.

6. After the game, Willy got a big sack and put all the baseballs in it.

7. Jin spread the new tablecloth on the picnic table.

8. Eduardo was unable to turn the doorknob.

9. They put up their tent in the campground and got some water from
the stream.
© Macmillan/McGraw-Hill

10. The whole class went out to the playground to play on the swings
and play soccer.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

76 Boom Town • Grade 3 /Unit 2
 Practice
Name Spelling:
Long e

Fold back the paper 1. 1. heel

along the dotted line.
Use the blanks to 2. 2. seal
write each word as it
3. 3. week
is read aloud. When
you finish the test, 4. 4. bean
unfold the paper. Use
the list at the right to 5. 5. team
correct any spelling
mistakes. 6. 6. free

7. 7. green

8. 8. clean

9. 9. street

10. 10. teen

11. 11. need

12. 12. three

13. 13. meet

14. 14. leak

15. 15. feel

Review Words 16. 16. right

© Macmillan/McGraw-Hill

17. 17. piet

18. 18. child

Challenge Words 19. 19. seem

20. 20. beast

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming the Boom Town • Grade 3 /Unit 2 77
plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Long e

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

Sample A: Sample B:
seed 𝖤 tre
𝖡 sed 𝖥 trea
𝖢 sead tree
𝖣 sedde 𝖧 teer

1. 𝖠 hele 6. free 11. need 16. 𝖤 ceem

heel 𝖥 fre 𝖡 neet seem
𝖢 heeel 𝖦 frei 𝖢 nedd 𝖦 seme
𝖣 heele 𝖧 frea 𝖣 nede 𝖧 seeme
2. 𝖤 seel 7. 𝖠 grene 12. 𝖤 threy 17. 𝖠 beste
𝖥 sele 𝖡 gren 𝖥 thre 𝖡 baest
𝖦 sel green 𝖦 threa beast
seal 𝖣 grean three 𝖣 beest
3. week 8. 𝖤 cleen 13. meet 18. 𝖤 rit
𝖡 weke clean 𝖡 mett 𝖥 wriht
𝖢 wek 𝖦 cealn 𝖢 meit 𝖦 riht
𝖣 weck 𝖧 clene 𝖣 meete right
4. 𝖤 bene 9. 𝖠 stret 14. 𝖤 leke 19. pie
© Macmillan/McGraw-Hill

𝖥 benn street leak 𝖡 pei

bean 𝖢 steet 𝖦 lek 𝖢 piy
𝖧 ben 𝖣 strete 𝖧 leack 𝖣 pigh
5. 𝖠 teme 10. teen 15. 𝖠 fel 20. 𝖤 chiled
team 𝖥 tean 𝖡 feal child
𝖢 teme 𝖦 neet 𝖢 fele 𝖦 chiuld
𝖣 teame 𝖧 tene feel 𝖧 shild
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
78 Boom Town • Grade 3 /Unit 2 doubling, changing the ending of a word from -y to -ies when forming the
plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Common and Proper
Nouns

• The name of a day, month, or holiday begins with a

capital letter.

Complete the sentences by writing the name of the day, month,

or holiday correctly.

1. We found an anthill on saturday.

2. We looked for it again on sunday.

3. It kept getting bigger during june.

4. More and more ants came during july.

5. The busy ants worked hard in august.

6. There was less action on labor day.

7. The ant hill was quiet by Halloween.

8. It was gone on thanksgiving day.

9. Father is off on monday.

10. Next month is mother’s day.

11. I like spring weather in may.

12. We ate pancakes on new year’s day.

© Macmillan/McGraw-Hill

13. We saw fireworks on independence day.

14. Squirrels gathered acorns in november.

15. It can be very cold in january.

16. Next week is valentine’s day.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Boom Town • Grade 3 /Unit 2 79
 Practice
Grammar:
Name Common and Proper
Nouns

• Begin a proper noun with a capital letter.

• Begin the name of a day, month, or holiday with a capital letter.

A. Look at the underlined nouns. Put a C over common nouns.

Put a P over proper nouns.
The students in ms. harris’s class would like an ant farm. An ant

farm is a good way to learn science. It lets students practice their

observation skills. It shows us how insects live and work. It takes less

care than fish or a guinea pig.

Ant farms are sold at tom’s toy shop. The students would like to get one
before thanksgiving.

B. Writing Activity
Rewrite the paragraphs so that proper nouns begin with capital
letters and common nouns begin with lowercase letters.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
80 Boom Town • Grade 3 /Unit 2
 Practice
Name Writing:
A Single Moment

1. Please read the following sentence:

Something was wrong with the car.
2. Write three things that could be wrong with how the car looks.
Smoke coming from hood
Bumper falling off
Flat tire
3. Write three things that could be wrong with how the car sounds.
Clacking noise in back
Horn won’t stop beeping
Screeching sound when turning
4. Write three things that could be wrong with the way the car moves.
Only turns left
Won’t go over 5 miles per hour (very slow)
Brakes don’t work
5. Using these ideas, now write two more sentences that tell what is wrong
with the car.
We heard a loud, annoying clacking coming from the back of the
car and smoke was coming out from under the hood. My mom
tried to make a right turn, but the car would only turn left.
© Macmillan/McGraw-Hill

Extra Practice: Use this sentence and follow the same directions:
Something was wrong with my friend.

W 1.0 Writing Strategies

Boom Town • Grade 3 /Unit 2 81
 Practice
Name Phonics:
Silent Letters

Some words have silent consonants. These consonants

have no sound when the word is spoken.

The consonant pairs gn and kn have the /n/ sound, as in

gnaw and knife. The letters g and k are silent.

The consonant pair wr has the /r/ sound, as in wrap. The

letter w is silent.

Choose the word with silent consonants wr, kn, or gn that best
completes each sentence.

1. What do you ?
a. now b. know c. king

2. Something is with the TV because there is no

sound.
a. wrong b. word c. row

3. Contestants test their on the new TV game show.

a. kangaroo b. national c. knowledge

4. We were bothered by when we were walking

through the forest.
a. gophers b. gnats c. night
© Macmillan/McGraw-Hill

5. I like to in my journal every night.

a. write b. roll c. right

6. Sharon scraped both her when she fell during the

race.
a. kicks b. nails c. knees

R 1.1 Know and use complex word families when reading (e.g., -ight)
Home-Grown Butterflies to decode unfamiliar words.
82 Grade 3/Unit 2
 Practice
Name Vocabulary

A. Fill in the blank with the word from the box that best
completes each sentence. You will need to use one
word two times.

disappear protect harming

supply capture enclosure

1. We watched the butterflies fly away and

from view.

2. We have a large of food to feed the caterpillars.

3. Scientists try to butterflies and keep them

from harm.

4. Never butterflies and put them in jars.

5. Building an may do more harm than good.

6. If wildflowers , butterflies will not have enough

food to eat.

7. Bug spray is the butterflies.

B. Write a short definition for each vocabulary word below.

8. protect
© Macmillan/McGraw-Hill

9. disappear

10. capture

11. enclosure

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Home-Grown Butterflies
Grade 3/Unit 2
83
 Practice
Name 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.
You can also use experience from your own life to help you
draw conclusions.

Read each passage. Circle the letter next to the conclusion you
can draw from the passage. Answer each question.
Our class is studying rain forests around the world. We plan to make
a chart of the animals that are found in each one. So far, we are surprised
by how many different animals live in rain forests. Our chart is going to
be huge!

1. What conclusion can you draw from the passage?

a. Rain forests are different from each other.
b. Rain forests are home to a variety of animals.

2. Underline the words in the passage that helped you draw that
conclusion.
Monarch butterflies migrate every year. Some butterflies fly from
Mexico to Canada in the spring. Then they fly back to Mexico before
winter comes. On their journeys, the butterflies face many dangers.
Scientists are studying butterfly flights. They want to learn how butterflies
can migrate so successfully year after year.
© Macmillan/McGraw-Hill

3. What conclusion can you draw from the passage?

a. Monarch butterflies fill the sky.
b. Monarch butterflies’ migration is interesting to study.

4. Underline the words in the passage that helped you draw that
conclusion.

R 2.6 Extract appropriate and significant information from the text,

Home-Grown Butterflies including problems and solutions.
84 Grade 3/Unit 2
 Practice
Name Comprehension:
Conclusion Map

As you read Home-Grown Butterflies, fill in the Conclusion Map.

Clue

Clue

Clue

Conclusion
© Macmillan/McGraw-Hill

How does the information you wrote in this Conclusion Map help you
monitor comprehension in Home-Grown Butterflies?

R 2.6 Extract appropriate and significant information from the text,

including problems and solutions. Home-Grown Butterflies
Grade 3/Unit 2
85
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

There are more than 300,000 kinds of beetles. They live
9 everywhere except in the oceans. Some have weird shapes
18 and colors. Others have strange patterns on their backs.
27 Some beetles harm crops that supply us with food.
36 Others are involved in helping the environment without
44 even knowing it. They eat dead plants and animals. They
53 are like nature’s cleanup workers or its smallest recyclers!
62 Beetles are insects with six legs. Most have two sets
72 of wings. The front wings are called elytra (E-luh-truh).
80 These wings protect the soft part of a beetle’s body and
91 back wings. Beetles use their back wings for flying.
100 Some beetles look strangely like other creatures. No
108 one knows for sure why. One kind is the giraffe weevil. It
121 looks just like a giraffe. 125

Comprehension Check
1. How do some beetles help the environment? Main Idea and Details

2. What is the difference between the front wings and the back wings on a
beetle? Compare and Contrast
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
Home-Grown Butterflies and with appropriate pacing, intonation, and expression.
86 Grade 3/Unit 2
 Practice
Literary Element:
Name Personification and
Assonance

Literary devices make poetry interesting and rhythmic.

• In personification, animals or things act or talk in ways
that people do.
• Assonance is the repetition of a vowel sound.

Read the poem below and then answer the questions.

Ants in fancy pants They’re no ugly slugs;
start up the band, they do the six-feet shuffle.
let’s see them dance Those bubbly bugs
and clap their hands. can really cut the rug!

1. What human qualities do the ants have?

2. The dancing ants are an example of a literary device. What is that literary
device called?

3. What is the repetition of the same or similar vowel sounds called?

4. What vowel sound is repeated in the first four lines?

© Macmillan/McGraw-Hill

5. In the last four lines, what words have assonance?

R 2.0 Reading Comprehension

Home-Grown Butterflies
Grade 3/Unit 2
87
 Practice
Vocabulary Strategy:
Name Multiple-Meaning
Words

Multiple-meaning words have more than one meaning. A

dictionary has a definition, or meaning, for each way that a
word is used. The correct meaning depends on how the word
is used in a sentence.

Read the definitions for the word rare. Then answer the questions.

rare (râr) Adj. 1. not often happening, seen, or found:

Thunderstorms are rare at this time of year. 2. unusually fine;
excellent: The cliffs have a rare beauty. 3. not dense, thin: The
air is rare at high altitudes. 4. cooked for only a short time:
I don’t like rare hamburgers.

1. What is the word being defined?

2. What part of speech is it?

3. How many meanings does it have?

4. What is the second meaning of the word rare?

© Macmillan/McGraw-Hill

5. Use the fourth meaning in a sentence.

R 1.7 Use a dictionary to learn the meaning and other features

Home-Grown Butterflies of unknown words.
88 Grade 3/Unit 2
 Practice
Spelling:
Name Words with
Silent Letters

1. 1. wrap
Fold back the paper
along the dotted line. 2. 2. knit
Use the blanks to
3. 3. gnat
write each word as it
is read aloud. When 4. 4. wrists
you finish the test,
unfold the paper. 5. 5. wrote
Use the list at the
6. 6. sign
right to correct any
spelling mistakes. 7. 7. knock

8. 8. know

9. 9. wring

10. 10. write

11. 11. wrong

12. 12. knee

13. 13. gnaw

14. 14. wren

15. 15. knot

Review Words 16. 16. week

17. 17. bean

© Macmillan/McGraw-Hill

18. 18. need

Challenge Words 19. 19. knife

20. 20. knob

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Home-Grown Butterflies
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 2
89
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Silent Letters

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

Sample A: Sample B:
kneel 𝖤 rong
𝖡 neel 𝖥 wronge
𝖢 kneal wrong
𝖣 neal 𝖧 ronge

1. 𝖠 rapp 5. 𝖠 nat 9. wrote 13. 𝖤 knok

wrap 𝖡 knat 𝖡 wroat 𝖥 knoke
𝖢 rwap 𝖢 gnatt 𝖢 roat knock
𝖣 wap gnat 𝖣 wrot 𝖧 nok
2. knot 6. gnaw 10. 𝖤 rong 14. 𝖠 rwing
𝖥 knoot 𝖥 naw 𝖥 ronge 𝖡 ringe
𝖦 nott 𝖦 gnau 𝖦 wronge wring
𝖧 knoht 𝖧 nagw wrong 𝖣 wrig
3. 𝖠 nit 7. 𝖠 rists 11. 𝖠 sinne 15. know
𝖡 knite wrists 𝖡 signe 𝖡 kno
𝖢 nitt 𝖢 wristes sign 𝖢 noa
knit 𝖣 ristes 𝖣 sighn 𝖣 knoa
4. 𝖤 wrin 8. 𝖤 kne 12. write
© Macmillan/McGraw-Hill

𝖥 renn knee 𝖥 wriet

wren 𝖦 nee 𝖦 riht
𝖧 rwenn 𝖧 knea 𝖧 righte

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Home-Grown Butterflies
90 Grade 3/Unit 2
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Singular and
Plural Nouns

• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.

A. Change each word to a plural noun.

1. worry 6. path

2. wish 7. flash

3. bench 8. porch

4. box 9. mix

5. bus 10. kiss

B. Write the plural form of each noun in parentheses.

11. There are several (library) .

12. The books are filled with (story) .

13. There are trees and (bush) outside the library.

14. You can read under the (branch) .

15. I read a story about a wolf that lived with (fox) .

16. I was able to read on one of the (bench) .

© Macmillan/McGraw-Hill

17. Animals can hear you if you step on (stick) .

18. Ned found salamanders under several (rock) .

19. Look carefully and you’ll see a variety of (grass) .

20. In the woods, we camped out in (tent) .

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Home-Grown Butterflies
Grade 3/Unit 2
91
 Practice
Grammar:
Name Singular and
Plural Nouns

• Add -s to form the plural of most singular nouns.

• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.

A. On the lines below, write the

correct plural version of the
underlined nouns from the
poster.

You can learn all kinds of

wild things at library you
can find fun story you can
B. Writing Activity discover interesting fact you
Rewrite the paragraph can take out movies And it
on the poster using is all free! now get wild and
plural nouns. Make sure go to your library Get box
every sentence begins of book, and learn bunch of
with a capital letter and things
ends with an end mark. © Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Home-Grown Butterflies Have students reread the passage to a partner.
92 Grade 3/Unit 2
 Practice
Name Writing:
An Emotion

1. Read the following sentence:

She was afraid.
2. Write a sentence about what she might be doing.
She ran and hid behind the big chair in the living room.
3. Write a sentence about a sound she might make.
She could hear her heart pounding in her chest.
4. Describe her face.
Her eyes were as big as saucers and her mouth was closed in a
tight line.
5. Now using these details, write 3 more sentences that show the girl was
afraid.
The girl cowered behind the chair, frozen. She could hardly
breathe. Her legs began to shake as the sound of footsteps in
the hallway got closer and closer.
© Macmillan/McGraw-Hill

Extra Practice: Do the same activity using the following sentence:

The man was angry.

W 1.0 Writing Strategies

Home-Grown Butterflies
Grade 3/Unit 2
93
 Practice
Name Phonics:
Three-Letter Blends

You may find the consonant blends thr, spr, scr and str at the
beginning of a word.
• Say the word through. Listen to the sounds the letters thr
make.
• Say the word spring. Listen to the sounds the letters spr
make.
• Say the word scrap. Listen to the sounds the letters scr
make.
• Say the word stripe. Listen to the sounds the letters str
make.

Draw a line to match the picture with the correct word that
begins with thr, spr, scr, or str.
1. sscreen

2.
thread

3. spring
© Macmillan/McGraw-Hill

4. straw

R 1.1 Know and use complex word families when reading (e.g., -ight) to
Coasting to California decode unfamiliar words.
94 Grade 3/Unit 2
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. culture a. groups of people living together in one place

2. immigrants b. people’s customs and beliefs

c. people who move from one country to live in
3. established another country
4. traditional d. passed down by one generation to the next
since olden times
5. communities
e. started

B. Choose the vocabulary word that best completes each

sentence.

6. are often made up of people who are similar in

some way.

7. When arrive in a new country, they often choose to

live near one another.

8. Doing things in a way can help newcomers feel

more at home in a new country.

9. Once a new community is , the people can practice

old traditions and start new traditions.
© Macmillan/McGraw-Hill

10. People in a city can learn things from others who come from a different
.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Coasting to California
Grade 3/Unit 2
95
 Practice
Name Comprehension:
Main Idea and Details

The main idea is what a paragraph or section is mostly about. It

is the most important idea. The main idea is sometimes stated in
the paragraph. Sometimes the main idea is stated in the first or last
sentence.
Supporting details give more information about the main idea. Not all
details in a paragraph support the main idea.

A. Read the passage. Then circle the correct answer to the

question below.
California has many cities with different types of communities.
Each community is special in its own way. Communities are
different from one another because of the people who live in
them. Many people have come to these communities from
other places. They practice their culture and do things in their
traditional ways. Many people visit California to see the national
parks and other sights.

1. What is the main idea of this paragraph?

a. People visit the state to see how people live.
b. Many people have come from other places.
c. California has many cities with different types of communities.
B. Write yes if the detail tells about the main idea. Write no if the
detail does not tell about the main idea.
© Macmillan/McGraw-Hill

2. Each community is special in its own way.

3. Communities are different from one another because of the people who
live in them.

4. Many people visit California to see the national parks and other sights.

R 2.5 Distinguish the main idea and supporting details

Coasting to California in expository text.
96 Grade 3/Unit 2
 Practice
Comprehension:
Name Main Idea and Details
Chart

As you read Coasting to California, fill in the Main Idea and

Details Chart.

Main Idea

Detail 1

Detail 2

Summary
© Macmillan/McGraw-Hill

How does the information you wrote on the Main Idea and Details Chart
help you summarize Coasting to California?

R 2.5 Distinguish the main idea and supporting details

in expository text. Coasting to California
Grade 3/Unit 2
97
 Practice
Fluency:
Name Pronunciation and
Phrasing

As I read, I will pay attention to my pronunciation

and phrasing.
The first movies didn’t have sound or color. Instead,
9 words flashed on the screen to tell people what the actors
20 were saying. Pictures were in shades of black and white.
30 Now, movies have special effects. These effects help
38 the movie look more real or very unreal. Computers can
48 create special effects that make us think there is a terrible
59 storm. They can make us believe a UFO is landing. They
70 can even make a person appear to be flying. 79

Comprehension Check
1. How did people know what actors were saying in the first movies? Main
Idea and Details
© Macmillan/McGraw-Hill

2. What kinds of special effects can computers create? Summarize

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
Coasting to California and with appropriate pacing, intonation, and expression.
98 Grade 3/Unit 2
 Practice
Name Study Skill:
Parts of a Book

Knowing the parts of a book can save you time. You can look
through the book and decide if it’s the book you need. Here are
the parts of a book:
• Title: tells what the book is about
• Title page: shows the book’s title, the author’s name, and
the illustrator’s name if the book has an illustrator
• Table of contents: lists chapter titles, other book parts, and
the page numbers on which they begin
• Preface: gives a short introduction to the book
• Chapter titles, headings, and subheadings: tell what chap-
ters and sections of chapters are about. Headings and sub-
headings are usually printed in bold or colored type.
• Glossary: gives meaning of important words; words are
listed alphabetically
• Index: lists topics covered in the book and the pages on
which the topics are found; located at the back of the book

Circle the letter of the correct answer.

1. Which part of the book contains a 2. Where can you find a list of topics
list of the chapter titles and their covered in the book?
page numbers? a. index
a. glossary b. preface
b. index c. title page
c. table of contents
© Macmillan/McGraw-Hill

3. What part of the book contains 4. What information can you find on
the meanings of important words? the title page?
a. index a. meaning of important words
b. glossary b. list of topics covered in the book
c. title page c. book’s title, author, and illustrator

R 2.0 Reading Comprehension

Coasting to California
Grade 3/Unit 2
99
 Practice
Name Comprehension:
Writing Frame

Description Writing Frame

A. Summarize Coasting to California. Use the Description Writing Frame
below.

Chinese immigrants to the United States succeeded in many ways.

One way they succeeded is

Another way they succeeded is

They also succeeded by

B. Rewrite the completed summary on another sheet of paper. Keep it as

a model for writing a summary of an article or selection using this text
structure.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

100 Coasting to California
Grade 3/Unit 2
 Practice
Name Vocabulary Strategy:
Antonyms

• Antonyms are words with opposite meanings. Words with

opposite meanings can sometimes help you figure out the
meaning of an unknown word.
• A thesaurus lists synonyms and antonyms. A dictionary
gives definitions, and also may list antonyms.

Read the dictionary and thesaurus entries. Then answer the questions.

Thesaurus
ancient 1. very old, elderly 2. early times 3. old-fashioned young,
modern, new
Dictionary
ancient (aˉn´ shәnt) 1. of long ago 2. very old ant modern, young

1. Which word is an antonym for ancient—elderly or young?

2. What signals the antonyms in the dictionary?

a. the abbreviation ant
b. the numbers
c. words in light type

3. How many meanings for the word ancient are shown in the thesaurus?
a. one
© Macmillan/McGraw-Hill

b. two
c. three

R 1.4 Use knowledge of antonyms, synonyms, homophones,

and homographs to determine the meanings of words. Coasting to California
Grade 3/Unit 2
101
 Practice
Spelling:
Name Words with
Three-Letter Blends

Fold back the paper 1. 1. scrubs

along the dotted line.
Use the blanks to 2. 2. spree
write each word as it 3. 3. screams
is read aloud. When
you finish the test, 4. 4. stream
unfold the paper. Use
the list at the right to 5. 5. spread
correct any spelling 6. 6. three
mistakes.
7. 7. screens

8. 8. spray

9. 9. throw

10. 10. strong

11. 11. scrap

12. 12. thrill

13. 13. straw

14. 14. street

15. 15. strip

Challenge Words 16. 16. stripe

17. 17. spring

© Macmillan/McGraw-Hill

Review Words 18. 18. sign

19. 19. wrote

20. 20. knife

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
102 Coasting to California
Grade 3/Unit 2
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Three-Letter Blends

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

Sample A: Sample B:
scrap 𝖤 straay
𝖡 scharp 𝖥 steray
𝖢 skrape stray
𝖣 scraap 𝖧 sttraye

1. 𝖠 scrubz 6. 𝖤 threa 11. 𝖠 scrapp

scrubs three scrap
𝖢 schrubs 𝖦 threi 𝖢 skrapp
𝖣 skruabs 𝖧 theree 𝖣 skrap
2. 𝖤 sprea 7. 𝖠 skreens 12. 𝖤 thryll
𝖥 sppree 𝖡 screans 𝖥 thrile
𝖦 sphree screens 𝖦 therill
spree 𝖣 screenz thrill
3. screams 8. 𝖤 speray 13. straw
𝖡 skreems 𝖥 spraay 𝖡 straugh
𝖢 screamz spray 𝖢 strawe
𝖣 skreames 𝖧 spraiy 𝖣 strouw
4. stream 9. 𝖠 throuw 14. 𝖤 streat
© Macmillan/McGraw-Hill

𝖥 sttream 𝖡 throow street

𝖦 streem throw 𝖦 sthreet
𝖧 streme 𝖣 therow 𝖧 streit
5. 𝖠 spred 10. strong 15. 𝖠 sthrip
spread 𝖥 sttrong 𝖡 striip
𝖢 spreed 𝖦 strowng 𝖢 striep
𝖣 sprede 𝖧 sthrong strip

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Coasting to California
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 2
103
the plural) and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Irregular Plural Nouns

• A few nouns are the same in both singular and plural forms.
Singular Plural Singular Plural
sheep sheep fish fish
deer deer trout trout
buffalo buffalo salmon salmon
moose moose scissors scissors

Complete each sentence with the correct plural form of the noun
in parentheses.
1. In the future, will (buffalo) once again live in the Great
Plains?
2. Will (deer) still live in the forests or only in zoos?
3. These wild (sheep) lived on their own in the hills.
4. Maybe (moose) will survive in the north.
5. Large schools of (fish) will feed millions of people.
6. Dams must allow (salmon) to swim upstream.
7. People once fished for (trout) for food.
8. Maybe someone will invent laser (scissors) to cut
paper.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students. Have

104 Coasting to California
Grade 3/Unit 2
students reread the sentences to a partner.
 Practice
Name Grammar:
Irregular Plural Nouns

• Some nouns have special plural forms.

• A few nouns have the same singular and plural forms.

A. Proofread the paragraph for incorrect plural nouns. Circle each

incorrect plural noun and write its correct form on the lines below.
What is in store for the future? I think our lifes will change. Maybe
humans will have four foots. Then we will be able to run faster. Maybe we
will have super-sharp toothes. Then we will use them instead of scissorses.
Science will change the world in many ways. Tomato might be bigger than
gooses. Mouses might be as strong as mooses. I think the world will be a
very strange place!

Writing Activity
B. Write a personal narrative about something that you think will
happen in the future. Use the irregular plural nouns that you
learned.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students. Have

students reread the passage to a partner. Coasting to California
Grade 3/Unit 2
105
 Writing Rubric
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Name

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/

106 Coasting
Genre Genre Genre Genre

Grade 3/Unit 2
Organization and Organization and Organization and Organization and

to California
Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

W 1.0 Writing Strategies

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

Rubric
Writing:
Practice

© Macmillan/McGraw-Hill
 Practice
Name Phonics:
Digraphs

• The /ch/ sound can be spelled ch or tch.

• The /ch/ sound can appear in the beginning, middle,
or end of a word.
Say each word and listen for the /ch/ sound:
chip richer ditch

Circle the pictures whose names have the ch or tch sound. Then
write the word that names each picture you have circled.
© Macmillan/McGraw-Hill

R 1.2 Decode regular multisyllabic words.

Here’s My Dollar • Grade 3/Unit 2 107
 Practice
Name Vocabulary

A. Write the letter of the definition that matches the

vocabulary word.

1. slogan a. excited or happy

2. deserve b. a short trip to a place of interest
3. thrilled c. people who do a job willingly with no pay
4. tour d. an easy-to-remember phrase used in
advertisements
5. volunteers e. to have a right to something

B. Circle the letter of the vocabulary word that best completes

each sentence. Then write the word on the line.

6. Marcos asked to work at the fair.

a. volunteers b. community

7. The zookeepers were that so many people helped

the animals.
a. thrilled b. deserve

8. On Tuesdays, you can take a guided of the

monkey house.
a. slogan b. tour
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

108 Here’s My Dollar • Grade 3/Unit 2
 Practice
Name Comprehension:
Author’s Purpose

Authors usually write for one of three purposes or reasons:

to inform, or give readers facts
to entertain, or tell a good story
to persuade, or convince readers to believe something

Read the following sentences. Write the author’s purpose on

each blank.
1. Zoos and nature preserves are places where animals live.

2. One day an elephant lumbered up to me and said, “Do you have any
peanuts?”

3. If you donate your time to clean up the park, everyone will benefit.

4. If you finish your work today, you can go to the ballgame with Dad
tomorrow.

5. My class will have a car wash this Saturday to raise money for a new
sidewalk.

6. Possum Pete pressed plenty of pumpkins to produce pretty pies.

© Macmillan/McGraw-Hill

R 3.4 Determine the underlying theme or author’s message in fiction

and nonfiction text.
Here’s My Dollar • Grade 3/Unit 2 109
 Practice
Comprehension:
Name Author’s Purpose
Chart

As you read Here’s My Dollar, fill in the Author’s Purpose Chart.

Clues

Author’s Purpose
© Macmillan/McGraw-Hill

How does the information your wrote in this Author’s Purpose Chart help
you monitor comprehension in Here’s My Dollar?

R 3.4 Determine the underlying theme or author’s message in fiction

and nonfiction text.
110 Here’s My Dollar • Grade 3/Unit 2
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

What do Green Guerillas do? Green Guerillas work to
9 change things. They change New York City lots into
18 community gardens.
20 They help in three ways. First they help the “garden
30 dreamers” form their own group. They look at the space
40 and help plan a garden.
45 Second, the Green Guerillas help get supplies. Soil,
53 plants, and tools cost money. They share ideas for raising
63 money.
64 The third job is to help each group get volunteers. At
75 first most of the volunteers were grownups. But Green
84 Guerillas wanted to get everyone involved. They wanted to
93 see young people in the gardens. 99

Comprehension Check
1. Who are the Green Guerillas? Main Idea and Details

2. What are the steps the Green Guerillas take to help create a garden?
Chronological Order
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Here’s My Dollar • Grade 3/Unit 2 111
 Practice
Literary Element:
Name Rhyme Scheme and
Repetition

A rhyme scheme is the pattern of rhymes in a poem. Many

poems have repetition, or repeated words or phrases. A line
that is repeated in a poem is called a refrain.

Underline the rhyming words in this poem. Then answer the

questions below.

Busy As Can Be
Can you clean the field?
Can you wash the mat?
Can you finish by dark?
Can you do all that?

Can you feed the pets?

Can you find the cat?
Can you take it to the shed?
Can you do all that?

1. In this poem, which lines rhyme?

2. What are the words that rhyme?

3. How many refrains are there?

4. What is the refrain in this poem?

© Macmillan/McGraw-Hill

5. What two words are repeated in each line?

R 2.0 Reading Comprehension

112 Here’s My Dollar • Grade 3/Unit 2
 Practice
Vocabulary Strategy:
Name Context Clues:
Examples

Context clues can help you figure out what an unknown word
means. Context clues are help words or phrases that appear
before or after an unknown word.
Some context clues will contain examples of the unfamiliar word.
Example clues help readers better understand unfamiliar words
by providing related information about those words.

Circle the example clues that help you understand each

underlined word. Then write a possible definition for the
underlined word. Use a dictionary to check your work.

1. There were many subjects to choose from, such as history, math,

science,
e, and spelling.

Meaning:

2. We watched how the different garments were made. It was neat to see
scarves, shirts, and skirts winding through each machine.
scarves

Meaning:

3. The performers in the evening show were a mix of singers, dancers, and
comedians.

Meaning:
© Macmillan/McGraw-Hill

4. We entered the data into the computer, including possible times, dates,
and locations for our family vacation.

Meaning:

R 1.6 Use sentence and word context to find the meaning of

unknown words.
Here’s My Dollar • Grade 3/Unit 2 113
 Practice
Spelling:
Name Words with
Digraphs

Fold back the paper 1. 1. chick

along the dotted line.
Use the blanks to 2. 2. much
write each word as it 3. 3. pitch
is read aloud. When
you finish the test, 4. 4. teacher
unfold the paper. Use
the list at the right to 5. 5. cheese
correct any spelling 6. 6. bench
mistakes.
7. 7. chair

8. 8. chin

9. 9. thick

10. 10. truth

11. 11. whales

12. 12. fish

13. 13. wheel

14. 14. sixth

15. 15. show

Review Words 16. 16. street

17. 17. stripe

© Macmillan/McGraw-Hill

18. 18. three

Challenge Words 19. 19. chop

20. 20. white

LC 1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns (e.g., qu, consonant doubling, changing
114 Here’s My Dollar • Grade 3/Unit 2 the ending of a word from -y to -ies when forming the plural), and common
homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Digraphs

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 catck 𝖤 shope
𝖡 catche shop
𝖢 cach 𝖦 shoap
catch 𝖧 shoop

1. 𝖠 chik 6. fish 11. 𝖠 pich

𝖡 chike 𝖥 fich pitch
chick 𝖦 fitch 𝖢 pitck
𝖣 chicck 𝖧 fissh 𝖣 pitche
2. 𝖤 trooth 7. 𝖠 wailes 12. 𝖤 benck
truth whales bench
𝖦 truthe 𝖢 whalles 𝖦 bennch
𝖧 trush 𝖣 whalz 𝖧 beench
3. teacher 8. 𝖤 chiar 13. 𝖠 shoa
𝖡 techer 𝖥 chaar 𝖡 sho
𝖢 teecher 𝖦 shair 𝖢 shoow
𝖣 teasher chair show
4. 𝖤 weel 9. 𝖠 sixt 14. thick
𝖥 wheal 𝖡 siksth 𝖥 thik
© Macmillan/McGraw-Hill

wheel sixth 𝖦 thic

𝖧 whele 𝖣 sixthh 𝖧 thicck
5. 𝖠 muh 10. cheese 15. 𝖠 chinn
𝖡 mucch 𝖥 cheez 𝖡 chiin
much 𝖦 cheze 𝖢 chinne
𝖣 moch 𝖧 chees chin

LC 1.8 Spell correctly one-syllable words that have blends, contractions,

compounds, orthographic patterns (e.g., qu, consonant doubling, changing
the ending of a word from -y to -ies when forming the plural), and common Here’s My Dollar • Grade 3/Unit 2 115
homophones (e.g., hair-hare).
 Practice
Name Grammar:
Possessive Nouns

• Add an apostrophe (’) to make most plural nouns possessive.

Example: planets’ names
• Add an apostrophe (’) and s to form the possessive of plural
nouns that do not end in s.
Example: people’s view

Write the possessive form of each underlined noun.

1. the size of the rings the size

2. the orbits of the planets the orbits

3. the telescope of the children the telescope

4. the tails of comets the tails

5. the distances of the orbits the distances

6. the lengths of the days the lengths

7. the speed of the meteors the speeds

8. the patterns of the stars the patterns

9. the light of the pulsars the light

10. the music of the spheres the music

11. the glow of the moons the glow

© Macmillan/McGraw-Hill

12. the timings of the eclipses the timings

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
116 Here’s My Dollar • Grade 3/Unit 2
 Practice
Name Grammar:
Possessive Nouns

• A possessive noun is a noun that shows who or what owns

or has something.

A. Proofread the radio ad for incorrect possessive nouns. Circle each

incorrect possessive noun and write its correct form on the lines
below.
How long is Earths orbit What are Saturns rings made of how hot
is the suns’ surface? Learn all this and more in “Our Super Solar System,”
a new show at the Museum of Science!
call 555-SOLAR for todays showtimes. Mondays shows are sold
out. Ask about our special childrens’s shows for schools and other
groups So get in orbit and come out to the Museum of Science!

B. Writing Activity
Rewrite the ad using correct forms of possessive nouns. Make sure
every sentence begins with a capital letter and has an end mark.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage.
Here’s My Dollar • Grade 3/Unit 2 117
 Practice
Writing:
Name Strong Verbs for
Common Actions

1. Please list 2 ways to describe 2 different people who are both moving
quickly without using the word “quickly”.
Sprinting
Scurrying
2. Please describe 2 different words or expressions that mean moving
slowly without using the word “slowly”.
Trudging
Plodding
3. Please describe 2 different words or expressions that mean to throw
something without using the word “throw”.
Hurl
Fling

Extra Practice: Write three different words or expressions for each of

the following:
© Macmillan/McGraw-Hill

1. To want something
2. To dislike something.
3. To work on something

W 1.0 Writing Strategies

118 Here’s My Dollar • Grade 3/Unit 2
 Practice
Phonics:
Name Contractions with
Pronouns and Verbs

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
letter or letters.
Read these contractions and the words they stand for:
you’re you are
they’ve they have
couldn’t could not

Read the words in the box. After each contraction, write the two
words the contraction stands for. Underline the letter that was
replaced with an apostrophe.

would not I am have not

are not you would we are

1. wouldn’t

2. aren’t

3. I’m
© Macmillan/McGraw-Hill

4. you’d

5. haven’t

6. we’re

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

A Castle on Viola Street
Grade 3/Unit 2
119
 Practice
Name Vocabulary

Read each riddle. Then choose the vocabulary word that

answers the riddle. Write the word on the line.

leaky owners equipment

project construction appliances

1. We help you around the house.

Sometimes we wash and dry your clothes.
Other times we wash your dishes. What are we?

2. I am a plan or scheme.
I might take a long time to complete. What am I?

3. I describe a pipe or a faucet when something is wrong with it.

Another word for me is drippy. What am I?

4. I can do big or small jobs.

You need me to move things that are heavy. What am I?

5. I name a type of work.

© Macmillan/McGraw-Hill

My work is making buildings. What am I?

6. I describe people who have something. Maybe they bought it. Maybe it
was a gift. Who are these people?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

120 A Castle on Viola Street
Grade 3/Unit 2
 Practice
Name Comprehension:
Theme

Every story has an essential message or theme that the author

wants the reader to understand. Sometimes the author states
the theme. When it is not stated you need to read carefully to
identify the theme.

Read the passages and underline the parts of the passage

that help you figure out the essential message or theme. Then
answer the questions.
A hare and a tortoise are in a race. The hare is very fast. He is sure that
he will win. Hares can run much faster than tortoises. The hare starts out
fast and soon has a big lead. He is so far ahead that he stops to take a nap.
The tortoise is slow, but he keeps going. Soon he passes the sleeping hare.
The tortoise wins the race.
1. Circle the letter next to the sentence that states the theme of the passage.
a. Run as fast as you can.
b. Slow and steady wins the race.
c. Don’t race against a tortoise.
A hardworking hen wants to bake bread. She asks the other animals
in the barn to help. They all say, “No.” The hen begins the work alone. At
each step, she asks for help. The other animals always say, “No.” The hen
harvests the wheat, makes the flour, makes the bread, and bakes it. Finally,
the bread is ready. Her barnyard friends want to help the hen eat it. The
© Macmillan/McGraw-Hill

hen says, “No.”

2. Circle the letter next to the sentence that states the theme of the
passage.
a. Only those who work will eat.
b. Hens are mean.
c. All animals are lazy.

R 3.4 Determine the underlying theme or author’s message in fiction

and nonfiction text. A Castle on Viola Street
Grade 3/Unit 2
121
 Practice
Name Comprehension:
Theme Map

As you read A Castle on Viola Street, fill in the Theme Map.

Clue

Clue

Clue

Theme
© Macmillan/McGraw-Hill

How does the information you wrote in this Theme Map help you
understand the essential message in A Castle on Viola Street?

R 3.4 Determine the underlying theme or author’s message in fiction

A Castle on Viola Street and nonfiction text.
122 Grade 3/Unit 2
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to inflection and punctuation.

Kayla’s mom held out a plastic pitcher of lemonade.
9 “I need you to take this to Mrs. Grant,” she said. “I worry
22 about how she’s holding up in this heat.”
30 Kayla rolled her eyes. But she put her book aside and
41 took the pitcher.
44 “See if you can talk her into coming over here,” her
55 mom added. “That apartment of hers is too hot.”
64 “I’ll try,” said Kayla.
68 Mrs. Grant was in her eighties and lived by herself.
78 Kayla knew that it was good to help your neighbors. Still,
89 she didn’t look forward to this errand. Mrs. Grant never
99 accepted her mom’s invitations. Maybe she just wanted to
108 be left alone. 111

Comprehension Check
1. Why did Kayla roll her eyes? Plot Development

2. What kind of person is Kayla’s mom? Plot Development/Character

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. A Castle on Viola Street
Grade 3/Unit 2
123
 Practice
Name Text Feature:
Features in a Textbook

Features in a textbook help you to understand the information.

• an introduction that tells what the unit or chapter is about
• boldface type that highlights important vocabulary
• headings that organize and summarize information
• captions that give information about pictures or photographs

Read the article below and answer the questions.

The Mississippi River is the longest river in the United States. It is
almost 2,500 miles long. Many kinds of fish and animals live in the
Mississippi River. It is important to clean up the river and keep it healthy.
Helping the Mississippi
Schoolchildren are working to make the Mississippi Wisconsin
Minnesota
River healthier. Scientists test water samples taken by
students for pollutants. Learning what is making the river
Iowa

Illinois

dirty will help them rescue it. Missouri Kentucky

1. What information is in the introduction? Arkansas

Tennesee

a. a description of long rivers Louisiana

Mississippi

b. a description of the Mississippi River

2. Why do you think the word pollutants is in boldface type?
The Mississippi River
a. to call attention to the way it is spelled begins as a tiny stream
in Minnesota. It gets very
b. because it is important to the text wide as it travels to the
© Macmillan/McGraw-Hill

Gulf of Mexico.
3. What information is in the caption?
a. that the Mississippi begins in Minnesota
b. a description of the schoolchildren’s work
4. What is the heading of the article?

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and

A Castle on Viola Street indexes to locate information in text.
124 Grade 3/Unit 2
 Practice
Name Vocabulary Strategy:
Paragraph Clues

You often come across new words when you are reading.
If you see an unfamiliar word, look at the words and phrases
near it. These paragraph clues can help you figure out what
a word means. Clues can be synonyms, antonyms, or
examples.

Read the following sentences. Underline the words or phrases

that give clues to the meaning of each word in boldface type.
Then circle the letter of the correct meaning.
1. That table is so expensive that we need to find one that costs less
money.
a. having a high price b. very large

2. He improved the kitchen when he took out the old cabinets and put in
new and better ones.
a. worked hard b. made better

3. I used caution in the new kitchen after Mom warned me to be careful.

a. staying away from harm b. good tools

4. My grandfather’s antique clock was made a long time ago.

a. of special beauty b. of an earlier time

5. He had to grasp the shovel tightly with both hands, or it would drop.
© Macmillan/McGraw-Hill

a. catch quickly b. hold firmly

6. We wanted to use the milk tomorrow so we put it in the refrigerator so it

would not spoil.
a. go bad b. empty

R 1.6 Use sentence and word context to find the meaning of

unknown words. A Castle on Viola Street
Grade 3/Unit 2
125
 Practice
Name Spelling:
Contractions

Fold back the paper 1. 1. he’d

along the dotted line.
Use the blanks to 2. 2. she’d
write each word as it 3. 3. that’s
is read aloud. When
you finish the test, 4. 4. what’s
unfold the paper. Use
the list at the right to 5. 5. won’t
correct any spelling 6. 6. there’s
mistakes.
7. 7. you’re

8. 8. wasn’t

9. 9. we’ll

10. 10. isn’t

11. 11. we’re

12. 12. I’d

13. 13. I’ve

14. 14. didn’t

15. 15. they’re

Review Words 16. 16. shouldn’t

17. 17. wouldn’t

© Macmillan/McGraw-Hill

18. 18. much

Challenge Words 19. 19. fish

20. 20. wheel

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
126 A Castle on Viola Street
Grade 3/Unit 2
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Contractions

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 we’eve 𝖤 couldnt
we’ve 𝖥 couldint
𝖢 wee’ve couldn’t
𝖣 weve 𝖧 cood’int

1. you’re 6. 𝖤 din’t 11. 𝖠 theyr’e

𝖡 you’r didn’t 𝖡 thay’re
𝖢 youre 𝖦 dint they’re
𝖣 your’re 𝖧 din’nt 𝖣 theyre
2. 𝖤 i’d 7. wasn’t 12. I’ve
I’d 𝖡 waznt 𝖥 Iv’e
𝖦 Ide 𝖢 wasnot 𝖦 Ive
𝖧 I’de 𝖣 wasnt 𝖧 ive
3. 𝖠 hede’e 8. 𝖤 isnt 13. 𝖠 welle
𝖡 he’de 𝖥 izint we’ll
𝖢 hed 𝖦 izn’t 𝖢 wel’l
he’d isn’t 𝖣 wee’ll
4. 𝖤 wer’e 9. 𝖠 what’ts 14. 𝖤 tha’ts
𝖥 wee’re 𝖡 wat’s 𝖥 that’z
© Macmillan/McGraw-Hill

we’re what’s that’s

𝖧 whe’re 𝖣 whats 𝖧 tat’s
5. 𝖠 wonte 10. 𝖤 shede 15. 𝖠 ther’es
won’t she’d there’s
𝖢 wo’nt 𝖦 sh’ed 𝖢 ther’s
𝖣 won’te 𝖧 shea’d 𝖣 tere’s

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
A Castle on Viola Street
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 2
127
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Sentence Combining
with Nouns

• Two sentences can be combined by joining two nouns with and.

Separate: Teachers help children.
Teachers help adults.
Combined: Teachers help children and adults.
• Some nouns are the objects of sentences. Sometimes two
objects can be joined with and.
Separate: The book described tigers.
The book described lions.
Combined: The book described tigers and lions.

Combine the sentences. Use and to join the underlined nouns.

Write the new sentences.
1. Authors write books. Authors write short stories.

2. Authors imagine places. Authors imagine characters.

3. An author visited Ms. Green’s class. An author visited Mr. Finn’s class.

4. The author portrayed imaginary people. The author portrayed real people.

5. The author discussed her books. The author discussed her characters.
© Macmillan/McGraw-Hill

6. The author heard our stories. The author heard our poems.

To the Teacher: Complete the entire page with students.

A Castle on Viola Street Have students reread the sentences to a partner.
128 Grade 3/Unit 2
 Practice
Grammar:
Name Sentence Combining
with Nouns

• Two sentences can be combined by joining two nouns with and.

• Some nouns are the subjects of sentences.
• Sometimes two subjects can be joined with and.
• Some nouns are the objects of sentences. Sometimes two
objects can be joined with and.

A. Proofread the book review. Find two pairs of sentences that

can be combined. Then write the new combined sentences on
the lines below.
I just finished the book first year. It is about Nicole. It is about Laurie.
They are twins it is their first year at boarding school. the girls had real-life
problems School wasn’t easy. they wanted to go home. Then Nicole made new
friends. Then Laurie made new friends. They had fun.
I couldn’t put this book down. I would tell others to read this book.

B. Writing Activity
Rewrite the book review with the new combined sentences.
Make sure all sentences begin with a capital letter and end with
an end mark. Make sure that book titles are written correctly.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. A Castle on Viola Street
Grade 3/Unit 2
129
 Practice
Name Writing:
Strong Verbs

1. Please underline the verbs in the following sentences:

I said goodbye.
I came to school.
I ate lunch in the cafeteria.
2. Now, rewrite each sentence so that it shows more about how YOU did
these things.
I yelled, “Goodbye!” as I waved out the bus window.
I galloped to school.
I gobbled up my lunch in the cafeteria.

Extra Practice: Do the same activity for the following sentences.

I like ice cream.
I went to my friend’s house.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

130 A Castle on Viola Street
Grade 3/Unit 2
 Practice
Phonics:
Name r-Controlled Vowels
er, ir, ur

The spellings er, ir, ear, and ur often stand for the /ûr/ sound.
Say these words: her , stir , learn, burn.
The underlined letters all stand for the /ûr/ sound.

Circle the word with the /ûr/ sound that best tells about the
picture. Write the word on the line. Underline the letters that
stand for /ûr/.

1. Four are in a line.

barkers turtles

2. They are taking sliding.

turns tears

3. The third one is wearing a .

sharp shirt

4. They are sliding into the .

park water
© Macmillan/McGraw-Hill

5. The birds are coming to clean the lake.

dirty dark

6. The birds will teach the turtles. The turtles will how
to keep the water clean.
learn loud

R 1.2 Decode regular multisyllabic words.

Author: A True Story • Grade 3/Unit 3 131
 Practice
Name Vocabulary

A. Match the correct definition to each of the words below.

Write the letter of the answer in the space before the word.

1. proper a. a lot of energy and activity

2. talented b. correct
c. just one, or one and only
3. useful
d. having a special ability
4. single e. an agreement or a way of
5. excitement saying yes
f. helpful
6. acceptance

B. Choose the vocabulary word that better completes

the sentence.
7. An eraser is very to have when you are writing with
a pencil.
a. acceptance b. useful

8. My older sister is a very writer and has had many

articles in the town newspaper.
a. proper b. talented

9. There was a lot of at school when our basketball

team won the championship.
a. excitement b. useful
© Macmillan/McGraw-Hill

10. Shaking hands is the way of meeting people

for the first time.
a. talented b. proper

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

132 Author: A True Story • Grade 3/Unit 3
 Practice
Name Comprehension:
Author’s Purpose

Authors write for three main reasons:

• to entertain, or tell a good story
• to inform, or give facts to readers
• to persuade, or convince readers to believe or do
something

Read each sentence below. If the author’s purpose is to

entertain, write E in front of the sentence. Write I if the author’s
purpose is to inform. Write P if the author’s purpose is to
persuade.

1. Everyone should wear a

helmet when riding a bicycle.

2. The capital of Ohio is

Columbus.

3. The world’s first skyscraper

was built in Chicago.

4. The best snack is a peanut

butter and banana sandwich.
© Macmillan/McGraw-Hill

5. Listen to this knock-knock joke:

“Knock, knock!”
“Who’s there?”
“Boo.”
“Boo who?”
“Why are you crying?”

R 2.0 Reading Comprehension

Author: A True Story • Grade 3/Unit 3 133
 Practice
Name Comprehension:
Author’s Purpose Chart

As you read Author: A True Story, fill in the Author’s Purpose Chart.

Clues

Author’s Purpose © Macmillan/McGraw-Hill

How does the information you wrote in the Author’s Purpose Chart help you
summarize Author: A True Story?

R 2.0 Reading Comprehension

134 Author: A True Story • Grade 3/Unit 3
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to sentence length.

Laura was born in the Big Woods near Pepin,
9 Wisconsin, in 1867. She lived with her parents and two
18 sisters, Mary and Carrie. The girls called their parents Ma
28 and Pa.
30 Laura was two years old when the Ingalls moved to
40 Kansas. The trip took months. The family camped in a
50 new place each night.
54 Before she married Pa, Ma had been a teacher. She
64 loved to read and write poems. Laura loved to listen to
75 her Ma read aloud. 79

Comprehension Check
1. When and where was Laura born? Main Idea and Details

2. What did Laura’s mother do before she was married? Main Idea and
© Macmillan/McGraw-Hill

Details

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Author: A True Story • Grade 3/Unit 3 135
 Practice
Literary Analysis:
Name Onomatopoeia,
Rhythm

• Poets use onomatopoeia and rhythm to help paint a picture

in the reader’s mind.
• Onomatopoeia is when a word is spelled to sound like the
sound it describes.
Example: Plop! Crash! Bang!
• The number and beat of syllables in each line of a poem
create its rhythm. Some syllables are stressed, or said with
more strength. Other syllables are unstressed.
Look at the example below. The stressed syllables are in
dark print.
Baa, baa, black sheep.
Have you any wool?

A. Circle the words that are examples of onomatopoeia in the

poem below.
I sat by the pond one sunny day.
Quack! A duck floated over my way.
Splash! Outt popped a big green frog,
ready to sunbathe on a log.
The frog gazed up at the big blue sky,
and grabbed a fly as it buzzed by.

B. Read the poem below. Listen for the stressed and unstressed
© Macmillan/McGraw-Hill

syllables. Underline the stressed syllables.

Have you ever seen
a truck that is spotted
or a bike that is green
or a house polka-dotted?

R 3.5 Define figurative language (e.g., simile, metaphor, hyperbole,

personification) and identify its use in literary works.
136 Author: A True Story • Grade 3/Unit 3
 Practice
Vocabulary Strategy:
Name Context Clues:
Word Clues

Figuring out what a new word means is easier if you

use clues from other words. Context clues are words,
sentences and pictures around a new word that can help
you figure out its meaning.

Circle the letter next to the correct meaning of the word in dark
type. Use the context clues around the word to find the answer.
1. Some people like to write when they are sad to make them feel better. It
cheers them up.
a. moves
b. packs
c. becomes happy
2. I dashed to my mother as fast as I could to show her my story. My legs
got tired.
a. moved slowly
b. moved fast
c. to ride a bus
3. Craig was upset when he found his story in several pieces on the floor.
He had to use tape to fix the torn papers.
a. pulled apart
b. happy
© Macmillan/McGraw-Hill

c. big and strong

4. Meg wrote about a coyote she saw on a TV show. It looked like a wolf,
and it was howling at the moon.
a. a long road
b. a kind of car
c. a kind of animal

R 1.6 Use sentence and word context to find the meaning of

unknown words.
Author: A True Story • Grade 3/Unit 3 137
 Practice
Spelling:
Name r-Controlled Vowels
er, ir, ur

Fold back the paper 1. 1. first

along the dotted line.
Use the blanks to 2. 2. herds
write each word as it 3. 3. purr
is read aloud. When
you finish the test, 4. 4. third
unfold the paper. Use
the list at the right to 5. 5. nurse
correct any spelling 6. 6. girls
mistakes.
7. 7. firm

8. 8. world

9. 9. serve

10. 10. sir

11. 11. church

12. 12. burn

13. 13. curve

14. 14. birds

15. 15. burst

Challenge Words 16. 16. birth

17. 17. Thursday

© Macmillan/McGraw-Hill

18. 18. he’d

Review Words 19. 19. I’ll

20. 20. it’s

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
138 Author: A True Story • Grade 3/Unit 3 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name r-Controlled Vowels
er, ir, ur

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

Sample A: Sample B:
fur 𝖤 crul
𝖡 fure 𝖥 curle
𝖢 fru 𝖦 kurl
𝖣 fiur curl

1. 𝖠 perr 6. 𝖤 curv 11. 𝖠 gurls

purr curve 𝖡 grls
𝖢 prur 𝖦 cerve 𝖢 girlz
𝖣 purre 𝖧 cirve girls
2. 𝖤 sirr 7. first 12. 𝖤 worlde
𝖥 ser 𝖡 frist world
𝖦 sur 𝖢 furst 𝖦 wirld
sir 𝖣 ferste 𝖧 wolrd
3. third 8. burst 13. 𝖠 sirve
𝖡 therd 𝖥 burts 𝖡 serv
𝖢 thurd 𝖦 birst 𝖢 srve
𝖣 thrid 𝖧 brst serve
4. 𝖤 chirch 9. birds 14. burn
© Macmillan/McGraw-Hill

𝖥 cherck 𝖡 burds 𝖥 bunr

church 𝖢 brds 𝖦 birn
𝖧 chuirch 𝖣 birdes 𝖧 berne
5. 𝖠 heards 10. 𝖤 nerse 15. 𝖠 firmm
𝖡 hirdes nurse firm
herds 𝖦 nurs 𝖢 frim
𝖣 huirds 𝖧 nrse 𝖣 furm
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Author: A True Story • Grade 3/Unit 3 139
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Action Verbs

• An action verb is a word that shows action.

Some action verbs tell about actions that are hard to see.
Carly enjoys parties.
She invites friends for lunch.

Here is a list of action verbs. Choose an action verb to finish

each sentence. Write the verb on the line.
answers sits
eats slices
greets smiles
makes tastes
sets works
1. Carly the door.
2. She the guests.
3. Everyone together in the kitchen.
4. Ray the tomatoes with a knife.
5. Tracy the sandwiches.
6. Brian the table.
7. The whole group down.
8. Everyone lunch.
9. The food good.
10. Carly happily.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
140 Author: A True Story • Grade 3/Unit 3
 Practice
Name Grammar:
Action Verbs

A. Proofread the story. Start by finding and circling the action verbs.
It is the day after Thanksgiving. The same thing happens on this day
every year. Grandma gets up early then she goes to the kitchen. She takes
the leftovers from Thanksgiving and uses them to make soup. She trims the
turkey off the bone I cut up the vegetables. We pour in some water and stir
everything around. George says he can’t eat another thing. then he eats the
rest of the pie and stuffing.
The soup cooks in a big pot on the stove. It smells good. Later in the day,
our cousins visit us. We’ll have the soup then we’ll say again how we can’t
eat another thing. We’ll enjoy a good day.

B. Rewrite the story. Make sure commas are used correctly. Put
in capital letters and end marks where they are needed.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Author: A True Story • Grade 3/Unit 3 141
 Practice
Name Writing:
Capitalization

1. Please fill in the blank:

Every sentence starts with a .
2. Now, read the following sentences.
the phone was ringing all morning long. steve would hang up
with one person when it would ring again. he wondered how
long it would last.
3. Circle the words that should start with capital letters.

Extra Practice: Do the same exercise using the following sentences.

molly wished that she didn’t have to go to the dentist. she dreaded
dentist appointments more than anything in the world. she would rather
do a book report than go to the dentist. the only good thing about it is
that once it’s over, she doesn’t have to go again for another year.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

142 Author: A True Story • Grade 3/Unit 3
 Practice
Phonics:
Name r-Controlled Vowels
ar, or

When er, ar, or or comes at the end of a final unstressed

syllable, it stands for the /әr/ sound.
Listen for the /әr/ sound as you say these words:
better beggar actor

A. Circle the word in each row that has the final /әr/ sound.
1. mentorr mental melon

2. gallery gather garage

3. popularity popular person

4. features fellow feather

f

5. mannerly merchant manor

B. In each sentence below, circle the word that has the

final /әr/ sound.
6. Last winter she asked all of the town’s citizens to be helpful.

7. We had a big snowstorm in December.

8. My sister and I shoveled the driveways of people who needed help.

© Macmillan/McGraw-Hill

9. Later we enjoyed hot cocoa in our cozy kitchen.

10. The author of that book is very famous in Mexico.

R 1.2 Decode regular multisyllabic words.

Dear Juno • Grade 3/Unit 3 143
 Practice
Name Vocabulary

A. Read each definition. Write the vocabulary word from the

box that matches the definition.

crackle announced soared starry noticed

1. told or stated so everyone can hear

2. full of stars

3. flew high in the air

4. a series of small, sharp noises

5. observed or took note of

B. Choose four vocabulary words from the box above. Write a

sentence using each word.

6.

7.

8.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

144 Dear Juno • Grade 3/Unit 3
 Practice
Comprehension:
Name Character, Setting,
Plot

Characters are the people or animals that a story is about.

The plot is what happens to characters during the story. The
setting is where the story takes place.

Read the selection. Circle the letter that stands for the
correct answer.
Kyle’s grandfather was visiting so they spent the day fishing at the lake.
There was not a cloud in the sky. The lake was calm and still. They saw
turtles and frogs swimming through the water. But they did not see fish!
“Oh well,” said Kyle, “we could try again tomorrow.”
“Or we could go to the park,” said Kyle’s grandfather.
1. Who are the main characters in the story?
a. Kyle and his grandfather b. fish c. turtles and frogs
2. What is the setting of the story?
a. the park b. the lake c. the kitchen
3. What is the plot of the story?
a. Kyle and his father are at the park.
b. Kyle’s grandfather was visiting.
c. Kyle and his grandfather did not catch any fish.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

Dear Juno • Grade 3/Unit 3 145
 As you read Dear Juno, fill in the Character Web.
Name

146 Dear Juno •

Grade 3/Unit 3
R 2.0 Reading Comprehension
How does the information you wrote in this Character Web help you
Character Web
Practice
Comprehension:

analyze story structure in Dear Juno?

© Macmillan/McGraw-Hill
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to the dialogue and punctuation.

It was the first morning of third grade. Gina’s spirits
10 soared as she jumped into the car. Her best friend Tyra was
22 in her class!
25 Gina’s mom picked Tyra up. The girls sat in the back
36 seat.
37 “Almost there!” Tyra said.
41 “Yeah!” Gina shouted.
44 That night, Gina logged on to her computer. She looked
54 at a photograph of her and Tyra.
61 Gina decided to send her friend an e-mail. She wrote:
71 Hi, T!
73 Wasn’t that the best day ever?
79 G 80

Comprehension Check
1.Why are the girls so excited? Plot

2.Why does Gina send Tyra an e-mail? Make Inferences

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Dear Juno • Grade 3/Unit 3 147
 Practice
Name Text Feature:
Time Line

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.

History of the Telephone

1870 1880 1890 1900 1910 1920

1877 1892 1915

first telephone first dial first service to
used by people telephone other countries

Use the time line to answer the questions. Circle the letter for
your answers.
1. What is the time line about?
a. history of other countries b. history of the telephone

2. What is the first event on the time line?

a. first dial telephone b. first telephone used by people
© Macmillan/McGraw-Hill

3. When was the first telephone used to call another country?

a. 1877 b. 1915

4. When were people first able to dial a telephone number?

a. 1892 b. 1915

R 2.1 Use titles, tables of contents, chapter headings, glossaries,

and indexes to locate information in text.
148 Dear Juno • Grade 3/Unit 3
 Practice
Vocabulary Strategy:
Name Context Clues:
Sentence Clues

Context clues help you figure out the meaning of the

unfamiliar word. Use the words or sentences before or after
an unfamiliar word.

Read each sentence. Look for context clues to help you

understand the meaning of the underlined word. Then circle the
letter of the correct definition of the word.

1. We all laughed at the cartoon in the paper. A cartoon is a

a. large box b. funny drawing

2. The towel felt harsh on my sunburned skin. Another word for harsh is
a. quick b. rough

3. The space center is ready to launch a new rocket. Launch means

a. send off b. eat a meal

4. They will admit to the concert everyone who is waiting in line. To admit
is to
a. stop work b. let in

5. The glass shattered when I dropped it. Shattered means

a. broke into pieces b. shone brightly

6. That sweater will shrink if you wash it in hot water. To shrink is to

a. become smaller b. cry loudly
© Macmillan/McGraw-Hill

R 1.6 Use sentence and word context to find the meaning

of unknown words.
Dear Juno • Grade 3/Unit 3 149
 Practice
Spelling:
Name r-Controlled Vowels
ar, or

Fold back the paper 1. 1. bark

along the dotted line.
Use the blanks to 2. 2. sore
write each word as it 3. 3. hard
is read aloud. When
you finish the test, 4. 4. storms
unfold the paper. Use
the list at the right to 5. 5. yard
correct any spelling 6. 6. sport
mistakes.
7. 7. sharks

8. 8. porch

9. 9. story

10. 10. chore

11. 11. card

12. 12. store

13. 13. far

14. 14. more

15. 15. part

Challenge Words 16. 16. board

17. 17. artist

© Macmillan/McGraw-Hill

Review Words 18. 18. first

19. 19. third

20. 20. burn

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
150 Dear Juno • Grade 3/Unit 3 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name r-Controlled Vowels
ar, or

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

Sample A: Sample B:
𝖠 forck start
𝖡 forek 𝖥 stairt
fork 𝖦 staret
𝖣 forke 𝖧 staart

1. porch 6. 𝖤 shareks 11. 𝖠 moir

𝖡 pourch 𝖥 shorks 𝖡 mor
𝖢 porech sharks more
𝖣 portch 𝖧 shraks 𝖣 morr
2. 𝖤 stormes 7. store 12. yard
storms 𝖡 stor 𝖥 yared
𝖦 stroms 𝖢 storre 𝖦 yarrd
𝖧 stormns 𝖣 stoar 𝖧 yart
3. 𝖠 storie 8. 𝖤 fer 13. 𝖠 barrk
𝖡 stoary 𝖥 faar bark
story 𝖦 farr 𝖢 barek
𝖣 stroy far 𝖣 barck
4. 𝖤 parte 9. 𝖠 caard 14. 𝖤 chor
© Macmillan/McGraw-Hill

part card 𝖥 choar

𝖦 prat 𝖢 carrd chore
𝖧 paret 𝖣 caird 𝖧 chroe
5. sore 10. 𝖤 sporet 15. 𝖠 haird
𝖡 sor sport 𝖡 harrd
𝖢 soare 𝖦 sprot 𝖢 hardd
𝖣 sorr 𝖧 spourt hard

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Dear Juno • Grade 3/Unit 3 151
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Present-Tense Verbs

• A verb in the present tense tells what happens now.

• A present-tense verb must agree with its subject.
• Add -s to most verbs if the subject is singular.
• Add -es to verbs that end in s, ch, sh, x, or z if the subject is
singular.
• Change y to i and add -es to verbs that end with a consonant
and y.
• Do not add -s or -es to a present-tense verb when the subject
is plural or I or you.
She wishes. The ink dries.
They wish. The papers dry.

For each verb below, write the form that agrees with the subject given.
1. carry Ann .
2. pitch Mike .
3. wash We .
4. fix They .
5. guess Flora .
6. push We .
7. match They .
8. mix Kim .
9. squash She .
© Macmillan/McGraw-Hill

10. fly Don .

11. snatch They .
12. toss Lee .

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
152 Dear Juno • Grade 3/Unit 3
 Practice
Name Grammar:
Present-Tense Verbs

A. Proofread the paragraph. Circle any verbs that do not agree

with their subjects.
Dad tell us riddles when we go on car trips. The riddles makes the ride
more fun. They sounds easy at first. There is always a trick, though. He ask
how many letters are in the alphabet. We tell him twenty-six. Then, Dad
laugh at us. He say, “Count again.” There are only eleven letters in the word
alphabet! When we complains, Dad gives us a hint. “Think first, he explains.
Sometimes Kris hurry up with her answer. He ask, “Are you sure?” When I
rushes my guess, he tells me, “Listen again.” Now we makes better guesses.
Sometimes we even gets them right!

B. Rewrite the paragraph. Write the verbs so that they agree with
their subjects.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Dear Juno • Grade 3/Unit 3 153
 Practice
Name Writing:
End Punctuation

1. Fill in the blanks. You may look back at your last journal entry if you need
help remembering the answers.
Every sentence ends with .
You can use a ,a , or
a .
2. Now, read the sentences below and add the correct punctuation mark at
the end.
a. Tom drove us to the movies
b. When did you get that haircut
c. Look out
d. Who is that guy
e. Those clouds look pretty stormy
f. The phone is ringing

Extra Practice: Do the same exercise with these sentences:

a. May I go to the restroom, please
b. Yesterday I was late for school
c. Stop it
d. Do you think this picture is nice
e. I was excited to finish my book
f. Fall is my favorite season
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

154 Dear Juno • Grade 3/Unit 3
 Practice
Phonics/ Word Study:
Name Prefixes re-, un-,
pre-, mis-

A prefix is a word part that can be added to the beginning of

base words.
A prefix changes the meaning of the base word.
Prefix Means
re- again rebuild means “to build again”
un- not or opposite unclean means “not clean”
pre- before or ahead preschool means “school
before kindergarten”
mis- wrong; incorrect misread means “to read
incorrectly”

In each sentence, underline the word that includes the

prefix un-, re-, pre-, or mis-. Then write its meaning.
1. We should recount the number of messages we received.

2. My brother can preview the movie and tell us if we should watch it.

on the computer.

3. Please unplug the computer when you are finished using it.

4. Can you please reprint the e-mail you sent to Evan?

© Macmillan/McGraw-Hill

5. If we misbehave, we’ll lose our computer time.

6. The e-mail invitation was unexpected.

R 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-)
and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. Messaging Mania
Grade 3/Unit 3
155
 Practice
Name Vocabulary

focus estimate record

A. Read each clue. Then find the vocabulary word in the row of
letters and circle it.
1. Using what you know to make a good guess:
xpasteestimatebresmaroest

2. Concentrate all your energy on someone or something:

redestpallordfocusstmatord

3. Something that no one has done before, or something that has never
happened before:
focestrecorddolmpestforec

B. Write a sentence using one of the vocabulary words.

4.

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

156 Messaging
Grade 3/Unit 3
Mania
 Practice
Name Comprehension:
Problem and Solution

A problem is the difficulty or challenge that a character in

a story faces. The solution is the way in which a character
solves his or her problem.

Read the stories below. Then write the problem and solution for
each of the stories.
Sanjay couldn’t wait to call his grandfather. He wanted to tell him that he
scored the winning goal in his soccer game. But Sanjay’s grandfather lived
across the country, and it was the middle of the night. Then Sanjay had an
idea. He could send a text message. When his grandfather woke up, he could
read the message.

PROBLEM:

SOLUTION:

Ellie wanted to invite her friends to a pool party on Saturday. Since it was
Thursday, Ellie didn’t have time to mail invitations. Calling everyone on the
phone would take too long. Ellie decided to send an e-mail invitation. It would
take a few minutes, and her friends could write back with their responses.
© Macmillan/McGraw-Hill

PROBLEM:

SOLUTION:

R 2.6 Extract appropriate and significant information from the text,

including problems and solutions. Messaging Mania
Grade 3/Unit 3
157
 Practice
Comprehension:
Name Problem and Solution
Chart

As you read Messaging Mania, fill in the Problem and Solution

Chart.

Problem

Solution
© Macmillan/McGraw-Hill

How does the information you wrote in this Problem and Solution
Chart help you understand Messaging Mania?

R 2.6 Extract appropriate and significant information from the text,

Messaging Mania including problems and solutions.
158 Grade 3/Unit 3
 Practice
Fluency:
Name Pronunciation
and Phrasing

As I read, I will pay attention to my pronunciation and phrasing.

A star looks like a tiny point of light. But a star is really
14 a giant ball of hot gas.
20 The sun is our closest star. That’s why it looks bigger
31 than other stars. On a clear night, you can easily see
42 thousands of stars. Some stars look very bright. Others
51 look dim. The stars that are very far away from Earth are
63 the hardest to see.
67 Astronomers study the stars to find out what they are
77 made of and how they create light. One of their main jobs
89 is to compare the brightness of stars. 96

Comprehension Check
1. What is a star? Main Idea and Details

2. Why are some stars brighter than others? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Messaging Mania
Grade 3/Unit 3
159
 Practice
Name Study Skill:
Using the Library

You will find many resources in the library to help you find
information.
• You can look up information about subjects, authors, and
titles in the electronic card catalog.
• A telephone directory will tell you addresses and
telephone numbers for people and businesses. You can
find the directory in a book or online.
• Newspapers and magazines will tell you about people,
places, and things. You can learn about events that have
just happened. You can find newspapers and periodicals
in the library or online.

Circle the letter of the correct library resource to answer each

question.
1. Which library resource would you use to find a book about Benjamin
Franklin?
a. electronic card catalog b. telephone directory

2. Which library resource would you use to find an article about the concert
held last night in your town?
a. electronic card catalog b. newspapers and periodicals

3. Which library resource would you use to find poetry books?

© Macmillan/McGraw-Hill

a. newspapers and periodicals b. electronic card catalog

4. Which library resource would you use to look for the name of a local
bike-repair shop?
a. telephone directory b. electronic card catalog

W 1.3 Understand the structure and organization of various reference

Messaging Mania materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
160 Grade 3/Unit 3
 Practice
Name Comprehension:
Writing Frame

Problem and Solution Writing Frame

A. Summarize Messaging Mania. Use the Problem and Solution Writing
Frame below.

Instant messaging has resulted in several problems.

One problem is because

Another problem is because

The solution to these problems is

B. Rewrite the completed summary on another sheet of paper. Keep it as

a model for writing a summary of an article or selection using this text
structure.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

Messaging Mania
Grade 3/Unit 3
161
 Practice
Name Vocabulary Strategy:
Homographs

If two words are spelled the same but have different

meanings, they are homographs. For example, the word
bark has two meanings.
Tom’s dog will bark Don’t lean on the tree
when we walk into the yard. because the bark might be
sticky.

Write the correct homographs from the box to answer the

question, using the pictures as clues.

pitcher fly pen

1. What do you pour juice 2. What is the place

from? where pigs live?

3. What is something 4. What is the name of

you write with? the baseball player
who throws to the
other team’s batter?
© Macmillan/McGraw-Hill

5. What does a bird,

an airplane,
or a kite do? 6. What is an insect
that people think
of as a pest?

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

Messaging Mania homographs to determine the meanings of words.
162 Grade 3/Unit 3
 Practice
Spelling:
Name Words with
Prefixes re-, un-,
pre-, mis-

1. 1. unfair
Fold back the paper
along the dotted line. 2. 2. undo
Use the blanks to
3. 3. unhappy
write each word as it
is read aloud. When 4. 4. undone
you finish the test,
unfold the paper. Use 5. 5. unload
the list at the right to
6. 6. retell
correct any spelling
mistakes. 7. 7. recall

8. 8. rename

9. 9. misfile

10. 10. misdo

11. 11. misread

12. 12. mistreat

13. 13. precut

14. 14. preplan

15. 15. presale

Challenge Words 16. 16. unwanted

17. 17. retold

© Macmillan/McGraw-Hill

Review Words 18. 18. hard

19. 19. far

20. 20. more

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Messaging Mania
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 3
163
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Prefixes re-, un-,
pre-, mis-

Look at the words in each set below. One word in each

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

Sample A: Sample B:
𝖠 rearead 𝖤 prbuild
𝖡 rered 𝖥 prebild
𝖢 rerread 𝖦 prebuild
𝖣 reread 𝖧 preabuild

1. 𝖠 unlod 6. 𝖤 preasale 11. 𝖠 precut

𝖡 unnload 𝖥 presale 𝖡 preecut
𝖢 unload 𝖦 preesale 𝖢 precutt
𝖣 unlode 𝖧 presayl 𝖣 percut
2. 𝖤 renam 7. 𝖠 unefair 12. 𝖤 unndo
𝖥 rename 𝖡 unnfair 𝖥 undo
𝖦 reename 𝖢 unfair 𝖦 undor
𝖧 renname 𝖣 unfaire 𝖧 undoo
3. 𝖠 misfile 8. 𝖤 retell 13. 𝖠 reecall
𝖡 missfile 𝖥 reetell 𝖡 recawl
𝖢 misfiell 𝖦 retel 𝖢 rekall
𝖣 misfille 𝖧 reeteell 𝖣 recall
4. 𝖤 unhappy 9. 𝖠 mistreat 14. 𝖤 undon
© Macmillan/McGraw-Hill

𝖥 unnhappy 𝖡 misstreat 𝖥 unndone

𝖦 unehappy 𝖢 misttreat 𝖦 undun
𝖧 unhapy 𝖣 mistreet 𝖧 undone
5. 𝖠 missread 10. 𝖤 preeplan 15. 𝖠 missdo
𝖡 misreed 𝖥 preplant 𝖡 misdo
𝖢 misread 𝖦 preplain 𝖢 misdoo
𝖣 misrede 𝖧 preplan 𝖣 missdue
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
164 Messaging
Grade 3/Unit 3
Mania doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Past-Tense Verbs

• A verb in the past tense tells about an action that already

happened.
• Add -ed to most verbs to show past tense.
• If a verb ends with e, drop the e and add -ed to show past
tense.
• If a verb ends with a consonant and y, change y to i and add -ed.
• If a verb ends with one vowel and one consonant, double the
consonant and add -ed.

Choose the correct past-tense verb for each sentence. Circle

your answer.
1. Felix across the beach. marchedd marched
2. The hot sand his feet. burnd burned
3. The sand dunes toward sloped slopped
the water.
4. Felix down the dunes. rolld rolled
5. He the sand off his face. dusted dustted
6. Casey from the water. wavved waved
7. Felix toward the water. skippd skipped
8. The waves over his feet. splashd splashed
9. Felix on his back. floated floatted
10. Casey to do a handstand. tryed tried
© Macmillan/McGraw-Hill

11. Jellyfish on the water. coasted coastted

12. We in the shade. ressted rested

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Messaging Mania
Grade 3/Unit 3
165
 Practice
Name Grammar:
Past-Tense Verbs

• A verb in the past tense tells about an action that already

happened.
• Add -ed to most verbs to show past tense.
• If a verb ends with e, drop the e and add -ed to show past
tense.
• If a verb ends with a consonant and y, change y to i and add -ed.
• If a verb ends with one vowel and one consonant, double the
consonant and add -ed.

A. Proofread the paragraph. Circle past-tense verbs that are incorrect.

On Saturday, our class clean up the beach at Perch Bay. We picked
up litter twigs and seaweed. We packked the other garbage into bags. We
discoverred all kinds of things while we work. Sam showd me movie tickets
bottle tops and even a watch. The beach lookked much better when we were
finished. The sand glitterd like the sun on the water. I’m glad we workd so
hard at the beach.

B. Rewrite the paragraph. Write the past-tense verbs correctly.

Add commas where necessary.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Messaging Mania Have students reread the passage to a partner.
166 Grade 3/Unit 3
 © Macmillan/McGraw-Hill

Writing Rubric
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Name

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

W 1.0 Writing Strategies

Organization and Organization and Organization and Organization and
Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

Grade 3/Unit 3
Messaging Mania
Rubric
Writing:

167
Practice
 Practice
Phonics:
Name Diphthong
/oi/

• Two vowel letters together can stand for a special sound.

• The letters oi and oy stand for the /oi/ sound you hear
in boil and boy.

A. Look at these pictures and the words that name them. Say the
words and listen for the /oi/ sound.

coin toy
B. Write the correct spelling of the word with the /oi/ sound to
complete each sentence.

1. The illustrator had a of using charcoal or paints.

a. choyce b. choice

2. The small drew all his pictures with a red crayon.

a. boy b. boi

3. Sarah broke the on her pencil when she started to

draw.
a. poynt b. point
© Macmillan/McGraw-Hill

4. Pat felt great when she won the drawing contest.

a. joi b. joy

5. The from the street was too loud for the artist.
a. noise b. noyse

R 1.1 Know and use complex word families when reading (e.g., -ight) to
What Do Illustrators Do? decode unfamiliar words.
168 Grade 3/Unit 3
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. instance a. the look and feel of surfaces

2. illustrate b. drawings that are done quickly

c. an example
3. style
d. to draw or add pictures
4. textures e. a certain way of doing something, such as
5. sketches drawing
f. ideas offered for others to think about
6. suggestions

B. Choose the vocabulary word that completes each sentence

correctly.

7. My mom showed me the different of the materials

at the fabric shop.
a. textures b. suggestions

8. Mr. Adams asked his class to take out their colored pencils and

their stories.
a. illustrate b. instance

9. The art student organized all the that she wanted

© Macmillan/McGraw-Hill

to show her teacher.

a. textures b. sketches

10. The teacher gave plenty of about different colors to

use in the painting.
a. suggestions b. style

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

What Do Illustrators Do?
Grade 3/Unit 3
169
 Practice
Name Comprehension:
Sequence

• Events in nonfiction often take place in a certain order, or

sequence.
• Understanding the sequence of events helps you
better understand the story.
• Clue words can help you understand the sequence. Some
clue words are: first, next, then, and finally.

The pictures below show the sequence of events in a story. The

story is about an artist who is getting ready to paint.
1. 2. 3.

Read the sentences below. Use the clue words in italics to help
you understand the sequence. Write the numbers 1 through 5
next to the sentences to show the correct sequence of events.
First, an illustrator decides what to draw.
After that, the illustrator uses the sketches to make final drawings
or paintings.
Finally, the illustrator sends the finished drawings to a publisher.
Then, the illustrator makes a sketch.
© Macmillan/McGraw-Hill

Next, the illustrator gathers all the supplies needed to make

the drawings.

R 2.0 Reading Comprehension

170 What Do Illustrators Do?
Grade 3/Unit 3
 Practice
Name Comprehension:
Sequence Chart

As you read What Do Illustrators Do?, fill in the Sequence Chart.

Event

Event

Event

Event
© Macmillan/McGraw-Hill

Event

How does the information you wrote in this Sequence Chart help you
analyze text structure in What Do Illustrators Do?

R 2.0 Reading Comprehension

What Do Illustrators Do?
Grade 3/Unit 3
171
 Practice
Name Fluency:
Phrasing and Pacing

As I read, I will pay attention to phrasing and pacing.

No dog’s coat is as smooth as a piece of paper. It has
13 texture. You can use your pencil to show what the coat
24 feels like.
26 If your dog is a collie, you will want to draw his coat
39 using long, flowing lines. If your dog is a poodle, fill in his
52 coat with round, curly lines.
57 Shading is another way to make your dog look real.
67 Pretend there is a light shining on your dog. Darken the
78 areas where the shadows would fall.
84 One suggestion for shading is to turn your pencil and
94 draw with the side of the pencil lead, not the point. 105

Comprehension Check
1. How can you show texture on a drawing of a poodle? Main Idea and
Details
2. How does shading add to a drawing of a dog? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
What Do Illustrators Do? and with appropriate pacing, intonation, and expression.
172 Grade 3/Unit 3
 Practice
Name Text Feature:
Interviews

Interviews have both questions and answers.

• The interviewer asks questions.
• The subject of the interview answers the questions.
• Interviews are used to gather firsthand information
about something.

Read the following interview. Below, write a checkmark (¸) next

to the facts that are part of the interview.
Interviewer: When did you first know that you liked to draw?
Sally: When my mom put my drawing of a dog on the refrigerator!
Interviewer: How old were you when that happened?
Sally: That was three years ago, so I was five years old.
Interviewer: Where have your drawings been shown?
Sally: My mom still hangs them on the refrigerator. I give some
drawings as presents to my grandparents and my brother. You
can see them at my grandma’s house and on my brother’s wall.
Interviewer: What are your favorite things to draw?
Sally: I still like to draw dogs. But my favorite thing to draw is houses.
I like to draw big and little houses, and even doghouses.

1. Sally is the artist being interviewed.

2. Sally likes to draw.
© Macmillan/McGraw-Hill

3. Sally is now five years old.

4. Sally’s pictures are on her refrigerator, at her grandma’s house,
and on her brother’s wall.
5. Sally likes to draw dogs the most.

R 2.1 Use titles, tables of contents, chapter headings,

glossaries, and indexes to locate information in text. What Do Illustrators Do?
Grade 3/Unit 3
173
 Practice
Name Vocabulary Strategy:
Sentence Clues

Sentence clues are other words in the same or a nearby

sentence that can help you figure out what a word means.
• Sentence clues can come before or after a word you do
not know.
• Other words in a sentence can be synonyms for a word or
an exact definition.
• They may also be examples in other sentences that
explain what a word means.

Read each sentence. Find a word or words in the sentence that

helps explain the meaning of the underlined word. Circle the
letter of the word that defines the underlined word.
1. The illustrator was exhausted after working all day and all night.
a. tired b. funny

2. Painting on a ceiling is a difficult task or job for any artist.

a. game b. job

3. Pete heaved his box of paints onto the top shelf by quickly lifting it up
and then pushing it in place.
a. kicked b. lifted

4. Anna concealed the picture under her bed to surprise her sister.
© Macmillan/McGraw-Hill

a. hid b. displayed

5. Illustrators make many decisions, and all these choices show in their
work.
a. choices b. songs

R 1.6 Use sentence and word context to find the meaning of unknown
What Do Illustrators Do? words.
174 Grade 3/Unit 3
 Practice
Spelling:
Name Words with
oi, oy

1. 1. soil
Fold back the paper
along the dotted line. 2. 2. foil
Use the blanks to
3. 3. toil
write each word as it
is read aloud. When 4. 4. coins
you finish the test,
unfold the paper. 5. 5. point
Use the list at the
6. 6. noise
right to correct any
spelling mistakes. 7. 7. boiled

8. 8. spoiled

9. 9. enjoys

10. 10. voice

11. 11. choice

12. 12. toy

13. 13. join

14. 14. boy

15. 15. oil

Challenge Words 16. 16. moist

17. 17. joyful

© Macmillan/McGraw-Hill

Review Words 18. 18. unhappy

19. 19. retell

20. 20. misread

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
What Do Illustrators Do?
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 3
175
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
oi, oy

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

Sample A: Sample B:
jump 𝖤 graide
𝖡 jumpe grade
𝖢 junp 𝖦 graid
𝖣 jumppe 𝖧 graed

1. soil 6. noise 11. choice

𝖡 sol 𝖥 noys 𝖡 shoyce
𝖢 soyl 𝖦 noice 𝖢 choys
𝖣 soyle 𝖧 niose 𝖣 schoice
2. 𝖤 foyel 7. 𝖠 bouled 12. toy
𝖥 fuoll 𝖡 boyled 𝖥 toye
foil 𝖢 boilt 𝖦 toie
𝖧 foel boiled 𝖧 toi
3. 𝖠 toyl 8. 𝖤 spolt 13. 𝖠 joyn
𝖡 tiol spoiled join
𝖢 tolle 𝖦 spoyled 𝖢 joine
toil 𝖧 spoilted 𝖣 joun
4. 𝖤 coynes 9. enjoys 14. 𝖤 boie
coins 𝖡 injoys boy
© Macmillan/McGraw-Hill

𝖦 counes 𝖢 enjoies 𝖦 boye

𝖧 coyens 𝖣 injoyce 𝖧 boey
5. 𝖠 pount 10. 𝖤 voise 15. 𝖠 oel
point 𝖥 voyse 𝖡 oul
𝖢 poiynt voice 𝖢 ole
𝖣 poynte 𝖧 vouse oil

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
176 What Do Illustrators Do?
Grade 3/Unit 3
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Future-Tense Verbs

• A present-tense verb tells what happens now.

• A past-tense verb tells about an action that already
happened.
• A verb in the future tense tells about an action that is going
to happen.
• To write about the future, use the special verb will.

Each sentence below has a time clue that tells whether the
action is happening now, in the past, or in the future. Choose the
correct form of the verb to complete each sentence. Write your
answer on the line.
1. Now Pete (needs, needed) a gift for his Uncle Carl.
2. Tomorrow he (will shop, shop) for something.
3. Years ago, Uncle Carl (will play, played) baseball.
4. Today he (works, worked) as an announcer at games.

5. Now Pete (walks, walked) through the stores.

6. In the past, his mother (will pick, picked) out presents for him.

7. Now he (chooses, will choose) a big book about baseball.

8. The baseball stars in the book (play, played) many years ago.
© Macmillan/McGraw-Hill

9. Pete (will give, gives) it to Uncle Carl on Saturday.

10. Uncle Carl (enjoyed, will enjoy) reading the book on the plane ride
home.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. What Do Illustrators Do?
Grade 3/Unit 3
177
 Practice
Name Grammar:
Future-Tense Verbs

• A present-tense verb tells what happens now.

• A past-tense verb tells about an action that already happened.
• A future-tense verb tells about an action that is going to happen.

A. Read the dialogue. Circle any verbs that are not written in the
correct tense or do not agree with their subjects.
“Ann I hoped you can help me, said Jim.
I will tried my best, said Ann.
I needs a gift for Aunt Cara, said Jim.
She will mention something last week, said Ann.
Tell me now! cry Jim.
She said that next year she will learned to fly, said Ann.
“I will looked for a book about airplanes, said Jim.
“That’s great Jim! I think she will liked that,” said Ann.
B. Writing Activity

Rewrite the dialogue. Write verbs correctly. Make sure that

quotation marks are in the right place. Be sure to put a comma
before the name of anyone being spoken to.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

What Do Illustrators Do? Have students reread the passage to a partner.
178 Grade 3/Unit 3
 Practice
Writing:
Name Sensory Details
to Setting

Recess
By: Josie Fredricks
Our walk broke into a run as we sprang onto the playground for recess.
I plugged my ears as I ran by the screaming kids arguing over who would
go first on the monkey bars. I leaped over puddles of water from last
night’s rain. It smelled like rain. The grass was as green as the broccoli
I ate last night! I sat down on the damp grass to eat my snack before the
kickball game began. My tongue turned red with the strawberry flavor of
my fruit roll-up.

1. Read the journal entry above:

2. Please look at the chart below. Each of your 5 senses is listed across the
top, and under each heading is a sensory detail from the journal entry
above that goes along with each sense.
Setting: Playground
Sound Smell Sight Touch Taste
Screaming Rain Puddles, Damp grass Strawberry
green grass roll-up

3. Using the charts below, try to think of sensory details that you might be
able to write about to describe the settings listed. Remember, sensory
details are descriptions of sight, taste, touch, hearing, and smell.
Setting: Cafeteria
Sound Smell Sight Touch Taste
© Macmillan/McGraw-Hill

Setting: In a kitchen, making pizza dough

Sound Smell Sight Touch Taste

4. Now try it with a setting of your choice.

W 1.0 Writing Strategies

What Do Illustrators Do?
Grade 3/Unit 3
179
 Practice
Phonics Word Study:
Name Variant Vowel
oo, u_e, ue, ew

Say each word in the left column. Then write the word in the
column that has the same vowel patterns and vowel sounds
as the word.

/ü/ (oo, ue, ew) /ů/ (oo) /ū/ (CVCe, ue, ew)
moon, cool, due, hood, look, wool cube, fumes, hue,
stew few
1. huge
2. room
3. cook
4. pew
5. wood
6. spoon
7. goose
8. good
9. hoof
10. refuse
11. choose
12. grew
13. cue
14. clue
© Macmillan/McGraw-Hill

R 1.1 Know and use complex word families when reading (e.g., -ight)
The Jones Family Express to decode unfamiliar words.
180 Grade 3/Unit 3
 Practice
Name Vocabulary

A. Match each word in Column 1 with a definition in Column 2.

Write the letter of the word on the line.

Column 1 Column 2
1. potential a. in a way that shows good manners

2. innocent b. once a year

3. politely c. possibility

4. annual d. not guilty

5. wrapping e. paper covering

6. expensive f. costs a lot

B. Circle the correct vocabulary word to complete each sentence.

7. I have to use the heavy paper for the big presents.

a. innocent b. wrapping
8. The holiday party is on the same date every year.
a. potential b. annual
9. Mr. Phillips bought his wife an ring for her birthday.
a. innocent b. expensive
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Jones Family Express
Grade 3/Unit 3
181
 Practice
Name Comprehension:
Make Inferences

• Authors do not always tell readers how characters feel or

why they act the way they do.
• Authors give clues to readers about how a character feels
by what the character says or does.
• Readers must make inferences, or use the author’s clues
plus what they already know, to figure out some things.

Read the following passage. Answer the questions below.

“I can’t wait. I’m visiting my grandmother next weekend,”
Maya told Pam. “She lives in the country and has horses.”
“I love horses. I know how to ride, too,” said Pam.
Maya said, “There’s always lots of people there, too.”
“Boy, that sounds like fun. You’re so lucky!” Pam said.
“I have a great idea!” Maya said, clapping her hands.

1. How does Maya feel about going to her grandmother’s?

a. She is excited and wants to go.
b. She would rather stay home.
2. What do you think Maya loves to do at her grandmother’s?
a. She eats good food there.
b. She loves to ride horses.
3. What do you think Maya is going to do?
© Macmillan/McGraw-Hill

a. Ask her grandmother if Pam can join them.

b. Ask her grandmother if they can visit Pam.
4. If the girls visit Maya’s grandmother, what will they probably do?
a. They will go swimming all day.
b. They will ride horses.

R 2.0 Reading Comprehension

182 The Jones Family Express
Grade 3/Unit 3
 Practice
Name Comprehension:
Inference Chart

As you read The Jones Family Express, fill in the

Inference Chart.

Clues Inference
© Macmillan/McGraw-Hill

How does the information you wrote in this Inference Chart help you
visualize details in The Jones Family Express?

R 2.0 Reading Comprehension

The Jones Family Express
Grade 3/Unit 3
183
 Practice
Fluency:
Name Intonation and
Expression

As I read, I will pay attention to intonation and expression.

Aunt Louise had always visited them each year on her
10 annual vacation.
12 “Aunt Louise can’t come here. You must go to visit her
23 this time,” said Mom.
27 “Doesn’t Aunt Louise live on a tropical island now?”
36 Keisha asked.
38 “Yes, she works for a bank on Grand Cayman Island in
49 the Caribbean,” her mom said.
54 “Why did she move so far away?” Keisha asked.
63 “It’s a very good job,” her mom said. “She has good
74 skills, and she will probably get a raise soon.”
83 “I won’t like it there,” Keisha said. “It’s much too far
94 away.” 95

Comprehension Check
1. Where does Aunt Louise live? Main Idea and Details

2. How does Keisha feel about going to visit her aunt? Plot Development
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
The Jones Family Express and with appropriate pacing, intonation, and expression.
184 Grade 3/Unit 3
 Practice
Name Text Feature:
Directions

Reading directions tells you how to do something or how

to get someplace. Directions must follow a certain order.
Directions should be clear and to the point.

Follow the directions to make a map of a schoolyard. Draw your

map in this space below.

1. Draw a building in the upper left corner of the schoolyard.

2. Label your building SCHOOL.

3. Draw another rectangle below the school to show a volleyball court.

© Macmillan/McGraw-Hill

4. Label this rectangle VOLLEYBALL COURT.

5. To the right of the volleyball court, draw two stick figures.

6. Choose names and write them under each figure.

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and

indexes to locate information in text. The Jones Family Express
Grade 3/Unit 3
185
 Practice
Name Vocabulary Strategy:
Homophones

• Homophones are words that sound the same.

• Homophones have different meanings.
• Words that are homophones are spelled differently from
each other.

Read each pair of homophones. Write the correct homophone

on each line in the sentence.
1. I, eye

My doctor said that need an operation on my left

2. right, write

Tim had to the postcard with his left hand because he

broke his hand.

3. sea, see

My uncle said that he can’t the difference between an

ocean and a .

4. eight, ate
© Macmillan/McGraw-Hill

At the hotel we breakfast around in the

morning.

5. to, two

We saw friends on our trip the city.

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

The Jones Family Express homographs to determine the meanings of words.
186 Grade 3/Unit 3
 Practice
Spelling:
Name Words with
oo, u_e, ue, ew

Fold back the paper 1. 1. loop

along the dotted line.
Use the blanks to 2. 2. rude
write each word as it 3. 3. look
is read aloud. When
you finish the test, 4. 4. clue
unfold the paper. Use
the list at the right to 5. 5. spoon
correct any spelling 6. 6. blue
mistakes.
7. 7. cubes

8. 8. goose

9. 9. true

10. 10. shoe

11. 11. soup

12. 12. group

13. 13. food

14. 14. glue

15. 15. hoop

Challenge Words 16. 16. classroom

17. 17. childhood

© Macmillan/McGraw-Hill

Review Words 18. 18. toy

19. 19. soil

20. 20. noise

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
The Jones Family Express
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 3
187
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
oo, u_e, ue, ew

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

Sample A: Sample B:
smile 𝖤 paynt
𝖡 smiel 𝖥 pante
𝖢 smil paint
𝖣 smyle 𝖧 painte

1. 𝖠 lewp 6. 𝖤 blooe 11. 𝖠 sewp

𝖡 loupe blue 𝖡 soop
loop 𝖦 blewe 𝖢 supe
𝖣 lupe 𝖧 bleu soup
2. 𝖤 rood 7. 𝖠 kubes 12. group
rude 𝖡 kewbes 𝖥 grewpe
𝖦 roud 𝖢 quoobs 𝖦 groop
𝖧 rewd cubes 𝖧 gruop
3. look 8. goose 13. 𝖠 foode
𝖡 leuk 𝖥 gewse 𝖡 fewd
𝖢 lewk 𝖦 gues food
𝖣 loock 𝖧 goows 𝖣 fuede
4. 𝖤 cloo 9. 𝖠 troo 14. 𝖤 gloo
𝖥 klew 𝖡 trew 𝖥 glew
© Macmillan/McGraw-Hill

𝖦 klue 𝖢 troue 𝖦 gleu

clue true glue
5. 𝖠 spone 10. 𝖤 shou 15. 𝖠 hupe
spoon 𝖥 shew 𝖡 huep
𝖢 speun shoe 𝖢 houpe
𝖣 spuen 𝖧 shooe hoop

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
188 The Jones Family Express
Grade 3/Unit 3
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Sentence Combining
with Verbs

• Two sentences can be combined by joining the predicates with and.

Two sentences: Jan draws with pencils.
Jan sculpts with clay.
Combined sentence: Jan draws with pencils and sculpts
with clay.

Underline the predicates in each pair of sentences. Combine the

two sentences, and write your combined sentence on the line.
1. Elaine goes to art school. Elaine studies painting.

2. The students sketch outside. The students paint in the classroom.

3. Elaine mixes paint. Elaine invents colors.

4. The brush sweeps the canvas. The brush leaves colors behind.

5. The students look at paintings. The students talk about them.

6. Elaine stands near the tree. Elaine draws the bird.

7. The teacher points to a painting. The teacher explains it.

© Macmillan/McGraw-Hill

8. Elaine finishes her painting. Elaine shows it to others.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. The Jones Family Express
Grade 3/Unit 3
189
 Practice
Grammar:
Name Sentence Combining
with Verbs

A. Proofread the paragraph. Find and underline the pairs of

sentences that share the same subject and can be combined.
My mom is an illustrator. She draws pictures for books. She paints
pictures for books. I like to watch her work. She reads the book. She takes
notes. Sometimes I read it, too. We talk about the characters. We think about
how they look. Then Mom makes some sketches. She experiments. She tests
out ideas. She decides what belongs on each page. Then she is ready to paint.
Mom decides on colors. Mom mixes the paint. Then she stands at her
easel. We talk while she paints. Her brush moves fast. Her brush fills the
canvas with color. The shapes grow. The shapes turn into a picture. The
finished picture is beautiful.

B. Rewrite the paragraph with the combined sentences.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

The Jones Family Express Have students reread the passage to a partner.
190 Grade 3/Unit 3
 Practice
Name Writing:
Sensory Detail

1. Read the sentence below:

Jamie led us on a barefoot walk through the woods.
2. Now write 3 sentences using sensory details that show what the walk
was like.
Example: The forest smelled like a pile of wet leaves.
Sometimes soft moss tickled the bottoms of my feet and other
times my toes squished into slimy mud. Everything was silent
except for the sound of the breeze rustling the branches all
around us.
© Macmillan/McGraw-Hill

Extra Practice: Try the same exercise again using the following
sentence.
We waded in the shallow water at the ocean’s edge.

W 1.0 Writing Strategies

The Jones Family Express
Grade 3/Unit 3
191
 Practice
Name Phonics:
Diphthong ou, ow

• When two vowel sounds appear together in the same

syllable, they are usually pronounced as one sound.
• The letters ou and ow can stand for the /ou/ sound. That is
the vowel sound you hear in mouse and crown.

A. Fill in the letters that spell the /ou/ sound in each word.
1. The concert was very l d, and I had to put
my hands over my ears.
2. Uncle Jim got a brand new r nd swimming pool.
3. That br n shirt looks good with the blue pants.
4. Did anyone hear the coyote h l last night?
5. The pizza was too hot and hurt my m th.

B. Circle the word in each sentence that has the /ou/ sound.
6. The clown came into the tent.
7. He had a big frown on his face.
8. A dog ran in, dressed as a cloud.
9. The crowd laughed at the funny dog.
10. They began to shout as the dog danced in a circle.
© Macmillan/McGraw-Hill

R 1.1 Know and use complex word families when reading (e.g., -ight) to
Seven Spools of Thread decode unfamiliar words.
192 Grade 3/Unit 4
 Practice
Name Vocabulary

A. Match the vocabulary word with its definition. Write the

letter of the correct word in the space.

1. fighting a. argued

2. bought b. fabric
c. possessions
3. gave reasons for or against
something; disagreed d. purchased
e. beamed
4. sent out rays of light
f. quarreling
5. things that are owned

6. cloth

B. Choose the vocabulary word that correctly completes each

sentence.

7. The two drivers were about the parking space.

a. quarreling b. purchased

8. My mother two tickets to the basketball game for

me.
a. purchased b. quarreling

9. The salesperson showed us many kinds of , and

each felt very different.
a. beamed b. fabric
© Macmillan/McGraw-Hill

10. Once I packed my in boxes, we moved to the new

apartment.
a. quarreling b. possessions

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Seven Spools of Thread
Grade 3/Unit 4
193
 Practice
Name Comprehension:
Draw Conclusions

You draw conclusions, or decide what you think about

something, based on facts or on information in a story and
what you know from experience. Drawing conclusions helps
you figure out what the author doesn’t tell you and better
understand what you read.

Read each paragraph below. Is the conclusion correct? Write yes

on the line if it is correct. Write no if it is not.

1. Joy and Susan are skipping rope. They share the jump rope. Each
makes sure that the other girl gets a turn.

Conclusion: The girls are fighting.

2. James wants to watch a movie on television. His big brother wants to
watch a football game. They agree to watch the football game first.
Conclusion: Their family is happy that they solved their problem.

3. Jordan tries to trip Josh as they walk in line. Josh yells at Jordan.

Conclusion: The teacher is glad to see them getting along.

4. Tanya has borrowed her sister’s new shirt without asking. Her sister is
angry and wants the shirt back.

Conclusion: They are not getting along.

© Macmillan/McGraw-Hill

5. Write the correct conclusion for Number 1.

R 2.0 Reading Comprehension

194 Seven Spools of Thread
Grade 3 /Unit 4
 Practice
Name Comprehension:
Conclusion Map

As you read Seven Spools of Thread, fill in the Conclusion Map.

Clue

Clue

Clue

Conclusion

Clue

Clue

Clue
© Macmillan/McGraw-Hill

Conclusion

How does the information you wrote in this Conclusion Map help you better
understand Seven Spools of Thread?

R 2.0 Reading Comprehension

Seven Spools of Thread
Grade 3/Unit 4
195
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

In Rome there once lived a slave named Androcles.
9 The master who purchased him treated him poorly. One
18 day, Androcles took his few possessions and ran away. In a
29 dark forest, he heard a loud roar.
36 “That sounds like a lion!” he thought.
43 He heard the roar again. Now it sounded more like a
54 moan. In a clearing, he saw the lion. Androcles was
64 frightened. But the lion didn’t move.
70 The beast was in pain. Its right paw was bleeding. A
81 large thorn was stuck in it.
87 Androcles could see that the lion was hurt.
95 Androcles was scared, but he was brave. 102

Comprehension Check
1. Why did Androcles run away? Main Idea and Details

2. What do you think Androcles will do next? Plot Development

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
Seven Spools of Thread and with appropriate pacing, intonation, and expression.
196 Grade 3/Unit 4
 Practice
Name Text Feature:
Rules

Rules are directions that guide people’s behavior or action.

• Rules tell people how to behave and what is expected
of them.
• Rules are often written in a numbered or bulleted list.
• Lists of rules usually have a title that tells who should
follow them.

A. Read the following questions and circle the letter of the

correct answer.
1. Why are rules important?
a. They tell people how to act.
b. They help keep the score in a game.
2. How are rules usually written?
a. on a wall
b. in a numbered or bulleted list
3. What is usually at the top of a list of rules?
a. a person’s name
b. a title
4. Why might there be a title at the top of a list of rules?
a. to tell who should follow the rules
© Macmillan/McGraw-Hill

b. to make it look scary

5. Where are some places you might see a list of rules?

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and

indexes to locate information in text. Seven Spools of Thread
Grade 3/Unit 4
197
 Practice
Vocabulary Strategy:
Name Multiple-Meaning
Words

Multiple-meaning words have more than one meaning. The

word light is an example:
Read this sentence: I think someone is home, because I see
light on. The word light means “brightness or illumination.”
Read this sentence: My little sister was able to lift the bag
because it was so light. The word light means “not heavy.”
If you are not sure of a word’s meaning, use a dictionary to
figure out which definition is correct.

Choose the word or phrase that has the same meaning as the
word in boldface type. Then put a check mark next to the word
or phrase that has the same meaning. Use a dictionary if you
need help.
1. In the play, Mark and Jim argued about sports.
a story that is acted out on stage to do something for fun

2. It was kind of Gina to pick up the paper that the older man dropped.
type or sort of person, place, or thing nice

3. I let Carlos take my place at bat.

a small, furry animal a turn to hit the ball in baseball

4. It is not fair to make a team of first-graders play a team of third-graders.

© Macmillan/McGraw-Hill

going by the rules a large show

5. I write with my left hand.

went out the opposite of “right”

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

198 Seven Spools of Thread
Grade 3/Unit 4
 Practice
Spelling:
Name Words with
ou, ow

Fold back the paper 1. 1. found

along the dotted line.
Use the blanks to 2. 2. town
write each word as it 3. 3. shout
is read aloud. When
you finish the test, 4. 4. owl
unfold the paper. Use
the list at the right to 5. 5. bow
correct any spelling 6. 6. round
mistakes.
7. 7. plow

8. 8. crowd

9. 9. proud

10. 10. clouds

11. 11. mouse

12. 12. down

13. 13. house

14. 14. gown

15. 15. sound

Challenge Words 16. 16. outline

17. 17. louder

© Macmillan/McGraw-Hill

Review Words 18. 18. look

19. 19. true

20. 20. food

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Seven Spools of Thread
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 4
199
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
ou, ow

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

Sample A: Sample B:
play gold
𝖡 plae 𝖥 goald
𝖢 playe 𝖦 goled
𝖣 plaiy 𝖧 golde

1. 𝖠 fonde 6. 𝖤 rond 11. 𝖠 mowss

𝖡 fownd round 𝖡 mowse
found 𝖦 ronde 𝖢 mouce
𝖣 fuond 𝖧 rownd mouse
2. town 7. plow 12. down
𝖥 toun 𝖡 ploue 𝖥 dowen
𝖦 towne 𝖢 plowe 𝖦 doune
𝖧 toune 𝖣 plowel 𝖧 duwn
3. 𝖠 showt 8. 𝖤 krowd 13. 𝖠 hows
𝖡 sheut crowd 𝖡 hous
shout 𝖦 kroud 𝖢 howse
𝖣 shote 𝖧 croued house
4. 𝖤 oul 9. 𝖠 prowd 14. 𝖤 goen
© Macmillan/McGraw-Hill

𝖥 owel 𝖡 proued gown

𝖦 ouwl proud 𝖦 goun
owl 𝖣 pruod 𝖧 gowen
5. 𝖠 bowe 10. 𝖤 clowds 15. 𝖠 scound
𝖡 boue clouds 𝖡 sownd
𝖢 bou 𝖦 klouds sound
bow 𝖧 cloweds 𝖣 souned
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
200 Seven Spools of Thread
Grade 3/Unit 4
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Verbs Be, Do, Have

• The verb be has special forms. The chart shows which form
of be to use with a sentence subject.
SUBJECT PRESENT PAST
he, she, it is was
we, you, they are were
I am was

Write the correct form of be to finish each sentence.

1. Tanya a baker.
2. She 16 years old when she took her first baking job.
3. We among her first customers at her shop.
4. We nearby when the shop opened.
5. Now we big fans of her strawberry pies.
6. They the best pies in the world.
7. I certain you would like them.
8. Years ago, Tanya a strawberry picker.
9. “That is why I now a strawberry expert,” she
explains.
10. Strawberries at their best in June.
11. Baking lots of fun!
12. Where the sugar for the strawberries?
© Macmillan/McGraw-Hill

13. Tanya mixing the batter.

14. We ready to put the pie in the oven.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Seven Spools of Thread
Grade 3/Unit 4
201
 Practice
Name Grammar:
Verbs Be, Do, Have

• Remember that the verbs be, do, and have have special
forms.

A. Proofread the passage. Circle any incorrect uses of be, do, or have.
I is learning to bake. Grandma are teaching me. We was at her house
today. She asked if I knew how to bake a strawberry shortcake. I told her I
did not. I does like strawberries, though! Grandma agreed to let me help her.
After we baked the cake, we served it to the family.
“I is very impressed,” declared Mom.
“It be a fantastic strawberry shortcake!” said Dad.
“You does a great job!” said Grandma.
“We was a good team,” I said.

B. Writing Activity
Rewrite the passage. Use the correct forms of be, do, or have.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Seven Spools of Thread Have students reread the passage to a partner.
202 Grade 3/Unit 4
 Practice
Writing:
Name Replacing “that”
Statements with
Dialogue

1. Please read these sentences.

Jill said that she was going home. Amanda said that she was too.
This second set replaces these “telling” statements with dialogue that
give a much clearer picture of what is happening. For example:
Jill said, “I’ve had enough of this. I’m going home.” “Me too,”
Amanda agreed. “I’ve never been so cold in my life.”
2. Rewrite these sentences. Try to SHOW how Paul and Jimmy, and then
Janet and Michael were feeling by the kind of words that they use.
a. Paul said that he did not want to finish the game. Jimmy said that he
wanted to keep playing.
b. Janet asked who had the remote control. Michael said that Janet had
it last.
© Macmillan/McGraw-Hill

Extra Practice: Rewrite these sentences following the above instructions:

Theo said that he was done with his dinner. Mom said that he wasn’t.

W 1.0 Writing Strategies

Seven Spools of Thread
Grade 3/Unit 4
203
 Practice
Name Phonics/ Word Study:
Plurals

• To form the plural of most nouns, add -s:

book books
• To form the plural of most nouns that end in a consonant
and y, change the y to i and add -es:
story stories
• To form the plural of nouns ending in x, ch, and sh, add -es:
wish wishes

Circle the correct plural form of each word.

1. bunny bunnes bunnys bunnies

2. bunch bunchs bunches bunchies

3. tray traies trays trayes

4. fox foxs foxies foxes

5. cherry cherryes cherrys cherries

6. fly flys flyes flies

7. twin twinnes twinnies twins

© Macmillan/McGraw-Hill

8. boy boys boyes bois

9. ash ashs ashes ashies

10. monkey monkies monkeyes monkeys

R 1.1 Know and use complex word families when reading (e.g., -ight) to
decode unfamiliar words.
204 Nacho and Lolita • Grade 3/Unit 4 R 1.2 Decode regular multisyllabic words.
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. exhausted a. begged for something

2. preparations b. a feeling of love or attachment

3. brilliance c. very, very tired

4. pleaded d. actions to get ready for an event

5. guarantee e. sparkly and shiny

6. affection f. to promise something will happen

B. Choose the vocabulary word that completes each sentence

correctly.

7. The skater was after practicing with her partner.

a. exhausted b. pleaded

8. I can that you’ll have fun if you play on our team.

a. brilliance b. guarantee

9. After I with my sister, she said she’d help us make

our costumes.
a. exhausted b. pleaded
© Macmillan/McGraw-Hill

10. The for the school play took several days.

a. brilliance b. preparations

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Nacho and Lolita • Grade 3/Unit 4 205
 Practice
Name Comprehension:
Theme

Every story has a theme, or message, that the author wants

the reader to understand. Sometimes the author states the
theme. When it is not stated, use information that the author
gives to identify the theme.

Read the passages and underline the parts of the passage

that help you figure out the message or theme. Then answer
the questions.
During the summer, Grasshopper spent his days playing, singing,
and chirping. Ant worked hard, gathering corn to store in his nest.
Grasshopper made fun of Ant. He said that he was wasting the beautiful
summer days. When winter came, Grasshopper had no food and was
nearly starving. Ant, on the other hand, had plenty.
1. Circle the letter next to the sentence that states the theme of the passage.
a. It’s best to play in the summer, when it is warm.
b. Ants make the best workers.
c. It’s best to prepare for the days ahead.
A very thirsty Crow saw a pitcher. She flew over to it, anxious to
quench her thirst. When she put her beak into the pitcher, she couldn’t
reach the water. Crow was so disappointed. Then she thought of a clever
plan. She gathered pebbles and dropped them into the pitcher, one by one.
The water rose higher and higher. Finally it was high enough for Crow
© Macmillan/McGraw-Hill

to drink.
2. Circle the letter next to the sentence that states the theme of the
passage.
a. Crows are much smarter than most other birds.
b. When you really have to, you can figure out a plan.
c. Crows should look for water in a pond or stream.

R 3.4 Determine the underlying theme or author’s message in fiction

and nonfiction text.
206 Nacho and Lolita • Grade 3/Unit 4
 Practice
Name Comprehension:
Theme Map

As you read Nacho and Lolita, fill in the Theme Map.

Clue

Clue

Clue

Theme
© Macmillan/McGraw-Hill

How does the information you wrote in this Theme Map help you
evaluate Nacho and Lolita?

R 3.4 Determine the underlying theme or author’s message in fiction

and nonfiction text.
Nacho and Lolita • Grade 3/Unit 4 207
 Practice
Name Fluency:
Expression

As I read, I will pay attention to expression.

The snail kite is very rare. Only a few hundred are left.
12 Snail kites are picky eaters. They only eat apple snails.
22 No apple snails means no snail kites. And the apple snail
33 is disappearing.
35 Apple snails need a special place to live. If the swamp
46 gets too dry, the snail dies. If the swamp gets too wet, fish
59 eat the snails.
62 This shows how an animal is hurt by a change in its
74 habitat. Today, scientists are making new homes for the
83 snails in the swamp, an area of wet land. If they restore
95 the apple snail, they can help the snail kite. 104

Comprehension Check
1. What is the main idea of this passage? Main Idea and Details

2. How can scientists help the snail kite? Relevant Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
208 Nacho and Lolita • Grade 3/Unit 4
 Practice
Literary Element:
Name Consonance and
Metaphor

Poets use consonance and metaphor to make their writing

descriptive.
Consonance is the repetition of the same consonant sound at
the end of words that are close together, such as the /t/ sound
in: We bought a boat and sat on the seat.
A metaphor is a kind of figurative language that suggest that
one thing is like another.
Example: My bedroom is a fire pit. This means that your
bedroom is really hot.

A. Read each pair of sentences. Write the letter of the sentence

pair that has consonance.
1. 2.

a. We meet on our street. a. Why do we wait?

Then we eat a good treat. It’s not time to leave.

b. Go to the house. b. The dog Wag can beg.

Find the garden. Wag can beg for an egg.

B. Read each pair of sentences. Write the letter of the sentence

that is a metaphor.

3. 4.
© Macmillan/McGraw-Hill

a. My apple is bright red. a. Our classroom is an icebox.

b. My apple is a shiny red ball. b. Our classroom is really cold.

R 2.0 Reading Comprehension

Nacho and Lolita • Grade 3/Unit 4 209
 Practice
Name Vocabulary Strategy:
Related Words

Words that have similar meanings are related words.

A thesaurus is a dictionary of similar, or related words.
Finding related words in a thesaurus can help you figure
out the meaning of a new word.
For example, this is a thesaurus entry for the word permit.
permit allow, let, consent
The words permit, allow, let, and consent are related words
because they have similar meanings.

Circle the letter next to a related word for the word in dark print.
1. If you’re here to help with the costumes, please locate a seat.
a. build
b. sit
c. find
2. According to the poster, we need cash to pay for the tickets.
a. money
b. friends
c. bank
3. Please don’t interrupt the student who is giving a speech.
a. disturb
b. cheer for
© Macmillan/McGraw-Hill

c. copy
4. If you enjoy the production, you should certainly clap.
a. disapprove
b. like
c. see

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.
210 Nacho and Lolita • Grade 3/Unit 4
 Practice
Name Spelling:
Plurals

Fold back the paper 1. 1. years

along the dotted line.
Use the blanks to 2. 2. twins
write each word as it 3. 3. trays
is read aloud. When
you finish the test, 4. 4. states
unfold the paper. Use
the list at the right to 5. 5. ashes
correct any spelling 6. 6. foxes
mistakes.
7. 7. inches

8. 8. flies

9. 9. cities

10. 10. lunches

11. 11. horses

12. 12. ties

13. 13. skies

14. 14. bodies

15. 15. boxes

Challenge Words 16. 16. pinches

17. 17. toys

© Macmillan/McGraw-Hill

Review Words 18. 18. town

19. 19. round

20. 20. crowd

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Nacho and Lolita • Grade 3/Unit 4 211
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Plurals

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

Sample A: Sample B:
𝖠 charss bushes
𝖡 chairs 𝖥 bushs
𝖢 chaires 𝖦 bushez
𝖣 chairz 𝖧 bushess

1. 𝖠 foxess 6. 𝖤 boxs 11. 𝖠 cityes

𝖡 foxez boxes 𝖡 cityies
𝖢 foxiz 𝖦 boxez cities
foxes 𝖧 boxess 𝖣 citeyes
2. 𝖤 bodys 7. 𝖠 yeers 12. 𝖤 stayts
𝖥 bodyes 𝖡 yearz states
bodies years 𝖦 staites
𝖧 bodyies 𝖣 yeares 𝖧 staits
3. lunches 8. twins 13. inches
𝖡 lunchs 𝖥 twinez 𝖡 inchis
𝖢 lunchez 𝖦 twines 𝖢 inchez
𝖣 lunchies 𝖧 twinz 𝖣 inchs
4. 𝖤 flys 9. 𝖠 skyes 14. ashes
© Macmillan/McGraw-Hill

𝖥 flyes 𝖡 skys 𝖥 ashiz

flies 𝖢 skyies 𝖦 ashez
𝖧 flyies skies 𝖧 ashis
5. trays 10. 𝖤 horsis 15. 𝖠 tyes
𝖡 trais 𝖥 horsess 𝖡 teyes
𝖢 trayes 𝖦 horss 𝖢 tiez
𝖣 traies horses ties
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
212 Nacho and Lolita • Grade 3/Unit 4 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Linking Verbs

• The verb be is a common linking verb. Be has special forms

in the past tense.
Jim was at the door.
My brothers and I were sorry.

For each sentence below, write the verb form of be that agrees
with the subject of the sentence.
1. My brothers and I always fighting.
2. Dad upset about our fights.
3. The solution to make us work together.
4. Our task to build a tree house.
5. We all eager to have a tree house.
6. I in charge of measuring.
7. Dad there to help us cut and nail.
8. We hard at work.
9. It all very peaceful.
10. We glad we did something together.
11. My brothers and I careful with the nails.
12. The wooden planks everywhere.
13. We out back all day.
© Macmillan/McGraw-Hill

14. Dad happy with our progress.

15. We thirsty in the hot sun.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Nacho and Lolita • Grade 3/Unit 4 213
 Practice
Name Grammar:
Linking Verbs

• The verb be connects the subject to the rest of the sentence.

Be has special forms in the present tense and the past tense.
PRESENT PAST
I am I was
He, she, it is He, she, it was
You, they, we are You, they, we were

A. Proofread the story. Circle any linking verbs that are not correct.
my brother and I helped Grandma decorate for Kwanzaa. I is the oldest, so I
got the red, black, and green candles. I arranged them in the center of the table
“That be my job” Carl said. “I did it last year.”
Then we started yelling at each other.
“Boys” said Grandma. “why don’t you work together to arrange the table”
So we did and made the table look nice. It are not so bad. in fact, we be a
pretty good team
B. Rewrite the paragraph. Use the correct linking verbs. Make sure
that all sentences begin with a capital letter and have an end mark.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
214 Nacho and Lolita • Grade 3/Unit 4
 Practice
Writing: Replacing
Name TELLING Statements
with Dialogue that
SHOWS

1. Please read the following TELLING sentences:

The turtle escaped. Mom and I were looking for it everywhere.
2. Now turn this into a dialogue. Use verbs that SHOW that the two people
were feeling upset.
Example:
I screamed, “The turtle is missing.” Then running downstairs, I begged
my mother, “Please stop what you are doing and help me look for the turtle
until we find it.”

3. Rewrite this again, substituting verbs that SHOW that the people are
feeling not at all concerned.
© Macmillan/McGraw-Hill

Extra Practice: Change the following TELLING sentence into a

dialogue using verbs that SHOW that the people are excited:
Kurt and Myles got ready for Juanita’s surprise party.

W 1.0 Writing Strategies

Nacho and Lolita • Grade 3/Unit 4 215
 Practice
Phonics/ Word Study:
Name Variant Vowels au, aw,
alt, alk, all, ough

Say these words and listen for the vowel sound: Paul, saw, salt,
walk, tall, cough. This is the /ô/ sound.
The /ô/ sound has a different spelling in each word. In these six
words, /ô/ is spelled au, aw, alt, alk, all, and ough.

Circle the letters that stand for the /ô/ sound in each word.
1. p a w 7. s m a l l

2. y a w n 8. c l a w

3. f a l l 9. A u g u s t

4. t a l k 10. c h a l k

5. s a u c e 11. f a u l t

6. b r o u g h t 12. t h o u g h t

© Macmillan/McGraw-Hill

R 1.1 Know and use complex word families when reading

A Solution to Pollution (e.g., -ight) to decode unfamiliar words.
216 Grade 3/Unit 4
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. pollution a. knowing about something

2. utilize b. point something out so that other

people will notice
3. awareness c. dirt and garbage in the environment
4. emphasize d. make good use of something

B. Choose the vocabulary word that completes each sentence

correctly. Write the word on the line.

utilize awareness pollution emphasize

5. My class wants to clean up the at the lake.

6. We will make posters to raise about the problem.

7. The posters will the things we need to do to clean

up the problem.

8. We will the experience of our teachers and parents

to create a plan.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

A Solution to Pollution
Grade 3/Unit 4
217
 Practice
Name Comprehension:
Problem and Solution

A problem is the difficulty or challenge that a character in

a story faces. The solution is the way in which a character
solves the problem.

Read the passages. Then write each problem and solution.

Kerry wanted to plant vegetables. But she lived in an apartment and

there was no space for a garden. One day she and her mom took a walk
and saw people creating a community garden. The garden was divided
into sections for many families. Kerry and her mom signed up to plant
and care for one section in the garden. Kerry was going to be a farmer!

PROBLEM:

SOLUTION:

Some third-graders learned about a school that lost all of their books
in a flood. The students wanted to help. Their teacher suggested that they
hold a pancake breakfast to raise money. The students helped to organize
the breakfast. They bought books and other supplies with the money they
earned and sent these items to the school.

PROBLEM:
© Macmillan/McGraw-Hill

SOLUTION:

R 2.6 Extract appropriate and significant information from the text,

A Solution to Pollution including problems and solutions.
218 Grade 3/Unit 4
 Practice
Comprehension:
Name Problem and Solution
Chart

As you read A Solution to Pollution, fill in the Problem and

Solution Chart.

Problem

Solution
© Macmillan/McGraw-Hill

How does the information you wrote in the Problem and Solution
Chart help you summarize A Solution to Pollution?

R 2.6 Extract appropriate and significant information from the text,

including problems and solutions. A Solution to Pollution
Grade 3/Unit 4
219
 Practice
Fluency:
Name Pronunciation and
Phrasing

As I read, I will pay attention to my pronunciation and phrasing.

Without water there can be no life. Your body needs
10 water to stay healthy. You take a bath in it to stay clean.
23 You wash your clothes in clean water.
30 Cars won’t run without water. Without water, our native
39 plants would not grow. Animals we raise for food need
49 water too. Without water, we’d all be thirsty and hungry.
59 But where do we find water?
65 About 70 percent of Earth is covered with water. But
74 most of Earth’s water is salt water. We cannot drink it
85 because it has too much salt.
91 About three percent of Earth’s water is fresh. Only
100 fresh water is good for drinking. 106

Comprehension Check
1. Why is water an important natural resource? Plot Development

2. How much of Earth’s water is fresh? Main Idea and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
A Solution to Pollution and with appropriate pacing, intonation, and expression.
220 Grade 3/Unit 4
 Practice
Name Study Skill:
Media Center

A media center is a place where you can use computers to

do research on the Internet. It is helpful to understand these
important terms.
• Search engine: a computer program system that uses key
words to look for information on the Internet
• Key words: important words that identify a subject or articles
about the subject on the Internet
• URLs: addresses for Web sites on the Internet

Answer the following questions about a media center.

1. What is a search engine?
a. a computer program system that uses key words to look for
information on the Internet
b. a computer that tells other computers what to do
2. What are URLs?
a. addresses of Web sites on the Internet
b. people’s home addresses
3. A media center is .
a. a place to watch many televisions at one time
b. a place where you can use computers to do research
4. Key words are .
© Macmillan/McGraw-Hill

a. important words that identify a subject or articles on the Internet

b. vocabulary words that help you use computers
5. To research a subject on the Internet, type into a search engine.
a. correct answers
b. key words

W 1.3 Understand the structure and organization of various reference

materials (e.g., dictionary, thesaurus, atlas, encyclopedia). A Solution to Pollution
Grade 3/Unit 4
221
 Practice
Name Comprehension:
Writing Frame

Problem/Solution Writing Frame

A. Summarize A Solution to Pollution. Use the Problem/Solution Writing
Frame below.

California has many beautiful beaches. However, these beaches face several
problems.
One problem is because

Another problem is because

To help solve these problems,

The result is that

B. Rewrite the completed summary on another sheet of paper. Keep it as

a model for writing a summary of an article or selection using this text
© Macmillan/McGraw-Hill

structure.

R 2.0 Reading Comprehension

222 A Solution to Pollution
Grade 3/Unit 4
 Practice
Name Vocabulary Strategy:
Suffixes -ful, -ly

The suffixes -ful and -ly are word parts that can be added to the end
of words. Adding a suffix creates a new word with its own meaning.
The suffix -ful means “full of.” The word cheer means “good feeling.”
The word cheerful means “full of good feeling.”
The suffix -ly means “in a certain way.” The word rapid means “fast.”
The word rapidly means “in a fast way.”

Write a word with a suffix to match the meaning of each

underlined phrase.

1. My teacher speaks in a quiet way when we go to the library.

2. Being in the library is always full of rest for me.

3. Our bus driver drives in a slow way down my street.

4. Please be full of care when you cross the street.

5. The block party on our street was full of joy.

6. I walked in a sad way when I couldn’t find my cat.

© Macmillan/McGraw-Hill

R 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and
suffixes (e.g., -er, -est, -ful) to determine the meaning of words. A Solution to Pollution
Grade 3/Unit 4
223
 Practice
Spelling:
Name Words with Variant
Vowels au, aw, alt,
alk, all, ough

Fold back the paper 1. 1. yawn

along the dotted line.
Use the blanks to 2. 2. salt
write each word as it 3. 3. lawn
is read aloud. When
you finish the test, 4. 4. halls
unfold the paper. Use
the list at the right to 5. 5. hauls
correct any spelling 6. 6. hawks
mistakes.
7. 7. caused

8. 8. small

9. 9. paw

10. 10. straw

11. 11. crawl

12. 12. draw

13. 13. saw

14. 14. mall

15. 15. ball

Challenge Words 16. 16. bought

17. 17. paused

© Macmillan/McGraw-Hill

Review Words 18. 18. twins

19. 19. flies

20. 20. toys

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
224 A Solution to Pollution
Grade 3/Unit 4
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Variant Vowels au, aw,
alt, alk, all, ough

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 taul law
𝖡 tall 𝖥 lau
𝖢 tal 𝖦 lough
𝖣 taal 𝖧 laaw

1. 𝖠 causd 6. hauls 11. 𝖠 halz

𝖡 coughzed 𝖥 haulls 𝖡 hawls
𝖢 cawsed 𝖦 hawls 𝖢 hals
caused 𝖧 hawlls halls
2. 𝖤 baul 7. 𝖠 drau 12. small
𝖥 bawll 𝖡 drough 𝖥 smaul
ball draw 𝖦 smawl
𝖧 baall 𝖣 drauw 𝖧 smal
3. yawn 8. 𝖤 hawcks 13. crawl
𝖡 yaun 𝖥 hauks 𝖡 craul
𝖢 youghn hawks 𝖢 crawel
𝖣 yauwn 𝖧 hauwks 𝖣 crall
4. 𝖤 sault 9. saw 14. 𝖤 pawe
𝖥 sawlt 𝖡 sawe
© Macmillan/McGraw-Hill

paw
𝖦 sallt 𝖢 sau 𝖦 pau
salt 𝖣 sauw 𝖧 pough
5. 𝖠 strauw 10. 𝖤 laun 15. 𝖠 mawel
𝖡 strau lawn 𝖡 mauwl
straw 𝖦 lauwn mall
𝖣 strough 𝖧 lawne 𝖣 mawll

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
A Solution to Pollution
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 4
225
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Contractions with Not

• A contraction is a shortened form of two words.

• An apostrophe (’) shows where one or more letters have
been left out. In most contractions with not, the apostrophe
takes the place of the letter o.

Rewrite each sentence using a contraction in place of the

underlined verb. Make the sentence mean the opposite.
1. I did want to share a room with my brothers.

2. There was enough space for all of us.

3. There is a place in the house for me to call my own.

4. At first, we were sure what to do.

5. “I do mind using the storage room,” I told Mom.

6. “I will mind,” said Mom.

7. I have had a room of my own yet.

© Macmillan/McGraw-Hill

8. I was sure how to fix it up.

To the Teacher: Complete the entire page with students.

A Solution to Pollution Have students reread the sentences to a partner.
226 Grade 3/Unit 4
 Practice
Name Grammar:
Contractions with Not

• A contraction is a shortened form of two words.

• An apostrophe (’) shows where one or more letters have
been left out.

A. Proofread these paragraphs. Circle any contractions that are

not correctly written. Add the apostrophes where they belong.
Its very difficult to share a room. You dont have any space of your own.
You cant ever have the whole place to yourself. I had this problem. I shared
my room with my brothers. They came in and played when I tried to do
homework. We fought all the time. I didnt have a way to get away from
everyone!
Then I had an idea. Our attic hadnt been used much. Mom and Dad said
that they werent planning to use all the space. I cleared out an area in the
attic. I put up curtains to make it private. I found old furniture that wasnt
being used. Suddenly I had an office. Its my own special place. Best of all,
my brothers and I arent fighting anymore! So if you havent got a place of
your own, look around. There might be a special place just waiting for you
to find it!

B. Writing Activity

Write a short poem that describes a space of your own. Use at

least two contractions.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. A Solution to Pollution
Grade 3/Unit 4
227
 Writing Rubric

228 A
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Name

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

Grade 3/Unit 4
Organization and Organization and Organization and Organization and

Solution to Pollution
Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

W 1.0 Writing Strategies

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

Rubric
Writing:
Practice

© Macmillan/McGraw-Hill
 Practice
Name Phonics/ Word Study:
Homophones

Homophones are words that sound the same but are spelled
differently and have different meanings.
Read these homophones and their definitions.
by: close to, beside
buy: to get something by paying money

A. Read the clues. Then write the correct homophone.

beat beet plane plain peace piece

sail sale rowed road

1. It is a dark red vegetable.

2. You can fly in this machine.

3. It means the same thing as “a slice.”

4. It is a part of some boats.

5. A car travels on it.

B. Write one sentence that uses both of these words: ate, eight.
© Macmillan/McGraw-Hill

6.

R 1.1 Know and use complex word families when reading (e.g., -ight) to
decode unfamiliar words. Ramona and Her Father
Grade 3/Unit 4
229
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. anxious a. angry

2. cross b. was in charge of planning, organizing, and

running an event
3. managed
c. unluckily
4. alarmed
d. make believe something is happening
5. pretend e. worried or nervous about something
6. unfortunately f. feeling frightened or afraid

B. Choose the vocabulary word that completes each sentence

correctly.

7. , family members sometimes have problems and

need help.

8. Sometimes people feel when they have to give up

doing what they planned in order to help a family member.

9. We all were when my brother got sick

and had to go to the hospital.

10. It’s not right to that you’re too busy to help when a
© Macmillan/McGraw-Hill

family member has a problem.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

230 Ramona and Her Father
Grade 3/Unit 4
 Practice
Name Comprehension:
Problem and Solution

A story has a problem and a solution.

The problem 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.

Read each pair of sentences below. If the sentence tells about

a problem, write P in front of the sentence. If the sentence tells
about a solution, write S in front of the sentence.

1. Dad leaves for work very early, so he can’t feed the dog.
My brother and I take turns feeding the dog.

2. Joe helped his sister do her math homework.

Joe’s sister had trouble understanding her math problems.

3. Sue, her brothers, and her parents painted the house on Saturday.
The paint on Sue’s house was peeling.

4. Carla wanted to buy her mom a present but she didn’t have
enough money.
Carla’s brother suggested they put their money together to buy
© Macmillan/McGraw-Hill

a gift from both of them.

R 2.6 Extract appropriate and significant information from the text,

including problems and solutions. Ramona and Her Father
Grade 3/Unit 4
231
 Practice
Comprehension:
Name Problem and Solution
Chart

As you read Ramona and Her Father, fill in the Problem and
Solution Chart.

Problem

Solution
© Macmillan/McGraw-Hill

How does the information you wrote on the Problem and Solution
Chart help you better understand Ramona and Her Father?

R 2.6 Extract appropriate and significant information from the text,

Ramona and Her Father including problems and solutions.
232 Grade 3/Unit 4
 Practice
Name Fluency:
Intonation

As I read, I will pay attention to intonation.

Bergh’s behavior did not tend to make him well liked.
10 A cartoon showed him with a long nose, “butting it into
21 other people’s business.”
24 Bergh carried on. He had sturdy drinking fountains
32 made for the horses. He saw to it that clinics were built to
45 help animals who were sick.
50 Bergh had to convince people that the ASPCA was a
60 good idea. He gave talks whenever and wherever he could.
70 Soon people began to listen. The society spread to other
80 cities. Soon it reached all the way across the United States.
91 Bergh saw that some cats and dogs were abused too.
101 Dogs were forced to pull carts. They were made to fight
112 each other in shows. Stray dogs and cats were caught and
123 killed. 124

Comprehension Check
1. How did Henry Bergh help animals? Plot Development

2. How did Bergh try to improve things for horses? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and

accurately and with appropriate pacing, intonation, and expression. Ramona and Her Father
Grade 3/Unit 4
233
 Practice
Literary Element:
Name Speaker and
Alliteration

• In a poem, a speaker tells the story and makes the

experience more personal.
• Alliteration is the repetition of the same beginning sound
in a series of words.
• Tongue twisters use alliteration. “Little Larry Lyons likes
lemonade” repeats the sound of l.

Circle the alliterated sounds in the poem below. Draw a line

under the words that tell who the speaker of the poem is.

I’m an oak tree, oh so old.

Here’s a story I’ve often told.
When the sun is high and hot,
I spread soft shade to cool the lot.
The children rest beneath the shade
And pick pretty pansies after they’ve played.

© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

234 Ramona and Her Father
Grade 3/Unit 4
 Practice
Name Vocabulary Strategy:
Prefixes

Prefixes are word parts that can be added to the beginning of a base
word. When a prefix is added to a base word, it changes the meaning
of the base word. Some common prefixes are re-, un-, dis-, and pre-.
• re- means “again” • un- means “not” or “opposite of”
re + make = remake un + kind = unkind
• mis- means “wrong” ” • pre- means “before”
mis + spent = misspent pre + order = preorder

Use a word from the box below to complete each sentence.

unhappy replace misinform unable rebuild prepay

1. My sister Rosa was when she heard about the

problems at the community park.

2. Kids were to play there because the swings were

broken and the slide was rusty.

3. Rosa wanted to tell people about the park, but she didn’t want to
anyone.

4. One friend wanted to the swings and the slide, but

my sister thought that would be too hard.
© Macmillan/McGraw-Hill

5. Rosa wanted to buy new playground equipment, but she needed money
to for all the equipment.

6. The city council agreed to donate the money to the

broken and rusty playground equipment, so Rosa was happy.

R 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-)
and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. Ramona and Her Father
Grade 3/Unit 4
235
 Practice
Name Spelling:
Homophones

Fold back the paper 1. 1. sale

along the dotted line.
Use the blanks to 2. 2. sail
write each word as it 3. 3. beet
is read aloud. When
you finish the test, 4. 4. beat
unfold the paper.
Use the list at the 5. 5. rode
right to correct any 6. 6. road
spelling mistakes.
7. 7. two

8. 8. its

9. 9. it’s

10. 10. your

11. 11. you’re

12. 12. to

13. 13. too

14. 14. see

15. 15. sea

Challenge Words 16. 16. they’re

17. 17. there

© Macmillan/McGraw-Hill

Review Words 18. 18. salt

19. 19. lawn

20. 20. small

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
236 Ramona and Her Father
Grade 3/Unit 4
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Homophones

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

Sample A: Sample B:
𝖠 sint 𝖤 som
𝖡 sent 𝖥 sume
𝖢 sente 𝖦 some
𝖣 cente 𝖧 soum

1. 𝖠 beete 6. 𝖤 itz 11. 𝖠 tou

𝖡 beet 𝖥 its 𝖡 two
𝖢 beyt 𝖦 itts 𝖢 tue
𝖣 bete 𝖧 itzs 𝖣 toue
2. 𝖤 sayle 7. 𝖠 you’re 12. 𝖤 tou
𝖥 saal 𝖡 yo’re 𝖥 to
𝖦 sail 𝖢 your’e 𝖦 touw
𝖧 sayl 𝖣 yur’e 𝖧 towe
3. 𝖠 tue 8. 𝖤 road 13. 𝖠 saal
𝖡 twoe 𝖥 rodde 𝖡 sale
𝖢 too 𝖦 rowd 𝖢 sael
𝖣 tuew 𝖧 rowde 𝖣 sayl
4. 𝖤 beat 9. 𝖠 sei 14. 𝖤 cee
𝖥 𝖡 𝖥
© Macmillan/McGraw-Hill

beit sea sei

𝖦 bete 𝖢 cee 𝖦 cea
𝖧 bete 𝖣 cea 𝖧 see
5. 𝖠 rode 10. 𝖤 yur 15. 𝖠 its’
𝖡 rood 𝖥 your 𝖡 itz’
𝖢 roud 𝖦 youre 𝖢 it’s
𝖣 rodd 𝖧 yure 𝖣 ite’s

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Ramona and Her Father
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 4
237
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Main and
Helping Verbs

• Is, are, am, was, were, and will can be helping verbs.
• Use is, are, and am to tell about what is happening now.
I am reading about plant life.
Jeff is reading about plant life.
We are reading about plant life.
• Use was and were to tell about what happened in the
past.
I was learning about sea creatures last week.
We were learning about sea creatures last week.
• Use will to tell about something that will happen in the future.
We will visit the bay tomorrow.

Write a helping verb to finish each sentence.

1. Last week we learning about spartina.
2. I listening to Mr. Perkins.
3. He talking about the problems in the bay.
4. Kim and I doing a project about native bay life.
5. I looking for good photos to use.
6. We finding lots of interesting information.
7. We trying to find a way to use it all.
8. Kim bringing her camera to the bay.
9. She going to take her own pictures.
© Macmillan/McGraw-Hill

10. As we walked, I feeling very surprised.

11. I looking for spartina.
12. I walking in some muddy water.

To the Teacher: Complete the entire page with students.

Ramona and Her Father Have students reread the sentences to a partner.
238 Grade 3/Unit 4
 Practice
Grammar:
Name Main and
Helping Verbs

• Helping verbs help other verbs show an action.

• Forms of have—have, has, and had—are used with verbs
ending in -ed.
• Forms of be—is, are, was, and were—are used with verbs
ending in -ing.
• Will helps to tell what will happen in the future.

A. Proofread the passage. Circle any incorrect helping verbs.

We has gotten on the buses very early, at 7:00 A.M. We slept on the way to
Padilla Bay. We finally arrived at 9:00 A.M.
“I has never been so tired! yawned Steph.
“Wake up! said Tory. I is planning to take a class picture.”
“She have taken pictures at every class trip sighed Steph.
“Hurry up!” said Ms. Harper. We has a lot of activities planned for today.

B. Writing Activity
Rewrite the passage. Write the helping verbs correctly. Add
commas and quotation marks where necessary.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Ramona and Her Father
Grade 3/Unit 4
239
 Practice
Name Writing:
Dialogue Format

1. Please write the following dialogue, and add quotation marks around the
words that come out of each person’s mouth:
Where are you going? Millie asked.
I can’t tell you. It’s a secret, Jameel said.
Come on! Tell me, please! begged Millie.

2. Now do the same with the next two dialogues:

a. Does anyone want the rest of this cookie? asked Jonas.
No way, said Ramon. Those were nasty.
b. This is my favorite song. Turn it up! Stevie begged.
What? I can’t hear you, yelled Marta.

© Macmillan/McGraw-Hill

Extra Practice: Place quotation marks in the following dialogue:

Mom, have you seen my jeans? asked Danny.
No, Mom answered. Did you look in your drawer?
Oh yeah, Danny agreed. Good idea.

W 1.0 Writing Strategies

240 Ramona and Her Father
Grade 3/Unit 4
 Practice
Name Phonics:
Soft c and g

The letter c often stands for a soft c sound when it is followed

by the vowels e, i, or y.
The letter g often stands for a soft g sound when it is followed
by the vowels e, i, or y.
Say the following words. Listen to the soft c or soft g sound in
each.
gem giant cent nice

Fill in the blank with a word that has the soft c or a soft g sound.

1. Parks are in the city with natural resources.

a.. places b. plants

2. Part of the beauty of a desert is the wide open .

a. span b.. space

3. The redwood trees grow in northern California.

a. great g
b. giant

4. There is sometimes a warm and breeze blowing

across the desert.
© Macmillan/McGraw-Hill

a. gentle b. soft

5. Be careful not to slip on the .

a. ice b. crack

R 1.1 Know and use complex word families when reading (e.g., -ight)
to decode unfamiliar words.
R 1.2 Decode regular multisyllabic words. Out of This World! • Grade 3/Unit 4 241
 Practice
Name Vocabulary

A. Choose a word from the box to match each clue. Write the
word on the line.

communicate responsible specialist research essential decisions

1. choices that you make

2. to be very much needed

3. to use words, gestures, or pictures to express yourself to others

4. a person who is an expert in a subject

5. to study a subject in order to learn new things

6. to be in charge of taking care of a certain task

B. Choose the vocabulary word that completes each sentence

correctly.

7. Team members with one another so they can

share what they know about their project.

8. To find out new information, members of a team do .

© Macmillan/McGraw-Hill

9. The person for a project meets with all the

members of the team.

10. Team members talk about their ideas before they make
.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

242 Out of This World! • Grade 3/Unit 4
 Practice
Name Comprehension:
Sequence

Sequence is the order in which events happen. It is also called

time order.
• Clue words can help you understand the sequence.
Some clue words are first, next, then, and finally.
• Understanding the order in which story events happen
helps you better understand the story.

The pictures below show the sequence of events in a story. The

story is about a team that is working together to make a cake.

Read the sentences below. Use the clue words in italics to help
you understand the sequence. Write the numbers 1 through 5
next to the sentences to show the correct sequence of events.
First, the team reads a recipe.
Finally, the cake is ready to be baked.
After that, team members gets out the ingredients and the items
for mixing.
Next, the team chooses the recipe for the cake they’ll bake.
© Macmillan/McGraw-Hill

Then, a team member mixes the ingredients.

R 2.0 Reading Comprehension

Out of This World! • Grade 3/Unit 4 243
 Practice
Name Comprehension:
Sequence Chart

As you read Out of This World! The Ellen Ochoa Story, fill in the
Sequence Chart.

© Macmillan/McGraw-Hill

How does the information you wrote on the Sequence Chart help you
better understand Out of This World! The Ellen Ochoa Story?

R 2.0 Reading Comprehension

244 Out of This World! • Grade 3/Unit 4
 Practice
Fluency:
Name Pronunciation and
Phrasing

As I read, I will pay attention to my pronunciation and phrasing.

Iceboating has existed for more than 4,000 years. It is
9 one of the fastest winter sports. Racers in boats with sails
20 glide over an area of ice to see who can go the fastest.
33 Iceboating began in Europe in the mid-1600s. When
41 their canals froze, the Dutch used iceboats to move their
51 goods. In the 1800s, iceboats were used on the Great
60 Lakes to transport lumber and food during the winter.
69 Today, iceboat racing is just a fun sport.
77 Iceboats are powered by the wind. How? Iceboaters
85 turn the sails to catch the wind. The wind then moves the
97 boat. Iceboaters also use the speed of the wind and the
108 direction in which it is blowing to help steer their
118 boats. 119

Comprehension Check
1. What is iceboating? Main Idea and Details

2. How did iceboating begin? Main Idea and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Out of This World! • Grade 3/Unit 4 245
 Practice
Name Literary Element:
Imagery

• Imagery is the use of words to create a detailed picture in a

reader’s mind.
• To create vivid pictures in a reader’s mind, writers use words
that tell about how things look, smell, sound, taste, and feel.

A. For each sentence below, circle the letter of the word or

phrase that creates a vivid picture in your mind.
1. The twinkling star-filled sky was an amazing sight.
a. sky b. twinkling star-filled c. amazing sight
2. The shiny silver spacecraft was ready for the trip.
a. ready for the trip b. spacecraft c. shiny silver
3. When the spacecraft was launched, the sound was deafening.
a. spacecraft was b. the sound c. sound was
launched deafening
4. A rough, black, and bumpy rock was a souvenir from space.
a. rough, black, b. souvenir from c. rock was
and bumpy space a souvenir

B. Write the words from the following sentence that show

imagery.
The spacecraft crossed the sky like a speeding bullet.
g
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

246 Out of This World! • Grade 3/Unit 4
 Practice
Name Vocabulary Strategy:
Related Words

• A root word is a word that can have a prefix, suffix, or both

added to it.
• A thesaurus is a dictionary of related words. Related words are
words that have similar roots or similar meanings.
• When you read a word whose meaning you don’t know, you
can find related words in a thesaurus to help you figure out
the meaning of the new word.

Read the thesaurus entry to find related words that will help you
learn the meaning of a word you may not know. Pay attention to
prefixes and suffixes. Then read each sentence and circle the
correct answer.
inspect, v. examine, observe, study, check out, contemplate
1. The inspector came to see whether the pool was safe.
What does inspector mean?
a. an examination b. a student c. a person who checks
out something
2. We had the problem fixed, and the roof was reinspected.
What does reinspected mean?
a. checked out again b. observed c. checked out for
the first time
3. After a careful inspection of my skin, the doctor said I had a rash.
What does inspection mean?
© Macmillan/McGraw-Hill

a. contemplate b. examination c. student

4. The spectators cheered when the team scored a point.
What does spectators mean?
a. people who b. players in a game c. examiners
observe an event

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.
Out of This World! • Grade 3/Unit 4 247
 Practice
Spelling:
Name Words with
Soft c and g

Fold back the paper 1. 1. cell

along the dotted line.
Use the blanks to 2. 2. gems
write each word as it 3. 3. age
is read aloud. When
you finish the test, 4. 4. place
unfold the paper. Use
the list at the right to 5. 5. gyms
correct any spelling 6. 6. city
mistakes.
7. 7. cents

8. 8. price

9. 9. space

10. 10. nice

11. 11. giant

12. 12. pages

13. 13. ice

14. 14. large

15. 15. pencil

Challenge Words 16. 16. Egypt

17. 17. germ

© Macmillan/McGraw-Hill

Review Words 18. 18. sale

19. 19. rode

20. 20. you’re

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
248 Out of This World! • Grade 3/Unit 4 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Soft c and g

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 circle 𝖤 geurm
𝖡 sercel 𝖥 gurm
𝖢 circil 𝖦 germ
𝖣 circel 𝖧 girm

1. 𝖠 sints 6. 𝖤 citty 11. 𝖠 spaece

𝖡 sents 𝖥 city 𝖡 spase
𝖢 centz 𝖦 sitee 𝖢 space
𝖣 cents 𝖧 sitty 𝖣 spaes
2. 𝖤 gemz 7. 𝖠 giant 12. 𝖤 pajes
𝖥 gimes 𝖡 jiant 𝖥 pages
𝖦 gems 𝖢 gyant 𝖦 pagez
𝖧 girms 𝖣 gaint 𝖧 payges
3. 𝖠 cell 8. 𝖤 price 13. 𝖠 ise
𝖡 sel 𝖥 pryce 𝖡 ice
𝖢 scell 𝖦 priec 𝖢 iese
𝖣 ceal 𝖧 priece 𝖣 eyece
4. 𝖤 place 9. 𝖠 jims 14. 𝖤 larjde
𝖥 𝖡 𝖥
© Macmillan/McGraw-Hill

plase gyms larje

𝖦 plaes 𝖢 gims 𝖦 lardge
𝖧 plaece 𝖣 gymz 𝖧 large
5. 𝖠 pencel 10. 𝖤 nyce 15. 𝖠 aje
𝖡 pensle 𝖥 niec 𝖡 aage
𝖢 pensil 𝖦 nice 𝖢 age
𝖣 pencil 𝖧 nise 𝖣 ajh

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Out of This World! • Grade 3/Unit 4 249
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Irregular Verbs

• The past tense of regular verbs end with -ed. Irregular verbs
have special forms to show the past tense: I saw a parrot.
• Some irregular verbs have another form when they follow
the helping verb have: I have seen a parrot before.

A. Rewrite these sentences. Write the underlined verbs correctly.

1. We goed to the zoo often during the summer.

2. We seened a special bird exhibit.

3. The colorful birds singed loudly.

4. Now they have goed to another zoo.

5. Our zoo has growed in the last few years.

B. Finish each sentence with the correct form of the verb.

6. We to the zoo last week. come came
7. We the polar bears being fed. saw seen
8. The zoo attendant a bucket bringed brought
© Macmillan/McGraw-Hill

of food.
9. She carefully the food to gave has gived
the bears.
10. The bears with their big paws. ate have eat

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
250 Out of This World! • Grade 3/Unit 4
 Practice
Name Grammar:
Irregular Verbs

• An irregular verb has a special form to show the past tense.

• Some irregular verbs have another special form when used
with the helping verb be.

A. Proofread the paragraphs. Circle any incorrect irregular verbs.

In class, we read about Angel Arellano. She seen that the Chaffee Zoo
was having money problems. She worried about the animals at the zoo.
She wrote a letter to her local newspaper. It bringed attention to the zoo.
Angel have a suggestion. She has gave a dollar to the zoo. She hoped
everyone else would give a dollar, too. People begun to donate money. It
helped the zoo survive.
We wondered what we could change. If we all given a dollar, who could
we help?

B. Writing Activity

Rewrite the paragraphs. Write the irregular verbs correctly.

Make sure other verbs are also written in the correct tense.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Out of This World! • Grade 3/Unit 4 251
 Practice
Name Writing:
Punctuating Dialogue

1. Please read the following dialogue. Notice that before the closed
quotation marks, there always has to be some punctuation first. If it is a
regular sentence, not a question or an exclamation, a comma goes inside
the quotation marks, and a period goes at the end. Example:
“I’m thirsty,” said Joe.
“Me too,” agreed Byron.
“Well, let’s stop at the next store,” Jo said.
2. Now copy these dialogues, adding the quotation marks, commas, and
periods:
a. There aren’t enough seats complained Jaya
Go ask those people for their extra chair Mom said
I’m too shy Jaya whined
b. This movie is boring whispered Wilson
Yeah Frankie agreed
Then lets get out of here Wilson said

© Macmillan/McGraw-Hill

Extra Practice: Copy this dialogue, and add the punctuation:

I’m glad we got here before it closed Eva said
We’re lucky. We were almost out of gas noticed Tony.
I’ll pump the gas, you pay ordered Eva

W 1.0 Writing Strategies

252 Out of This World! • Grade 3/Unit 4
 Practice
Name Phonics/ Word Study:
Compound Words

A compound word is made by joining together two

smaller words.
The smaller words in a compound word are pronounced the
same way as when the words stand alone.
You can usually figure out the meaning of a compound word.
Look at the smaller words and put their meanings together:
blue + berry = blueberry
A blueberry is a berry, or a kind of fruit, that is blue in color.

Circle the compound words in each sentence below. Write the

two words that make up the compound word.
1. Someday Jay will start his own business.

Word parts: +
2. He is studying cookbooks for tasty recipes.

Word parts: +
3. He wants to bake and sell strawberry muffins.

Word parts: +
4. His mom bought him some muffin tins for his birthday.

Word parts: +
© Macmillan/McGraw-Hill

5. Jay put an ad in the newspaper.

Word parts: +
6. Jay will be a good storekeeper.

Word parts: +

R 1.2 Decode regular multisyllabic words.

Penguin Chick • Grade 3/Unit 5 253
 Practice
Name Vocabulary

A. Read each clue. Then write the vocabulary word that matches
the clue on the line.

down echoes fierce

junior shuffles huddle

1. very strong

2. soft, fluffy feathers

3. young or younger j

4. to stay close together in a group

5. repeated sounds caused by sound waves bouncing off a surface

6. walks without lifting the feet off the ground

B. Use the vocabulary words to fill in the blanks below.

7. I liked to pet the chick’s soft .

© Macmillan/McGraw-Hill

8. We together to stay warm.

9. The dog’s bark sounded .

10. She through the pile of leaves.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

254 Penguin Chick • Grade 3/Unit 5
 Practice
Name Comprehension:
Main Idea and Details

The main idea is the most important point an author wants to

make. Details tell readers more about the main idea.

Put an X next to each detail that supports the main idea.

1. Main Idea: My friend Conrad has many pets.
Details:

He has a gerbil.

He also wanted a rabbit.

He has two cats.

2. Main Idea: Cassie is a great baseball player.
Details:

Cassie hit three home runs in the last game.

She kept the other team from scoring.

She has a newspaper route.

3. Main Idea: Matt helps out around the house.
Details:

He does his homework.

He sets the table.

He makes his bed.

© Macmillan/McGraw-Hill

4. Main Idea: I take good care of my body.

Details:

I eat five fruits and vegetables each day.

I get eight hours of sleep.

I play on the computer.

R 2.5 Distinguish the main idea and supporting details in expository text.
Penguin Chick • Grade 3/Unit 5 255
 Practice
Comprehension:
Name Main Idea and Details
Chart

As you read Penguin Chick, fill in the Main Idea and Details Chart.

Main Idea

Detail 1:
Detail 2:

Summary

© Macmillan/McGraw-Hill

How does the information you wrote in your Main Idea and Details Chart help
you summarize Penguin Chick?

R 2.5 Distinguish the main idea and supporting details in expository text.
256 Penguin Chick • Grade 3/Unit 5
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

Blue whales live in the icy ocean around
8 Antarctica (ant•ARK•ti•kuh). The whales
11 spend most of the year here. In the coldest
20 months, however, they leave. They swim
26 hundreds of miles to warmer water.
32 The blue whale is a mammal, a warm-blooded
41 animal whose baby drinks milk from its mother’s
49 body. A baby whale is called a calf.
57 A blue whale is the largest animal on Earth. An
68 adult weighs more than 100 tons! That’s the same
75 weight as 16 elephants. 78

Comprehension Check
1. What is a mammal? Context Clues

2. Where do blue whales spend most of their time? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Penguin Chick • Grade 3/Unit 5 257
 Practice
Name Literary Element:
Imagery

Imagery is the use of words to create a picture in the reader’s

mind: Glittering icebergs sparkled in the sun.

A. Read the poem. Then answer the questions.

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.

1. Which words from the poem show imagery about what the penguin looks
like?
2. Which word shows imagery about the ice?
3. Which words show imagery about the way penguins move on ice?

B. Think of an animal you know. Write one sentence about the animal
using imagery. Use some of the words in the box to help you.

scaly furry slimy wooly

© Macmillan/McGraw-Hill

shiny sharp slippery cuddly

R 2.0 Reading Comprehension

258 Penguin Chick • Grade 3/Unit 5
 Practice
Name Vocabulary Strategy:
Homographs

If a word has more than one meaning, but it is spelled the

same, it is a homograph. For example, the word down
can be used in two different ways.
Amy rode her bike down The birds lost their down
the street. as they grew.

Write a homograph from the box to answer each question.

nail wind fair

1. What is on the end of 4. What do we do to

each of your fingers? make the watch
run?

2. In a courtroom, how
does the judge act? 5. What is the
hammer hitting?
© Macmillan/McGraw-Hill

3. What is blowing the

scarf? 6. What outside
event is for selling
items?

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.
Penguin Chick • Grade 3/Unit 5 259
 Practice
Name Spelling:
Compound Words

Fold back the paper 1. 1. airplane

along the dotted line.
Use the blanks to 2. 2. daytime
write each word as it 3. 3. birthday
is read aloud. When
you finish the test, 4. 4. daylight
unfold the paper. Use
the list at the right to 5. 5. sunset
correct any spelling 6. 6. notebook
mistakes.
7. 7. birdhouse

8. 8. railroad

9. 9. headlight

10. 10. sometime

11. 11. someone

12. 12. newspaper

13. 13. sidewalks

14. 14. doghouse

15. 15. stoplight

Challenge Words 16. 16. somebody

17. 17. handwriting

© Macmillan/McGraw-Hill

Review Words 18. 18. age

19. 19. city

20. 20. pencil

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
260 Penguin Chick • Grade 3/Unit 5 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Spelling:
Compound Words

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 age 𝖤 citie
𝖡 aje 𝖥 citey
𝖢 adge 𝖦 city
𝖣 aj 𝖧 sittie

1. 𝖠 areplane 6. 𝖤 notbook 11. 𝖠 someone

𝖡 airplain 𝖥 noatebook 𝖡 somone
𝖢 airplane 𝖦 notebook 𝖢 sumwun
𝖣 airplaine 𝖧 notbooke 𝖣 somwun
2. 𝖤 daytim 7. 𝖠 berdhouse 12. 𝖤 nusepaper
𝖥 daytime 𝖡 burdhouse 𝖥 newespaper
𝖦 datime 𝖢 birdhouse 𝖦 newspapper
𝖧 daytyme 𝖣 birdhowse 𝖧 newspaper
3. 𝖠 birthday 8. 𝖤 raleroad 13. 𝖠 sidewalks
𝖡 berthday 𝖥 railroad 𝖡 sidwalks
𝖢 burthday 𝖦 railrode 𝖢 sidewocks
𝖣 birthdae 𝖧 raileroad 𝖣 sidewaks
4. 𝖤 daylite 9. 𝖠 hedlite 14. 𝖤 doughouse
𝖥 𝖡 𝖥
© Macmillan/McGraw-Hill

dalight headlight doghouse

𝖦 dailite 𝖢 headlite 𝖦 doghowse
𝖧 daylight 𝖣 hedlight 𝖧 dogehouse
5. 𝖠 sunnset 10. 𝖤 sometime 15. 𝖠 stoplite
𝖡 sunset 𝖥 somtyme 𝖡 stopplite
𝖢 sunsette 𝖦 sumtime 𝖢 stopelight
𝖣 sunsett 𝖧 somtime 𝖣 stoplight

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Penguin Chick • Grade 3/Unit 5 261
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Pronouns

• Plural pronouns are we, you, they, us, and them.

Read each sentence. Replace the underlined word or words

with a plural pronoun. Use clues in the sentences to help you
decide.
1. James, Sarah, and I decided to start a cookie business.

2. Have you and your friends ever tried to start a business?

3. James and Sarah made the cookies.

4. I painted signs while I waited for James and Sarah.

5. Then there was a phone call for James, Sarah, and me.

6. James, Sarah, and I had our first customers!

7. The cookies were still warm from the oven.

8. Sarah carefully wrapped the cookies.

9. James, Sarah, and I delivered the cookies to our customers.

© Macmillan/McGraw-Hill

10. The people were delighted and promised to order more.

To the Teacher: Complete the entire page with students. Have

students reread the sentences to a partner.
262 Penguin Chick • Grade 3/Unit 5
 Practice
Name Grammar:
Pronouns

• A pronoun is a word that takes the place of one or more nouns.

• A pronoun must match the noun that it replaces.
• Singular pronouns are I, you, he, she, it, me, him, and her.
• Plural pronouns are we, you, they, us, and them.

A. Proofread the paragraph. Circle any incorrect pronouns.

We recently read Boom Town. They is the story of a girl named amanda,
who lived in california in the 1800s. Her helped her town grow by starting a
pie business. Us decided to try the gooseberry pie recipe in the book. Mom
suggested using blueberries instead. Then Mom thought there wasn’t enough
sugar. Him kept adding more. I thought there weren’t enough berries. You
piled them so high that there wasn’t enough dough to cover them. Then me
forgot to turn on the oven. No wonder the pie took so long to bake!

B. Rewrite the paragraph with the correct pronouns. Make sure all
proper nouns and I are capitalized.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students. Have

students reread the passage to a partner.
Penguin Chick • Grade 3/Unit 5 263
 Practice
Writing:
Name Logical Structure:
Chronological Order

1. Read:
Jake ran to catch the ball.
The batter hit the ball into the outfield.
It bounced out of his glove.
He scooped the ball up and threw it to Kevin.

2. Think: Are these sentences in an order that makes sense?

3. Write the sentences in order:

1.
2.
3.
4.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

264 Penguin Chick • Grade 3/Unit 5
 Practice
Name Phonics/ Word Study:
Inflectional Endings

The inflectional ending -s or -ed is added to the end of a verb

to show when an action happens.
He plays the piano well. He played baseball yesterday.
If the letter before the final y is a consonant, change the y to i
and add -es or -ed, as with the word carry.
She often carries a pile of books. She carried the flowers
to Grandma.

A. Circle the word that shows the correct spelling for the
inflectional ending.
1. Base word: stay
stayed stayd staied
2. Base word: try
tries trys tryes
3. Base word: enjoy
enjoied enjoyd enjoyed
4. Base word: supply
supplies supplis supplys
5. Base word: deny
denys denies dennies
© Macmillan/McGraw-Hill

B. Write the correct inflectional endings for each word.

6. cry

7. reply

8. employ

R 1.2 Decode regular multisyllabic words.

Animal Homes
Grade 3/Unit 5
265
 Practice
Name Vocabulary

A. Draw a line to connect each vocabulary word with the

correct definition.
1. architects a. any things that are built
2. shallow b. something that covers or protects
3. structures c. to draw or move back
4. contain d. not deep
5. retreats e. to hold
6. shelter f. people who design buildings

B. Choose a vocabulary word from above that has the same or

almost the same meaning as the underlined word or phrase in
each sentence. Write the correct vocabulary word on the line.

7. The building designers came to our class and explained how they
design buildings.
a. retreats b. architects

8. The river was not deep, so we decided to wade across it.

a. structures b. shallow

9. It was difficult to hold my pet dog when we wanted to give him a bath.

a. contain b. retreats

10. My pet cat moves back every time a stranger approaches her.
© Macmillan/McGraw-Hill

a. retreats b. contain

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

266 Animal Homes
Grade 3/Unit 5
 Practice
Name Comprehension:
Description

Nonfiction articles often use description to tell about a topic.

The author uses relevant facts and details to help readers
identify characteristics or qualities that help you understand
the topic.

A. Read the passage below, and look for important details.

The Beaver
The beaver has all the right tools to build a lodge. First, it has sharp
teeth to cut trees.
Its flat tail helps it move in the water. The beaver also uses its tail to
splash the water when danger is near. This action warns other beavers to
get into the lodge for safety. A lodge may contain six or more beavers.

B. On each line, write one detail about the beaver that you read
in the passage. Circle the words in the passage that helped
you find the detail.

1. Detail:

2. Detail:

3. Detail:
© Macmillan/McGraw-Hill

4. Detail:

5. Detail:

R 2.0 Reading Comprehension

Animal Homes
Grade 3/Unit 5
267
 Practice
Name Comprehension:
Description Web

As you read Animal Homes, fill in the Description Web.

Topic

Example

Detail Detail
© Macmillan/McGraw-Hill

How does the information you wrote in this Description Web help you
summarize Animal Homes?

R 2.0 Reading Comprehension

268 Animal Homes
Grade 3/Unit 5
 Practice
Name Fluency:
Pacing and Phrasing

As I read, I will pay attention to pacing and phrasing.

Birds aren’t the only animals that build nests. Harvest
9 mice are nest builders as well. Their materials are long
19 strips of grass. Their tools are their teeth and tiny claws.
30 Harvest mice build their nests in fields. Their nests are
40 shallow and small. They often hang between two grass
49 stems.
50 Harvest mice use these grass stems to climb up into
60 their nests. These nests contain fur. This fur keeps their
70 babies warm in their home.
75 Pack rats build nests, too. Their nests are made from
85 sticks and grass. But these little creatures have an eye for
96 shiny things. They collect anything that sparkles. For
104 example, glass, mirrors, coins, and spoons are some of
113 their favorite things. 116

Comprehension Check
1. Where can you find the nest of a harvest mouse? Main Idea and Details

2. What do you think a pack rat’s nest might look like? Plot Development
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Animal Homes
Grade 3/Unit 5
269
 Practice
Name Text Feature:
Directions

Directions help you follow the steps in a process.

Writing down steps in the correct order will help you remember
them.

The directions for making a bear puppet are written below, but
they are out of order. Next to each step, write a number from 1 to
6 to show the right order.
Materials: a small brown paper bag, paper scraps, glue, scissors,
markers or crayons

Glue the ears and eyes to the bear’s head.

Finally, glue a paw to each side of the bag.

First, fold under the two square edges of the paper bag. This gives
© Macmillan/McGraw-Hill

shape to the head.

Next, cut out ears and eyes from a piece of paper.

Finish the bear’s face. Draw a nose and a mouth with a marker or a
crayon.

After you finish the head and face, cut out two paws.

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and

Animal Homes indexes to locate information in text.
270 Grade 3/Unit 5
 Practice
Name Vocabulary Strategy:
Homophones

• Homophones are words that sound the same.

• Words that are homophones have different meanings.
• Words that are homophones are spelled differently from
each other.

Read each pair of homophones. Write the correct homophone on

each line in the sentence.

1. it’s, its

important for an animal to provide shelter for

babies.

2. maybe, may be

you’ve seen a hole in the ground that the

entrance to an animal’s home.

3. past, passed

In the , we’ve seen birds that through here

as they gathered twigs for their nests.

4. there, their

Animals build homes in an area with materials they find

© Macmillan/McGraw-Hill

5. weather, whether

an animal builds its home above ground or below the

ground depends on the in the area.

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meaning of words. Animal Homes
Grade 3/Unit 5
271
 Practice
Spelling:
Name Words with
Inflectional Endings

Fold back the paper 1. 1. tries

along the dotted line.
Use the blanks to 2. 2. tried
write each word as it 3. 3. trying
is read aloud. When
you finish the test, 4. 4. dries
unfold the paper. Use
the list at the right to 5. 5. dried
correct any spelling 6. 6. drying
mistakes.
7. 7. cries

8. 8. cried

9. 9. crying

10. 10. flies

11. 11. flying

12. 12. stays

13. 13. plays

14. 14. played

15. 15. playing

Challenge Words 16. 16. stayed

17. 17. staying

© Macmillan/McGraw-Hill

Review Words 18. 18. birthday

19. 19. sunset

20. 20. someone

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
272 Animal Homes
Grade 3/Unit 5
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Inflectional Endings

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

Sample A: Sample B:
𝖠 stayeed 𝖤 birtheday
𝖡 stayed 𝖥 burthday
𝖢 stayd 𝖦 birthday
𝖣 staiyed 𝖧 birthdaie

1. 𝖠 trys 6. 𝖤 dryeing 11. 𝖠 fliing

𝖡 tries 𝖥 dreying 𝖡 flying
𝖢 triys 𝖦 drieng 𝖢 fliying
𝖣 triyes 𝖧 drying 𝖣 flyying
2. 𝖤 tride 7. 𝖠 cryies 12. 𝖤 stays
𝖥 treid 𝖡 cries 𝖥 stayes
𝖦 tryed 𝖢 criez 𝖦 stais
𝖧 tried 𝖣 creyes 𝖧 stayies
3. 𝖠 triying 8. 𝖤 creid 13. 𝖠 plaies
𝖡 tryeing 𝖥 cride 𝖡 plaes
𝖢 triing 𝖦 cried 𝖢 playz
𝖣 trying 𝖧 cryed 𝖣 plays
4. 𝖤 dries 9. 𝖠 crying 14. 𝖤 plade
𝖥 dreis 𝖡 creyeing 𝖥 plaide
© Macmillan/McGraw-Hill

𝖦 driez 𝖢 cryying 𝖦 playd

𝖧 drys 𝖣 crieing 𝖧 played
5. 𝖠 dryed 10. 𝖤 flyz 15. 𝖠 playeing
𝖡 dryde 𝖥 flies 𝖡 plaiyng
𝖢 dried 𝖦 flyes 𝖢 playing
𝖣 dride 𝖧 fleis 𝖣 playying

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Animal Homes
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 5
273
the plural) and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Subject and Object
Pronouns

• Use an object pronoun after an action verb or after a word

such as for, at, of, with, or to.
• Me, you, him, her, it, us, and them are object pronouns.

Read the sentences. Choose the correct pronoun in parentheses

to complete each sentence. Write the pronoun.
1. Ms. Robinson read Beatrice’s Goat. (us, we)

2. It is about a girl named Beatrice and the goat given (her, she)

to .

3. The story showed how Beatrice’s family took the (it, its)

goat’s milk and sold to raise money.

4. Beatrice’s family used the money to send (her, she)

to school.

5. Josh listened to the story with . (I, me)

6. I told I had met some goats last (he, him)

summer at a farm.

7. We played with a lot while we (they, them)

were there.

8. “I will show a picture of a baby (you, your)

© Macmillan/McGraw-Hill

goat,” I said.

To the Teacher: Complete the entire page with students. Have

Animal Homes students reread the sentences to a partner.
274 Grade 3/Unit 5
 Practice
Grammar:
Name Subject and Object
Pronouns

• Use a subject pronoun as the subject of a sentence.

• I, you, he, she, it, we, and they are subject pronouns.
• Use an object pronoun after an action verb or after a word
such as for, at, of, with, or to.
• Me, you, him, her, it, us, and them are object pronouns.

A. Proofread the paragraphs below. Circle any pronouns that are

used incorrectly.
My class read a book called Beatrice’s Goat. Us learned how the gift of a
goat from Heifer International helped Beatrice go to school. The book had an
influence on we all. Everyone wanted to do something to help others.
We decided to make and sell farm-animal pins. Everyone in town loved
they. Them helped the class raise a lot of money. We were glad to give the
money to Heifer International. We felt good—we were helping they. Maybe
yous can help someone, too!

B. Rewrite the paragraph. Write the pronouns correctly.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students. Have

students reread the passage to a partner. Animal Homes
Grade 3/Unit 5
275
 Practice
Writing:
Name Logical Structure:
Chronological Order

1. Review:
There are many ways to start a journal entry:
Four Types of Leads
Action
Dialogue
Observation
Question

2. Read:
“Why are you eating my sandwich?” Jim demanded.
“I didn’t know it was yours,” Cara replied.
Type of Lead

Have you ever been lost in a book?

Type of Lead

The motorcycle rider slammed on the brakes.

Type of Lead

I noticed the rain as it pattered softly on the window.

Type of Lead

3. Write the correct type of lead next to each sentence above.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

276 Animal Homes
Grade 3/Unit 5
 Practice
Name Phonics:
Closed Syllables

• Every syllable in a word has only one vowel sound.

• When a syllable ends in a consonant, it is called a closed
syllable.
• Most closed syllables have a short vowel sound, as in dad.

Circle the word that best completes the sentence. Be sure the
word includes only closed syllables.

1. I like to swim in the .

a. pond b. ocean

2. My favorite sea animal is the .

a. octopus b. shark
h k

3. Last week, we went to the zoo and saw a .

a. parrot b. tiger

4. Sometimes birds like to sleep in a .

a. tree b. nest

5. Would you hand me the from the toolbox?

a. hammer b. pliers

6. On our vacation, we stayed in a .

a. hotel b. cabin

7. I am afraid of .
a. spiders b. insects
© Macmillan/McGraw-Hill

8. The children found a room in the attic.

a. hidden b. secret

R 1.2 Decode regular multisyllabic words.

Call of the Wild • Grade 3/Unit 5 277
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. crucial a. to stay alive during a hard time

2. adjust b. very important

3. survive c. the place where something starts

4. source d. something not sure to happen

5. unpredictable e. to make a change that makes things work

better

B. Choose the vocabulary word that completes each sentence correctly.

6. Animals move from place to place for reasons.

a. unpredictable b. source

7. Animals often move in order to .

a. survive b. crucial

8. Sometimes animals move to a new place in search of a new

of food.
a. crucial b. source

9. It’s for animals to live where they can get the food
© Macmillan/McGraw-Hill

and water they need.

a. unpredictable b. crucial

10. It can be difficult for an animal to to a new habitat.

a. adjust b. source

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

278 Call of the Wild • Grade 3/Unit 5
 Practice
Name Comprehension:
Cause and Effect

A cause is an event or an action that makes something

happen. An effect is what happens because of an event or an
action.

A. Look at the pictures, and answer the questions.

1. What is the cause of the problem?

a. People are building houses where the deer used to live.

b. The houses are very big.

2. What is the effect of the problem?

a. The deer are placed in a zoo.

b. The deer move to another place to find food and water.

B. Write a sentence that tells about the cause and its

effect shown in the pictures. Use signal words.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

Call of the Wild • Grade 3/Unit 5 279
 Practice
Comprehension:
Name Cause and Effect
Chart

As you read Call of the Wild, fill in the Cause and Effect Chart.

Cause Effect

© Macmillan/McGraw-Hill

How does the information you wrote on the Cause and Effect Chart
help you better understand Call of the Wild?

R 2.0 Reading Comprehension

280 Call of the Wild • Grade 3/Unit 5
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

Some people are in real danger during a storm. How
10 are they helped? Friends and neighbors can be blizzard
19 heroes. They shovel walks and scrape ice from cars. They
29 bring food and medicine to people who are ill.
38 During a blizzard, several feet of snow can fall within a
49 very short time. If the wind is blowing too hard, the
60 snowplows may not be able to do their job. The wind
71 could blow the snow right back to where it was.
81 Sheriffs or state troopers must close off roads.
89 Even with warnings, some people drive their cars or
98 stay outdoors longer than they should. Often they get
107 stuck. The police or the National Guard may help them. 117

Comprehension Check
1. How can friends and neighbors be blizzard heroes? Main Idea and
Details

2. Who are some people who have important roles during a blizzard?
Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Call of the Wild • Grade 3/Unit 5 281
 Practice
Name Study Skill:
Skim and Scan

To skim means to read quickly to find the main ideas and details.
To skim a passage:
• Read the first sentence in each paragraph.
• Read the first and last paragraphs.
To scan means to search for key words about a certain topic.
To scan a passage:
• Move your eyes quickly, searching for key words or ideas.
• Stop scanning when you find a key word and then read the
information you are looking for.

Skim and scan the passage to answer the following questions.

Underline the words in the passage that helped you answer
each question.

A habitat is the place where an animal lives. In a habitat, there can

be changes in the temperature, light, and amount of water in the area.
Animals living in the habitat have to adjust to survive. One way animals
adjust is to move to a place that meets their needs. Salmon, humpback
whales, geese, and monarch butterflies are examples of animals that
migrate, or move, in order to survive.

1. What is a good title for this passage?

a. Animals Like to Travel
b. Animals Move to Survive
© Macmillan/McGraw-Hill

2. What are some examples of animals that migrate?

a. salmon, humpback whales, geese, and monarch butterflies
b. bears, deer, and bats

R 2.0 Reading Comprehension

282 Call of the Wild • Grade 3/Unit 5
 Practice
Name Comprehension:
Writing Frame

Cause/Effect Writing Frame

A. Summarize Call of the Wild. Use the Cause/Effect Writing Frame below.

Many animals have had to adapt to their environments to survive.

Arctic foxes have adapted to living in the Arctic because

.
The result of this is
.
The breaks of the Galapagos Island finches have changed because
.
The result of this is
.

Other animals that have changed are

.
They have changed because
.

B. Rewrite the completed summary on another sheet of paper. Keep

it as a model for writing a summary of an article or selection using
this text structure.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

Call of the Wild • Grade 3/Unit 5 283
 Practice
Name Vocabulary Strategy:
Synonyms

• Synonyms are words with the same or similar meanings.

• Writers often include a synonym for a word you may not know.
Look for synonyms in the sentence or in nearby sentences.
• When you read a word whose meaning you don’t know, you
can also find synonyms in a thesaurus.

Circle the letter next to the synonym of the word in dark type.
Look for the synonym in the sentences.
1. Some animals thrive when they move to a new habitat. They do well
because the new area has what the animals need to survive.
a. survive b. do well c. need
2. Animals sometimes move to a new habitat looking for nourishment.
They need a new source of food in order to survive.
a. need b. source c. food
3. Animals that move into a place where people live can be a nuisance.
They become pests when they turn over garbage pails looking for food.
a. become b. pests c. turn over
4. When an animal’s habitat changes, the animal’s behavior also can
change. The animal’s actions change so that the animal can survive in
the new place.
a. actions b. change c. survive
© Macmillan/McGraw-Hill

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.
284 Call of the Wild • Grade 3/Unit 5
 Practice
Spelling:
Name Words with
Closed Syllables

Fold back the paper 1. 1. basket

along the dotted line.
Use the blanks to 2. 2. rabbit
write each word as it 3. 3. hello
is read aloud. When
you finish the test, 4. 4. latter
unfold the paper.
Use the list at the 5. 5. invite
right to correct any 6. 6. number
spelling mistakes.
7. 7. lesson

8. 8. chapter

9. 9. follow

10. 10. problem

11. 11. army

12. 12. butter

13. 13. Sunday

14. 14. ladder

15. 15. pepper

Challenge Words 16. 16. mammal

17. 17. tender

© Macmillan/McGraw-Hill

Review Words 18. 18. tried

19. 19. cries

20. 20. drying

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Call of the Wild • Grade 3/Unit 5 285
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Closed Syllables

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

Sample A: Sample B:
𝖠 kitten 𝖤 sunsit
𝖡 kittin 𝖥 sunset
𝖢 kiten 𝖦 sonset
𝖣 kittenn 𝖧 suncet

1. 𝖠 envite 6. 𝖤 nomber 11. 𝖠 lesen

𝖡 inviit 𝖥 number 𝖡 leson
𝖢 invite 𝖦 numbur 𝖢 lessin
𝖣 invyte 𝖧 numbor 𝖣 lesson
2. 𝖤 rabit 7. 𝖠 army 12. 𝖤 buttur
𝖥 rabbet 𝖡 armee 𝖥 buter
𝖦 rabet 𝖢 armie 𝖦 butter
𝖧 rabbit 𝖣 armey 𝖧 butur
3. 𝖠 helo 8. 𝖤 chapture 13. 𝖠 Sundaie
𝖡 helloe 𝖥 chaptar 𝖡 Sunday
𝖢 hello 𝖦 chapter 𝖢 Sonday
𝖣 hellow 𝖧 chaptore 𝖣 Sundeigh
4. 𝖤 latter 9. 𝖠 peapper 14. 𝖤 problim
𝖥 later 𝖡 peper 𝖥 problem
© Macmillan/McGraw-Hill

𝖦 ladder 𝖢 peppur 𝖦 proeblem

𝖧 lattir 𝖣 pepper 𝖧 probblem
5. 𝖠 basket 10. 𝖤 laddor 15. 𝖠 folow
𝖡 baskit 𝖥 lader 𝖡 follo
𝖢 bascket 𝖦 ladder 𝖢 follow
𝖣 bassket 𝖧 lador 𝖣 foloe

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
286 Call of the Wild • Grade 3/Unit 5 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Pronoun-Verb
Agreement

• The verbs have and be have special forms in the present

tense.
Forms of have Forms of be
I have You have I am You are
He has We have He is We are
She has They have She is They are
It has It is

Write the correct form of the verb in parentheses to complete

each sentence.
1. I on our school newspaper staff this year. (be)

2. I many different jobs to do at our newspaper. (have)

3. It fun to learn about putting a paper together. (be)

4. We help from Ms. Lawrence and Mr. Green. (have)

5. He in charge of the photography. (be)

6. She there to help us with writing. (be)

7. They many good ideas. (have)

8. He several types of cameras. (have)

9. She friends at real newspapers. (have)

© Macmillan/McGraw-Hill

10. We happy to visit their offices today. (be)

11. It a lot different than I expected. (be)

12. Do you a newspaper at your school? (have)

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Call of the Wild • Grade 3/Unit 5 287
 Practice
Grammar:
Name Pronoun-Verb
Agreement

• A present-tense verb must agree with its subject pronoun.

• Add -s to most present-tense action verbs when you use the
pronouns he, she, and it.
• Do not add -s to present-tense action verbs when you use the
pronouns I, we, you, and they.
• The verbs have and be have special forms.

A. Proofread the paragraph. Circle any verbs that do not agree

with their subject pronouns.
This summer, my best friend and I are doing something new. We puts out
our own newspaper every week. It be only four pages long, but it take a lot
of time to do it well. I are in charge of the stories. Curt take all the pictures.
Each week, I has to find new stories for our paper. I talk to people in town. I
look for interesting things. Curt take his’s camera everywhere. He have more
pictures than pages!

B. Writing Activity
Rewrite the paragraph. Make sure the verbs agree with their
subject pronouns. Fix incorrect possessive pronouns, too.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
288 Call of the Wild • Grade 3/Unit 5
 © Macmillan/McGraw-Hill

Writing Rubric
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Name

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

W 1.0 Writing Strategies

Organization and Organization and Organization and Organization and
Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Call of the Wild • Grade 3/Unit 5

Presentation Presentation Presentation Presentation
Rubric
Writing:

289
Practice
 Practice
Name Phonics/ Word Study:
Inflectional Endings

You can add a word part to the end of a base word. Jump, jog,
and blame are base words.
• The inflectional endings -s, -es, -ed, and -ing added to the
end of verbs show when action happens, as in: He jumps up;
He jumped rope yesterday; He is jumping the fence.
• Most words that end with the vowel e drop the final e before
adding -ed or -ing, as in blamed, blaming.
• Words with a consonant-vowel-consonant pattern double
the final consonant before adding -ed or -ing, as in jogged,
jogging.

dances/danced/dancing hopes/hoped /hoping

bakes/baked/baking stops /stopped/stopping

Choose the correct form of one of the words above for each
sentence below.

1. Last May, club members to raise money for very

sick children.

2. They brownies and cookies and sold them to

people who came to the school play.
© Macmillan/McGraw-Hill

3. Several club members were with joy when they

added up the money they had earned.

4. The group is not its work until next year.

R 1.2 Decode regular multisyllabic words.

290 Wilbur’s Boast • Grade 3/Unit 5
 Practice
Name Vocabulary

Use a vocabulary word to complete each sentence. Some words

may be used more than once.

boasting conversation interrupted

seized rebuild scrambled

1. Rabbit and Piglet were on the phone having a .

2. Their call was when the doorbell rang.

3. Robin had come to ask if she could her nest on

Rabbit’s roof.

4. Rabbit the opportunity to help. “Yes! And I will

work with you.”

5. Piglet over to Rabbit’s house to join the action.

6. Rabbit, Piglet, and Robin had a lively as they built

the nest.

7. Later, Robin started that she had the best nest in

the neighborhood.

8. Piglet Robin to tell her that her nest was sliding

down the roof.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Wilbur’s Boast • Grade 3/Unit 5 291
 Practice
Name Comprehension:
Make Judgments

When you make judgments while reading a story, you form

an opinion of a character’s actions. Readers should use story
details and their own experience to support judgments. Making
judgments helps you understand plot development.

Read the passage and answer the questions below.

Angela and Roberto are quarreling over a book. A teacher hears them and
enters the room to end their disagreement. Angela claims the book belongs to
her. Roberto claims the book belongs to him. From the look on each child’s
face, the teacher cannot tell who is the book’s rightful owner. So he tells the
two students that to be fair, he will cut the book in half. Each person will
receive one half of the book. Roberto agrees that dividing the book is the best
solution. Angela tells the teacher that Roberto should have the book. The
teacher ends up giving the book back to the real owner.

1. Who do you think the teacher gave the book to?

2. How did the teacher reach this judgment?

3. What kind of person do you think Angela is?

© Macmillan/McGraw-Hill

4. What kind of person do you think the teacher is?

R 3.3 Determine what characters are like by what they say or do and by
how the author or illustrator portrays them.
292 Wilbur’s Boast • Grade 3/Unit 5
 Practice
Name Comprehension:
Judgment Chart

As you read Wilbur’s Boast, fill in the Judgment Chart.

Action Judgment
© Macmillan/McGraw-Hill

How does the information you wrote in this Judgment Chart help you
understand plot development in Wilbur’s Boast?

R 3.3 Determine what characters are like by what they say or do and by
how the author or illustrator portrays them.
Wilbur’s Boast • Grade 3/Unit 5 293
 Practice
Name Fluency:
Pacing and Phrasing

As I read, I will pay attention to pacing and phrasing.

The elephant had a terrible habit of showing off to the
11 others. When it came to boasting, he never missed a
21 chance to describe his many talents.
27 “Can you use your teeth to rip out a full-grown tree and
39 toss it across a river?”
44 “No,” said the lion.
48 “I did not think so,” replied the elephant. “Not only do I
60 have these mighty tusks, I have amazing strength.”
68 The ape, who had been relaxing in the shade of a circus
80 wagon, stood up. He puffed out his big chest. “Listen to
91 you, big guy,” he said. “It so happens that my power is
103 nothing to sneeze at. Watch this.”
109 The ape picked up the seal and held her high over his
121 head. 122

Comprehension Check
1. What does the word boasting mean? Context Clues

2. How does the ape compare himself to the elephant? Compare and
© Macmillan/McGraw-Hill

Contrast

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
294 Wilbur’s Boast • Grade 3/Unit 5
 Practice
Literary Element:
Name Personification
and Moral

Personification means giving human characteristics to an

animal or thing. Examples:
a talking telephone a smiling moon an ant that juggles
The moral is the lesson that a fable teaches. It is usually at the
end of the fable.

Read the fable below. Then answer the questions.

A crane flew by. When a peacock saw the crane, he spread his feathers
and began to boast. “I am dressed like a king. My beautiful feathers are
purple and gold and blue. You, Crane, have no color on your wings.”
The crane said, “What you say is true. But this is also true. I fly up to
the sky and the clouds and the stars. You, Peacock, must keep your feet on
the ground. You must stand in the dirt, among crawling insects.”
1. Which human characteristic do the two birds have?
a. They can both fly.
b. They can both sing.
c. They can both talk.

2. What does a fable teach?

3. Where is the moral usually found in a fable?

4. Write a moral for this fable.

© Macmillan/McGraw-Hill

R 3.3 Determine what characters are like by what they say or do and by
how the author or illustrator portrays them.
R 3.4 Determine the underlying theme or author’s message in fiction Wilbur’s Boast • Grade 3/Unit 5 295
and nonfiction text.
 Practice
Vocabulary Strategy:
Name Prefixes
re-, un-, dis-, pre-

Prefixes are word parts that can be added to the beginning

of a base word. Some common prefixes are re-, un-, dis-, and
pre-. Adding prefixes forms new words with new meanings.
• re- means “again” • dis- means “not, opposite of”
remake = make again dislike = not like
• un- means “not, opposite of” • pre- means “before”
unkind = not kind prepay = pay before

Use a word from the box below to complete each sentence.

unwrap disappear uncover retold prepay reread

1. I know I will want to this book about birds.

2. I asked Dad to the birdcage in the backyard

for the parrot.

3. The vet said that we had to the fee at the

animal hospital.

4. The parrot would when it was time for his medicine.

5. The parrot told and the story of how she came to

live with us.
© Macmillan/McGraw-Hill

6. We the parrot cage every morning.

R 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and
suffixes (e.g., -er, -est, -ful ) to determine the meaning of words.
296 Wilbur’s Boast • Grade 3/Unit 5
 Practice
Spelling:
Name Words with
Inflectional Endings

Fold back the paper 1. 1. names

along the dotted line.
Use the blanks to 2. 2. named
write each word as it 3. 3. naming
is read aloud. When
you finish the test, 4. 4. hopes
unfold the paper.
Use the list at the 5. 5. hoped
right to correct any 6. 6. hoping
spelling mistakes.
7. 7. races

8. 8. raced

9. 9. racing

10. 10. drops

11. 11. dropped

12. 12. dropping

13. 13. hugs

14. 14. hugged

15. 15. hugging

Challenge Words 16. 16. driving

17. 17. traded

© Macmillan/McGraw-Hill

Review Words 18. 18. rabbit

19. 19. hello

20. 20. problem

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Wilbur’s Boast • Grade 3/Unit 5 297
the plural), and common homophones (e.g., hair-hare ).
 Practice
Spelling:
Name Words with
Inflectional Endings

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

Sample A: Sample B:
𝖠 fliped 𝖤 tuging
𝖡 flipped 𝖥 tugging
𝖢 flipd 𝖦 taging
𝖣 flipt 𝖧 tuggng

1. 𝖠 names 6. 𝖤 hopeing 11. 𝖠 droped

𝖡 namez 𝖥 hopng 𝖡 droppt
𝖢 nams 𝖦 hoeping 𝖢 dropped
𝖣 naimes 𝖧 hoping 𝖣 droppet
2. 𝖤 naymd 7. 𝖠 rasces 12. 𝖤 dropping
𝖥 namd 𝖡 racez 𝖥 droping
𝖦 named 𝖢 racces 𝖦 drupping
𝖧 namet 𝖣 races 𝖧 droppng
3. 𝖠 nayming 8. 𝖤 racet 13. 𝖠 huges
𝖡 nameng 𝖥 rasced 𝖡 hugs
𝖢 naming 𝖦 raced 𝖢 hugz
𝖣 nameing 𝖧 raiset 𝖣 huggs
4. 𝖤 hopes 9. 𝖠 rascing 14. 𝖤 hugd
© Macmillan/McGraw-Hill

𝖥 hopez 𝖡 raceing 𝖥 hugged

𝖦 hoeps 𝖢 racing 𝖦 huged
𝖧 hopps 𝖣 raicing 𝖧 hugte
5. 𝖠 hoppd 10. 𝖤 dropz 15. 𝖠 huging
𝖡 hoped 𝖥 drups 𝖡 hugeing
𝖢 hopt 𝖦 dropps 𝖢 huggng
𝖣 hopet 𝖧 drops 𝖣 hugging
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
298 Wilbur’s Boast • Grade 3/Unit 5 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare ).
 Practice
Name Grammar:
Possessive Pronouns

• Some possessive pronouns can stand alone. These include

mine, yours, his, hers, its, ours, yours, and theirs.

Read the sentences and the possessive pronouns in

parentheses. Write the correct possessive pronoun.
1. The students in class are designing (our, ours)
carousels.

2. I am almost finished with . (my, mine)

3. Did you finish ? (your, yours)

4. Nina and Nick showed me designs. (their, theirs)

5. Nina used dinosaurs in . (her, hers)

6. Nick put only birds in carousel. (his, their)

7. I liked both of . (their, theirs)

8. Each carousel had own style. (its, their)

9. carousel would be different from (Your, Yours)

anyone else’s design.

10. All of are different. (our, ours)

11. I hope the teacher likes ! (my, mine)

© Macmillan/McGraw-Hill

12. class has worked really hard. (Our, Ours)

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Wilbur’s Boast • Grade 3/Unit 5 299
 Practice
Name Grammar:
Possessive Pronouns

• A possessive pronoun takes the place of a possessive

noun. It shows who or what owns something.
• Some possessive pronouns are used before nouns. These
include my, your, his, her, its, our, your, and their.
• Some possessive pronouns can stand alone. These include
mine, yours, his, hers, its, ours, yours, and theirs.

Rewrite this journal entry. Be sure to correct the pronouns and nouns.
We visited ours relatives in New York City this summer. Mine cousin Tracy
took we to Riverbank State Park, along the Hudson River. Her showed us an
unusual carousel in the park. The octopus had two heads. The zebra was plaid.
The lion was green. She explained that the carousels animals were all designed
by local kids. Tracy pointed out how the artists signature is engraved beneath
each animal.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
300 Wilbur’s Boast • Grade 3/Unit 5
 Practice
Writing:
Name Logical Structure:
Distinguishing Moments

1. Read:
When we went on vacation, we had so much fun. We went swimming,
we went shopping, we went hiking in the mountains, and we even went
sailing. It was the best time ever.
2. List the four moments this student could write about:

1.

2.

3.

4.
3. Circle one moment from your list.
4. Write three more sentences about that moment.
Swimming: The water was cold, but I jumped in anyway. It made a big
splash that soaked Dad. He jumped in and made an even bigger splash.
© Macmillan/McGraw-Hill

Extra Practice: Do the same activity with one of the other moments.

W 1.0 Writing Strategies

Wilbur’s Boast • Grade 3/Unit 5 301
 Practice
Name Phonics:
Open Syllables

• Every syllable in a word has only one vowel sound.

• When a syllable ends in a vowel, it is called an open syllable.
• The vowel in an open syllable usually has a long vowel
sound. For example, baby has two open syllables.
• A syllable that ends in a consonant is called a closed
syllable. The vowel in a closed syllable has a short vowel
sound. For example, until has two closed syllables.

A. Circle the words with one or more open syllables in each line.
Then write the syllables on the line.
1. human nature cactus

2. babies hidden silent

3. female
e insects able

4. cozy reptile spider

B. Circle the words with closed syllables in each line. Then write
the syllables on the line.

5. animal balance locate

6. mammal tidy suggest

7. provide habit kitten

© Macmillan/McGraw-Hill

8. upset except easy

R 1.2 Decode regular multisyllabic words.

302 Unique Animals of the Southwest
Grade 3/Unit 5
 Practice
Name Vocabulary

A. Choose a word from the box to match each clue. Write the
word on the line.

related to females identical sight odor venom

1. two things that are exactly the same

2. when things are connected

3. something that is poisonous

4. to be able to see
g
5. a strong smell

6. animals that are able to give birth

B. Circle the vocabulary word that completes each sentence

correctly. Write it on the line.

7. Some animals are like each other in some ways, but they are not
© Macmillan/McGraw-Hill

.
a. females b. identical

8. One way some animals protect themselves is by giving off a terrible

.
a. odor b. sight

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Unique Animals of the Southwest 303
Grade 3/Unit 5
 Practice
Name Comprehension:
Compare and Contrast

• When you compare and contrast things, you tell how they
are alike and how they are different.
• Compare means telling how things are alike.
• Contrast means telling how things are different.

A. Study the pictures. Then answer the questions below.

Gila monster Roadrunner

1. In what ways are these animals alike?

a. They are both animals that live in the desert, and they both have long tails.
b. They both have long legs.
2. In what ways are these animals different?
a. The roadrunner is a bird, and the Gila monster isn’t.
b. The Gila monster lives in the desert, and the roadrunner lives in the swamp.

B. Write sentences that compare and contrast the Gila monster

and the roadrunner.
© Macmillan/McGraw-Hill

Compare:

Contrast:

R 2.6 Extract appropriate and significant information from the text,

Unique Animals of the Southwest including problems and solutions.
304 Grade 3/Unit 5
 © Macmillan/McGraw-Hill

As you read Unique Animals of the Southwest, fill in the Venn Diagram.
Name

including problems and solutions.

Alike

R 2.6 Extract appropriate and significant information from the text,

Grade 3/Unit 5
Unique Animals of the Southwest
How does the information you wrote in the Venn Diagram help you
Venn Diagram

305
Practice
Comprehension:

better understand Unique Animals of the Southwest?

 Practice
Name Fluency:
Intonation

As I read, I will pay attention to intonation.

In 1777, colonial America won freedom from England.
7 Americans wanted their own flag.
12 The first flag was made up of thirteen red and white
23 stripes and thirteen white stars on a blue background. The
33 stars and stripes stood for the thirteen states.
41 The color red stands for courage. White stands for
50 purity. Blue stands for justice.
55 At first, the stars were in a different pattern on every
66 flag. On some flags, the stars were in a circle. On others,
78 the stars were in rows of twos and threes. On one flag, the
91 stars were arranged in the shape of one big star.
101 A new stripe and star were added to the flag with every
113 new state. Soon the flag was filled with stripes and stars.
124 Many people disputed the requirements of a new flag. 133

Comprehension Check
1. What do the stripes on the American flag stand for? Main Idea and
Details
2. What do the colors on the flag stand for? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
Unique Animals of the Southwest and with appropriate pacing, intonation, and expression.
306 Grade 3/Unit 5
 Practice
Name Literary Element:
Foreshadowing

• Foreshadowing is a way that storytellers give hints about

what is going to happen in a story.
• Myths often include foreshadowing to make the story more
interesting and to add suspense.

A. Read the passage below. Then answer the questions.

In days long ago, Opossum’s tail was long and fat. He thought his tail
was the most beautiful tail of any animal. He’d spend all day cleaning
and brushing it. He even made up songs and poems about it. Whenever
he bumped into another animal, he’d make the animal listen to him.
And when all the animals got together for a party, Opossum demanded a
special seat so everyone could see and admire his beautiful tail.
My! He was so boring!
Rabbit couldn’t stand it any more.
1. What do you think will happen in the story?
a. Opossum will figure out that the other animals find him boring.
b. Opossum will forget about his tail after a while.
c. Rabbit will play a trick on Opossum that will cause something to
happen to his tail.
2. What hint in the story helps you figure out what will probably happen?
a. Opossum demanded a special seat at parties.
© Macmillan/McGraw-Hill

b. Rabbit couldn’t stand it any more.

c. In days long ago, Opossum’s tail was long and fat.
3. Where is foreshadowing usually found in a myth?

4. Why do myths often include foreshadowing?

R 2.0 Reading Comprehension

Unique Animals of the Southwest 307
Grade 3/Unit 5
 Practice
Name Vocabulary Strategy:
Dictionary

A. Use a dictionary to find two meanings for each word.

Write them in the chart below.

Word First Meaning Second Meaning

bark

tire

mark

limbs

B. Write a sentence for each meaning of limbs.

1.
© Macmillan/McGraw-Hill

2.

R 1.7 Use a dictionary to learn the meaning and other features

Unique Animals of the Southwest of unknown words.
308 Grade 3/Unit 5
 Practice
Spelling:
Name Words with
Open Syllables

Fold back the paper 1. 1. pilot

along the dotted line.
Use the blanks to 2. 2. diner
write each word as it 3. 3. tiger
is read aloud. When
you finish the test, 4. 4. limit
unfold the paper.
Use the list at the 5. 5. lemon
right to correct any 6. 6. planet
spelling mistakes.
7. 7. model

8. 8. ever

9. 9. robot

10. 10. tiny

11. 11. cover

12. 12. salad

13. 13. silent

14. 14. spider

15. 15. frozen

Challenge Words 16. 16. melon

17. 17. water

© Macmillan/McGraw-Hill

Review Words 18. 18. named

19. 19. hoping

20. 20. traded

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Unique Animals of the Southwest 309
the plural), and common homophones (e.g., hair-hare). Grade 3/Unit 5
 Practice
Spelling:
Name Words with
Open Syllables

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

Sample A: Sample B:
𝖠 icey 𝖤 maybee
𝖡 iccy 𝖥 maybe
𝖢 eyecy 𝖦 maebe
𝖣 icy 𝖧 maiybe

1. 𝖠 pielet 6. 𝖤 plannit 11. 𝖠 cuver

𝖡 pilot 𝖥 plannet 𝖡 covver
𝖢 pilet 𝖦 plannut 𝖢 cover
𝖣 pielot 𝖧 planet 𝖣 cuvver
2. 𝖤 dienner 7. 𝖠 modil 12. 𝖤 saled
𝖥 dinnor 𝖡 mauddle 𝖥 sallid
𝖦 diener 𝖢 moedel 𝖦 sallad
𝖧 diner 𝖣 model 𝖧 salad
3. 𝖠 tiyger 8. 𝖤 evver 13. 𝖠 sielent
𝖡 tieger 𝖥 ever 𝖡 silent
𝖢 tiger 𝖦 evur 𝖢 silunt
𝖣 tigor 𝖧 evir 𝖣 sillunt
4. 𝖤 limit 9. 𝖠 robut 14. 𝖤 spyder
© Macmillan/McGraw-Hill

𝖥 limmet 𝖡 robot 𝖥 spidir

𝖦 limmit 𝖢 rowbot 𝖦 spider
𝖧 limitt 𝖣 roebot 𝖧 spieder
5. 𝖠 lemon 10. 𝖤 tieny 15. 𝖠 froozen
𝖡 lumon 𝖥 tinee 𝖡 frosen
𝖢 lemen 𝖦 tiny 𝖢 frowzen
𝖣 lemmon 𝖧 tynny 𝖣 frozen
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
310 Unique Animals of the Southwest
Grade 3/Unit 5
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Pronoun-Verb
Contractions

• Remember, a contraction is a shortened form of two words.

Here are some contractions:
I have = I’ve I will = I’ll we will = we’ll
you have = you’ve he will = he’ll you will = you’ll
we have = we’ve she will = she’ll they will = they’ll
they have = they’ve

Underline the two words in each sentence that you can

make into a contraction. Then write each sentence with the
contraction.
1. We have seen two beavers building a home in our pond.

2. It will be fun to watch them work.

3. You will see them when you come over.

4. I have read about beavers and their homes.

5. She will find branches for their home.

6. He will build with branches and mud.

© Macmillan/McGraw-Hill

7. They will build an underwater door to their home.

8. They have lots of building to do!

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Unique Animals of the Southwest 311
Grade 3/Unit 5
 Practice
Grammar:
Name Pronoun-Verb
Contractions

• A contraction is a shortened form of two words.

A. Proofreading
Proofread the paragraph. Circle any incorrectly written contractions.
Im hoping to become a zoologist someday. That is someone who studies
animals. Until then I can learn a lot by just watching the animals that live all
around me. There are plenty of rabbits in our backyard. Theyve built their
warren near our fence. Ive seen a rabbit hop across the yard. Then suddenly
its gone. Its jumped down the hole into the warren. I cant go down there, of
course, but I can guess what its like inside. Its got several entrances. They
lead down long tunnels. Then theyve got nests at the end of the tunnels.

B. Writing Activity
Rewrite the paragraph. Write each contraction with the apostrophe in the
right place. Make sure possessive pronouns and contractions are used
correctly.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Unique Animals of the Have students reread the passage to a partner.
312
Southwest • Grade 3/Unit 5
 Practice
Writing:
Name Logical Structure:
Distinguishing Moments

1. Read:
As I threw the ball to my dog, I heard the snow crunch as my
foot slipped. My face was frozen, and I could see my breath. Suddenly,
a snowball hit my leg, and I dove to the ground. I heard my sister
laughing hysterically and could feel the cold from the snow that had gotten
in my coat.

2. List the two moments and two details about each moment.
Moment 1: threw the ball
Detail: heard the snow crunch
Detail:

Moment 2:
Detail: sister laughing
Detail:
3. Read:
She was sweating as she ran towards the goal line. Clouds of dust
and the screams of the other players surrounded her. Launching herself
into the air, she snatched the plastic disk out of the sky and landed with
her arms raised victoriously. Her heart pounded, and her face was a
giant smile.

4. List the two moments and two details about each moment.
Moment 1: ran towards the goal line
© Macmillan/McGraw-Hill

Detail:
Detail:

Moment 2:
Detail:
Detail:

W 1.0 Writing Strategies

Unique Animals of the Southwest 313
Grade 3/Unit 5
 Practice
Name Phonics/ Word Study:
Prefixes

A prefix is a word part that can be added to the beginning of a

base word.
Adding a prefix changes the meaning of the base word.
Prefix Means
dis- not or opposite Dishonest means “the opposite
of honest.”
un- not or opposite Unusual means “not usual.”
pre- before or ahead Preheat means “heat
of time ahead of time.”
re- again Retell means “tell again.”

In each sentence, underline the word that includes the

prefix un-, dis-, re-, or pre-. Then write its meaning.
1. In preschool you listen to stories about animals that talk.

2. Some people dislike stories about pigs that fly.

3. I was unable to find the pig that went to market.

4. It was an unlucky day for the two pigs who cried all the way home.

5. When the pig on a flying carpet disappeared, I was very surprised.

© Macmillan/McGraw-Hill

6. Our tickets to Pig World were reprinted.

R 1.2 Decode regular multisyllabic words.

314 Stone Soup • Grade 3/Unit 6
 Practice
Name Vocabulary

A. Write the vocabulary word from the box that can replace
the underlined word or words in each sentence.

gaze agreeable guests

banquet untrusting curiosity

1. Our family always prepares enough food for people who come to visit.

2. The winning soccer team is having a special meal prepared for a lot of

people.
3. The school cafeteria workers are nice and kind to all the students.

4. The cookie was an unusual and different thing because it was made

without fat, sugar, or flour.

5. He would not try rare steak because he was not convinced it was safe.

6. Under Mom’s stern look and stare, we stopped playing and quickly ate

our food.

B. Choose two vocabulary words. Use each one in a sentence.

© Macmillan/McGraw-Hill

7.

8.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Stone Soup • Grade 3/Unit 6 315
 Practice
Name Comprehension:
Make Inferences

Sometimes an author wants the reader to make an inference

about missing information. You make inferences by finding
clues in the text and thinking about what you already know to
figure out something the author doesn’t tell you directly.

Read each passage. Circle the inference that makes sense

based on what you read and what you know.
1. Janna took a bite of the taco. She chewed as quickly as she could. She
swallowed and then yelled, “Quick! Get me a drink of cold water!”
a. The taco was hot and spicy.
b. The taco was too dry.

2. Peter and his friend Ana were going to the new Indian restaurant. Ana
grabbed her coat and said, “Hurry up, we might not get a table.”
a. Ana does not like Indian food.
b. Ana was excited.

3. Each guest brought special food to the banquet. Everyone brought

something different. After only five minutes, all of the pizza was eaten.
a. Guests at the banquet liked pizza the most.
b. There was not enough food at the banquet.

4. Marge lined up all the ingredients for soup. She then realized she had to
© Macmillan/McGraw-Hill

go to the store for white pepper.

a. Marge does not like white pepper.
b. Marge needs white pepper for a recipe.

R 2.0 Reading Comprehension

316 Stone Soup • Grade 3/Unit 6
 © Macmillan/McGraw-Hill

Clue Clue
Name

R 2.0 Reading Comprehension

Clue Clue

Clue Clue
As you read Stone Soup, fill in the Inference Map.

Inference Inference

Stone Soup •
Grade 3/Unit 6
How does the information you wrote in this Inference Map help you

317
Inference Map
Practice
Comprehension:

visualize details in Stone Soup?

 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

Joe and Rose’s mom was dressed up to go to a banquet.
12 But she couldn’t find anybody to stay with the children.
22 “Would you like to visit your grandfather while I go to
33 my formal dinner party?” she asked.
39 Both kids yelled, “Yes!”
43 “You guys sound so agreeable,” laughed Mom. “Are
51 you really that happy to get away from me?”
60 “No,” said Joe. He hugged his mom tightly. “We just
70 love being Big Joe’s guests.”
75 “It is always fun visiting Big Joe’s cabin,” said Rose.
85 Big Joe’s cabin was full of treasures. 92

Comprehension Check
1. Who is Big Joe? Plot Development

2. Why do Joe and Rose like visiting Big Joe? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and

accurately and with appropriate pacing, intonation, and expression.
318 Stone Soup • Grade 3/Unit 6
 Practice
Name Text Feature:
Charts

Charts arrange information into columns and rows.

To use a chart, read the title to find out the subject of the chart.
Then read the headings to find out what information is in each
column. Finally, read the information in each category to see
how it is related.

Special Foods from Africa

Country Name of Food Main Ingredients
Kenya Oysters Mombasa small oysters, garlic, butter
Jollof Rice white rice, cooked chicken,
bacon, shrimp, tomato paste
Liberia Beef Internal Soup beef, tomatoes, dried fish,
smoked fish
Morocco Couscous Marrakesh couscous, lamb, chicken

Use the chart above to answer these questions.

1. What information does this chart tell you?

2. Which three countries does this chart have information about? Where

are they located?

© Macmillan/McGraw-Hill

3. Which two foods are made with chicken?

4. Which three foods are made with some kind of fish?

R 2.1 Use titles, tables of contents, chapter headings, glossaries, and

indexes to locate information in text.
Stone Soup • Grade 3/Unit 6 319
 Practice
Name Vocabulary Strategy:
Synonyms

A synonym is a word that has the same, or nearly the same,

meaning as another word.
These are synonyms for the word happy: glad, joyful, cheerful,
pleased.

A. Circle the letter of a synonym for each word below.

1. stop a. halt b. go c. stand

2. closed a. enter b. shut c. open

3. farewell a. greet b. hello c. goodbye

4. quiet a. calm b. loud c. cloudy

5. home a. store b. house c. office

6. end a. begin b. short c. finish

7. discover a. find b. hide c. cover

8. rich a. poor b. wealthy c. plain

B. Write synonyms for the following words.

© Macmillan/McGraw-Hill

9. job

10. share

11. meal

12. stone

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.
320 Stone Soup • Grade 3/Unit 6
 Practice
Spelling:
Name Words with
Prefixes

Fold back the paper 1. 1. untied

along the dotted line.
Use the blanks to 2. 2. repay
write each word as it 3. 3. unhappy
is read aloud. When
you finish the test, 4. 4. preheat
unfold the paper. Use
the list at the right to 5. 5. unfold
correct any spelling 6. 6. return
mistakes.
7. 7. dislike

8. 8. review

9. 9. resell

10. 10. precook

11. 11. prepay

12. 12. unkind

13. 13. reprint

14. 14. redo

15. 15. unlucky

Challenge Words 16. 16. preschool

17. 17. disorder

© Macmillan/McGraw-Hill

Review Words 18. 18. tiger

19. 19. planet

20. 20. silent

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming Stone Soup • Grade 3/Unit 6 321
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Prefixes

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.
Sample A: Sample B:
𝖠 uncut 𝖤 reeplay
𝖡 encut 𝖥 riply
𝖢 oncut 𝖦 riplay
𝖣 unncut 𝖧 replay

1. 𝖠 untied 6. 𝖤 riturn 11. 𝖠 prepeigh

𝖡 untyed 𝖥 retern 𝖡 prepay
𝖢 ontied 𝖦 ritern 𝖢 pripay
𝖣 unteid 𝖧 return 𝖣 preepay
2. 𝖤 repay 7. 𝖠 dizlike 12. 𝖤 unkind
𝖥 ripay 𝖡 disslike 𝖥 uncind
𝖦 repaye 𝖢 dislike 𝖦 onkind
𝖧 reepay 𝖣 deslike 𝖧 unkynd
3. 𝖠 unhapy 8. 𝖤 raview 13. 𝖠 reeprint
𝖡 onhappy 𝖥 rivyou 𝖡 reprint
𝖢 unhappy 𝖦 review 𝖢 reaprint
𝖣 unhappey 𝖧 revuew 𝖣 reprind
4. 𝖤 preeheat 9. 𝖠 recell 14. 𝖤 redoe
𝖥 𝖡 𝖥
© Macmillan/McGraw-Hill

preheat reacell redo

𝖦 preheet 𝖢 resell 𝖦 reto
𝖧 preaheat 𝖣 risell 𝖧 reedo
5. 𝖠 unfolde 10. 𝖤 pricook 15. 𝖠 inlucky
𝖡 unfold 𝖥 prekook 𝖡 unluky
𝖢 unfoeld 𝖦 preecook 𝖢 unluckky
𝖣 unfoldd 𝖧 precook 𝖣 unlucky

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
322 Stone Soup • Grade 3/Unit 6 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Adjectives and
Articles

• An adjective tells what kind or how many.

• Use the articles a and an before singular nouns. Use a
before a word that starts with a consonant. Use an before a
word that starts with a vowel.
• Use the before a singular or plural noun.

Complete each sentence with an adjective from the box. Some

adjectives may be used more than once.

an one the magic strange tall

tiny two a beautiful new

1. My brothers and I share room.

2. Our apartment doesn’t have much space.
3. I like to look at houses while walking to school.
4. One house always catches my attention.
5. It has a tower on one corner.
6. The house looks like a castle.
7. It is unusual sight on our street.
8. I think about living in castle like that.
9. Our room has windows.
10. One house has a garden.
© Macmillan/McGraw-Hill

11. We helped by putting shelf up.

12. There is a rug on the floor.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Stone Soup • Grade 3/Unit 6 323
 Practice
Grammar:
Name Adjectives and
Articles

• An adjective tells what kind or how many.

• Use the articles a and an before singular nouns. Use a
before a word starting with a consonant. Use an before a
word starting with a vowel.
• Use the before a singular or plural noun.

Proofread the paragraph. Underline the adjectives. Circle any

articles that are used incorrectly.
No one had lived in an old house on Cray Street for a long time. It was
in bad shape. Windows were broken. The porch sagged. A wall had fallen
down inside. Then a community group bought the house. They were going to
fix it and give it to an family in town. I helped clean up the rooms. I carried
materials to a carpenters. I learned how to measure and cut wood. Best of all,
I got to pick out colors for a rooms! Everyone loves the new living room and
dining room that I painted.
Rewrite the paragraph. Write the articles correctly. Add any
adjectives that will make the paragraph better.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
324 Stone Soup • Grade 3/Unit 6
 Practice
Writing:
Name Character
Development:
Believable

1. Brainstorm three things you did yesterday or today. These should be

things you think other kids your age do sometimes too.
Example: ate a snack
1.
2.
3.
2. Circle one of the moments from your brainstorm.
3. Think about the moment you circled.
4. List three things you did or said in the moment you circled.
Example: asked Mom for another cookie
1.
2.
3.

5. Write three to five sentences about a made-up kid doing the

activity you described. What does the kid do and say in that moment?
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Stone Soup • Grade 3/Unit 6 325
 Practice
Phonics:
Name Consonant + le
Syllables

When two-syllable words have a final unstressed syllable

ending in -el or -le, the final /әl/ vowel sound is usually the
sound you hear in angel and bottle.
• Divide a word like bottle between the double consonants:
bot / tle.
• Divide a word like rebel after the consonant if the first vowel
sound is short: reb / el.
• Divide a word like cable before the consonant if the first
vowel sound is long. ca / ble.

A. Each of the words below ends with el or le. Read each word.
Circle the choice that shows the word correctly divided into
syllables.
1. puzzle a. puzz / le b. puz / zle
2. eagle a. ea / gle b. eag / le
3. travel a. trav / el b. tra / vel
4. able a. ab / le b. a / ble

B. Read each word. Then write it divided into syllables.

5. camel 9. purple

6. tunnel 10. level

© Macmillan/McGraw-Hill

7. table 11. bugle

8. people 12. maple

R 1.2 Decode regular multisyllabic words.

326 The Strongest One • Grade 3/Unit 6
 Practice
Name Vocabulary

Read the vocabulary words. Write the correct word in the

spaces below.

gnaws weakest symbol securing darkened decorated

1. a picture or shape
that stands for
something

2. made or became
darker

3. chews on
something

4. made prettier

5. fastening
something firmly
© Macmillan/McGraw-Hill

6. least strong

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Strongest One • Grade 3/Unit 6 327
 Practice
Name Comprehension:
Summarize

When we summarize, we tell the most important event or main

idea. The main idea is the most important point an author
wants to make. Details tell more about the main idea.

Read each story. Circle the main idea.

1. The curtain will go up in two minutes. Mrs. Matthews’s third-graders
are nervous. Mary feels like she might start to cry. Aaron’s knees are
shaking. The play is about to begin.

a. The children are nervous about the play.

b. Mary is going to cry.
c. Mrs. Matthews teaches third grade.

2. During the play, there was a blackout. The lights went out. The
microphones did not work. The audience sat still. The performers did not
say a word. Luckily, it lasted only for five minutes. Then the lights went
back on and the play continued.

a. The audience sat still during the blackout.

b. The microphones do not work in a blackout.
c. There was a blackout during the play. Then the lights went on
and the play continued. © Macmillan/McGraw-Hill

R 2.5 Distinguish the main idea and supporting details in

expository text.
328 The Strongest One • Grade 3/Unit 6
 Practice
Name Comprehension:
Story Map

As you read The Strongest One, fill in the Story Map.

Character

Setting

Beginning

Middle
© Macmillan/McGraw-Hill

End

How does the information you wrote in this Story Map help you
summarize The Strongest One?

R 2.5 Distinguish the main idea and supporting details in

expository text.
The Strongest One • Grade 3/Unit 6 329
 Practice
Fluency:
Name Expression and
Intonation

As I read, I will pay attention to expression and intonation.

Narrator: There was once a river so beautiful that all the
11 animals came to drink from it. One day, a giant moose came
23 to this river.
26 Beaver # 1: He’s so big!
30 Beaver # 2: His antlers are decorated with strange
37 symbols.
38 Muskrat # 1: He sure is thirsty.
43 Muskrat # 2: He’s drinking so much, the river is going
52 down!
53 Narrator: The animals grew worried.
58 Beavers: Our beaver dams will be destroyed!
65 Muskrats: We’ll have no water to drink! 72

Comprehension Check
1. What do the animals notice about the moose? Summarize

2. Why do the animals become worried? Plot

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately and
with appropriate pacing, intonation, and expression.
330 The Strongest One • Grade 3/Unit 6
 Practice
Name Text Feature:
Diagram

A diagram is a drawing that explains information. Some

information is easier to understand by looking at a diagram than
by reading about it.

Life Cycle of a Frog

egg tadpole frog

A. Follow the directions.

1. Draw next to the words that tell what the diagram is about.

2. Draw around the word that names the grown animal.

3. Draw around the word that names the animal in the middle
of the life cycle.

4. Draw around the word that names the beginning of the life cycle.

B. Use the diagram to find the answers. Circle the answer.

© Macmillan/McGraw-Hill

5. The is the first stage of the life cycle.

a. egg b. tadpole

6. How many stages are in the life cycle of a frog?

a. two b. three

R 2.1 Use titles, tables of contents, chapter headings, glossaries,

and indexes to locate information in text.
The Strongest One • Grade 3/Unit 6 331
 Practice
Name Vocabulary Strategy:
Antonyms

Antonyms are words that have opposite meanings.

Look at the pictures and words. The words in each pair are
antonyms.

up down go stop

A. Circle the antonym for each word.

1. happy a. funny b. sad
2. clean a. neat b. dirty
3. above a. below b. inside
4. weak a. strong b. tired

B. Write the antonym for each underlined word. Use the words in
the box.

enjoyed thick fancy finish

5. First she made a thin black stripe, and then a red stripe.
© Macmillan/McGraw-Hill

6. Mai hoped to start the painting by her father’s birthday.

7. The tables and chairs in the restaurant were very plain.

8. Everyone disliked the new movie showing at the Main Street Cinema.

R 1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs to determine the meanings of words.
332 The Strongest One • Grade 3/Unit 6
 Practice
Spelling:
Name Words with
Consonant + le
Syllables

Fold back the paper 1. 1. able

along the dotted line.
Use the blanks to 2. 2. purple
write each word as it 3. 3. global
is read aloud. When
you finish the test, 4. 4. table
unfold the paper.
Use the list at the 5. 5. towel
right to correct any 6. 6. eagle
spelling mistakes.
7. 7. puzzle

8. 8. middle

9. 9. little

10. 10. bottle

11. 11. camel

12. 12. pickle

13. 13. travel

14. 14. tunnel

15. 15. ankle

Challenge Words 16. 16. motel

17. 17. sample

© Macmillan/McGraw-Hill

Review Words 18. 18. unhappy

19. 19. return

20. 20. unkind

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
doubling, changing the ending of a word from -y to -ies when forming The Strongest One • Grade 3/Unit 6 333
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Consonant + le
Syllables

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

Sample A: Sample B:
𝖠 buble 𝖤 meddle
𝖡 bubble 𝖥 medel
𝖢 bubbel 𝖦 medal
𝖣 bubel 𝖧 meddal

1. 𝖠 abil 6. 𝖤 eagal 11. 𝖠 camel

𝖡 abal 𝖥 eegle 𝖡 cammel
𝖢 abel 𝖦 eagel 𝖢 camal
𝖣 able 𝖧 eagle 𝖣 camil
2. 𝖤 purpil 7. 𝖠 puzle 12. 𝖤 pickel
𝖥 perple 𝖡 puzzle 𝖥 pickkle
𝖦 purpel 𝖢 puzzel 𝖦 pickal
𝖧 purple 𝖣 puzzal 𝖧 pickle
3. 𝖠 globle 8. 𝖤 middel 13. 𝖠 travle
𝖡 globel 𝖥 middal 𝖡 travel
𝖢 global 𝖦 middle 𝖢 travil
𝖣 globbal 𝖧 midle 𝖣 travvel
4. 𝖤 tabil 9. 𝖠 liddle 14. 𝖤 tunnil
© Macmillan/McGraw-Hill

𝖥 table 𝖡 littal 𝖥 tunnel

𝖦 tabel 𝖢 little 𝖦 tunel
𝖧 tabal 𝖣 littel 𝖧 tunnle
5. 𝖠 towel 10. 𝖤 bottle 15. 𝖠 ancle
𝖡 touwel 𝖥 boddal 𝖡 ankul
𝖢 towal 𝖦 botle 𝖢 ankel
𝖣 towil 𝖧 bottal 𝖣 ankle
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
334 The Strongest One • Grade 3/Unit 6 doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Adjectives
That Compare

• If an adjective ends in a consonant and y, change the y to i

before adding -er or -est.
• If an adjective ends in e, drop the e before adding -er or -est.
• If an adjective has a single vowel before a final consonant,
double the final consonant before adding -er or -est.
Change y to i: happy happier happiest
Drop the e: safe safer safest
Double the consonant: hot hotter hottest

A. Add -er or -est to each adjective. Write the correct form.

Add -er Add -est

1. pretty 6. white
2. blue 7. tiny
3. big 8. pale
4. noisy 9. fat
5. red 10. silly

B. Write the correct form of each adjective in parentheses.

11. Charlotte was the (nice) spider anyone knew.
12. The (busy) worker in the barn was Charlotte.
13. Templeton was (lazy) than Wilbur.
© Macmillan/McGraw-Hill

14. It was the (wet) day anyone had ever seen.

15. The fair was the (happy) day of Wilbur’s life.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
The Strongest One • Grade 3/Unit 6 335
 Practice
Grammar:
Name Adjectives
That Compare

• Add -er to an adjective to compare two nouns and -est to

compare more than two nouns.
• If an adjective ends in a consonant and y, change the y to i
before adding -er or -est.
• If an adjective ends in e, drop the e before adding -er or -est.
• If an adjective has a single vowel before a final consonant,
double the final consonant before adding -er or -est.

A. Proofread these lines of dialogue. Circle any adjectives that

are incorrectly used or misspelled.
“I remember the scaryiest thing that ever happened to me. I woke up
before dawn and couldn’t go back to sleep. I turned on the kitchen light and
walked through the door. Suddenly, there was something on my face—the
bigest, gummyest spiderweb I had ever seen! I let out the louddest scream
I had ever screamed. Then I started to laugh. After all, what was sillyer than
getting upset about a spiderweb?”

B. Rewrite the dialogue. Write the comparative adjectives

correctly.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
336 The Strongest One • Grade 3/Unit 6
 Practice
Writing:
Name Character Development:
Believable

1. Read:
Mira couldn’t believe her eyes. It was the funniest thing she had
ever seen!
2. Write two to three more sentences that show what Mira saw and how
she reacted in this moment.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

The Strongest One • Grade 3/Unit 6 337
 Practice
Name Phonics:
Vowel Team Syllables

• Every syllable in a word has only one vowel sound.

• When two vowels come together and stand for one vowel
sound, the vowel sound is usually long.
• When two vowels come together and stand for one vowel
sound, they are a vowel team.
• A vowel team stays in the same syllable. That syllable is
called a vowel team syllable. Example: ex/plain

Circle the words with vowel team syllables in each line. Then
write the syllables on the line.
1. teacher feature story

2. away remain silent

3. thirteen upset balloon

4. about classroom open

5. amount balance fourteen

6. stories leaving little

7. railroad grocery soaking

8. under mailbox eating © Macmillan/McGraw-Hill

R 1.2 Decode regular multisyllabic words.

338 Tales of the Trickster
Grade 3/Unit 6
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each

vocabulary word.

1. insightful a. more than half of anything you can count

2. technique b. something that makes people understand

things in a new way
3. majority c. a way of doing something

4. investigate d. smart and tricky

5. cunning e. to look into something to find more information

B. Circle the vocabulary word that completes each sentence

correctly. Write it on the line.

6. Trickster tales often have characters that are very .

a. majority b. cunning

7. The of trickster tales have animals as the main

characters.
a. majority b. technique

8. Storytellers each have their own for telling a story.

a. insightful b. technique
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Tales of the Trickster
Grade 3/Unit 6
339
 Practice
Name Comprehension:
Compare and Contrast

When you compare and contrast things you tell how they are
alike and how they are different.
• Compare means telling how things are alike.
• Contrast means telling how things are different.

Use these pictures to help you compare and contrast these

Native American trickster characters.

Native American Trickster Characters

Coyote, a character in Raven, a character in

many Native American many Native American
trickster tales trickster tales

1. How are the characters alike?

© Macmillan/McGraw-Hill

2. How are the characters different?

R 2.6 Extract appropriate and significant information from the text,

Tales of the Trickster including problems and solutions.
340 Grade 3/Unit 6
 © Macmillan/McGraw-Hill

As you read Tales of the Trickster, fill in the Venn Diagram.

Name

Different

including problems and solutions.

Alike

R 2.6 Extract appropriate and significant information from the text,

Grade 3/Unit 6
Tales of the Trickster
How does the information you wrote in the Venn Diagram help you
Venn Diagram

341
Practice
Comprehension:

better understand Tales of the Trickster?

 Practice
Fluency:
Name Pronunciation and
Phrasing

As I read, I will pay attention to pronunciation and phrasing.

John James Audubon was born in Haiti in 1785. When
9 he was a young boy, he moved to France with his family.
21 His father was in the French Navy. He owned a farm in the
34 United States. When John was 18, his father sent him to
44 the farm, hoping John would take care of it. But John
55 didn’t want to do that. He wanted to hunt, fish, and draw
67 birds.
68 John drew lots of pictures of birds. He wanted to make
79 them look real.
82 He studied the birds closely. He painted birds eating.
91 He painted birds nesting. He painted them looking for food.
101 The more he painted, the more lifelike the birds looked.
111 There was a touch of grace and power in his work. 122

Comprehension Check
1. Why did John’s father send him to the United States? Main Idea and
Details

2. What were John Audubon’s interests? Relevant Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
Tales of the Trickster and with appropriate pacing, intonation, and expression.
342 Grade 3/Unit 6
 Practice
Name Study Skill:
Functional Documents

A functional document may tell people how something works

or how to do something. It gives people useful or important
information. Some functional documents are advertisements,
posters, and bus schedules.

Read the poster below and answer the questions.

WHO: Everyone at Maple Heights

Elementary School
WHAT: Canned foods drive
WHERE: All classrooms
WHEN: November 1 – November 15
HOW: Bring cans of food to your classroom
WHY: To make Thanksgiving food baskets
for the homeless shelter

CAN YOUR GRADE BRING THE

MOST CANNED FOODS?

1. Who needs to know the information on the poster?

© Macmillan/McGraw-Hill

2. Where are the canned foods being collected?

3. What grades are taking part in this canned goods drive?

4. Why is this poster a functional document?

R 2.0 Reading Comprehension

Tales of the Trickster
Grade 3/Unit 6
343
 Practice
Name Comprehension:
Writing Frame

Compare/Contrast Writing Frame

A. Summarize Tales of the Trickster. Use the Compare/Contrast
Writing Frame below.

Both Robert Greygrass and Rose Red Elk are the same in some ways.
They are the same because

However, in other ways Robert Greygrass and Rose Red Elk are different.
They are different because

So, Robert Greygrass and Rose Red Elk have both similarities and
differences.

B. Rewrite the completed summary on another sheet of paper. Keep

it as a model for writing a summary of an article or selection using
this text structure.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

344 Tales of the Trickster
Grade 3/Unit 6
 Practice
Vocabulary Strategy:
Name Prefixes and Suffixes

• A prefix is a word part that can be added to the beginning of

a word.
• When a prefix is added to a base word, it changes the meaning
of the word.
Prefix Meaning Base Word Example
re- again make remake
un- not, opposite of kind unkind
dis- not, opposite of like dislike
• A suffix is a word part that can be added to the end of a word.
• When a suffix is added to a base word, it changes the meaning
of the word.
Suffix Meaning Base Word Example
-ful full of, tending to play playful
-er someone who does read reader
-ly in a certain manner sharp sharply

Use a word from the box below to complete each sentence.

listener cleverly wonderful retold uninteresting dislike

1. People all over the world love to hear stories.

2. Trickster tales are never .

© Macmillan/McGraw-Hill

3. Few people trickster tales.

4. The tricksters in the tales always behave .

5. When trickster stories are , events in the story

can change.

6. Each can learn an important lesson from the tale.

R 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-)
and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. Tales of the Trickster
Grade 3/Unit 6
345
 Practice
Spelling:
Name Words with
Vowel Team Syllables

Fold back the paper 1. 1. about

along the dotted line.
Use the blanks to 2. 2. allow
write each word as it 3. 3. appear
is read aloud. When
you finish the test, 4. 4. away
unfold the paper. Use
the list at the right to 5. 5. coffee
correct any spelling 6. 6. complain
mistakes.
7. 7. enjoy

8. 8. explain

9. 9. poison

10. 10. remain

11. 11. repeat

12. 12. unreal

13. 13. unclear

14. 14. reading

15. 15. detail

Challenge Words 16. 16. fourteen

17. 17. holiday

© Macmillan/McGraw-Hill

Review Words 18. 18. able

19. 19. middle

20. 20. little

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
346 Tales of the Trickster
Grade 3/Unit 6
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Vowel Team Syllables

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

Sample A: Sample B:
𝖠 shoutid 𝖤 deerest
𝖡 shuoted 𝖥 dearest
𝖢 showted 𝖦 daerest
𝖣 shouted 𝖧 dairest

1. 𝖠 abuot 6. 𝖤 complaen 11. 𝖠 repeet

𝖡 about 𝖥 complane 𝖡 repete
𝖢 abowt 𝖦 complain 𝖢 repeat
𝖣 aboud 𝖧 complaine 𝖣 repeatt
2. 𝖤 allough 7. 𝖠 injoi 12. 𝖤 unreele
𝖥 alow 𝖡 enjoi 𝖥 unrael
𝖦 allow 𝖢 injoy 𝖦 unreil
𝖧 alouw 𝖣 enjoy 𝖧 unreal
3. 𝖠 apear 8. 𝖤 explaine 13. 𝖠 unclair
𝖡 appare 𝖥 explaen 𝖡 unclear
𝖢 appair 𝖦 explane 𝖢 unclare
𝖣 appear 𝖧 explain 𝖣 unclar
4. 𝖤 away 9. 𝖠 poyson 14. 𝖤 reading
𝖥 𝖡 𝖥
© Macmillan/McGraw-Hill

awae poison reeding

𝖦 awaay 𝖢 poyzin 𝖦 raeding
𝖧 awway 𝖣 poizen 𝖧 redeing
5. 𝖠 coffee 10. 𝖤 remane 15. 𝖠 deetale
𝖡 caffee 𝖥 remain 𝖡 deetail
𝖢 coughfee 𝖦 remian 𝖢 detale
𝖣 coffy 𝖧 remaine 𝖣 detail

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
Tales of the Trickster
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 6
347
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Adverbs

• Adverbs can be put in different places in a sentence. Moving

an adverb may make the sentence sound better.
People eagerly follow space missions.
People follow space missions eagerly.

Add -ly to the adjective in parentheses to form an adverb. Write

the sentence, placing the adverb where you think it sounds best.
1. (swift) The shuttle launches.

2. (wild) The crowd cheers.

3. (immediate) The astronauts get to work.

4. (careful) John Glenn checks his heartbeat.

5. (eager) The scientists follow his progress.

6. (great) They are excited about the experiments.

7. (automatic) Some of the shuttle’s systems run.

© Macmillan/McGraw-Hill

8. (perfect) The shuttle runs itself.

To the Teacher: Complete the entire page with students.

Tales of the Trickster Have students reread the sentences to a partner.
348 Grade 3/Unit 6
 Practice
Name Grammar:
Adverbs

• An adverb is a word that tells more about a verb.

• Most adverbs that tell how end in -ly. They are formed by
adding -ly to an adjective.

A. Proofread the paragraph. Circle any adverbs that are incorrect

or in the wrong place.
I made my own space shuttle for a science project. I worked endless
on it! First, I careful drew a design. Then I measured and cut out pieces of
cardboard. The pieces had to fit together perfect. I was sad when some didn’t
fit exact. But I just went back and tried again. This time everything slid easy
into place. I used tape to hold it together secure. Then I painted neatly some
small details onto it. I gentle added a string. Then I pulled it rapid through
the air. It real looked like it was flying!

B. Rewrite the paragraph. Write the adverbs correctly.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Tales of the Trickster
Grade 3/Unit 6
349
 Practice
Writing:
Name Rubric

Writing Rubric
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Ideas and Ideas and Ideas and Ideas and
Content/Genre Content/Genre Content/Genre Content/Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Sentence Sentence Sentence

Structure/ Structure/ Structure/ Structure/
Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

350 Tales of the Trickster
Grade 3/Unit 6
 Practice
Phonics:
Name r-Controlled
Vowel Syllables

When a vowel comes before the letter r, the vowel sound is

different from both the long and short vowel sounds.
• The letters ar together usually stand for the /är/ sound you
hear in the middle of barn and star.
• The letters or together usually stand for the /ôr/ sound you
hear in the middle of torn and corn.

Write the word from the box that answers each question.

start sort place park lake

pork ham horn dark date

1. What do you do when you begin to cook a meal?

2. Hal put all the vegetables in one drawer. He put all the fruit in another

drawer. What did Hal do with the food?

3. The Millers had a picnic on the grass, under the trees. Where did they

go for their picnic?

4. The Millers stayed on the grass to see the sunset. Which word tells
© Macmillan/McGraw-Hill

about the sky after sunset?

5. What do you call the kind of meat that comes from pigs?

6. You should honk this when you get home.

R 1.1 Know and use complex word families when reading (e.g., -ight) to
decode unfamiliar words. Cock-a-Doodle-Doo!
Grade 3/Unit 6
351
 Practice
Name Vocabulary

A. Write the letter of the definition that matches each

vocabulary word.

1. recipes a. something done with great skill

2. tasty b. very beautiful and grand

c. a custom that is handed down
3. masterpiece
d. lists of ingredients and
4. ingredient instructions for making things

5. magnificent e. pleasing to the sense of taste

f. one of the parts that goes into a
6. tradition mixture

B. Circle the letter of the vocabulary word that best completes

each sentence.

7. My mother made the most cake I have ever seen. There were so
many layers and a lot of decorations.

a. recipes b. magnificent

8. We did not follow the for the pie and cake, and they tasted
terrible.
a. recipes b. masterpiece

9. My grandma always made the most cookies whenever I

© Macmillan/McGraw-Hill

visited her.
a. ingredient b. tasty
10. At the museum gift shop, I bought a magnet with a picture of the artist’s
greatest .
a. masterpiece b. ingredient

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

352 Cock-a-Doodle-Doo!
Grade 3/Unit 6
 Practice
Name Comprehension:
Compare and Contrast

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.

Read the passage below. Use the information to answer the

questions.

Sally and Mike will bake for the school fair. Sally will bake peanut-
butter cookies. Mike will bake oatmeal cookies.
Sally decorated her round cookies with chocolate-covered peanuts.
She put them in rows on a tray. Mike’s cookies were shaped like hearts. He
wrapped each one in yellow cellophane and tied it with a blue ribbon. Both
kinds of cookies sold well. There were none left.
1. Compare and contrast what Sally and Mike are going to bake.

2. How was the shape of the cookies different?

3. Contrast the way Sally and Mike presented the cookies.

© Macmillan/McGraw-Hill

4. Compare the way the cookies sold.

R 2.0 Reading Comprehension

Cock-a-Doodle-Doo!
Grade 3/Unit 6
353
 Practice
Name Comprehension:
Venn Diagram

As you read Cook-a-Doodle-Doo!, fill in the Venn Diagram.

Rooster Both Little Red Hen

Pig Both Turtle

© Macmillan/McGraw-Hill

How does the information you wrote in this Venn Diagram help you compare
and contrast characters in Cook-a-Doodle-Doo!?

R 2.0 Reading Comprehension

354 Cock-a-Doodle-Doo!
Grade 3/Unit 6
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

There are thousands of farms across the United States.

9 But most people don’t live near farms. The food has to
20 travel to reach them.
24 Food did not always travel far from farms. Travel took
34 a long time. There were no roads, only bumpy dirt trails.
45 And the only way to get around was with a wagon pulled
57 by a horse.
60 Then things began to change. New roads were built.
69 Steamboats appeared on the rivers. Railroad trains were
77 introduced. Many towns and cities were connected. Now
85 food could travel farther from the farms. 92

Comprehension Check
1. Why did it take a long time for food to travel before things began to
change? Main Idea and Details

2. What changes allowed for food to travel farther from farms? Main Idea
and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Cock-a-Doodle-Doo!
Grade 3/Unit 6
355
 Practice
Name Text Feature:
Diagrams

A diagram is a drawing that helps you visualize information

that you read. A diagram may have numbered photos with
captions.

Look at the diagram. Use these terms to label each step in the
process. Then answer the questions.

slice the apples shape the crust roll the crust

pour the ingredients bake the pie pick the apples

How to Make an Apple Pie

1. 2. 3.

4. 5. 6.

© Macmillan/McGraw-Hill

7. What is the first step shown in the diagram?

8. Which step shows when the apples are added?

R 2.1 Use titles, tables of contents, chapter headings, glossaries,

Cock-a-Doodle-Doo! and indexes to locate information in text.
356 Grade 3/Unit 6
 Practice
Name Vocabulary Strategy:
Idioms

An idiom is a special phrase with a meaning that is different

from the meanings of each separate word. Authors use idioms
to make their language more colorful.
To figure out the meaning of an idiom, read the sentence
carefully. That will help you understand the meaning of the
idiom in the sentence.

Look at the idioms and their meanings below. Fill in each

sentence with one of the following idioms.

• a smart cookie = very smart

• beside myself with joy = very happy
• spoke from the heart = spoke honestly
• eat us out of house and home = eat all the food
• put on my thinking cap = think hard

1. My brother eats so much cereal that my mom says he will

2. Ana was to figure out the math

problem so quickly.

3. I was because everyone loved my

cookies.
© Macmillan/McGraw-Hill

4. Ben when he told Grandma that she is

the best cook in the world.

5. I had to to figure out the science

experiment.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Cock-a-Doodle-Doo!
Grade 3/Unit 6
357
 Practice
Spelling:
Name Words with
r-Controlled
Vowel Syllables

Fold back the paper 1. 1. sister

along the dotted line.
Use the blanks to 2. 2. sailor
write each word as it 3. 3. dollar
is read aloud. When
you finish the test, 4. 4. toaster
unfold the paper. Use
the list at the right to 5. 5. winter
correct any spelling 6. 6. doctor
mistakes.
7. 7. later

8. 8. dancer

9. 9. better

10. 10. writer

11. 11. silver

12. 12. solar

13. 13. actor

14. 14. December

15. 15. author

Challenge Words 16. 16. tiger

17. 17. motor

© Macmillan/McGraw-Hill

Review Words 18. 18. about

19. 19. explain

20. 20. repeat

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
358 Cock-a-Doodle-Doo!
Grade 3/Unit 6
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
r-Controlled
Vowel Syllables

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

Sample A: Sample B:
𝖠 buter 𝖤 colar
𝖡 butter 𝖥 color
𝖢 botter 𝖦 coller
𝖣 buttor 𝖧 kolor

1. 𝖠 sistar 6. 𝖤 docter 11. 𝖠 silver

𝖡 sistre 𝖥 docta 𝖡 silvor
𝖢 sister 𝖦 doctar 𝖢 silvir
𝖣 sistor 𝖧 doctor 𝖣 silvar
2. 𝖤 saylor 7. 𝖠 laytor 12. 𝖤 solur
𝖥 sailer 𝖡 lator 𝖥 solar
𝖦 sailor 𝖢 latta 𝖦 sollar
𝖧 sailar 𝖣 later 𝖧 soler
3. 𝖠 dolur 8. 𝖤 danser 13. 𝖠 acter
𝖡 doller 𝖥 dancur 𝖡 actor
𝖢 dolar 𝖦 dancer 𝖢 acttor
𝖣 dollar 𝖧 danca 𝖣 actur
4. 𝖤 toester 9. 𝖠 betta 14. 𝖤 Decembir
© Macmillan/McGraw-Hill

𝖥 toaster 𝖡 betor 𝖥 Desembur

𝖦 toastar 𝖢 better 𝖦 Decembre
𝖧 toestar 𝖣 bettur 𝖧 December
5. 𝖠 winta 10. 𝖤 writer 15. 𝖠 awther
𝖡 winter 𝖥 ritor 𝖡 authur
𝖢 wintor 𝖦 ritter 𝖢 awthur
𝖣 wintar 𝖧 writur 𝖣 author
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
Cock-a-Doodle-Doo!
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 6
359
the plural), and common homophones (e.g., hair-hare).
 Practice
Name Grammar:
Adverbs

• Some adverbs tell where an action takes place.

• Adverbs that tell where include there, outside, up, here,
nearby, ahead, around, far, away, and everywhere.

Draw one line under each adverb that tells where. Draw two lines
under the verb it describes.
1. The baby tigers didn’t live outside.
2. They stayed here inside the apartment.
3. The tigers roamed everywhere in the apartment.
4. They didn’t go far from Helen, though.
5. She stayed nearby and watched them.
6. Dacca saw the curtains and climbed up.
7. Rajpur crawled around the sofa.
8. Raniganj jumped ahead of the others.
9. Finally, the tigers went away to the zoo.
10. With some help, Helen and Fred moved the tigers there.
11. They do not always like being inside.
12. I have been here before.
13. The tigers went everywhere with them.
14. The zoo was not far from my school.
15. We walked around the zoo.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Cock-a-Doodle-Doo! Have students reread the sentences to a partner.
360 Grade 3/Unit 6
 Practice
Name Grammar:
Adverbs

• Some adverbs tell when an action takes place.

• Some adverbs tell where an action takes place.

A. Proofread the passage. Circle adverbs that tell when or where.

Today we met a zookeeper. Yes her name is Meg. Early in the day, she
gave us a tour of the zoo. First we went outside. There we saw the workers
feed the animals. Ahead we saw a sign for the nursery. We came inside.
Here is where the zoo takes care of the baby tigers. Two baby tigers just
arrived yesterday. They are awake now. It is fun to see them close to us. Wow
it’s late. Therefore we must go home soon. However tomorrow I will look
for books about baby tigers.

B. Writing Activity
Rewrite the paragraph. Add commas after introductory words.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Cock-a-Doodle-Doo!
Grade 3/Unit 6
361
 Practice
Writing:
Name Character Development:
Shows Change and
Growth

1. Think of a thing or activity that you didn’t like before, but do like now.
2. Write the name of that thing or activity.

3. Write two or three sentences about when you didn’t like it. What did you
do or say?

4. Write two or three sentences that show what you do or say now that you
do like it.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

362 Cock-a-Doodle-Doo!
Grade 3/Unit 6
 Practice
Name Phonics/ Word Study:
Suffixes

Suffixes are word parts with specific meanings that are added to the
end of base words. Adding a suffix to a base word forms a new word
with a new meaning.

Suffix Meaning Base Word Example

-ful full of, tending to play playful
-less not having, without care careless
-ly in a certain manner sharp sharply

Complete each sentence with the correct word from the box.

carefully harmless helpful homeless colorful fearful

1. The vet examined the strange animal.

2. If an animal doesn’t know you, it may be scared and

around you.

3. Ana thought the birds looked .

4. The friendly dog seemed , but Ana knew that she

should leave it alone.
© Macmillan/McGraw-Hill

5. If you see a animal, tell an adult.

6. Adults can be in deciding what is best for the

animal.

R 1.2 Decode regular multisyllabic words.

One Riddle, One Answer
Grade 3/Unit 6
363
 Practice
Name Vocabulary

A. Read each sentence. Circle the word that best completes

each sentence.
1. We had to think of riddles that the first-graders could understand.
suitable advised

2. The teacher us to choose easy subjects for riddles.

advised increase

3. We were because we could not think of enough riddles.

depart discouraged

4. We had ten riddles, but we needed to the number to 15.

suitable increase

5. Our teacher us as we told the riddles to the first-graders.

suitable observed

6. We were sad when it was time to from the first-grade classroom.

depart discouraged

B. Write a sentence that uses one of the vocabulary words.

7. © Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

364 One Riddle, One Answer
Grade 3/Unit 6
 Practice
Comprehension:
Name Character, Setting,
Plot

The plot is the series of events that happen in a story.

The setting is where and when the story events happen.
Sometimes, the setting is an important part of a plot’s
development.
The characters are the people or animals the story is about.

Read each story. Circle the letter that answers each question.
Ahmad went to Bob’s house for his birthday present. Bob was hiding
with it, and Ahmad had to answer riddles to find it. Each answer gave a
clue to help Ahmad find his present. He answered the riddles and found
Bob and his present.
1. Which sentence tells the plot of the story?
a. Ahmad answers riddles to find his present.
b. Ahmad and Bob are friends.
2. What is the setting of the story?
a. Bob’s home
b. Ahmad’s school
Kendra’s sister lost her new ball. She was sad. The next day, Kendra
went to the school fair. There was a contest to guess the number of beans
in a jar, and the prize was a new ball! Kendra won and gave the ball to
her sister.
3. Which sentence tells the plot of the story?
© Macmillan/McGraw-Hill

a. Kendra’s sister is sad.

b. Kendra enters a contest and wins a ball for her sister.
4. Who are the characters of the story?
a. Kendra and her sister
b. the school fair

R 2.0 Reading Comprehension

One Riddle, One Answer
Grade 3/Unit 6
365
 As you read One Riddle, One Answer, fill in the Setting Web.
Name

366 One
Clue Clue Clue Clue

Grade 3/Unit 6
Riddle, One Answer
Setting Setting

Clue Clue
Clue

R 2.0 Reading Comprehension

How does the information you wrote in this Setting Web help you analyze story structure in
Setting Web
Practice
Comprehension:

One Riddle, One Answer?

© Macmillan/McGraw-Hill
 Practice
Fluency:
Name Phrasing and
Intonation

As I read, I will pay attention to phrasing and intonation.

Long ago in China, there lived twin sisters. One sister
10 was named Yin. The other was Yi. They looked alike, but
21 many things about them were not the same.
29 Yin loved to learn. She read all sorts of books. She also
41 spent hours working on math problems. To Yin, numbers
50 were fun and interesting.
54 Yi only liked to play in the yard. Learning did not interest
66 her. She played with their kitten, Lotus, all day. “You are
77 my best friend,” she often told Lotus.
84 One day the wind blew the gate open. Yi did not see it but
98 Lotus did. 100

Comprehension Check
1. How are Yin and Yi different? Compare and Contrast

2. What do you think Lotus will do? Plot Development

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.3 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. One Riddle, One Answer
Grade 3/Unit 6
367
 Practice
Name Literary Element:
Imagery

• Imagery is the way that a writer uses words to create pictures

in the reader’s mind.
• Writers include strong adjectives, vivid verbs, and many
details to help the reader imagine how people or events in a
story look, smell, act, or feel.

A. Read each pair of sentences. Write the letter of the sentence

that includes imagery.
1. 2.
a. The tiny castle sat on top of a. The woman in the castle
a huge mountain, and puffy scared the princess.
clouds spinning around it kept b. The princess became very
it hidden from sight. frightened when the ugly,
b. The small castle was on the smelly woman in the castle
mountain and hard to see. danced quickly around her and
made strange, loud noises.

3. 4.
a. The fire burning in the huge, a. The princess felt she’d never
shiny kettle smelled horrid and return to her loving family and
filled the air with dark, heavy her close and loyal friends,
smoke. Anna and Peter.
b. The fire smelled bad and made b. The princess didn’t think she’d
the air black. ever see her family and friends
© Macmillan/McGraw-Hill

again.

B. Write the words from the following sentence that show imagery.
5. The joyful princess ran speedily away from the ugly, smelly woman and
raced toward home.

R 2.0 Reading Comprehension

368 One Riddle, One Answer
Grade 3/Unit 6
 Practice
Name Vocabulary Strategy:
Unfamiliar Words

When you see an unfamiliar word while reading, try to figure

out the meaning of the word using context clues. If you cannot
figure out its meaning, look up the word in a dictionary. If you
find more than one meaning, try each meaning in the sentence
to find the one that makes sense.

Read each sentence. Circle the letter whose meaning makes

sense for the underlined word in the sentence.
1. Kyle put the bedding on his bed so he could stay warm.
a. material for a bed
b. a bell
2. We had been talking about our trip for hours.
a. a tall king
b. to speak to another person
3. We made frequent trips to get ice cream because it was so hot.
a. free
b. happening often
4. We watched the firefighters march in the parade.
a. to walk with regular steps
b. to stand still
5. The weather forecast warned of some precipitation during the day.
© Macmillan/McGraw-Hill

a. an earthquake
b. rain, sleet, or snow
6. My favorite baseball player autographed my ball as a souvenir.
a. something kept for memories
b. a fruit

R 1.6 Use sentence and word context to find the meaning of unknown
words. One Riddle, One Answer
Grade 3/Unit 6
369
 Practice
Spelling:
Name Words with
Suffixes

Fold back the paper 1. 1. careful

along the dotted line.
Use the blanks to 2. 2. cheerful
write each word as it 3. 3. helpful
is read aloud. When
you finish the test, 4. 4. harmful
unfold the paper. Use
the list at the right to 5. 5. careless
correct any spelling 6. 6. handful
mistakes.
7. 7. painless

8. 8. priceless

9. 9. helpless

10. 10. sleepless

11. 11. rainless

12. 12. weekly

13. 13. wisely

14. 14. hopeful

15. 15. restless

Challenge Words 16. 16. carefully

17. 17. colorful

© Macmillan/McGraw-Hill

Review Words 18. 18. doctor

19. 19. dollar

20. 20. December

LC 1.8 Spell correctly one-syllable words that have blends,

contractions, compounds, orthographic patterns (e.g., qu, consonant
370 One Riddle, One Answer
Grade 3/Unit 6
doubling, changing the ending of a word from -y to -ies when forming
the plural), and common homophones (e.g., hair-hare).
 Practice
Spelling:
Name Words with
Suffixes

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

Sample A: Sample B:
𝖠 neyesly 𝖤 joyful
𝖡 nisely 𝖥 joiful
𝖢 nicelee 𝖦 joyfull
𝖣 nicely 𝖧 joyfil

1. 𝖠 cairful 6. 𝖤 handfil 11. 𝖠 rainless

𝖡 careful 𝖥 handfull 𝖡 raneless
𝖢 carefil 𝖦 hanful 𝖢 raynless
𝖣 kareful 𝖧 handful 𝖣 rainles
2. 𝖤 chairful 7. 𝖠 paneliss 12. 𝖤 weeklee
𝖥 cheerful 𝖡 panless 𝖥 weekly
𝖦 cheerfil 𝖢 painles 𝖦 wekley
𝖧 cherful 𝖣 painless 𝖧 weakley
3. 𝖠 helpfil 8. 𝖤 priseless 13. 𝖠 wizely
𝖡 helpfel 𝖥 pricless 𝖡 wisely
𝖢 helpful 𝖦 priceless 𝖢 weyesly
𝖣 helpfull 𝖧 pryceless 𝖣 wiselee
4. 𝖤 harmfel 9. 𝖠 hilpless 14. 𝖤 hopful
𝖥 harmful 𝖡 helples 𝖥 hopefull
𝖦 hormful 𝖢 helpless 𝖦 hopeful
𝖧 harmfell 𝖣 hepless 𝖧 hopefill
5. 𝖠 careless 10. 𝖤 slepeless 15. 𝖠 retless
𝖡 cairless 𝖥 sleapless 𝖡 ristless
𝖢 careliss 𝖦 slepless 𝖢 restles
𝖣 careles 𝖧 sleepless 𝖣 restless
LC 1.8 Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu, consonant
One Riddle, One Answer
doubling, changing the ending of a word from -y to -ies when forming
Grade 3/Unit 6
371
the plural), and common homophones (e.g., hair-hare).
 Practice
Grammar:
Name Sentence Combining
with Adjectives
and Adverbs

Two sentences can be combined by using an adverb from

one of the sentences.
The butterfly lands on my finger. It lands neatly.
The butterfly lands neatly on my finger.

Combine each pair of sentences by adding an adverb to one

sentence. Write the new sentence on the line.
1. We enter the butterfly room.
We enter quietly.

2. A butterfly brushes against my face.

It brushes gently.

3. Tim reaches for a butterfly.

He reaches quickly.

4. The butterfly darts away.

It darts speedily.

5. The butterfly’s wings echo through the room.

They echo softly.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

One Riddle, One Answer Have students reread the sentences to a partner.
372 Grade 3/Unit 6
 Practice
Grammar:
Name Sentence Combining
with Adjectives
and Adverbs

• Two sentences can be combined by adding an adjective to

one sentence.
• Two sentences can be combined by adding an adverb to one
sentence.

A. Proofread the paragraph. Find and underline the pairs of

sentences that can be combined.
The butterfly swooped down from the sky. It swooped gracefully. It
landed on Mom’s lilac bush. It landed gently. It was a bush of purple lilacs.
I walked over to it. I walked quietly. I wanted to see it up close. The butterfly
was mostly yellow. It was a pale yellow. It had black marks around the edges
of its wings. The wings looked like they were made of velvet feathers. They
looked soft. I sketched the butterfly. I quickly sketched. Then I went inside
and looked it up. It was a Tiger Swallowtail.

B. Writing Activity
Rewrite the paragraph with the combined sentences.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. One Riddle, One Answer
Grade 3/Unit 6
373
 Practice
Writing:
Name Character Development:
Shows Change and
Growth

1. Think of a time when you or someone you know changed

the way he or she looked. Write that person’s name.

2. Write two to three sentences that show what the person looked like
before the change.

3. Write two to three sentences that show what the person looked like after
the change.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

374 One Riddle, One Answer
Grade 3/Unit 6