Teacher’s Resource Book - Mr. Pack - Classroom Website...
Transcript of Teacher’s Resource Book - Mr. Pack - Classroom Website...
Teacher’s Resource
Book
Picture Prompts258: Michael Quinton/Minden Pictures. 259: B.Schmid. 260: Stockdisc. 262: Steve Mason/PhotoDisc/Getty Images. 263: PhotoLink/Getty Images.
Photography Credits
Decodable PassagesKids Can Go!1: Mike Brinson/Getty Images. 2: Photo Network/Alamy. 3: PhotoDisc/Getty Images. 4: William H Edwards/Getty Images. 5: SHOUT/Alamy. 6: Gary Conner/Index Stock.
You Can Bake a Cake!1–3, 5, 6: Ken O’Donoghue.
The Main Ways We Get Food1: Pedro Coll/AGE Fotostock. 2: Hoa Qui/IndexStock/PictureQuest. 3: S. J. Krasemann/Peter Arnold, Inc. 4: Bryan Mullenix/Pixtal/AGE Fotostock. 5: Spencer Grant/Photo Edit. 6: Steve Craft/Masterfile.
Monarchs Take Flight1: Siede Preis/Getty Images; (background) Patti Murray/Animals Animals. 2: Digital Vision/Getty Images. 2–3: Fritz Polking/Peter Arnold Inc. 4: (t) Siede Preis/Getty Images; (br) Kevin Schafer/Image Bank/Getty Images. 5: Danny Lehman/CORBIS. 6: Dan Guravich/CORBIS.
Check Out the Whale Show1: Hoa Qui/Index Stock Imagery. 2–3: Francois Gohier/Photo Researchers, Inc. 3: PhotoDisc/Getty Images. 4: Francois Gohier/Photo Researchers, Inc. 5: Stephen Frink Collection/Alamy. 6: Photo by Marc Mandel/courtesy of SEAWEAD (www.seawead.org).
Rules to Fight the Flu1: © Michael Prince/CORBIS. 2: Geostock/Getty Images. 3: © Lester V. Bergman/CORBIS. 4: © LWA-Stephen Welstead/CORBIS. 5: Daniel Pangbourne/Digital Vision Direct. 6: © Tom Prettyman/Photo Edit.
We Should Look at Fishing1: Ariel Skelley/CORBIS. 2: Stewart Cohen/IndexStock Imagery. 3: Carl & Ann Purcell/CORBIS. 4: Paul Jones/Ionica. 5: Ariel Skelley/CORBIS. 6: Kennan Ward/CORBIS.
Southwest Flowering Plants1: Gail Shumway/Getty Images. 2: Royalty-Free/CORBIS. 3: Bob Anderson/Masterfile. 4: Scott T. Smith/CORBIS. 5: Masterfile Royalty Free/Masterfile. 6: Brad Wrobleski/Masterfile.
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121.
Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 XXX 11 10 09 08 07
© M
acm
illan
/McG
raw
-Hill
Decodable Passages ............................................................. 2
Word Study .............................................................................99Sorting with Students ..........................................................100
Spelling Word Cards ...........................................................102
Vocabulary Word Cards ......................................................132
Games .................................................................................162
Sound-Spelling WorkBoard .................................................175
Speed Drills .........................................................................177
Additional Literacy Support ............................................. 209Reader Response Sheets ...................................................210
Writer’s Checklists...............................................................216
Short Response Rubric .......................................................223
Proofreading Marks .............................................................224
Writing Rubrics ....................................................................225
Anchor Papers ....................................................................233
Picture Prompts...................................................................257
Theme Project Checklists ...................................................264
Listening and Speaking Checklist ........................................267
Oral Vocabulary Pre- and Posttests .............................. 269
Graphic Organizers ........................................................... 288
Foldables® by Dinah Zike ................................................ 303
Spelling Reproducibles ...................................................... SP1
Grammar Reproducibles .................................................. GR1Sample Grammar Tests .................................................. GR91
Decodable Passages©
Macm
illan/McG
raw-H
ill
Short Vowels . . . . . . . . . . . . . . . . . . . . . 3Kids Can Go!Len and Gus
Final e . . . . . . . . . . . . . . . . . . . . . . . . . . 11You Can Bake a Cake!Mike’s Big BikeAt Home in NomeLuke’s Tune
Long a . . . . . . . . . . . . . . . . . . . . . . . . . 27The Main Ways We Get Food
Long o . . . . . . . . . . . . . . . . . . . . . . . . . .31Three Goats and a Troll
Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 35Monarchs Take Flight
Long e . . . . . . . . . . . . . . . . . . . . . . . . . 39It Won’t Be Easy!
Digraphs . . . . . . . . . . . . . . . . . . . . . . . 43Watch the Birch TreeCheck Out the Whale Show
3-Letter Blends . . . . . . . . . . . . . . . . . . .51The Missing String Beans
Silent Letters . . . . . . . . . . . . . . . . . . . . 55What Gnu Knew
r-Controlled Vowels or, oar, ore . . . . . . 59More Fun Than a Hat!
r-Controlled Vowels ar; air, are . . . . . . 63The Caring King’s Fair Wish
r-Controlled Vowels er, ir, ur . . . . . . . . 67Shirl and Her Tern
Variant Vowel oo . . . . . . . . . . . . . . . . . .71Rules to Fight the FluSoon the North Wind BlewWe Should Look at Fishing
Diphthong oi, oy . . . . . . . . . . . . . . . . . 83Let’s Join Joy’s Show
Variant Vowel au, aw . . . . . . . . . . . . . 87Paul Saw Artic Foxes
Diphthong ou, ow . . . . . . . . . . . . . . . . .91Southwest Flowering Plants
Soft c and g . . . . . . . . . . . . . . . . . . . . . 95Meg Cage in Space
2 Decodable Passages
This page is intentionally blank.
KidsCanGo!
by Holly Melton
Kid
s C
an G
o!
© M
acm
illan
/McG
raw
-Hill
3
How can a kid get to school?A kid can zip there on his bike. His pal can go with him.
2
This page is intentionally blank.
Kid
s C
an G
o!
© M
acm
illan
/McG
raw
-Hill
4
2222222222
A kid can go to school in a van.How many can fit in a van? Five can fit! A van is big. It has a lot of room!
3
A kid can go to school in a lotof ways. This book shows six ways.Can you name them?
How do you go to school?6
Kid
s C
an G
o!
© M
acm
illan
/McG
raw
-Hill
5
6 3
A kid can go to school on a bus.
“Step up!” says the man at the wheel. “Step up and sit down!”
The man steps on the gas.
4
This bus has no gas. You do not sit in it. It is a walking school bus! How can this bus know where to go? A map shows the way!
5
Kid
s C
an G
o!
© M
acm
illan
/McG
raw
-Hill
6
4 5
Len and Gus
by Holly Melton
illustrated by Bernard Adnet
8
Len
and
Gus
©
Mac
mill
an/M
cGra
w-H
ill
7
Len
and
Gus
©
Mac
mill
an/M
cGra
w-H
ill
8
72
Len
and
Gus
©
Mac
mill
an/M
cGra
w-H
ill
9
6 3
Len
and
Gus
©
Mac
mill
an/M
cGra
w-H
ill
10
4 5
This page is intentionally blank.
You Can Bake
a Cake!by Barbara A. Donovan
photographed byKen O’Donoghue
You
Can
Bak
e a
Cak
e!
© M
acm
illan
/McG
raw
-Hill
11
This page is intentionally blank.
You
Can
Bak
e a
Cak
e!
© M
acm
illan
/McG
raw
-Hill
12
2
You
Can
Bak
e a
Cak
e!
© M
acm
illan
/McG
raw
-Hill
13
6 3
You
Can
Bak
e a
Cak
e!
© M
acm
illan
/McG
raw
-Hill
14
4 5
This page is intentionally blank.
by Elena Matos
illustrated by Joe Cepeda
Mike’s Big Bike
Mik
e’s
Big
Bik
e ©
Mac
mill
an/M
cGra
w-H
ill
15
This page is intentionally blank.
Mik
e’s
Big
Bik
e ©
Mac
mill
an/M
cGra
w-H
ill
16
2
36
Mik
e’s
Big
Bik
e ©
Mac
mill
an/M
cGra
w-H
ill
17
6 3
Mik
e’s
Big
Bik
e ©
Mac
mill
an/M
cGra
w-H
ill
18
4 5
This page is intentionally blank.
At Home in Nomeby Lois Owens
illustrated by Kathy Ember
At H
ome
in N
ome
© M
acm
illan
/McG
raw
-Hill
19
X
This page is intentionally blank.
2
At H
ome
in N
ome
© M
acm
illan
/McG
raw
-Hill
20
X X6 3
At H
ome
in N
ome
© M
acm
illan
/McG
raw
-Hill
21
X X4 5
At H
ome
in N
ome
© M
acm
illan
/McG
raw
-Hill
22
This page is intentionally blank.
Luke’s Tune
by Sarah Schmidtillustrated by Ande Cooke
Luke
’s T
une
© M
acm
illan
/McG
raw
-Hill
23
Luke had come from India to live in America with his dad.
“This yard needs green plants,” Luke told Dad. “I will grow some plants.”
2
This page is intentionally blank.
2
Luke
’s T
une
© M
acm
illan
/McG
raw
-Hill
24
Luke picked a sunny spot and dug holes. He put seeds in the holes. Then he used a jug of water to give them a drink.
Luke checked his plants every day. But every day he saw nothing.
3
The next day, Luke had a surprise. His plants had grown big and beautiful.
Luke hummed to his plants every day. Dad helped by playing tunes on his flute!
6
Luke
’s T
une
© M
acm
illan
/McG
raw
-Hill
25
36
“Why won’t my plants grow?” said Luke. “In my country, plants grow big and beautiful. What can I do?”
Luke sat on a huge rock to think. 4
“It is not fun to plant seeds in this part of the world,” said Luke.
Luke started to hum a tune. He liked to hum when he was thinking.
5
Luke
’s T
une
© M
acm
illan
/McG
raw
-Hill
26
4 5
This page is intentionally blank.
The Main Ways We Get Food
by Maria Arroyo
The
Mai
n W
ays
We
Get
Foo
d ©
Mac
mill
an/M
cGra
w-H
ill
27
This page is intentionally blank.
The
Mai
n W
ays
We
Get
Foo
d ©
Mac
mill
an/M
cGra
w-H
ill
28
2
The
Mai
n W
ays
We
Get
Foo
d ©
Mac
mill
an/M
cGra
w-H
ill
29
6 3
The
Mai
n W
ays
We
Get
Foo
d ©
Mac
mill
an/M
cGra
w-H
ill
30
4 5
This page is intentionally blank.
Three Goats
and a Troll
by Marco Ramos
illustrated by Julia WoolfThr
ee G
oats
and
a T
roll
© 2
007
Mac
mill
an/M
cGra
w-H
ill
31
Three goats looked at a grassy hill.
“We must eat grass to stay strong.
It’s important! Let’s go to where the
grass grows,” said Joe Goat.
“We have to cross Troll’s bridge,”
said Moe Goat. “Don’t wake him.”
28
This page is intentionally blank.
Thr
ee G
oats
and
a T
roll
© 2
007
Mac
mill
an/M
cGra
w-H
ill
32
2
Doe Goat started to cross slowly.
“Who goes there?” croaked Troll
from below. “I will eat you!”
“I’m only as big as your toe! Wait
for Moe. He is bigger. You will get
more to eat,” cried Doe.
29
“No, you won’t!” yelled Joe. “I will
throw you into the water!” And he did.
“My coat is soaked!” moaned Troll.
“So long!” cried Doe, Moe, and Joe.
And they ran to the grassy hill.
32
Thr
ee G
oats
and
a T
roll
© 2
007
Mac
mill
an/M
cGra
w-H
ill
33
6 3
Moe Goat started to cross.
“That must be Moe,” said Troll.
“Moe will be a good lunch!”
“Hold on! Wait for Joe. He’s
the biggest of our group. He will be
a better lunch,” said Moe.
30
Joe Goat started to cross.
“You must be Joe. I will throw
you onto a plate!” said Troll. Then
he stepped up onto the low bridge.
31
Thr
ee G
oats
and
a T
roll
© 2
007
Mac
mill
an/M
cGra
w-H
ill
34
4 5
This page is intentionally blank.
by Russell Roberts
Take FlightMonarchs
Mon
arch
s Ta
ke F
light
©
Mac
mill
an/M
cGra
w-H
ill
35
When the nights get chilly,
fall is here. We might dress in
hats and coats. But how do wild
animals fight the chill?
22
This page is intentionally blank.
Mon
arch
s Ta
ke F
light
©
Mac
mill
an/M
cGra
w-H
ill
36
2
Some fight the chill
by growing thick fur.
But for the butterflies
in this picture, it is
time for a long trip
south. Meet the
monarch butterflies.
23
This sight draws those near and
far. Then, in March, the butterflies
make the long trip back north.
26
Mon
arch
s Ta
ke F
light
©
Mac
mill
an/M
cGra
w-H
ill
37
6 3
Monarchs must take flight or they
will die from the cold. They follow
the same paths each year. This map
shows the flight paths.
Their wings look like paper.
How can they fly so far?
24
When butterflies
find a warm spot,
they form clumps in
trees. This helps them
stay warm. The clumps
look like bright leaves.
25
Mon
arch
s Ta
ke F
light
©
Mac
mill
an/M
cGra
w-H
ill
38
4 5
This page is intentionally blank.
It Won’t Be Easy!
by Dorothy Terry
illustrated by Brian Lies
It W
on’t
Be
Eas
y!
© M
acm
illan
/McG
raw
-Hill
39
One day, Sneaky Mouse held
a secret meeting. She was tired of
fleeing from Beast. Beast was a really
mean cat!
So Sneaky and a few others met
for tea.
2
This page is intentionally blank.
It W
on’t
Be
Eas
y!
© M
acm
illan
/McG
raw
-Hill
40
2
“What can we do about Beast?”
asked Sneaky.
Sneaky asked for any plans. After
hearing a few examples, Sneaky spoke.
3
Each and every mouse sat still. They
looked at Beast. Stanley was right. It
seemed that the plan would not be so
easy after all!
6
It W
on’t
Be
Eas
y!
© M
acm
illan
/McG
raw
-Hill
41
6 3
“I have a plan!” said Sneaky. “It’s
easy. A loud bell is the key to the
plan. We will put a bell on Beast’s
neck. Then we will hear her before
she can feast on us!”
4
Every mouse was pleased but Stanley.
He sat still between his mom and dad.
“Will it be easy?” asked Stanley.
“Please tell me how we will get
the bell on Beast.”
5
It W
on’t
Be
Eas
y!
© M
acm
illan
/McG
raw
-Hill
42
4 5
Rich stood still on the stage. He
stretched his arms wide. He clutched
the branches.
Rich the Birch Tree was such a
big hit!
26
Watch the Birch Tree
by Doreen Beauregardillustrated by Jill Weber
Wat
ch th
e B
irch
Tree
©
Mac
mill
an/M
cGra
w-H
ill
43
8
In Beth’s driveway, a bunch of kids
rushed here and there. They were
about to put on a play.
Rich looked at the kids. He often
wished that he could act in a play.
Then Rich went up to Beth.
20
Beth’s dad smoothed the sheet. He
cut holes in it.
Beth smiled at Rich. “This is such
a good plan! Now we have a part for
you in the play!” she said.
25
Wat
ch th
e B
irch
Tree
©
Mac
mill
an/M
cGra
w-H
ill
44
2 7
“May I be in the play?” asked Rich.
“We have no acting parts left,” Beth
said. “But you may pitch in and help
with that cardboard tree. We must
move it to the stage.”
21
While Beth’s dad fetched a sheet,
Rich ran to Beth’s yard. He saw two
branches on the grass by a birch tree.
He picked up both branches.
24
Wat
ch th
e B
irch
Tree
©
Mac
mill
an/M
cGra
w-H
ill
45
6 3
Just then, Beth’s dog Fish pushed
over the tree. It landed with a crash.
“The birch tree is crushed!” yelled
Beth. “The paint spilled on it, too.”
22
“Wait a second. I have an idea,” said
Rich. “We need some white cloth.”
“I’ll get an old white sheet,” said
Beth’s dad.
23
Wat
ch th
e B
irch
Tree
©
Mac
mill
an/M
cGra
w-H
ill
46
54
This page is intentionally blank.
by Maryann Dobeck
Check Out the
Whale
ShowC
heck
Out
the
Wha
le S
how
©
Mac
mill
an/M
cGra
w-H
ill
47
Whales such as orcas have teeth.
Whales such as humpback whales do
not. Let’s take a close look at both
these whales. We’ll check them out!
Humpback whale
14
This page is intentionally blank.
Che
ck O
ut th
e W
hale
Sho
w
© M
acm
illan
/McG
raw
-Hill
48
2
Orca
15
Humpback whales can’t chat like
you, but they can sing. Just the males
sing a whale song. Why do you think
the males sing?
This man tapes a humpback whale song.
18
Che
ck O
ut th
e W
hale
Sho
w
© M
acm
illan
/McG
raw
-Hill
49
6 3
What color is this whale? It is black
and white. It has a shape that is fine
for swimming in the sea. While it
swims, the orca hunts. It will chase
and eat fish and seals.
This pod of whales is hunting together.
16
When a humpback whale swims
above the sea, it can put on a show.
The whale can leap up out of the
water. That is called a breach. Why do
whales breach? Do they want to play?
This whale is breaching.
17
Che
ck O
ut th
e W
hale
Sho
w
© M
acm
illan
/McG
raw
-Hill
50
4 5
This page is intentionally blank.
The
Missing String Beans
by Ming Chin Yee
illustrated by Diane Palmisciano
The
Mis
sing
Str
ing
Bea
ns
© M
acm
illan
/McG
raw
-Hill
51
Detective Split strode up to Susie Sprout. She stated, “I’ve been told that you have a problem.”
“It’s my string beans!” screeched Susie Sprout. “My string beans are missing!”
28
RD2_U03_W17_193688.indd 28 1/4/06 4:26:05 PM
This page is intentionally blank.
The
Mis
sing
Str
ing
Bea
ns
© M
acm
illan
/McG
raw
-Hill
52
2
Detective Split scratched her head. “Tell me about this string bean problem.”
Susie Sprout cried, “I came out to sprinkle my pretty plants. I saw that just one little green bean was left!”
29
RD2_U03_W17_193688.indd 29 1/4/06 4:26:29 PM
At home, young Steve Sprout streaked from the house. He said, “Dad invited Detective Split to stay for string bean soup.”
Detective Split jotted, “Case closed,” and said, “Splendid!”
32
RD2_U03_W17_193688.indd 32 1/4/06 4:27:51 PM
The
Mis
sing
Str
ing
Bea
ns
© M
acm
illan
/McG
raw
-Hill
53
63
Detective Split scrawled notes on her pad. She said, “I see tracks that go to the stream. Let’s take a stroll and see if the robber is there.” So that’s what they did.
30
RD2_U03_W17_193688.indd 30 1/4/06 4:26:58 PM
At the stream Susie Sprout screamed, “Step back. Look out for the mud!” But Detective Split slipped, and her body landed with a wet splash.
Detective Split cried, “I see no string beans in here.”
31
RD2_U03_W17_193688.indd 31 1/4/06 4:27:21 PM
The
Mis
sing
Str
ing
Bea
ns
© M
acm
illan
/McG
raw
-Hill
54
45
Finally, Gnu knew what to do. He wrote a new sign that said Gnu’s Diner. Then he climbed the hill and told Lamb and Cow to try Gnu’s Diner for lunch. He just knew they’d like his sweet grass pie!
26
What Gnu Knew
by Barbara A. Donovanillustrated by Gosia Mosz
Wha
t Gnu
Kne
w
© M
acm
illan
/McG
raw
-Hill
55
8
Gnu had a green thumb. That means he had a knack for growing things. Gnu worked in his garden of sweet grass. He knelt on his knees and planted grass seed.
Soon it was time for Gnu’s nap. So he wrapped up his tools and went to bed.
20
One morning, Gnat sat on the tip of Gnu’s nose. Gnat said, “It’s dumb to try to keep the other animals off your grass. All animals have to eat.”
Gnu wrinkled his brow. He asked, “Am I being selfish?”
25
Wha
t Gnu
Kne
w
© M
acm
illan
/McG
raw
-Hill
56
2 7
Just as Gnu wriggled into bed, Lamb climbed to the top of Gnu’s hill. Lamb’s legs felt numb, so she sat and looked around.
What did Lamb notice? It was Gnu’s sweet grass!
21
At home, Lamb gave Cow the grass that she’d picked. They licked the last crumb from the knapsack and said, “We must climb that hill and eat more.”
Gnu felt sad. His sign hadn’t stopped them at all.
24
Wha
t Gnu
Kne
w
© M
acm
illan
/McG
raw
-Hill
57
6 3
All at once, Gnu woke from his nap. He peeked out his window, and what did he see? Lamb was filling her knapsack with his sweet grass!
22
“Go home, little Lamb!” cried Gnu. “You wrecked my grass! That’s not right!”
Gnu knew what to do. He wrote this on a sign: No gnawing on the grass!
23
Wha
t Gnu
Kne
w
© M
acm
illan
/McG
raw
-Hill
58
54
This page is intentionally blank.
More Fun Than a Hat!
by Mark Melilloillustrated by Alexandra Wallner
Mor
e Fu
n T
han
a H
at!
© M
acm
illan
/McG
raw
-Hill
59
When it’s cold outside, how can you keep your ears warm? Pulling a wool hat over them can fix the problem.
Before wool hats were made, people wrapped wool scarves around their ears. For some, the wool was too itchy.
22
This page is intentionally blank.
Mor
e Fu
n T
han
a H
at!
© M
acm
illan
/McG
raw
-Hill
60
2
That was the problem for Chester Greenwood. His family lived in a region where the winter winds roared. Chester wore a wool scarf, but it was too itchy. His bulky scarf made ice-skating a real chore.
One day Chester’s ears got so sore and cold that he could not skate. So he came up with a grand plan.
23
Chester was just 15 when he came up with his idea! He went on to make more things that could help people.
It was many years ago that Chester invented earmuffs. But the town where he grew up still has a parade every year for his birthday.
26
Mor
e Fu
n T
han
a H
at!
© M
acm
illan
/McG
raw
-Hill
61
6 3
Chester thought of a new way to keep his ears warm. All it took was a bit of beaver fur, black velvet, and thin metal strips.
Chester took these things to his grandma. He asked her to stitch them together to make something that would keep his ears warm in the cold.
24
Chester’s ear-warming system worked. The other kids wished they had a pair. Still, Chester thought his earmuffs could be better. He did not like how they flapped around.
A short time later, Chester made some changes to his earmuffs. The new ones weren’t heavy and could be folded. It was easy to carry them around. Chester’s earmuffs were a hit!
25
Mor
e Fu
n T
han
a H
at!
© M
acm
illan
/McG
raw
-Hill
62
4 5
This page is intentionally blank.
The Caring The Caring King’s FairKing’s FairWishWish
by Jen Robertsillustrated by Capucine Mazille
The
Car
ing
Kin
g’s
Fai
r Wis
h ©
Mac
mill
an/M
cGra
w-H
ill
63
Once upon a time, a king lived in a grand palace. In the palace yard, the king had a garden. The large garden was filled with rare roses. The king shared his fine life with his child, Martha.
The king was a good man. He cared about all the people in his land. He had all he could wish for. But still he wished he had more.
10
This page is intentionally blank.
The
Car
ing
Kin
g’s
Fai
r Wis
h ©
Mac
mill
an/M
cGra
w-H
ill
64
2
One day the king was in his garden. He was startled by a man who was sitting in the garden.
“Why are you in my garden?” asked the king.
“I was getting some fresh air as I walked among the roses,” said the man. “But then I felt ill and had to rest. I am far from home.”
11
Martha ran to him. As he patted her hair, she turned to gold!
“Now I know that happiness can’t be bought with gold,” wailed the king.
The man knew the king was sad. He agreed to undo the king’s wish.
“Thank you!” said the king. “I will never be so greedy again.”
14
The
Car
ing
Kin
g’s
Fai
r Wis
h ©
Mac
mill
an/M
cGra
w-H
ill
65
6 3
The king decided to take care of the man. When the man felt well, he went home. The next week the man came back.
“I have the power to grant wishes,” he said. “To repay your kindness, I will grant you a wish.”
“I want all that I touch to turn to gold!” said the king.
“That’s a fair wish,” said the man. 12
The king began to touch things. Soon he had gold chairs, gold stairs, gold rugs, and gold jars!
When he picked a rose, it turned to gold, and its sweet smell was gone.
At lunch all the king’s food and drink turned to gold in his mouth. Scared, the king started to weep.
13
The
Car
ing
Kin
g’s
Fai
r Wis
h ©
Mac
mill
an/M
cGra
w-H
ill
66
4 5
This page is intentionally blank.
Shirl and Her Tern
by Barbara A. Donovanillustrated by Barry Ablett
Shi
rl an
d H
er T
ern
© M
acm
illan
/McG
raw
-Hill
67
My grandfather likes to watch
birds. Each week we find a different
area of Burns Beach to spot them. I
like terns the best. When they swirl
in the sky, it’s like a bird show. I would
pay money to see a tern show!
8
This page is intentionally blank.
Shi
rl an
d H
er T
ern
© M
acm
illan
/McG
raw
-Hill
68
2
Waves churn on the beach where the
terns feed. In the spring, we try to keep
the gulls out of the tern nests. In the
fall, we feel sad when they fly away.
By last week, we thought the last tern
had flown away. Then, from the reeds, I
heard a weak chirp.
9
Fern checked my tern. She saw a cut
under its wing. She rubbed medicine on
the cut to kill germs.
Today I heard good news. My tern is
fine! In the spring, it will be with the
other terns when they return.
12
Shi
rl an
d H
er T
ern
© M
acm
illan
/McG
raw
-Hill
69
6 3
We turned toward the sound. We
parted the reeds and found a tern in the
dirt. It was hurt. It didn’t stir a bit.
Grandfather called his pal Fern. She is
an animal doctor. Fern said to bring the
bird to her place on First Street.
10
We found a box, and we used a piece
of old shirt to make a bed. We put the
bird in the bed. Then we turned, ran to
the car, and drove to see Fern. As we
drove, I urged the tern to get well.
11
Shi
rl an
d H
er T
ern
© M
acm
illan
/McG
raw
-Hill
70
4 5
This page is intentionally blank.
Rul
es to
Fig
ht th
e F
lu
© M
acm
illan
/McG
raw
-Hill
71
This page is intentionally blank.
Rul
es to
Fig
ht th
e F
lu
© M
acm
illan
/McG
raw
-Hill
72
2
73
Rul
es to
Fig
ht th
e F
lu
© M
acm
illan
/McG
raw
-Hill
6 3
Rul
es to
Fig
ht th
e F
lu
© M
acm
illan
/McG
raw
-Hill
74
4 5
He took in a few deep gulps of air and blew with all his might. He blew and blew till the man’s coat blew out of sight!
26
Soon the North Wind Blew
by Maureen Shurillustrated by Anna Vojtech
Soo
n th
e N
orth
Win
d B
lew
©
Mac
mill
an/M
cGra
w-H
ill
75
8
One day the North Wind and the Sun talked about which was stronger.
“Don’t be foolish, Sun,” said the Wind. “Did you forget about the time I blew off that roof during a storm?” he asked. “I am much stronger.”
20
“Well,” said the Moon, “I watched the whole thing. I think we have a winner. The Sun is stronger than the North Wind.”
The North Wind was in a bad mood. There was only one thing that would make him feel good.
25
Soo
n th
e N
orth
Win
d B
lew
©
Mac
mill
an/M
cGra
w-H
ill
76
2 7
“But did you forget about the time I dried up all the water to make that desert?” said the Sun. “I’m sure I am stronger.”
This went on morning, noon, and night. The Moon heard it all and grew sick of it.
21
Next the Sun shone down on the man. Soon the man was oozing with heat and sat down to rest. He took a rock out of his shoe and then walked on. But soon he was so hot that he threw off his coat.
24
Soo
n th
e N
orth
Win
d B
lew
©
Mac
mill
an/M
cGra
w-H
ill
77
6 3
“I have a plan,” said the Moon.
The Moon was wise, so the Wind and the Sun said they would hear her plan.
“Do you see that man in the suit?” asked the Moon. “The stronger of you will get him to take off his coat. That will be the proof we need.”
22
The North Wind went first. He blew a strong wind. It was so strong that fruit blew off the fruit trees! But that only made the man grasp his coat tighter.
23
Soo
n th
e N
orth
Win
d B
lew
©
Mac
mill
an/M
cGra
w-H
ill
78
4 5
This page is intentionally blank.
We Should Look at
Fishing
by Hector Torres
We
Sho
uld
Look
at F
ishi
ng
© M
acm
illan
/McG
raw
-Hill
79
Some people go fishing as a job. Others would fish for fun all day, if they could. To them, fishing is a good way to spend a few hours.
Let’s look at this book and find out about fishing.
14
This page is intentionally blank.
We
Sho
uld
Look
at F
ishi
ng
© M
acm
illan
/McG
raw
-Hill
80
2
Big fishing fleets usually catch lots of fish. Big boats like these use nets or hooks on lines.
If boats take in too many fish, that is a problem. Soon the sea would have less and less fish. So fishing fleets must take a good look at fishing and not fish too much.
15
Some animals like to fish, too. This bear left the woods to go fishing. It is standing in the river, looking for fish.
You can fish in brooks, lakes, rivers, and seas, all over the world. Would you like to go fishing?
18
We
Sho
uld
Look
at F
ishi
ng
© M
acm
illan
/McG
raw
-Hill
81
6 3
This man is fishing for snook. He is using a rod and a line to catch the fish.
People catch other kinds of fish, too. They might catch brook trout, red snapper, or catfish. They might fish from a beach, a dock, or a boat.
16
A rowboat is good for fishing. You send out a line and wait for the fish to nibble.
When you get out of the boat, you should lift each foot slowly. If not, you could slip and fall.
17
We
Sho
uld
Look
at F
ishi
ng
© M
acm
illan
/McG
raw
-Hill
82
4 5
This page is intentionally blank.
Let’s JoinJoy’s Show!
by Mel Rabin
illustrated by Stacey Schuett
Let’s
Joi
n Jo
y’s
Sho
w!
© M
acm
illan
/McG
raw
-Hill
83
Joy tells the best jokes of any girl or boy
in the class. No one can listen to Joy’s jokes
without laughing.
Just last week Joy was hanging out with
several pals. The group was having a lot
of fun.
8
This page is intentionally blank.
Let’s
Joi
n Jo
y’s
Sho
w!
© M
acm
illan
/McG
raw
-Hill
84
2
“I don’t want to spoil a good time,” Joy
said, “but I just had an idea. Let’s plan a
show! I can tell jokes, Beth can play drums,
and Troy can sing!”
The kids all started to speak at the same
time. It was so noisy!
9
Boy, did the kids laugh and make noise at
Joy’s jokes! Mr. Floyd clapped, too.
The show was a big hit because of Joy
and a lot of fun kids!
12
Let’s
Joi
n Jo
y’s
Sho
w!
© M
acm
illan
/McG
raw
-Hill
85
6 3
Troy and I put up posters and lots of kids
asked to join the show. Mr. Floyd said that
he would help.
On the day of the show, it rained and the
wind blew. When it was time to start, Joy
wasn’t there! Beth played her drums, Troy
sang, but still Joy did not show up!
10
“Joy! Joy! We want Joy’s jokes!” the kids
chanted.
“Where is she?” Mr. Floyd asked.
Then a boy pointed at the door. There
stood Joy! She dripped with rain, but she
was all set to make us laugh!
11
Let’s
Joi
n Jo
y’s
Sho
w!
© M
acm
illan
/McG
raw
-Hill
86
4 5
This page is intentionally blank.
Paul Saw Arctic Foxes
by Maryann Dobeckillustrated by Bob Dacey
Pau
l Saw
Arc
tic F
oxes
©
Mac
mill
an/M
cGra
w-H
ill
87
Paul yawned and crawled out of bed
at dawn. As he ate his toast, he saw
the sunrise. He did not have time for a
complete meal.
Paul grabbed his coat and his camera.
He went out into the cold, treeless
Arctic land.
2828
This page is intentionally blank.
Pau
l Saw
Arc
tic F
oxes
©
Mac
mill
an/M
cGra
w-H
ill
88
2
Art spec RD2_U04_W23_03A_193689
When Paul was a boy, he saw a TV
show about Arctic foxes. That launched
Paul’s study of the foxes. He had a lot of
questions about them.
As a grown man, Paul’s job was to
study animals and take pictures of them
in the wild.
29
The little foxes yawned and looked
sleepy. Soon they would crawl back into
the den.
It was time for Paul to go home.
He had pictures to print! Those pictures
would help him study the life of the
Arctic foxes.
32
Pau
l Saw
Arc
tic F
oxes
©
Mac
mill
an/M
cGra
w-H
ill
89
6 3
It was spring, but it was still cold and
raw outside. Paul’s job taught him that
Arctic days might be fine or awful.
Paul had good luck. He soon saw
what he was looking for—Arctic foxes
and their cubs.
3030
The mother fox watched her cubs eat.
The father fox had caught food for them.
The cubs chewed on the meat.
Paul could not measure for sure, but he
thought the foxes were 20 feet away. He
hauled out his camera and took a picture.
31
Pau
l Saw
Arc
tic F
oxes
©
Mac
mill
an/M
cGra
w-H
ill
90
4 5
This page is intentionally blank.
Southwest Flowering
Plants
by Lee Hammond
Sou
thw
est F
low
erin
g P
lant
s ©
Mac
mill
an/M
cGra
w-H
ill
91
Open the door and step outside.
Let’s go on a fun trip to America’s
Southwest. This is where you will find
the desert.
You won’t see many rain clouds in
the sky here.
2
This page is intentionally blank.
Sou
thw
est F
low
erin
g P
lant
s ©
Mac
mill
an/M
cGra
w-H
ill
92
2
Some deserts are cold and
some are hot. All are dry. They
don’t get much rain.
The ground here is dusty and
brown. But don’t think that
plants can’t grow in this land!
3
After it rains, some cactuses sprout
bright pink and red flowers. The flowers
last a short time.
While they bloom, the flowers help
us remember that a desert is more than
just brown dust!
6
Sou
thw
est F
low
erin
g P
lant
s ©
Mac
mill
an/M
cGra
w-H
ill
93
6 3
All plants need sun and water. But
plants in a desert don’t need much
rain. Some plants have outstretched
roots. The roots grow just under the
ground in order to soak up the rain.
4
Many kinds of cactuses
grow in the Southwest. When
it rains, a cactus holds the
water in its stems. Water
makes the stems swell and
puff up!
A cactus has sharp spines.
The spines shade the cactus.
They help catch the rain, too.
5
Sou
thw
est F
low
erin
g P
lant
s ©
Mac
mill
an/M
cGra
w-H
ill
94
4 5
This page is intentionally blank.
by Marco Ramos
illustrated by Dianne Greenseid
Meg Cage in Space
Meg
Cag
e in
Spa
ce
© M
acm
illan
/McG
raw
-Hill
95
At Meg’s spaceship job, it was a slow day.
The cold wind was gusting. Few people
would be traveling into space that day.
Meg petted her cat, Ginger. Then
the door flew open. A big dog raced in,
wagging its tail.
28
This page is intentionally blank.
Meg
Cag
e in
Spa
ce
© M
acm
illan
/McG
raw
-Hill
96
2
After the dog came a little girl and a
man with a big scarf.
“We’ve got to go to the Moon today,”
said the man. “Can you take us that far into
space?”
Meg didn’t think twice. “Yes, I can!”
she said.
29
“We named that comet Pig,” Meg said
as she zigzagged by it.
Soon, the Moon’s space manager called.
He pointed out a place to land.
The girl gave Meg a big hug and said
that it was a fantastic trip. A smile lit up
Meg’s face. It was another job well done!
32
Meg
Cag
e in
Spa
ce
© M
acm
illan
/McG
raw
-Hill
97
6 3
Meg and her passengers raced out to the
field and got in Meg’s new spaceship. She
glanced at the flag and saw that the wind
was still gusting.
Meg was certain that there would be
no problems. She urged her passengers to
buckle up.
30
Meg gave her spaceship some gas and
it gained speed. She said, “When we reach
six hundred miles per hour, I’ll get us some
spice cookies and cocoa.”
As Meg got the snacks, a gigantic comet
zoomed by the window.
31
Meg
Cag
e in
Spa
ce
© M
acm
illan
/McG
raw
-Hill
98
4 5
Word Study©
Mac
mill
an/M
cGra
w-H
ill
Use the pages in this section to offer further practice with phonics, spelling, and word meanings.
Sorting with Students ................................................................. 100• Dr. Donald Bear’s suggestions for integrating word
sorts as part of word study
Spelling Word Cards .................................................................... 102• reproducible cards for each week’s words
• tested, review, and challenge words
• key words for sorting activities
Vocabulary Word Cards ............................................................ 132• reproducible cards for each week’s tested words
• blank cards for additional words
Games ................................................................................................. 162• Learning with Games – suggestions for games
that support word study strategies, dictionary skills, and comprehension skills
• boards, grids, spinners, and other ideas to customize for your class
Sound-Spelling WorkBoard ..................................................... 175• reproducible black-and-white version for individual
work
• pictures for key phonics sounds
• selected graphic organizers
Speed Drills ...................................................................................... 177• Using Speed Drills – tips on using drills to improve
fl uency
• reproducible routine for each week’s spelling pattern
© M
ac
mil
lan
/Mc
Gra
w-H
ill
100 Sorting with Students
Sorting with Students
Sorting is an active part of word study. Here
are tips to consider as you develop your word
study program.
Getting Started• Make a copy of the sort for each student or
pair. Increase the size of the copy to rid the
page of the margin; this leaves less for
students to cut.
• Students scribble distinctively on the back
so that they recognize their chips.
• During independent work time, at their
seats or in a station, students cut up the
sort and place the chips in an envelope or
plastic bag. Students can write their names
on the fronts of the bags. Do not use
instructional time for cutting up the word
or picture sort.
• After cutting up the sort, students try it
out; this is an “open sort.” Observe how
students sort before instruction to guide
your pacing. Ask students to sort the words
into several columns and to set aside
unknown words.
InstructionIntroduce the sort in small group. A few min-
utes of small group reading time is used for
word study. This word study time is an oppor-
tunity to integrate phonics, spelling, and
vocabulary.
Incorporate the following activities over several
days. Spend just 10–15 minutes at any one time
and pick up where you left off during the next
small group lesson.
For each sort, use several key words to head
the sorting categories. Also include an
Oddball column for words or pictures that do
not fit.
1) Check that students can read the words
of the sort. Students must be able to read
most of the words in the sort. Three or four
unknown words are acceptable and are
learned over the week. Choose an easier
list and sort if too many words are
unknown. Explain to students that you
want them to read through the sort to
make sure they can read the words or
name the pictures.
When first sorting, model for students how
to read through the words. Read the word
cards in an “I know it; I don’t know it” fash-
ion. Put the known words in a pile in front
of you; place the unknown words to the
right. Show them how to count to three,
and if they do not know the word, they
place the unknown word card in, hope-
fully, a small pile to the right.
Ask students if they know the meaning of
the words. You can teach several of the
meanings over the week. If there are sev-
eral unknown words, take the time to use
them in a concept sort in which students
sort the words into meaning categories,
such as words that relate to animals, the
landscape, and so on. Ask students to
point to words that fit a category.
2) Teach four-step sorting in small group.
When you show students how to sort,
begin with an easier sort and teach stu-
dents the four steps that they will follow
with each sort.1
• Demonstrate. Show students how to
sort by using the key words or pictures.
Sort deliberately, and talk about what
1 Bear, D.; M. Invernizzi; S. Templeton; and F. Johnston.
Words Their Way: Word Study for Phonics, Vocabulary, and
Spelling Instruction. (4th ed.) Columbus, OH: Merrill/
Prentice Hall, 2008.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
101Sorting with Students 101
Sorting with Students
you are doing as you compare the word
or picture to the key words or pictures.
• Sort and check. Students sort individu-
ally or with a partner. Students read the
words aloud as they sort and compare
the words to the key words.
• Reflect. Ask students to explain to each
other why they sorted the way they did.
Guide students through a discussion of
the principle and generalizations that
underlie the sort.
• Extend. Repeated practice with the
sort over several days is essential.
Students enter the sort into their three-
ring word study notebooks. They leave
enough space to add related words that
they find in Word Hunts when they go
through the stories they have read.
Students sort daily by themselves or
with a partner. In their station activities
they sort the words as part of a word
study game.
3) Monitor and assess. To know when to go
on or to continue studying the principle that
underlies the sort, look for these aspects as
students sort with you in small group.
• Accuracy in sorting. See if students
sort the words in the correct columns.
• Fluency and speed in sorting. If stu-
dents sort quickly and accurately, they
are probably ready to move on to the
next sort. Students who sort accurately
and slowly benefit from more practice.
They can continue to practice the sort.
Set up a sorting station that contains
sorts from the last three weeks.
• Reflection and use. See if students can
explain the sort: “Why did you sort the
way you did?” Look in students’ first-
draft writing to see if they spell the
sound or spelling pattern correctly in
related words.
Sorting at Different Instructional LevelsThere are several considerations when sorting
across instructional levels and grades.
• Students in the emergent and beginning
stages of reading benefit from sorting by
sound with pictures to focus on the way
words sound alike at the beginning, middle,
or end. For example, students consider how
pairs of words sound alike: “I am going to
say two words, tell me if they sound alike in
the middle.”
• Students in the beginning and the transi-
tional levels sort by patterns in words.
Begin to explain how patterns are related
to sound. Look across vowels to find pat-
terns. For example, ask students: “Look for
long a and long o words that have the
CVVC pattern as in nail and coat.”
• Students in the intermediate levels study
the meaning patterns within words. They
study the meaning and spelling of prefixes,
suffixes, and roots. Grammar ties in here as
different suffixes are often related to gram-
matical functions; e.g., the -tion suffix turns
a verb into a noun. Word histories and word
roots are an important focus. Students
study words deeply using paperback
etymologies such as these two favorites:
Funk, W. Word Origins: An Exploration and
History of Words and Language. NY: Wings
Books, 1950.
Hoad, T. F. The Concise Oxford Dictionary of
English Etymology. NY: Oxford University
Press, 1993.
© M
acmillan/M
cGraw
-Hill
mat hen sit
top bug oddball
clap step sick
rock luck crop
snack mess head
shut miss stamp
jump click pond
cat man can
bathtub anthill
102 Unit 1 • First Day Jitters Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
date fine rose
oddball date fine
rose lake life
home safe rice
globe plane wise
smoke grade smile
come clap sick
crop sneeze escape
Spelling Word Cards Unit 1 • Amazing Grace 103
© M
acmillan/M
cGraw
-Hill
fail pay oddball
bay pail ray
plain tray trail
may braid sway
gray plays paint
snail great safe
rice globe lady
afraid
104 Unit 1 • Earth Smart Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
old low foam
gold bowl soak
sold snow loaf
roast coast scold
coal slow grows
show float blow
snail plain gray
window program
Spelling Word Cards Unit 1 • Wolf! 105
© M
acmillan/M
cGraw
-Hill
lie wild my
sigh oddball mild
sky pie might
find fight tied
right fry tight
child flight bright
buy dye soak
bowl gold wind
children
106 Unit 1 • My Very Own Room Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
green weak field
heel seal weak
week bean creek
speaks team free
green clean cream
street freeze field
right pie child
sixteen peanut
Spelling Word Cards Unit 2 • Boom Town 107
© M
acmillan/M
cGraw
-Hill
gnash knob wren
wrap knit gnat
wrists knots wrote
knight sign knock
wreck know wring
gnaws write wrong
week speaks field
wristwatch knapsack
108 Unit 2 • Home-Grown Butterflies Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
three spring scrap
strap thread scrubs
spree screams street
scratch spread throne
three screens spray
throw strong scraped
strength sign wrote
knight streamer scribble
Spelling Word Cards Unit 2 • Coasting to California 109
© M
acmillan/M
cGraw
-Hill
thumb shell cheese
whale chick much
pitch teacher lunch
hatch cheese stretch
thick truth whales
fish what them
pathway stream three
scribble sandwich weather
110 Unit 2 • Here‘s My Dollar Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
that’s wasn’t we’re
oddball he’d she’d
that’s what’s won’t
there’s you’re wasn’t
we’ll isn’t we’re
couldn’t I’ve didn’t
they’re teacher fish
pathway shouldn’t wouldn’t
Spelling Word Cards Unit 2 • A Castle on Viola Street 111
© M
acmillan/M
cGraw
-Hill
fur her stir
oddball turns first
herds learn purr
third earn nurse
perch girls firm
word world serve
worth he’d wasn’t
didn’t perfect Thursday
112 Unit 3 • Author: A True Story Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
dark north tore
oddball bark chore
porch yard sore
hard shorts wore
pour sport sharks
storms sharp carve
story first third
nurse orchard artist
Spelling Word Cards Unit 3 • Dear Juno 113
© M
acmillan/M
cGraw
-Hill
re- un- mis-
pre- oddball misfile
unwanted recycle undone
presale misread recall
precut unload misnumber
unfair mistreat unhappy
retold preplan hard
porch carve prejudge
uncertain
114 Unit 3 • Messaging Mania Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
oil boy coy
soil foil toil
coins point noise
loyal boiled spoiled
enjoys voice choice
soybean joyful unhappy
retold misread noisy
checkpoint
Spelling Word Cards Unit 3 • What Do Illustrators Do? 115
© M
acmillan/M
cGraw
-Hill
loop shook blue
tube oddball loop
rude look clue
spoon tube shook
blue cubes goose
mules gloom true
shoe stew enjoy
soil noise classroom
childhood
116 Unit 3• The Jones Family Express Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
out crown found
town shout owl
couch bow scout
round plow crowd
proud clouds ground
louder bounce spoon
true shoe snowplow
outline
Spelling Word Cards Unit 4 • Seven Spools of Thread 117
© M
acmillan/M
cGraw
-Hill
boys lunches babies
years twins trays
states ashes foxes
inches flies cities
ponies bunches alleys
lunches cherries daisies
town round bounce
heroes libraries
118 Unit 4 • Nacho and Lolita Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
paw cause mall
oddball yawn taught
salt lawn halls
hauls hawks squawk
bought bawls drawing
caused paused crawled
coughing twins inches
heroes walrus autumn
Spelling Word Cards Unit 4 • A Solution to Pollution 119
© M
acmillan/M
cGraw
-Hill
sale sail beet
beat rode road
rowed its it’s
your you’re there
they’re peace piece
salt bought caused
seen scene
120 Unit 4 • Ramona and Her Father Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
ice germs cell
gems age place
gyms city cents
price space nice
giant changes pages
gentle message crowd
clouds found giraffe
celebrate
Unit 4 • Out of This World!The Ellen Ochoa StorySpelling Word Cards 121
© M
acmillan/M
cGraw
-Hill
day light time
some other airplane
daytime birthday daylight
hairdo notebook birdhouse
barefoot headlight sometime
someone newspaper sidewalks
basketball stagecoach age
gentle city somebody
handwriting
122 Unit 5 • Penguin Chick Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
tries tried trying
dries dried drying
hurries hurried hurrying
studies studied studying
plays played playing
birthday birdhouse someone
obeyed worrying
Spelling Word Cards Unit 5 • Animal Homes 123
© M
acmillan/M
cGraw
-Hill
matter pencil basket
rabbit napkin letter
invite bedtime mammal
number fellow chapter
follow problem chicken
butter Sunday tried
studies drying splendid
complete
124 Unit 5 • Call of the Wild Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
-s -es -ed
-ing names named
naming hopes hoped
hoping dances danced
dancing drops dropped
dropping wraps wrapped
wrapping chapter number
problem driving traded
Spelling Word Cards Unit 5 • Wilbur's Boast 125
© M
acmillan/M
cGraw
-Hill
pilot lemon pilot
diner tiger favor
lemon planet model
shady robot tiny
label cozy silent
spider frozen named
dropping traded melon
stomach
126 Unit 5 • Unique Animals of the Southwest Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
return unbeaten dislike
preheat untied repay
disagree preheat unafraid
return preschool dislike
disappear resell precook
prepay unbeaten reprint
unwrap tiger planet
spider unlucky recover
Spelling Word Cards Unit 6 • Stone Soup 127
© M
acmillan/M
cGraw
-Hill
able towel able
purple riddle handle
towel eagle puzzle
castle little nickel
camel pickle travel
tunnel squirrel dislike
return unwrap motel
couple
128 Unit 6 • The Strongest One Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
detail holiday unreal
about allowing appear
wayward coffee complain
enjoyed explaining poison
remain repeat unreal
unclear reading detail
able puzzle pickle
fourteen holiday
Spelling Word Cards Unit 6 • Tales of the Trickster 129
© M
acmillan/M
cGraw
-Hill
better solar actor
sister sailor dollar
toaster winter doctor
layer dancer mayor
writer silver cellar
trailer December author
about explaining repeat
circular editor
130 Unit 6 • Cook-a-Doodle-Doo! Spelling Word Cards
© M
acm
illan
/McG
raw
-Hill
-ful -less -ly
careful cheerful helpful
colorful harmful peaceful
pitiful painless priceless
helpless sleepless rainless
helplessly carefully peacefully
doctor dollar December
wonderful cloudless
Spelling Word Cards Unit 6 • One Riddle, One Answer 131
© M
acmillan/M
cGraw
-Hill
chuckled
fumbled
nervous
nonsense
trudged
132 Unit 1 • First Day Jitters Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
adventure
auditions
exploring
fantastic
sparkling
success
Vocabulary Word Cards Unit 1 • Amazing Grace 133
© M
acmillan/M
cGraw
-Hill
contribute
donate
members
unaware
134 Unit 1 • Earth Smart Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
ached
admire
bothering
concentrate
passion
splendid
Vocabulary Word Cards Unit 1 • Wolf! 135
© M
acmillan/M
cGraw
-Hill
determination
exact
luckiest
ruined
separate
storage
136 Unit 1 • My Very Own Room Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
blossomed
grumbled
lonesome
sidewalks
traders
wailed
Vocabulary Word Cards Unit 2 • Boom Town 137
© M
acmillan/M
cGraw
-Hill
capture
disappear
enclosure
harming
protect
supply
138 Unit 2 • Home-Grown Butterflies Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
communities
culture
established
immigrants
traditional
Vocabulary Word Cards Unit 2 • Coasting to California 139
© M
acmillan/M
cGraw
-Hill
deserve
slogan
thrilled
tour
volunteers
140 Unit 2 • Here’s My Dollar Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
appliances
construction
equipment
leaky
owners
project
Vocabulary Word Cards Unit 2 • A Castle on Viola Street 141
© M
acmillan/M
cGraw
-Hill
acceptance
excitement
proper
single
talented
useful
142 Unit 3 • Author: A True Story Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
announced
crackle
noticed
soared
starry
Vocabulary Word Cards Unit 3 • Dear Juno 143
© M
acmillan/M
cGraw
-Hill
estimate
focus
record
144 Unit 3 • Messaging Mania Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
illustrate
instance
sketches
style
suggestions
textures
Vocabulary Word Cards Unit 3 • What Do Illustrators Do? 145
© M
acmillan/M
cGraw
-Hill
annual
expensive
innocent
politely
potential
wrapping
146 Unit 3 • The Jones Family Express Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
argued
beamed
fabric
possessions
purchased
quarreling
Vocabulary Word Cards Unit 4 • Seven Spools of Thread 147
© M
acmillan/M
cGraw
-Hill
affection
brilliance
exhausted
guarantee
pleaded
preparations
148 Unit 4 • Nacho and Lolita Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
awareness
emphasize
pollution
utilize
Vocabulary Word Cards Unit 4 • A Solution to Pollution 149
© M
acmillan/M
cGraw
-Hill
alarmed
anxious
cross
managed
pretend
unfortunately
150 Unit 4 • Ramona and Her Father Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
communicate
decisions
essential
research
responsible
specialist
Out of This World!The Ellen Ochoa Story
Unit 4• Vocabulary Word Cards 151
© M
acmillan/M
cGraw
-Hill
down
echoes
fierce
huddle
junior
shuffles
152 Unit 5 • Penguin Chick Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
architects
contain
retreats
shallow
shelter
structures
Vocabulary Word Cards Unit 5 • Animal Homes 153
© M
acmillan/M
cGraw
-Hill
adjust
crucial
source
survive
unpredictable
154 Unit 5 • Call of the Wild Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
boasting
conversation
interrupted
rebuild
scrambled
seized
Vocabulary Word Cards Unit 5 • Wilbur’s Boast 155
© M
acmillan/M
cGraw
-Hill
female
identical
odor
related
sight
venom
156 Unit 5 • Unique Animals of the Southwest Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
agreeable
banquet
curiosity
gaze
guests
untrusting
Vocabulary Word Cards Unit 6 • Stone Soup 157
© M
acmillan/M
cGraw
-Hill
darkened
decorated
gnaws
securing
symbol
weakest
158 Unit 6 • The Strongest One Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
cunning
insightful
investigate
majority
technique
Vocabulary Word Cards Unit 6 • Tales of the Trickster 159
© M
acmillan/M
cGraw
-Hill
ingredient
magnificent
masterpiece
recipes
tasty
tradition
160 Unit 6 • Cook-a-Doodle-Doo! Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
advised
depart
discouraged
increases
observed
suitable
Vocabulary Word Cards Unit 6 • One Riddle, One Answer 161
Learning with Games©
Macm
illan/McG
raw-H
ill
What’s the Ending?
MaterialsS-shaped board (p. 167)Cards (p. 169)4-part spinner (p. 165)game markerspencils
Skill: word endings
Prepare: This game is for two players. Use the S-shaped board. Write begin in the fi rst square and end in the last square. In the remaining squares, alternate writing the endings -s, -ed, and -ing.
Write spelling words on the cards. Use verbs, such as chase, watch, and carry.
Players also use the four-part spinner. Write in the numbers 0, 1, 2, and 3.
Play: The fi rst player spins the spinner and moves his or her marker that number of spaces. Then that player chooses a word card and says, then spells, the word with the ending the marker landed on. Players miss a turn by spinning a 0 or by spelling the word and ending incorrectly. The fi rst player to get to the end is the winner.
Time for Order
Materialsold magazines and newspapersCards (p. 169)scissorsgluetimer
Skill: alphabetical order
Prepare: This game is for two players. Have players fi nd and cut out interesting words from old magazines and newspapers. Have players glue each word on a card. Each player needs eight words.
Play: The fi rst player must put all of the word cards in alphabetical order. The second player times the fi rst as he or she organizes the words. The players then switch roles. They compete to alphabetize the words the fastest.
Antonym Tic-Tac-Toe Materials
Tic-Tac-Toe grid (p. 170)pencils
Skill: antonyms
Prepare: This game is for two players. Use a Tic-Tac-Toe grid. Have players fi ll in the grid with vocabulary words.
Play: To begin, a player reads one word on the grid and names an antonym for that word. If correct, the player writes an X or an O in the space on top of the word. Players take turns until one player gets three Xs or Os in a row horizontally, vertically, or diagonally.
162 Games
© M
acm
illan
/McG
raw
-Hill
Word Maker
Materials Word Wheel or Slip Strips (p. 168, p. 173)Cards (p. 169)paper bagpencils
Skill: prefi xes
Prepare: Write the following prefi xes on word cards: anti-, dis-, in-, im-, over-, mis-, pre-, re-, and un-. Fold the cards and place them in a paper bag.
Give each player a word wheel or slip strips. (If using slip strips, copy the squares several times so that players can construct strips with eight or twelve squares.)
Play: Each player chooses one prefi x from the bag and writes it on the inside circle of their word wheel. On the outside of the wheel, have players come up with as many root words as possible that work with their chosen prefi x. Players may want to refer to a dictionary for more word suggestions. (For Slip Strips, write the prefi x on the rectangular card and root words on the squares.)
Same and Different
Materials4-part spinner (p. 165)pencilcrayonspaper
Skill: compare and contrast
Prepare: Two players are needed for this game. Give each pair a blank spinner. Ask them to color each part a different color then alternately label Compare or Contrast.
Play: Explain to players that they will be comparing and contrasting themselves in this game. The fi rst player spins the spinner. If he or she lands on Compare, then the two players talk together to fi nd something they have in common. If he or she lands on Contrast, then they talk to fi nd how they are different. Have players record their discoveries on paper.
For a more advanced version of the game, choose topics from stories and literature for players to compare and contrast.
Put It Together
MaterialsPuzzle Pieces, two pieces (p. 174)plastic bagstimer
Skill: compound words
Prepare: Players need fi ve copies each of the puzzle pieces with two interlocking pieces. Ask them to write fi ve different compound words with the fi rst part of the word on the fi rst puzzle piece, and the second part of the word on the second puzzle piece. You may want to suggest compound words to use, such as schoolhouse, dollhouse, grasshopper, uproot, grassland, rain forest, and inchworm.
Players then cut out their puzzle pieces and place them in plastic bags.
Play: Have players exchange their bag with another player. Set the timer at one minute. Challenge players to build all fi ve of their partner’s compound words in a minute. Continue by having players exchange with other players in the classroom.
Games 163
© M
acmillan/M
cGraw
-Hill
Medial Sound Bingo
Materials5 x 5 grid (p. 172)Spelling Word Cards (pp. 102 –131)game markers
Skill: listening for long vowel medial sounds
Prepare: Each player needs a 5 x 5 grid. Above the fi rst row, players write the following medial sounds: Players create their own bingo card by listing spelling words that have the same medial sound under each column. Have available the Spelling Word Cards for reference.
Play: Use the Spelling Word Cards to play bingo once players have fi lled in their grids. Remind students that the winner is the fi rst player to get fi ve game markers in a row vertically, horizontally, or diagonally. For a shorter game, use the 4 x 4 grid and four medial sounds.
What Do You Mean?
MaterialsOval or S-shaped board (p. 166, p. 167)4-part spinner (p. 165)game markersdictionary
Skill: multiple meaning words
Prepare: Organize players into groups of four. Give each group a copy of the oval board, which may be copied at a larger size if desired, and a 4-part spinner numbered 0, 1, 2, and 3.
First place a star in one of the squares to mark the beginning and ending. Have the group fi ll in the remaining squares with multiple meaning words such as scratch, beam, signing, uniform, coach, watch, principal, trust, safe, foreign, patient, settled, burst, stage, peer, figure, enclosure.
Play: The fi rst player begins the game by spinning the spinner to see how many spaces to go. The player reads the word he or she landed on and names one meaning of the word. As the game continues, if other players land on the same word, they must give another meaning for the same word. Players may want to keep a dictionary at hand to check defi nitions. The fi rst player to reach the star is the winner.
The S-shaped board can also be used for this game. Write begin in the fi rst square and end in the last square, and then write multiple meaning words in the remaining squares.
164 Games
© M
acm
illan
/McG
raw
-HillSpinners
1. Cut out and complete a spinner.
2. Mount it on heavy paper.
3. Attach arrow with brad.
Games 165
© M
acmillan/M
cGraw
-Hill
Oval Game Board
166 Games
© M
acm
illan
/McG
raw
-Hill
S-shaped Game Board
Games 167
© M
acmillan/M
cGraw
-Hill
Word Wheel
1. Cut out and complete
each wheel.
2. Attach small wheel on top of large wheel with a brad.
168 Games
© M
acm
illan
/McG
raw
-Hill
Cards
Games 169
© M
acmillan/M
cGraw
-Hill
Tic-Tac-Toe
170 Games
© M
acm
illan
/McG
raw
-Hill4x4 Grid
Games 171
© M
acmillan/M
cGraw
-Hill
5x5 Grid
172 Games
© M
acm
illan
/McG
raw
-Hill
Slip Strips
Games 173
© M
acmillan/M
cGraw
-Hill
Puzzle Pieces
174 Games
© M
acm
illan
/McG
raw
-Hill
ar
ir u
rer or
oar
ore
ow ou
oi
_ oy
oo oou_
e u
_ ew
ue
_ ui_
ou
au
aw
air
are
ear
ere
a ai_
a_e
_ ay
ea
ei
i _ y i_e
_ ie
igh o o_e
oa_
ow _ oe u u_e
_ ew
_ ue
e_e
eee
ea
_ ie_
_ y _ ey
thsh
wh_
ch _ tch
_ ng
© M
acm
illan
/McG
raw
-Hill
Soun
d-Sp
ellin
g W
orkB
oard
Sound-Spelling WorkBoard 175
© M
acmillan/M
cGraw
-Hill
176 Sound-Spelling WorkBoard
Main Idea/Details
SequenceProblem
/SolutionSum
mary
Com
pare/Contrast
Cause/Effect
© Sto
ckdisc/Pu
nch
Stock, ©
Macm
illan/M
cGraw
-Hill, C
Squared
Stud
ios/G
etty Imag
es, Th
e McG
raw-H
ill Co
mp
anies, In
c./Jacques C
orn
ell ph
oto
grap
her, ©
Perfect Picture Parts/A
lamy, N
ick Ko
ud
is/Getty Im
ages, Ph
oto
disc C
ollectio
n/G
etty Imag
es, Weg
ner, P./Peter A
rno
ld, In
c., Joh
n A
. Rizzo
/Getty Im
ages,
© JU
PITER
IMA
GES/C
reatas/Alam
y, C Squ
ared Stu
dio
s/Getty Im
ages, Jo
hn
A. R
izzo/G
etty Imag
es, © T
he M
cGraw
-Hill C
om
pan
ies, Inc., K
en C
avanag
h p
ho
tog
raph
er, © B
urke/T
riolo
/Bran
d X
Pictures/Ju
piterim
ages, ©
Co
msto
ck/Sup
erStock, ©
Ro
yalty-Free / CO
RB
IS, Pud
enz - Sto
ckFoo
d M
un
ich/Sto
ckfoo
d A
merica,
Siede Press/G
etty Imag
es, © M
acmillan
/McG
raw-H
ill
© M
acmillan/M
cGraw
-Hill
Sound-Spelling WorkBoard
© M
ac
mil
lan
/Mc
Gra
w-H
ill
177Speed Drills
Using Speed Drills
Speed Drill RoutineSpeed drills build fluency because they help students rapidly recognize com-
mon syllable and spelling patterns in one-syllable and multisyllabic words.
And they’re a lot of fun!
The speed drill reproducibles that follow can be used for students needing
additional practice to achieve mastery and automaticity in reading words
with the target phonics skills. These reproducibles include examples of all the
sound-spellings and syllable types taught in California Treasures, Grade 3.
There is also a blank speed drill sheet provided for customizing word lists
with students.
Use the following Speed Drill Routine:
1. Distribute copies of the speed drill to students. Allow two minutes to
underline the target syllable or spelling pattern. For example, if the skill is
words ending in consonant + le, have students underline ble, cle, and ple in
words containing these common patterns. If the skill is to recognize vowel
teams, have them underline those letters.
2. When finished, have students use their speed-drill sheet to read the
marked words. Help students pronounce the common syllables or spelling
patterns. Students should practice reading their words throughout the
week and for homework.
3. Listen to students read the words on their speed-drill sheet mid-week and/
or at the end of the week. Students should practice with the speed drills
and be tested until they can read the words with ease. Record the number
of words they read correctly in one minute on their sheet. You may need to
enlist the help of peer testers to assess each student.
4. As an incentive, students may record their speed-drill scores on a separate
chart. Have them record the score for each testing of the speed drill. Work
with each student to set individual speed-drill goals—a set number of
words read in a minute, for example.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
178 Speed DrillsUnit 1 • First Day Jitters
Name
Underline the short vowel spelling in each word. Then practice reading the words until you are ready to be timed.
lap clap lock step crop
mess shut miss jump stick
sick rock luck head stamp
bathtub anthill rushed trudged dead
lock crop rock head lap
miss stick anthill trudged mess
stamp clap step sick luck
dead shut jump bathtub rushed
head sick lock stamp rock
trudged bathtub miss dead anthill
step lap luck crop clap
jump mess rushed stick shut
crop stamp step head lock
stick dead jump trudged miss
luck clap rock lap sick
rushed shut anthill mess bathtub
clap sick stamp lock step
shut bathtub dead miss jump
rock crop luck lap head
anthill stick rushed mess trudged
Short Vowels
© M
ac
mil
lan
/Mc
Gra
w-H
ill
179Speed Drills Unit 1 • Amazing Grace
Name
Underline the final e spelling in each word. Then practice reading the words until you are ready to be timed.
time safe rose fake hope
cute spine compete huge grade
eve lake globe plane smile
wisely stripes skated envelope complete
safe fake rose hope time
spine huge compete grade cute
lake plane globe smile eve
stripes envelope skated complete wisely
rose time fake safe smile
compete cute huge spine complete
globe eve plane lake hope
skated wisely envelope stripes grade
fake eve hope rose safe
huge wisely grade compete spine
plane time smile globe lake
envelope cute complete skated stripes
hope safe time globe fake
grade spine cute skated huge
smile lake eve rose plane
complete stripes wisely compete envelope
Final e
© M
ac
mil
lan
/Mc
Gra
w-H
ill
180 Speed DrillsUnit 1 • Earth Smart
Name
Underline the long a spelling in each word. Then practice reading the words until you are ready to be timed.
plain snail paid trays great
stay maybe gray braid afraid
sway ray trail lady waiting
plainly acres explained neighbor freight
snail trays great paid plain
maybe braid afraid gray stay
ray lady waiting trail sway
acres neighbor freight explained plainly
paid sway trays snail great
gray plainly braid maybe afraid
trail plain lady ray waiting
explained stay neighbor acres freight
trays great stay trail snail
braid plain afraid explained maybe
lady sway waiting paid ray
neighbor plainly freight gray acres
paid snail plain great trays
gray maybe stay afraid braid
trail ray sway waiting lady
explained acres plainly freight neighbor
Long a
© M
ac
mil
lan
/Mc
Gra
w-H
ill
181Speed Drills Unit 1 • Wolf!
Name
Underline the long o spelling in each word. Then practice reading the words until you are ready to be timed.
gold loaves roast slowly float
shows snow window folks bowl
soaking coast scold coal colder
program swallow roaming grows dough
loaves slowly colder roast gold
snow folks dough window shows
coast coal float scold soaking
swallow grows bowl roaming program
roast soaking slowly loaves float
window program folks snow bowl
scold gold coal coast colder
roaming shows grows swallow dough
slowly roast float gold coast
folks window bowl shows swallow
coal scold colder soaking loaves
grows roaming dough program snow
roast loaves gold float slowly
window snow shows bowl folks
scold coast soaking colder coal
roaming swallow program dough grows
Long o
© M
ac
mil
lan
/Mc
Gra
w-H
ill
182 Speed DrillsUnit 1 • My Very Own Room
Name
Underline the long i spelling in each word. Then practice reading the words until you are ready to be timed.
sky pie child mighty finding
tied right fry fried tightly
bright dye brightness buy delight
grind advice why sigh bite
pie mighty delight child sky
right fried bite fry tied
dye buy finding brightness bright
advice sigh tightly why grind
child bright mighty pie finding
fry grind fried right tightly
brightness sky buy dye delight
why tied sigh advice bite
mighty child finding sky dye
fried fry tightly tied advice
buy brightness delight bright pie
sigh why bite grind right
child pie sky finding mighty
fry right tied tightly fried
brightness dye bright delight buy
why advice grind bite sigh
Long i
© M
ac
mil
lan
/Mc
Gra
w-H
ill
183Speed Drills Unit 2 • Boom Town
Name
Underline the long e spelling in each word. Then practice reading the words until you are ready to be timed.
three she heel seal weak
week bean speaks team free
street clean cream field freeze
knead families sixteen peanut chief
she seal freeze heel three
bean team chief speaks week
clean field weak cream street
families peanut free sixteen knead
heel street seal she weak
speaks knead team bean free
cream three field clean freeze
sixteen week peanut families chief
seal heel weak three clean
team speaks free week families
field cream freeze street she
peanut sixteen chief knead bean
heel she three weak seal
speaks bean week free team
cream clean street freeze field
sixteen families knead chief peanut
Long e
© M
ac
mil
lan
/Mc
Gra
w-H
ill
184 Speed DrillsUnit 2 • Home-Grown Butterfl ies
Name
Underline the silent letter or letters in each word. Then practice reading the words until you are ready to be timed.
wrap knit gnat wrists knots
wrote knight sign knock wreck
knowing wring gnaws write wrong
wren knitted wristwatch wrinkle knapsack
knit wrists wrong gnat wrap
knight knock knapsack sign wrote
wring write knots gnaws knowing
knitted wrinkle wreck wristwatch wren
gnat knowing wrists knit knots
sign wren knock knight wreck
gnaws wrap write wring wrong
wristwatch wrote wrinkle knitted knapsack
wrists gnat knots wrap wring
knock sign wreck wrote knitted
write gnaws wrong knowing knit
wrinkle wristwatch knapsack wren knight
gnat knit wrap knots wrists
sign knight wrote wreck knock
gnaws wring knowing wrong write
wristwatch knitted wren knapsack wrinkle
Silent Letters
© M
ac
mil
lan
/Mc
Gra
w-H
ill
185Speed Drills Unit 2 • Coasting to California
Name
Underline the 3-letter blend in each word. Then practice reading the words until you are ready to be timed.
thread scrubs spree sprint screams
street scratch spread throne three
spray throw stronger strength threaten
sprinkle scribble through streamer straws
scrubs sprint threaten spree thread
scratch throne straws spread street
throw strength screams stronger spray
scribble streamer three through sprinkle
spree spray sprint scrubs screams
spread sprinkle throne scratch three
stronger thread strength throw threaten
through street streamer scribble straws
sprint spree screams thread throw
throne spread three street scribble
strength stronger threaten spray scrubs
streamer through straws sprinkle scratch
spree scrubs thread screams sprint
spread scratch street three throne
stronger throw spray threaten strength
through scribble sprinkle straws streamer
3-Letter Blends
© M
ac
mil
lan
/Mc
Gra
w-H
ill
186 Speed DrillsUnit 2 • Here’s My Dollar
Name
Underline the digraph in each word. Then practice reading the words until you are ready to be timed.
them chick what much pitcher
teacher lunchbox hatching cheese stretch
thicker truth whale phone photo
challenge sandwich weather shadow seashells
chick much photo what them
lunchbox cheese seashells hatching teacher
truth phone pitcher whale thicker
sandwich shadow stretch weather challenge
what thicker much chick pitcher
hatching challenge cheese lunchbox stretch
whale them phone truth photo
weather teacher shadow sandwich seashells
much what pitcher them truth
cheese hatching stretch teacher sandwich
phone whale photo thicker chick
shadow weather seashells challenge lunchbox
what chick them pitcher much
hatching lunchbox teacher stretch cheese
whale truth thicker photo phone
weather sandwich challenge seashells shadow
Digraphs
© M
ac
mil
lan
/Mc
Gra
w-H
ill
187Speed Drills Unit 2 • A Castle on Viola Street
Name
Practice reading the words until you are ready to be timed.
he’d she’d that’s what’s won’t
there’s you’re wasn’t we’ll isn’t
we’re couldn’t shouldn’t wouldn’t I’ve
didn’t they’re I’m we’d don’t
she’d what’s I’ve that’s he’d
you’re we’ll don’t wasn’t there’s
couldn’t wouldn’t won’t shouldn’t we’re
they’re we’d isn’t I’m didn’t
that’s we’re what’s she’d won’t
wasn’t didn’t we’ll you’re isn’t
shouldn’t he’d wouldn’t couldn’t I’ve
I’m there’s we’d they’re don’t
what’s that’s won’t he’d couldn’t
we’ll wasn’t isn’t there’s they’re
wouldn’t shouldn’t I’ve we’re she’d
we’d I’m don’t didn’t you’re
that’s she’d he’d won’t what’s
wasn’t you’re there’s isn’t we’ll
shouldn’t couldn’t we’re I’ve wouldn’t
I’m they’re didn’t don’t we’d
Contractions
© M
ac
mil
lan
/Mc
Gra
w-H
ill
188 Speed DrillsUnit 3 • Author: A True Story
Name
Underline the r-controlled vowel spelling in each word. Then practice reading the words until you are ready to be timed.
turns herds purr earn perch
firm world worth first learning
third nurses girls word serving
suffered Thursday emerge perfect birthday
herds earn serving purr turns
world first birthday worth firm
nurses word perch girls third
Thursday perfect learning emerge suffered
purr third earn herds perch
worth suffered first world learning
girls turns word nurses serving
emerge firm perfect Thursday birthday
earn purr perch turns nurses
first worth learning firm Thursday
word girls serving third herds
perfect emerge birthday suffered world
purr herds turns perch earn
worth world firm learning first
girls nurses third serving word
emerge Thursday suffered birthday perfect
r-Controlled Vowels er, ir, ur
© M
ac
mil
lan
/Mc
Gra
w-H
ill
189Speed Drills Unit 3 • Dear Juno
Name
Underline the r-controlled vowel spelling in each word. Then practice reading the words until you are ready to be timed.
barking short sharply sore harder
storms yard sport sharks porch
pour story chores wore carve
orchard gardener artist heartache ignore
short sore carve sharply barking
yard sharks ignore sport storms
story wore harder chores pour
gardener heartache porch artist orchard
sharply pour sore short harder
sport orchard sharks yard porch
chores barking wore story carve
artist storms heartache gardener ignore
sore sharply harder barking short
sharks sport porch storms story
wore chores carve pour gardener
heartache artist ignore orchard yard
sharply short barking harder sore
sport yard storms porch sharks
chores story pour carve wore
artist gardener orchard ignore heartache
r-Controlled Vowels ar, or
© M
ac
mil
lan
/Mc
Gra
w-H
ill
190 Speed DrillsUnit 3 • Messaging Mania
Name
Underline the prefix in each word. Then practice reading the words until you are ready to be timed.
unfair unwanted unhappy undone unload
retold recall recycle misfile misnumber
misread mistreat precut preplan presale
prejudge uncertain uncomfortable premeasure rename
unwanted undone presale unhappy unfair
recall misfile rename recycle retold
mistreat preplan unload precut misread
uncertain premeasure misnumber uncomfortable prejudge
unhappy misread undone unwanted unload
recycle prejudge misfile recall misnumber
precut unfair preplan mistreat presale
uncomfortable retold premeasure uncertain rename
undone unhappy unload unfair mistreat
misfile recycle misnumber retold uncertain
preplan precut presale misread unwanted
premeasure uncomfortable rename prejudge recall
unhappy unwanted unfair unload undone
recycle recall retold misnumber misfile
precut mistreat misread presale preplan
uncomfortable uncertain prejudge rename premeasure
Prefi xes re, un, pre, mis
© M
ac
mil
lan
/Mc
Gra
w-H
ill
191Speed Drills Unit 3 • What Do Illustrators Do?
Name
Underline the diphthong spelling in each word. Then practice reading the words until you are ready to be timed.
toy royalty soil foil toiling
coins pointy noise loyal boiled
spoiled enjoys voice choice soybean
joyful noisy checkpoint embroidery asteroid
royalty foil soybean soil toy
pointy loyal asteroid noise coins
enjoys choice toiling voice spoiled
noisy embroidery boiled checkpoint joyful
soil spoiled foil royalty toiling
noise joyful loyal pointy boiled
voice toy choice enjoys soybean
checkpoint coins embroidery noisy asteroid
foil soil toiling toy enjoys
loyal noise boiled coins noisy
choice voice soybean spoiled royalty
embroidery checkpoint asteroid joyful pointy
soil royalty toy toiling foil
noise pointy coins boiled loyal
voice enjoys spoiled soybean choice
checkpoint noisy joyful asteroid embroidery
Diphthongs oi, oy
© M
ac
mil
lan
/Mc
Gra
w-H
ill
192 Speed DrillsUnit 3 • The Jones Family Express
Name
Underline the variant vowel spelling in each word. Then practice reading the words until you are ready to be timed.
loop rude looking clues spoon
tube shook blue tunes goose
rules gloomy true shoe stew
classroom childhood annual include assume
rude clues stew looking loop
shook tunes assume blue tube
gloomy shoe spoon true rules
childhood include goose annual classroom
looking rules clues rude spoon
blue classroom tunes shook goose
true loop shoe gloomy stew
annual tube include childhood assume
clues looking spoon loop gloomy
tunes blue goose tube childhood
shoe true stew rules rude
include annual assume classroom shook
looking rude loop spoon clues
blue shook tube goose tunes
true gloomy rules stew shoe
annual childhood classroom assume include
Variant Vowels oo, u_e, ue, ew
© M
ac
mil
lan
/Mc
Gra
w-H
ill
193Speed Drills Unit 4 • Seven Spools of Thread
Name
Underline the diphthong spelling in each word. Then practice reading the words until you are ready to be timed.
found town shouting owls couch
bowing scout round plowed crowd
proud clouds ground louder bouncing
outline snowplow mountain boundary mouse
town owls bouncing shouting found
scout plowed mouse round bowing
clouds louder couch ground proud
snowplow boundary crowd mountain outline
shouting proud owls town couch
round outline plowed scout crowd
ground found louder clouds bouncing
mountain bowing boundary snowplow mouse
owls shouting couch found clouds
plowed round crowd bowing snowplow
louder ground bouncing proud town
boundary mountain mouse outline scout
shouting town found couch owls
round scout bowing crowd plowed
ground clouds proud bouncing louder
mountain snowplow outline mouse boundary
Diphthongs ou, ow
© M
ac
mil
lan
/Mc
Gra
w-H
ill
194 Speed DrillsUnit 4 • Nacho and Lolita
Name
Underline the plural spelling in each word. Then practice reading the words until you are ready to be timed.
years twins trays states ashes
foxes inches flies cities ponies
bunches alleys lunches cherries daisies
heroes libraries journeys scratches dictionaries
twins states daisies trays years
inches cities dictionaries flies foxes
alleys cherries ashes lunches bunches
libraries scratches ponies journeys heroes
trays bunches states twins ashes
flies heroes cities inches ponies
lunches years cherries alleys daisies
journeys foxes scratches libraries dictionaries
states trays ashes years alleys
cities flies ponies foxes libraries
cherries lunches daisies bunches twins
scratches journeys dictionaries heroes inches
trays twins years ashes states
flies inches foxes ponies cities
lunches alleys bunches daisies cherries
journeys libraries heroes dictionaries scratches
Plurals
© M
ac
mil
lan
/Mc
Gra
w-H
ill
195Speed Drills Unit 4 • A Solution to Pollution
Name
Underline the variant vowel spelling in each word. Then practice reading the words until you are ready to be timed.
yawning taught salty lawnmower halls
hauls hawks squawk bought bawls
drawing caused paused crawled cough
walrus autumn fault awesome mall
taught lawnmower cough salty yawning
hawks bought mall squawk hauls
caused crawled halls paused drawing
autumn awesome bawls fault walrus
salty drawing lawnmower taught halls
squawk walrus bought hawks bawls
paused yawning crawled caused cough
fault hauls awesome autumn mall
lawnmower salty halls yawning caused
bought squawk bawls hauls autumn
crawled paused cough drawing taught
awesome fault mall walrus hawks
salty taught yawning halls lawnmower
squawk hawks hauls bawls bought
paused caused drawing cough crawled
fault autumn walrus mall awesome
Variant Vowels a, au, aw, ough
© M
ac
mil
lan
/Mc
Gra
w-H
ill
196 Speed DrillsUnit 4 • Ramona and Her Father
Name
Practice reading the words until you are ready to be timed.
sale sail beet beat rode
its it’s your you’re road
there they’re peace piece rowed
seen scene stationary stationery weight
flea flee their sea wait
sail beat weight beet sale
it’s you’re wait your its
they’re piece rode peace there
scene stationery road stationary seen
flee sea rowed their flea
beet seen beat sail rode
your flea you’re it’s road
peace sale piece they’re rowed
stationary its stationery scene weight
their there sea flee wait
beat beet sale rode sail
you’re your its road it’s
piece peace there rowed they’re
stationery stationary seen weight scene
sea their flea wait flee
Homophones
© M
ac
mil
lan
/Mc
Gra
w-H
ill
197Speed Drills Unit 4 • Out of This World!The Ellen Ochoa Story
Name
Underline the soft c or soft g spelling in each word. Then practice reading the words until you are ready to be timed.
cell gems age place gym
city cents price space nicely
giant changes pages gentle message
giraffe celebrate groceries generous dangerous
gems place message age cell
cents space dangerous price city
changes gentle gym pages giant
celebrate generous nicely groceries giraffe
age giant place gems gym
price giraffe space cents nicely
pages cell gentle changes message
groceries city generous celebrate dangerous
place age gym cell changes
space price nicely city celebrate
gentle pages message giant gems
generous groceries dangerous giraffe cents
age gems cell gym place
price cents city nicely space
pages changes giant message gentle
groceries celebrate giraffe dangerous generous
Soft c and g
© M
ac
mil
lan
/Mc
Gra
w-H
ill
198 Speed DrillsUnit 5 • Penguin Chick
Name
Draw a line between the two words in the compound word. Then practice reading the words until you are ready to be timed.
airplane daytime birthday daylight hairdo
notebook birdhouse barefoot headlight sometime
someone newspaper sidewalks basketball stagecoach
somebody handwriting baseball homemade thumbnail
daytime daylight stagecoach birthday airplane
birdhouse headlight thumbnail barefoot notebook
newspaper basketball hairdo sidewalks someone
handwriting homemade sometime baseball somebody
birthday someone daylight daytime hairdo
barefoot somebody headlight birdhouse sometime
sidewalks airplane basketball newspaper stagecoach
baseball notebook homemade handwriting thumbnail
daylight birthday hairdo airplane newspaper
headlight barefoot sometime notebook handwriting
basketball sidewalks stagecoach someone daytime
homemade baseball thumbnail somebody birdhouse
birthday daytime airplane hairdo daylight
barefoot birdhouse notebook sometime headlight
sidewalks newspaper someone stagecoach basketball
baseball handwriting somebody thumbnail homemade
Compound Words
© M
ac
mil
lan
/Mc
Gra
w-H
ill
199Speed Drills Unit 5 • Animal Homes
Name
Underline the inflectional ending in each word. Then practice reading the words until you are ready to be timed.
tries hurries trying hurrying dried
drying tried hurried dries studies
crying studying plays played playing
studied cries playing obeyed worrying
tried dries cried trying tries
hurries hurrying worrying hurried drying
studying played dried plays studied
cries obeyed studies tried crying
trying studied dries cried dried
hurried crying hurrying hurries studies
plays tries played studying playing
cried drying obeyed cries worrying
dries trying dried tries studying
hurrying plays studies drying cries
played hurried playing studied tried
trying cried tries crying hurries
obeyed tried worrying dried dries
hurried hurries drying studies hurrying
plays studying studied playing played
cried cries crying worrying obeyed
Infl ectional Endings
(change y to i)
© M
ac
mil
lan
/Mc
Gra
w-H
ill
200 Speed DrillsUnit 5 • Call of the Wild
Name
Underline the closed syllables in each word. Then practice reading the words until you are ready to be timed.
basket rabbit napkin problem chicken
splendid catnip candid velvet victim
lesson method dentist exit admit
frantic gossip happen limit panic
rabbit problem admit napkin basket
catnip velvet panic candid splendid
method exit chicken dentist lesson
gossip limit victim happen frantic
napkin lesson problem rabbit chicken
candid frantic velvet catnip victim
dentist basket exit method admit
happen splendid limit gossip panic
problem napkin chicken basket method
velvet candid victim splendid gossip
exit dentist admit lesson rabbit
limit happen panic frantic catnip
napkin rabbit basket chicken problem
candid catnip splendid victim velvet
dentist method lesson admit exit
happen gossip frantic panic limit
Closed Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
201Speed Drills Unit 5 • Wilbur’s Boast
Name
Underline the inflectional ending in each word. Then practice reading the words until you are ready to be timed.
names hopping naming dancing hoped
hoping named dances hopes danced
drops races dropping wraps traded
wrapping dropped raced driving wrapped
named hopes wrapped naming names
hopping dancing traded dances hoping
dropped wraps hoped dropping drops
races driving danced raced wrapping
naming drops hopes named hoped
dances wrapping dancing hopping danced
dropping names wraps dropped wrapped
raced hoping driving races traded
hopes naming hoped names dropped
dancing dances danced hoping races
wraps dropping wrapped drops named
driving named traded wrapping hopping
naming raced names hoped dancing
dances hopping hoping danced hopes
dropping races drops wrapped wraps
raced dropped wrapping traded driving
Infl ectional Endings
© M
ac
mil
lan
/Mc
Gra
w-H
ill
202 Speed DrillsUnit 5 • Unique Animals of the Southwest
Name
Underline the open syllable in each word. Then practice reading the words until you are ready to be timed.
pilot tiger diner favor shady
robot tiny label cozy silent
frozen favorite table bacon cable
fable hotel lion razor vapor
tiger favor cable diner pilot
tiny cozy vapor label robot
favorite bacon shady table frozen
hotel razor silent lion fable
diner frozen favor tiger shady
label fable cozy tiny silent
table pilot bacon favorite cable
lion robot razor hotel vapor
favor diner shady pilot favorite
cozy label silent robot hotel
bacon table cable frozen tiger
razor lion vapor fable tiny
diner tiger pilot shady favor
label tiny robot silent cozy
table favorite frozen cable bacon
lion hotel fable vapor razor
Open Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
203Speed Drills Unit 6 • Stone Soup
Name
Underline the prefix in each word. Then practice reading the words until you are ready to be timed.
untied repay disagree preheat unafraid
return preschool dislike disappear resell
precook prepay unbeaten reprint unwrap
unlucky recover unhappy prehistoric reenter
repay preheat unwrap disagree untied
preschool disappear reenter dislike return
prepay reprint unafraid unbeaten precook
recover prehistoric resell unhappy unlucky
disagree precook preheat repay unafraid
dislike unlucky disappear preschool resell
unbeaten untied reprint prepay unwrap
unhappy return prehistoric recover reenter
preheat disagree unafraid untied prepay
disappear dislike resell return recover
reprint unbeaten unwrap precook repay
prehistoric unhappy reenter unlucky preschool
disagree repay untied unafraid preheat
dislike preschool return resell disappear
unbeaten prepay precook unwrap reprint
unhappy recover unlucky reenter prehistoric
Prefi xes
© M
ac
mil
lan
/Mc
Gra
w-H
ill
204 Speed DrillsUnit 6 • The Strongest One
Name
Underline consonant + le syllable in each word. Then practice reading the words until you are ready to be timed.
able purple riddle handle eagle
puzzle castle little pickle couple
table middle bottle ankle sample
towel nickel travel tunnel squirrel
purple handle sample riddle able
castle pickle squirrel little puzzle
middle ankle eagle bottle table
nickel tunnel couple travel towel
riddle table handle purple eagle
little towel pickle castle couple
bottle able ankle middle sample
travel puzzle tunnel nickel squirrel
handle riddle eagle able middle
pickle little couple puzzle nickel
ankle bottle sample table purple
tunnel travel squirrel towel castle
riddle purple able eagle handle
little castle puzzle couple pickle
bottle middle table sample ankle
travel nickel towel squirrel tunnel
Consonant + le Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
205Speed Drills Unit 6 • Trickster Tales
Name
Underline the vowel team in each word. Then practice reading the words until you are ready to be timed.
about roaches allowing appear wayward
coffee complain enjoy explain poison
remain repeat unreal unclear reading
detail fourteen holiday textbook viewpoint
training leaving babies floated meatball
roaches appear reading allowing about
complain explain viewpoint enjoy coffee
repeat unclear meatball unreal remain
fourteen textbook wayward holiday detail
leaving floated poison babies training
allowing about appear roaches wayward
enjoy coffee explain complain poison
unreal remain unclear repeat reading
holiday detail textbook fourteen viewpoint
babies training floated leaving meatball
appear allowing wayward about fourteen
explain enjoy poison coffee leaving
unclear unreal reading remain roaches
textbook holiday viewpoint detail complain
floated babies meatball training repeat
Vowel Team Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
206 Speed DrillsUnit 6 • Cook-a-Doodle-Doo!
Name
Underline the r-controlled vowel in each word. Then practice reading the words until you are ready to be timed.
sister brother mother father sailor
dollar toaster winter doctor layer
dancer mayor writer silver cellar
trailer December governor author editor
brother father cellar mother sister
toaster doctor editor winter dollar
mayor silver sailor writer dancer
December author layer governor trailer
mother dancer father brother sailor
winter trailer doctor toaster layer
writer sister silver mayor cellar
governor dollar author December editor
father mother sailor sister mayor
doctor winter layer dollar December
silver writer cellar dancer brother
author governor editor trailer toaster
mother brother sister sailor father
winter toaster dollar layer doctor
writer mayor dancer cellar silver
governor December trailer editor author
r-Controlled Vowel Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
207Speed Drills Unit 6 • One Riddle, One Answer
Name
Underline the suffix or suffixes in each word. Then practice reading the words until you are ready to be timed.
careful cheerful helpful colorful harmful
peaceful pitiful painless priceless helpless
sleepless rainless helplessly carefully peacefully
wonderful cloudless weekly angrily beautiful
cheerful colorful peacefully helpful careful
pitiful priceless beautiful painless peaceful
rainless carefully harmful helplessly sleepless
cloudless angrily helpless weekly wonderful
helpful sleepless colorful cheerful harmful
painless wonderful priceless pitiful helpless
helplessly careful carefully rainless peacefully
weekly peaceful angrily cloudless beautiful
colorful helpful harmful careful rainless
priceless painless helpless peaceful cloudless
carefully helplessly peacefully sleepless cheerful
angrily weekly beautiful wonderful pitiful
helpful cheerful careful harmful colorful
painless pitiful peaceful helpless priceless
helplessly rainless sleepless peacefully carefully
weekly cloudless wonderful beautiful angrily
Suffi xes
© M
ac
mil
lan
/Mc
Gra
w-H
ill
208 Speed Drills
Name
Work with your teacher to fill in words. In each word, underline the syllable or spelling pattern you are studying. Then practice reading the words until you are ready to be timed.
Pattern:
Additional Literacy Support
Use the pages in this section to support reading comprehension, writing, listening and speaking activities.
Reader Response Sheets .......................................................... 210• forms for fi ction, non-fi ction, and poetry
Writer’s Checklists ......................................................................... 216• checklists for use with Unit Writing activities
• Writing Journal Checklist for use with all units
Short Response Rubric .............................................................. 223• rubric for Show What You Know short response questions
Proofreading Marks .................................................................. 224• common proofreading marks to post or hand out
Writing Rubrics .............................................................................. 225• four-point rubrics specifi c to Unit Writing activities
• rubrics to customize with students
Anchor Papers ............................................................................... 233• writing samples with each score in each unit genre
• explanation of scoring based on six traits
Picture Prompts ............................................................................. 257• Writing to Picture Prompts – tips on using the prompts
for writing and test preparation
• prompts with illustrations and photos
Theme Project Checklists ......................................................... 264• reproducible student checklists for the Unit Theme
Projects
Listening and Speaking Checklist ....................................... 267• list of listening and speaking behaviors to post
© M
acm
illan
/McG
raw
-Hill
Name ©
Macm
illan/McG
raw-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: Write one of the following as if it were from the point of view of a particular character.
Poem One-act play
Song Journal entry
210 Reader Response: Fiction
Name ©
Mac
mill
an/M
cGra
w-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: Write a new ending to this story. How will it affect the rest of the story?
Reader Response: Fiction 211
Name ©
Macm
illan/McG
raw-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: What was the most surprising or interesting thing you learned? Choose one of the following to write your response.
Magazine article Book review
Letter to a friend Journal entry
212 Reader Response: Nonfiction
Name ©
Mac
mill
an/M
cGra
w-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: Write an e-mail to the author describing what you have learned from this book.
To: @example.com
Subject:
Dear :
Sincerely,
Reader Response: Nonfiction 213
Name ©
Macm
illan/McG
raw-H
ill
Reader Response
Title: Author:
Rate this poem by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this poem?
Response: Is this poem like any other poem you have read before? Why?
214 Reader Response: Poetry
Name ©
Mac
mill
an/M
cGra
w-H
ill
Reader Response
Title: Author:
Rate this poem by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this poem?
Response: Describe how you feel about this poem. What do you like or dislike about this poem?
Reader Response: Poetry 215
My Writer’s ChecklistMy Writer’s Checklist
© M
acmillan/M
cGraw
-Hill
Personal Narrative
✔ Put a check by the items you completed.
Do I write about something that happened in my own life?
Do I tell my personal feelings about the experience?
Do I use time-order words to tell when events happened?
Do I write using fi rst person words to show I am writing about my life?
Does each of my sentences express a complete thought?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.
216 Unit 1 Writer’s Checklists
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acm
illan
/McG
raw
-Hill
Expository Description
✔ Put a check by the items you completed.
Do I describe a real person, place, or thing?
Do I give factual information about my subject?
Do I provide information through clear details?
Do I include sensory details that will keep the readerinterested in my description?
Do I show my enthusiasm for my topic?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.
Writer’s Checklists Unit 2 217
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acmillan/M
cGraw
-Hill
Informational Letter
✔ Put a check by the items you completed.
Do I follow letter format, including addresses, date, salutation, closing, and signature?
Do I introduce the subject early in my letter?
Do I present my information in an order that makes sense?
Do I include details that make my letter interesting and clear?
Do I write in a voice meant for my reader?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.
218 Unit 3 Writer’s Checklists
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acm
illan
/McG
raw
-Hill
Fictional Narrative
✔ Put a check by the items you completed.
Does one of my characters have a problem that needs to be solved?
Do I include details about the characters, setting, and plot?
Does my story have a beginning, middle, and an end?
Do I use dialogue that shows how my characters talk?
Do my sentences fl ow together to tell a good story as I read my fi ctional narrative aloud?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.
Writer’s Checklists Unit 4 219
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acmillan/M
cGraw
-Hill
Personal Narrative
✔ Put a check by the items you completed.
Do I write about something that happened in my own life?
Do I use details to show why this event is memorable?
Do I write in the fi rst person to show I am writing about my life?
Do I use time-order words to show the order in which events happened?
Do I vary the types of sentences with some long and some short sentences?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.
220 Unit 5 Writer’s Checklists
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acm
illan
/McG
raw
-Hill
Persuasive Letter
✔ Put a check by the items you completed.
Do I clearly state may opinion?
Do I present my opinions in a logical order?
Do I use convincing reasons and facts for a specifi c audience?
Do I use opinion words to help persuade the readers?
Do I use the correct letter format?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 224, and Writing Rubrics, pages 225–232.
Writer’s Checklists Unit 6 221
Name
© M
ac
mil
lan
/Mc
Gra
w-H
ill
222 Writing Journal Checklist
Name
STAGE 1 Establishing Habits
Write Journal Entries Practice Skill Drills Engage in Experience Respond to Feedback Develop Vocabulary Share Writing
STAGE 2 Strengthening Voice
Exp
ressive Skills
Topic Development Moment Object Setting
Showing Include unique observations Recognize showing and telling
Strong Verbs Recognize and use strong verbs
Sensory Detail Use multiple senses Choose sensory detail effectively
Dialogue and Evidence I Include dialogue
Character Development Believable Change and growth
Logical Structure I: Distinguishing Moments
Use chronological order Distinguish moments
Tech
nical S
kills
Sentence Mechanics &Usage I: The Complete Sentence
Capitals and end punctuation Parts of speech Possessives Commas in a series
Subject/Verb Agreement I With present tense With simple past tense
Punctuating and Formatting Dialogue & Quotations
Quotation marks
Short Response RubricShort Response Rubric
Rubric for Short Answer QuestionsScore Description
22The student’s response demonstrates a thorough understand-ing of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.
11The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.
00 The student’s response demonstrates a complete lack of under-standing of the question or the student has left the answer blank.
© M
acm
illan
/McG
raw
-Hill
Short Response Rubric 223
Proofreading MarksProofreading Marks
Make a capital letter. we went to the park.
Make a small letter. We walked by the Lake.
Add a period. The fi sh were jumping
Check spelling. The sky was beuatiful.
Add. Then ate lunch.
Take out. The tall trees were very tall.
New paragraph The town seemed busy and noisyafter our day at the park.
© M
acmillan/M
cGraw
-Hill
we
sp sp
¶ ¶
224 Proofreading Marks
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• te
lls a
bout
a b
elie
vabl
e pe
rson
al e
xper
ienc
e an
d in
clud
es th
ough
ts
and
feel
ings
• pr
esen
ts e
vent
s in
co
rrec
t ord
er
• us
es fi
rst p
erso
n an
d a
pers
onal
voi
ce
• gu
ides
the
read
er w
ith
time-
orde
r wor
ds
• us
es e
asy-
to-f
ollo
w
sent
ence
s th
at v
ary
• is
free
or a
lmos
t fre
e of
er
rors
• is
eas
y to
read
, nea
t, an
d co
nsis
tent
ly
form
atte
d
• te
lls a
bout
a p
erso
nal
expe
rienc
e an
d so
me
thou
ghts
and
feel
ings
• te
lls e
vent
s in
ord
er
• us
es fi
rst p
erso
n
• us
es ti
me-
orde
r wor
ds
• us
es a
var
iety
of
com
plet
e se
nten
ces
• ha
s m
inor
err
ors
that
do
not c
onfu
se th
e re
ader
• is
mos
tly e
asy
to re
ad
and
mos
tly c
onsi
sten
t
• te
lls a
bout
a p
erso
nal
expe
rienc
e bu
t with
few
th
ough
ts a
nd fe
elin
gs
• in
clud
es e
vent
s ou
t of
orde
r
• st
rays
from
fi rs
t per
son
• us
es o
rdin
ary
lang
uage
an
d do
es n
ot u
se ti
me-
orde
r wor
ds
• us
es a
lim
ited
varie
ty o
f se
nten
ces
• m
akes
err
ors
that
co
nfus
e th
e re
ader
• no
t alw
ays
easy
to re
ad
• do
es n
ot s
hare
a
pers
onal
exp
erie
nce
• is
har
d to
follo
w
• do
es n
ot u
se fi
rst
pers
on a
nd d
oes
not
conn
ect w
ith re
ader
s
• us
es w
ords
not
co
nnec
ted
to th
e pu
rpos
e
• us
es ru
n-on
sen
tenc
es
and
sent
ence
frag
men
ts
• m
akes
man
y se
rious
er
rors
• is
diffi
cul
t to
read
be
caus
e of
poo
r for
mat
or
han
dwrit
ing
Writing Rubrics Unit 1 • Personal Narrative 225
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
• pr
esen
ts a
n in
tere
stin
g,
fully
-dev
elop
ed
desc
riptio
n
• is
org
aniz
ed c
lear
ly a
nd
logi
cally
• co
nnec
ts w
ith re
ader
s an
d ha
s a
stro
ng s
ense
of
pur
pose
• us
es tr
ansi
tion
wor
ds
and
prec
ise
wor
ds
• us
es v
arie
d se
nten
ce
type
s an
d le
ngth
s
• is
free
or a
lmos
t fre
e of
er
rors
• is
eas
y to
read
, nea
t, an
d co
nsis
tent
ly
form
atte
d
• pr
esen
ts a
fact
ual,
deta
iled
desc
riptio
n
• ha
s a
logi
cal fl
ow
of
fact
s an
d de
tails
• co
nnec
ts w
ith re
ader
s an
d ha
s a
sens
e of
pu
rpos
e
• us
es w
ords
spe
cifi c
to
the
topi
c an
d in
clud
es
tran
sitio
n w
ords
• us
es a
var
iety
of
sent
ence
s
• ha
s m
inor
err
ors
that
do
not c
onfu
se th
e re
ader
• is
mos
tly e
asy
to re
ad
and
mos
tly c
onsi
sten
t
• pr
esen
ts a
wea
k de
scrip
tion
with
too
few
de
tails
• pr
esen
ts in
form
atio
n in
a
poor
ly o
rgan
ized
way
• do
es n
ot c
onne
ct w
ell
with
read
ers
• us
es v
ague
or
inac
cura
te w
ords
or
phra
ses
• us
es a
lim
ited
varie
ty o
f se
nten
ces
• m
akes
err
ors
that
co
nfus
e th
e re
ader
• is
not
alw
ays
easy
to
read
• do
es n
ot d
escr
ibe
or
expl
ain
the
subj
ect
• is
org
aniz
ed p
oorly
and
is
har
d to
follo
w
• do
es n
ot c
onne
ct w
ith
read
ers
• us
es b
asic
or c
onfu
sing
vo
cabu
lary
• in
clud
es in
com
plet
e an
d ch
oppy
sen
tenc
es
• m
akes
man
y se
rious
er
rors
• is
diffi
cul
t to
read
be
caus
e of
poo
r for
mat
or
han
dwrit
ing
226 Unit 2 • Expository Description Writing Rubrics
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• pr
esen
ts in
tere
stin
g in
form
atio
n ab
out a
to
pic
• ar
rang
es id
eas
logi
cally
an
d ef
fect
ivel
y
• sh
ows
deep
inte
rest
in
the
subj
ect a
nd s
peak
s to
read
ers
• us
es a
var
iety
of
desc
riptiv
e w
ords
• in
clud
es v
arie
d se
nten
ces
that
fl ow
• us
es c
orre
ct le
tter
form
at a
nd is
free
or
alm
ost f
ree
of e
rror
s
• is
eas
y to
read
, nea
t, an
d co
nsis
tent
ly
form
atte
rd
• pr
esen
ts in
form
atio
n ab
out a
topi
c
• or
gani
zes
the
info
rmat
ion
logi
cally
• sh
ows
inte
rest
in th
e su
bjec
t and
spe
aks
to
read
ers
• us
es d
escr
iptiv
e w
ords
• in
clud
es c
lear
and
va
ried
sent
ence
s
• us
es le
tter f
orm
at a
nd
has
min
or e
rror
s th
at d
o no
t con
fuse
the
read
er
• is
mos
tly e
asy
to re
ad
and
mos
tly c
onsi
sten
t
• pr
esen
ts a
topi
c bu
t with
fe
w d
etai
ls
• do
es n
ot id
entif
y th
e su
bjec
t and
put
s de
tails
ou
t of o
rder
• sh
ows
little
inte
rest
in
the
subj
ect
• us
es fe
w d
escr
iptiv
e w
ords
• in
clud
es s
impl
e se
nten
ces
and
has
prob
lem
s w
ith c
ompl
ex
sent
ence
s
• do
es n
ot in
clud
e al
l pa
rts
of a
lette
r and
m
akes
err
ors
that
co
nfus
e th
e re
ader
• is
not
alw
ays
easy
to
read
• do
es n
ot p
rese
nt
info
rmat
ion
abou
t a
topi
c
• ha
s no
logi
cal
orga
niza
tion
• sh
ows
no in
tere
st in
the
subj
ect
• do
es n
ot u
se
desc
riptiv
e w
ords
and
m
isus
es w
ords
• in
clud
es in
com
plet
e an
d co
nfus
ing
sent
ence
s
• do
es n
ot fo
llow
lette
r fo
rmat
and
mak
es m
any
serio
us e
rror
s
• is
diffi
cul
t to
read
be
caus
e of
poo
r for
mat
or
han
dwrit
ing
Writing Rubrics Unit 3 • Informational Letter 227
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
• te
lls a
n en
tert
aini
ng,
wel
l-dev
elop
ed s
tory
• te
lls e
vent
s in
a lo
gica
l an
d ea
sy-t
o-fo
llow
ord
er
• us
es a
str
ong
stor
y-te
lling
voi
ce a
nd
effe
ctiv
e di
alog
ue
• in
clud
es d
etai
led
desc
riptio
ns
• in
clud
es a
var
iety
of
sent
ence
s th
at fl
ow
• is
free
or a
lmos
t fre
e of
er
rors
• is
eas
y to
read
, nea
t, an
d co
nsis
tent
ly
form
atte
d
• te
lls a
n in
tere
stin
g st
ory
• or
ders
eve
nts
corr
ectly
• us
es a
cle
ar v
oice
and
di
alog
ue
• us
es w
ords
that
brin
g ac
ross
det
ails
• in
clud
es a
var
iety
of
com
plet
e se
nten
ces
• ha
s m
inor
err
ors
that
do
not c
onfu
se th
e re
ader
• is
mos
tly e
asy
to re
ad
and
mos
tly c
onsi
sten
t
• te
lls a
bas
ic s
tory
• in
clud
es s
ome
even
ts
out o
f ord
er
• st
rays
from
a c
lear
poi
nt
of v
iew
and
has
wea
k di
alog
ue
• us
es w
ords
that
do
not
brin
g ac
ross
det
ails
wel
l
• us
es a
lim
ited
varie
ty o
f se
nten
ces
• m
akes
err
ors
that
co
nfus
e th
e re
ader
• is
not
alw
ays
easy
to
read
• do
es n
ot te
ll a
stor
y
• te
lls e
vent
s ou
t of o
rder
• ha
s no
cle
ar p
oint
of
view
and
no
dial
ogue
• us
es fe
w o
r no
desc
riptiv
e w
ords
• us
es in
com
plet
e or
run-
on s
ente
nces
• m
akes
man
y se
rious
er
rors
• is
diffi
cul
t to
read
be
caus
e of
poo
r for
mat
or
han
dwrit
ing
228 Unit 4 • Fictional Narrative Writing Rubrics
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• pr
esen
ts a
det
aile
d st
ory
of a
mem
orab
le
expe
rienc
e
• de
scrib
es e
vent
s in
a
logi
cal,
fl ow
ing
orde
r
• sh
ows
enth
usia
sm
• us
es ti
me-
orde
r wor
ds
and
prec
ise
desc
riptiv
e w
ords
• us
es a
var
iety
of
sent
ence
s th
at fl
ow
• is
free
or a
lmos
t fre
e of
er
rors
• is
eas
y to
read
, nea
t, an
d co
nsis
tent
ly
form
atte
d
• de
scrib
es a
n ex
perie
nce
clea
rly a
nd
with
det
ails
• in
trod
uces
the
topi
c an
d pr
esen
ts e
vent
s in
a
logi
cal o
rder
• sh
ows
inte
rest
in th
e st
ory
• us
es ti
me-
orde
r wor
ds
and
som
e pr
ecis
e de
scrip
tions
• in
clud
es e
asy-
to-f
ollo
w
sent
ence
s
• ha
s m
inor
err
ors
that
do
not c
onfu
se th
e re
ader
• is
mos
tly e
asy
to re
ad
and
mos
tly c
onsi
sten
t
• tr
ies
to d
escr
ibe
an
expe
rienc
e bu
t lac
ks
deta
ils
• pr
esen
ts s
ome
even
ts
out o
f ord
er
• do
es n
ot c
onne
ct
to re
ader
s w
ith
enth
usia
sm
• in
clud
es fe
w ti
me-
orde
r wor
ds a
nd s
ome
unre
late
d w
ords
• us
es s
ente
nces
that
la
ck v
arie
ty
• m
akes
err
ors
that
co
nfus
e th
e re
ader
• is
not
alw
ays
easy
to
read
• do
es n
ot d
escr
ibe
an
expe
rienc
e
• ha
s no
logi
cal
orga
niza
tion
• do
es n
ot u
se a
per
sona
l vo
ice
or c
onne
ct to
re
ader
s
• us
es c
onfu
sing
wor
ds
that
do
not fi
t th
e st
ory
• in
clud
es in
com
plet
e an
d co
nfus
ing
sent
ence
s
• m
akes
man
y se
rious
er
rors
• is
diffi
cul
t to
read
be
caus
e of
poo
r for
mat
or
han
dwrit
ing
Writing Rubrics Unit 5 • Personal Narrative 229
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
• pr
esen
ts a
con
vinc
ing
argu
men
t with
a c
lear
op
inio
n
• us
es tr
ansi
tions
and
a
logi
cal o
rder
• co
nnec
ts to
read
ers
with
a s
tron
g pu
rpos
e
• us
es o
pini
on w
ords
and
pe
rsua
sive
wor
ds
• us
es a
var
iety
of
sent
ence
s
• is
free
or a
lmos
t fre
e of
er
rors
• is
eas
y to
read
, nea
t, an
d co
nsis
tent
ly
form
atte
d
• pr
esen
ts a
con
vinc
ing
argu
men
t
• is
org
aniz
ed
• us
es a
per
sona
l voi
ce
• us
es p
ersu
asiv
e w
ords
• m
ostly
use
s a
varie
ty o
f se
nten
ces
• ha
s m
inor
err
ors
that
do
not c
onfu
se th
e re
ader
• is
mos
tly e
asy
to re
ad
and
mos
tly c
onsi
sten
t
• pr
esen
ts a
mos
tly
conv
inci
ng a
rgum
ent
• do
es n
ot u
se a
logi
cal
orga
niza
tion
• ha
s di
ffi cu
lty k
eepi
ng a
pe
rson
al v
oice
• us
es w
ords
that
hav
e lit
tle e
ffect
on
read
ers
• is
cho
ppy
and
awkw
ard
• m
akes
err
ors
that
co
nfus
e th
e re
ader
• is
not
alw
ays
easy
to
read
• do
es n
ot p
rese
nt a
n op
inio
n
• is
poo
rly o
rgan
ized
• ha
s no
per
sona
l voi
ce
and
does
not
app
eal t
o re
ader
s
• us
es w
ords
not
ap
prop
riate
for t
he
purp
ose
• us
es in
com
plet
e se
nten
ces
• m
akes
man
y se
rious
er
rors
• is
diffi
cul
t to
read
be
caus
e of
poo
r for
mat
or
han
dwrit
ing
230 Unit 6 • Persuasive Letter Writing Rubrics
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
© M
acm
illan
/McG
raw
-Hill
• Id
eas
an
d C
on
ten
t/
Gen
re
• O
rga
niz
ati
on
an
d
Fo
cus
• V
oic
e
• W
ord
Ch
oic
e
• S
ente
nce
Str
uct
ure
/F
luen
cy
• C
on
ven
tio
ns
• P
rese
nta
tio
n
• Id
eas
an
d C
on
ten
t/
Gen
re
• O
rga
niz
ati
on
an
d
Fo
cus
• V
oic
e
• W
ord
Ch
oic
e
• S
ente
nce
Str
uct
ure
/F
luen
cy
• C
on
ven
tio
ns
• P
rese
nta
tio
n
• Id
eas
an
d C
on
ten
t/
Gen
re
• O
rga
niz
ati
on
an
d
Fo
cus
• V
oic
e
• W
ord
Ch
oic
e
• S
ente
nce
Str
uct
ure
/F
luen
cy
• C
on
ven
tio
ns
• P
rese
nta
tio
n
• Id
eas
an
d C
on
ten
t/
Gen
re
• O
rga
niz
ati
on
an
d
Fo
cus
• V
oic
e
• W
ord
Ch
oic
e
• S
ente
nce
Str
uct
ure
/F
luen
cy
• C
on
ven
tio
ns
• P
rese
nta
tio
n
Wri
ting
Rub
ric
Writing Rubrics 231
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
232 Writing Rubrics
4433
2211
© M
ac
mil
lan
/Mc
Gra
w-H
ill
233Anchor Papers Unit 1 • Personal Narrative: Description 233
Anchor Papers
Personal Narrative: Description Score: 1 Point
Ideas and Content / Genre The writer
attempts to tell a story about a car trip, but
some of the details are not related to the sub-
ject. There are few personal responses or feel-
ings in the paper.
Organization and Focus Some events are
told out of order, making the story difficult to
follow. Events and details may be included in
a disconnected way so that the story is hard
to understand.
Voice The writing, although relating a per-
sonal experience, includes too much extrane-
ous information and sounds off topic when
read aloud.
Word Choice Word choice is somewhat lim-
ited and does not help the readers to visualize
the events being narrated.
Sentence Structure / Fluency Sentence
structure is correct for the most part, but
some fragments make communication a
problem.
Conventions Some common words are mis-
spelled. Punctuation and capitalization con-
ventions are generally followed.
Jen’s Car Tripby Larry C.
My famile drove to visit my Granpa in Springfield. Jen hates her car seat, she’s my baby sister. She really likes to eat mashed up pears. I knew they’re would be truble. I was sitting in the back seat with her.
She cried and through stuff. I tryed playing with her. She just kept throwing things. Even Mom couldn’t get her to stop.
When Dad got in the back seat with us, Jen fell asleep. She snores!
I felt better then.
I gave her a big kiss when she woke up.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
234 Anchor PapersUnit 1 • Personal Narrative: Description
Anchor Papers
Personal Narrative: Description Score: 2 Points
Ideas and Content / Genre The writing is
generally on topic with some extraneous
information.
Organization and Focus The organizational
pattern is somewhat undeveloped, and ideas
are not always presented in a logical order.
The paper may lack an introductory sentence,
but on the whole presents and maintains a
unifying idea.
Voice The writing is generally conversational,
and the readers can tell that the writer is inter-
ested in relating his or her story.
Word Choice Word choice is adequate, but
may be predictable and vague.
Sentence Structure / Fluency The writer
attempts to use a variety of sentence struc-
tures, although most are simple constructions.
Some errors of syntax occur.
Conventions The writer demonstrates
knowledge of the conventions of capitaliza-
tion and punctuation. Most commonly used
words are spelled correctly.
Spring at the Ranchby Keri L.
My dad’s friend owns the ranch. Dad worked there when he was younger. He wanted I and Mom to see it, too. Baby animals are so cute! It’s only sheep though, no cows or chicks.
When I first got there, I thought Bill’s ranch was very peaceful. Bill raises lots of sheep. The wide green pastyers and the herds of fluffy sheep. The ranch is a busy place though. Most of the sheep gets sheered for wool. Blankets, sweaters, stuff like that. Dad explaned that sheering can’t hurt them.
My favorite thing was seeing the spring lambs. They looked so sweet! They stayed close to the mothers. One lamb had no mother. Mom and me feeded this little one with a baby bottle. It was a really good trip and the plane ride was fun. I would go there again.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
235Anchor Papers Unit 1 • Personal Narrative: Description 235
Anchor Papers
A Weekend in New York Cityby Frank M.
When my family and I visited New York City I really did not know what to expect. Last vacation we went to Canada. We took a taxi from the airport and drove over a long bridge. It was night, the city was lit up with twinkling lights.
The next morning we esplored New York. We walked up Fifth Avenue, a busy street with lots of fancy stores. The buildings were so tall, you almost forgot about the sky. Then we reached Central Park. The strangest thing was that there were horses and carrages lined up all along the street.
“Is that how lots of people travel here?” I asked Mom.
She laughed and said, No, they take buses and subways. The horse carrages just for fun.”
My brother and I wanted to ride the subway. It was really superfast. When it was time to go back home, Dad said, “What was your favorite part, boys?
We both said “The subway!
Personal Narrative: Description Score: 3 Points
Ideas and Content / Genre The writer dem-
onstrates adequate understanding of the pur-
pose for writing. The writing relates directly to
the topic, and focus is maintained
throughout.
Organization and Focus The writing dem-
onstrates a planned organizational pattern.
Ideas are presented in a logical order, and
transitional devices such as time-order words
signal the connection between events and
sentences. The writing demonstrates a sense
of wholeness.
Voice The writer’s tone is conversational and
lends itself to being read aloud.
Word Choice Word choice is adequate but
lacks precision in some areas of the response.
Sentence Structure / Fluency The writer
uses a variety of sentence structures, and few
are fragments or run-ons. Elaborative details
are used to good effect in some sentences.
Conventions Frequently used words are
spelled correctly, and grammatical usage is
generally correct. The writer uses basic capi-
talization and punctuation properly, but
sometimes fails to incorporate quotation
marks where needed.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
236 Anchor PapersUnit 1 • Personal Narrative: Description
Anchor Papers
Personal Narrative: Description Score: 4 Points
A Camping Surpriseby Carmen J.
Last summer, my family and I went on our first camping trip. We visited a beautiful lake near our town. I was excited about hiking and swimming.
First, we set up our tent and ate dinner. Then, we sang songs and told stories. I had so much fun! I was really tired when I went to sleep.
The next morning, strange noises woke me up. Finally, I walked outside. I saw squirrels were dropping acorns on the roof of the tent. A minute later, I tripped over my backpack. I had left it out by mistake. The raccoons had ripped it open in the night. They stole nuts, fruit, and potato chips. I will never make that mistake again!
Ideas and Content / Genre The writer dem-
onstrates a clear understanding of the pur-
pose for writing. There is a clear topic stated
in a topic sentence, and focus is maintained
throughout the piece.
Organization and Focus The writer presents
a planned piece of writing, with ideas and
events presented in a logical sequence. All
details are grouped so that the personal nar-
rative is cohesive and easy to follow.
Voice The writer uses a conversational tone
that is lively, interesting, and funny.
Word Choice The writer uses appropriate
time-order words to make the sequence of
events clear and easy to understand.
Sentence Structure / Fluency The writer
uses a variety of sentence structures, few to
none being fragments or run-ons.
Conventions The writer uses good syntax,
grammar, and spelling so communication is
clear. Correct punctuation gives the piece a
personal and interesting feel and a strong
conclusion.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
237Anchor Papers Unit 2 • Expository: Description 237
Anchor Papers
Expository: Description Score: 1 Point
The new gurlby Pedro J.
Lusa come San berndino in the last aprel frum far away.
She in thur grait. She in clas. She from mexco. Her bruder names Carlos and Jose.
I bruder nams Calos to. San berndino veri nis.
Veri nis Lusa. Her preti to. She lik it veri much.
Ideas and Content / Genre The topic is not
properly introduced or presented, and the
writer does not seem to know the purpose for
writing.
Organization and Focus The ideas are not
organized in a logical sequence and show lit-
tle relation to each other.
Voice The writer shows little or no involve-
ment with the topic and does not address the
reader. The writing is difficult to read aloud.
Word Choice Words and phrases are vague
and inaccurate.
Sentence Structure / Fluency The sen-
tences are fragmented, incomplete, and
choppy.
Conventions There are many spelling, gram-
matical, and mechanical errors. These errors
make it difficult for the reader to comprehend
what the author attempts to express.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
238 Anchor PapersUnit 2 • Expository: Description
Anchor Papers
Expository: Description Score: 2 Points
Betty is my best frendby Tosha K.
Betty and me made a club. We have a club in the back of her house. It is call the Esplorers Club. Nobody else can be in the Esplorers Club. Only Betty and Me. Betty is my best frend.
Peopel some times have very spechal frends. Betty is my spechal frend. Betty is my best frend. Betty and me are frends since first grade.
Esplorers make maps. They make lot of maps. Bettys mom bakes cookies in her kichen. Betty and me make a map to the kichen. We follow our map to Bettys moms kichen. Her mom gives cookies to us. We are best friends. Betty is spechal. She is Esplorer like me. Only Betty and me are in Esplorers Club. Bettys mom makes good cookies.
Ideas and Content / Genre The writing is
minimally focused on the topic, with many
unrelated details.
Organization and Focus An attempt to
organize is apparent, but intermittent. There
is limited use of transitions, and the exposi-
tory element of the writing is weak.
Voice The writer’s tone is somewhat conver-
sational, albeit immature and stilted-sounding
when read aloud.
Word Choice The writer’s choice of words is
limited and predictable.
Sentence Structure / Fluency There is little
variation in sentence structure; most sen-
tences are complete but use simple
constructions.
Conventions The writer’s errors in spelling,
mechanics, and usage do not hinder the read-
er’s comprehension of the piece, although
they do make it less enjoyable.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
239Anchor Papers Unit 2 • Expository: Description 239
Anchor Papers
Expository: Description Score: 3 Points
Ling is Specialby Henry H.
One day I went to school. This is why Ling is special. I had a project I made with my dad in the basement of our house. It was made of wood. The first six blocks were not very heavy. After that, the wood got very, very, very heavy. I did not know what to do! I had my knapsack on my back. I had my project for school in my hands. It was hot on that day. And my sister did not wait. My sister was walking with her friends. I called but she did not hear me with the trafik. My project started to shake. There wasn’t nowhere to put the project down. I almost droped my project right there.
Ling was their all of a sudden with his hand under the project. He smiled and he said looks like its heavy. Is it made of wood? I said yes. Then Ling took the project to look at it but he walked two blocks holding the project as he walked and asking me questions so I didn’t feel dumb. Ling knew that I almost dropped the project on the side walk. I know he did. Ling only said he liked my project though.
After two blocks, he gave the project to me again and I carryed it the last block to school. Ling has been my friend sinse that day. I am happy when I can help him too!
Ideas and Content / Genre The writer dem-
onstrates an awareness of the audience and
purpose for writing, with few extraneous
details.
Organization and Focus The writing main-
tains a logical progression of facts and details.
Voice The writer’s tone is conversational and
easily read aloud.
Word Choice The writer uses transition
words and descriptive words appropriate to
the topic.
Sentence Structure / Fluency The writer
uses a variety of sentence constructions, few
of which are fragments or run-ons.
Conventions Some editing is required to
correct occasional errors in spelling, mechan-
ics, and usage.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
240 Anchor PapersUnit 2 • Expository: Description
Anchor Papers
Expository: Description Score: 4 Points
My Friend, Mikeby Billy O.
A person does not have to be special to be someone’s friend. With my friend, Mike, though, it is obvious to see just how special he is.
Mike is an outstanding athlete with the Special Olympics. He trains every week and still has taken time to be my coach. Mike has helped me with soccer, tennis, volleyball, and track. I never really liked sports before we became friends. I guess I was just lazy. Mike taught me to train by beating my own numbers. This has made playing sports a lot more fun for me, but I will never be an athlete.
My friend Mike is an athlete. When I watch him compete, I am so proud of him. All his hard work can be seen in his focus and his results. As of last week, though, it can also be seen in the fact that Mike has been picked to take part in the World Summer Games in Shanghai this October. This is the second time these games have been played outside the United States and the first time they will be held in Asia. Team USA—California is sending 22 athletes to these games, and Mike is one of those athletes.
I told Mike that we will be training hard this summer because we are in this together. After all, that is what best friends do!
Ideas and Content / Genre The writer devel-
ops a clear and focused explanation of the
topic, and demonstrates a strong awareness
of the audience and purpose for writing.
Organization and Focus The writer main-
tains a logical structure and progression of
information from the strong introduction to
the final conclusion.
Voice The writer’s tone is conversational, eas-
ily read aloud, and engaging to readers and
listeners.
Word Choice The writer uses effective transi-
tion and descriptive words throughout the
piece.
Sentence Structure / Fluency The writer
uses varied sentence constructions and
lengths to hold the reader’s interest.
Conventions The writer demonstrates
strong command of spelling, grammar, capi-
talization, and punctuation.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
241Anchor Papers Unit 3 • Informational Letter 241
Anchor Papers
Informational Letter Score: 1 Point
4057 Hendrsun st. Eureka CA 95501 March 7, 20—
Dear Jenny
I want to tell you abot a cool plase. Its calld the Sky dome its at the Planitareum. Its cool. You can see some relly cool stuff their. I like cool things I think you do to. Anothr cool thing is the beach. I went to the beach with my famly to. You shuld go to the planitareum with me sometim.
Sinserly,
Amanda
Ideas and Content / Genre The writer
attempts to give her friend information about
the Planetarium, but loses track of the pur-
pose for writing. There are extraneous details
about a different topic.
Organization and Focus The writer does
not present relevant information and loses
focus.
Voice The writer does not express much
involvement with the topic. When read aloud,
the piece sounds stilted and choppy.
Word Choice The words and phrases used
are vague, limited, and immature.
Sentence Structure / Fluency The sen-
tences are not varied in their construction,
and fragments or run-ons impede
comprehension.
Conventions There are numerous spelling,
grammatical, and mechanical errors, although
most common words are spelled correctly.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
242 Anchor PapersUnit 3 • Informational Letter
Anchor Papers
Informational Letter Score: 2 Points
34 Oak St. Spring Vally, NY 10977 October 12 20—
Dear Aunt Jessie,
I’m going to tell you about trees. They are a important natral resours. The elm is a kind of tree. Sometimes peple build tree houses. I have a tree house. Peple build real houses from trees too. Paper is made from trees. They give us lots of things. Like shade. They I wanted to tell you these things so you will know how good trees are for people and the Earth.
I hope you know more about trees now. They help clean the air too.
Sincerly,
Your nephew Andy
Ideas and Content / Genre The writer is
aware of the purpose for writing, but is
unable to present ideas in a logical order.
There are a few extraneous details.
Organization and Focus The writing is mini-
mally organized, and does not always support
the main idea.
Voice The writer shows an attempt at conver-
sational tone, but the piece sounds awkward
when read aloud and does not adequately
convey information.
Word Choice Word choice is adequate but
predictable.
Sentence Structure / Fluency The sen-
tences are limited in pattern and length.
Fragments or run-ons may slightly hinder
comprehension.
Conventions There are some spelling, gram-
matical, and mechanical errors, although
common words are spelled correctly.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
243Anchor Papers Unit 3 • Informational Letter 243
Anchor Papers
Informational Letter Score: 3 Points
1404 March St. New Winston, NC 27610 January 7, 20—
Dear Tim,
At my school right now we are lerning about ecosystems. An ecosystem is a little part of the enviornment and all the things that work in it. It includes everything like plants, animals, stones and dirt.
Things like water and air polution can hurt ecosystems. Its like a domino affect. For example birds can be hurt by water polution. Piping plovers are birds that live near the atlantic Ocean. When lots of people move into an area where they live, the piping plovers have to leave. When the birds leave there are more bugs around because there are no piping plovers to eat them. Then the animals that eat the birds go hungry. Thats how ecosystems work.
I hope you will take care of the one you live in!
Sincerly,
Paul
Ideas and Content / Genre The author is
aware of the purpose for writing, and includes
ideas with supporting details, with little extra-
neous information.
Organization and Focus The writer main-
tains a logical progression of facts and details,
and stays on topic throughout the piece.
Voice The writer demonstrates an awareness
of the audience, and writes in a conversational
tone.
Word Choice The writer uses a variety of
transition words and descriptive words appro-
priate to the topic.
Sentence Structure / Fluency The writer
crafts a variety of simple and complex
sentences.
Conventions Spelling, capitalization, punc-
tuation, and usage are mostly correct.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
244 Anchor PapersUnit 3 • Informational Letter
Anchor Papers
Informational Letter Score: 4 Points
204 Rice Ave. Pueblo, CO 81004 February 5, 20—
Dear Molly,
Are you interested in the past? Do you love to find clues that tell about something that happened a long time ago? If you do, archaeology might be the job for you! Archaeology studies what people from the past left behind.
Archaeologists are like detectives. They want to learn about the lives of people who lived long ago. Where did they live? Did they live in houses? Did they live alone, in families, or in larger groups? What did they eat? What did they do for fun? These are all questions archaeologists want to answer.
To answer their questions, archaeologists dig for artifacts. They use tools like little shovels, paintbrushes, and little brooms to carefully uncover artifacts. Then they take the things they find to laboratories to study them. Hopefully they can answer their questions! Then we can all learn about people from long ago.
Sincerely,
Diana
Ideas and Content / Genre The writer is
aware of the purpose for writing, and includes
solid ideas with supporting details.
Organization and Focus The letter is logi-
cally structured, from a strong introduction to
the final conclusion.
Voice The writer shows a good awareness of
the audience, and a strong sense of purpose
throughout the letter.
Word Choice The writer uses transition
words to connect ideas, and chooses precise
words to help the reader understand the
information given.
Sentence Structure / Fluency The writer
effectively varies the length and pattern of
sentences.
Conventions The writer demonstrates a
strong command of capitalization, spelling,
and grammar. The letter needs little editing.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
245Anchor Papers Unit 4 • Short Story 245
Anchor Papers
The Speshul Gardinby Marla S.
A yung gerl Ashley livd with her mothr. Work hard to grow food. Plants not grow.
A old man with a hat kame to the gardin. He said You look tird. Go to bed. Come out to the gardin tomorow.
Ashley went to slepe. Wen she woke up she go outside.! She surrownd by food. At the end of the gardin she seen a scarkrow waring the old mans hat.
Short Story Score: 1 Point
Ideas and Content / Genre The writer shows
little or no understanding of story elements.
There is no way to grasp characters, setting,
and resolution of the problem in the story
since the details are so scanty. There is little to
no outline of a plot.
Organization and Focus There is little to no
order to the events, and a scarcity of time-
order words makes sequence hard to follow.
Voice The writer does not achieve a consis-
tent narrative voice, and shows little sense of
audience.
Word Choice The writer uses little or no
descriptive language.
Sentence Structure / Fluency Fragmented
or run-on sentences make reading the piece
difficult.
Conventions The writer repeats errors in
spelling, punctuation, and usage.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
246 Anchor PapersUnit 4 • Short Story
Anchor Papers
Short Story Score: 2 Points
Ideas and Content / Genre The writer com-
poses a story that includes characters, a set-
ting, and a basic plot line.
Organization and Focus The writer does
not consistently display a logical progression
of events. Plotting is uncertain, with events
and details sometimes presented in a non-
sequential order.
Voice The writer shows an occasional aware-
ness of audience, but has a weak narrative
voice and dialogue.
Word Choice The word choice is adequate,
but predictable and at times immature. The
writer does not consistently use words to
develop detailed descriptions.
Sentence Structure / Fluency The writer
tries to use a variety of sentence structures,
but his attempts at complex sentences are not
very successful.
Conventions The writer demonstrates a
basic knowledge of conventions, but there are
spelling, grammatical, and mechanical errors.
William’s Talking Birdby Derek W.
William was a lonely boy. For food he had coconuts and bananas. Or he could catch some fish. But he wished he lived in a place with people.
One day he caught a bird, he put it in a cage. The bird sang, then it got sadder and sadder. It wanted to fly away. He caught it with a net.
“Please let me go the bird begged William.
“No I am lonly and you need to be my friend William told the bird.
“But I could help you the bird said if you let me free I will get you off the island.
William set the bird free. It flew away. William felt bad. Days after that, he sailed away from the iland. William got on the ship and sailed away. He went to live in a town and made many friends.
Somehow the bird had kept its promise. The bird flew back to the island and was happy in the coconut trees.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
247Anchor Papers Unit 4 • Short Story 247
Anchor Papers
Short Story Score: 3 Points
Ideas and Content / Genre The writer
understands the purpose for writing, and
composes an interesting story that includes
characters, setting, and plot.
Organization and Focus The writer main-
tains a clear progression of story events with a
strong beginning, middle, and end.
Voice The writer demonstrates an awareness
of the audience, and the dialogue is appropri-
ate for the characters.
Word Choice The writer uses adequate
words to craft elaborative details.
Sentence Structure / Fluency The writer
uses a variety of sentence structures.
Conventions Frequently used words are
spelled correctly, and grammatical usage is
generally correct. Syntactical errors do not
impede communication.
The Fairy and the Clever Girlby Becky T.
There was a very clever girl. Her name was Rosie. She lived in a little cotage in the woods. In the day, she milked the cow and fed the pigs. At night, she liked to read.
There were not many books in her house. So she had to read the same ones over and over again. If only she could have some new books to read! One day a fairy stopped at the little house for a glass of milk.
“What do you like best?” asked the fairy.
“I like good stories,” Rosie said. “But I only have a few books.”
“I can help,” the fairy said. “I will get you all the books you want. But you have to do something for me in return. You have to write a story about me. Nobody believes in fairies any more. Your story will convinse them we are for real.”
“Gladly,” said Rosie. She sat down and wrote the story, the fairy took the pages and flew away.
But the next day, there was a whole pile of new books on the table. And by magic, there were always wonderful new stories for Rosie to read.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
248 Anchor PapersUnit 4 • Short Story
Anchor Papers
Short Story Score: 4 Points
Ideas and Content / Genre The writer pre-
sents an entertaining story with well-devel-
oped characters, a clearly-described setting,
and an intriguing problem and solution.
Organization and Focus The writer main-
tains a tightly focused progression of story
events with an engaging beginning, middle,
and end.
Voice The writer demonstrates an exception-
ally strong narrative voice and sense of audi-
ence, and uses dialogue effectively.
Word Choice The writer creates vivid,
detailed descriptions that add clarity and
authenticity to the story.
Sentence Structure / Fluency The writer
skillfully constructs complete, fluid, and easy-
to-follow sentences that vary in structure.
Conventions The writing has few or no spell-
ing, grammatical, or mechanical errors.
A House for a Princessby Justin B.
Many years ago, a carpenter named Boris lived in a sunny land across the sea. One day Boris read a notice from the king. It said that Princess Lisa would marry the man who built her the best house. The contest would end in a week.
“I know how to build a house. I have the tools, but I have no one to help me,” Boris said sadly.
Suddenly one of his nails turned into an elf. “My name is Nailly,” the elf said. Nailly looked like a nail. He was thin, and his eyes shone like silver. “I can help you build a house. All of my friends will help.”
Then all of the nails in the box turned into elves. They worked all week and built doors, windows, and stairs. The princess looked at all of the houses. At last, she saw Boris’s house.
The elves finished the house for Princess Lisa just in time. She smiled at Boris and said, “What a beautiful home. I want to marry the man who built this!”
Boris and the princess got married and lived in their new home for the rest of their lives. Boris always kept his special box of nails in a safe place!
© M
ac
mil
lan
/Mc
Gra
w-H
ill
249Anchor Papers Unit 5 • Personal Narrative 249
Anchor Papers
Personal Narrative Score: 1 Point
Ideas and Content / Genre The writing is
slightly related to the topic, with a lot of irrel-
evant information included. The writer does
not share a personal experience.
Organization and Focus The writing is hard
to follow, and the sequence of events is dis-
torted or hard to follow. Transitional devices
are not included to show progression within
the text.
Voice The writing does not have a narrative
voice and is detached from the experience
and the reader.
Word Choice The writer uses inadequate and
immature words.
Sentence Structure / Fluency The sen-
tences are fragmented, run together, or other-
wise difficult to follow.
Conventions There are significant spelling,
grammatical, and mechanical errors.
playen in the Play growndby Jody M.
There playen with frens. They playen baskitball. Mothers make samiches with ham. Baskitball a good game. It hot there so peple dont stay long. They praxtized til they maked the shot. Jrome and me goes to the sam skool. Its fun to skore. Wen skools out we go evry day. Aftar skool is home work.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
250 Anchor PapersUnit 5 • Personal Narrative
Anchor Papers
Personal Narrative Score: 2 Points
Ideas and Content / Genre The writer
relates a personal experience, but loses focus
or omits personal thoughts and feelings.
Organization and Focus The organizational
pattern is adequate, with some lapses. Details
are occasionally extraneous or may seem
loosely related.
Voice The writer uses the first person, but
tells the story in a predictable manner and
shows a lack of personal involvement in the
story.
Word Choice The writer does not use time-
order words, or uses words that are limited
and repetitious.
Sentence Structure / Fluency The writer
demonstrates the ability to write simple sen-
tences, but struggles with more complex
structures.
Conventions The writer’s errors in spelling,
grammar, and mechanics are not serious
enough to make the response unreadable.
Our School Picnicby Yancy B.
In spring we always have the picnic. We have it at the park by school. We play games lik soccar and softball. Everyone brings good things to eat. Famlys come too. I brought my little sister, she doesnt go to school yet. She will go in two more years.
This spring was an expescially good picnic. Because they were giving a puppet show for children. After we ate and played for a while we got to watch the show. The show was about some animals who acted like people do. There was a aligator who did not have much manners. He always would be interupting other animals when they talk. Everybody laughed when he was on the stage.
After the puppet show we went to the playground until it was time to go. I mostly played on the monkey bars. With Jordan.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
251Anchor Papers Unit 5 • Personal Narrative 251
Anchor Papers
Personal Narrative Score: 3 Points
Ideas and Content / Genre The writer
relates a personal experience and includes
personal thoughts and feelings.
Organization and Focus The organizational
structure includes a beginning, middle, and
conclusion with a logical progression of
events and details, although a few lapses may
occur. The narrative exhibits a sense of
wholeness.
Voice The writer uses the first person, and
makes a strong effort to share an original
message.
Word Choice The writer uses time-order
words correctly, and uses precise words
appropriate to the narrative.
Sentence Structure / Fluency The writer
uses complete sentences that vary in
structure.
Conventions Spelling, capitalization, punc-
tuation, and usage are mostly correct.
The Wild Parkby Matthew C.
Everyone who lives in Florda has seen alygators and turtles. That is because they live near the ocean. And also there are swamps. But here is what happened to my family one day on our vacashun.
We were at the park, Mom and Dad and my brothers and me. We were playing and having a cookout. Dad was cooking on one of the barbekew grills they have at the park. Right near the picnic tables.
We were throwing a ball around and getting really hungry, the meat on the grill smelling good. Then out of the bushes there came this huge cat. Only it wasn’t a cat, not the house pet kind.
“Whoa!” Dad said. “That is no kitty cat! It’s a panthur!”
It must have smelled the cooking meat. It began circling around the cookout area. It got so close we could see its green eyes. I don’t know what we would have done if no one else was around. Luckily, one of those parks trucks came by just then. They caught the panthur. The man told me they would bring it back to the wild because it was a indangered speshies. That was some day at the park!
© M
ac
mil
lan
/Mc
Gra
w-H
ill
252 Anchor PapersUnit 5 • Personal Narrative
Anchor Papers
Personal Narrative Score: 4 Points
Ideas and Content / Genre The writer cre-
ates a focused, believable account of a per-
sonal experience that includes precise details,
thoughts, and feelings.
Organization and Focus The writer presents
events in a logical sequence, with a clear
beginning, middle, and end. Transitional
devices signal movement throughout the text
and show a sequence of events. The narrative
exhibits a sense of completeness.
Voice The writer uses the first person and
conveys a personal, original, and consistent
voice throughout the piece.
Word Choice The writer uses precise words
to elaborate on ideas, and uses helpful time-
order words to guide the reader.
Sentence Structure / Fluency The writer
uses complete, easy-to-follow sentences that
flow smoothly and vary in structure.
Conventions The response is free or almost
entirely free of mechanical, grammatical, and
spelling errors.
At the Boat Pondby Claire A.
My city park has a small pond where you can rent toy boats. I always wanted to try that. One day my older cousin Katie and I went to the boat pond and she rented a boat for us.
Our boat number was 89. It was painted blue with a white sail. They draw the numbers in black on the sail so you can spot your boat all the way across the pond, which is pretty large. There was a good breeze that day, and the sailboat zipped across the water with its fluttering sail.
Steering the boat was the challenge. When you rent the boat, you also get a remote control. You use these switches to steer the boat. That takes some practice. At first, my boat just kept turning in crazy circles, but then I mastered the remote. It was so much fun, we kept the boat for a whole hour.
While we were getting ready to return the boat, a mother duck and her flock of baby ducklings paddled up to us. I fed them some crumbs from my sandwich. As we were leaving, we saw them swimming around the pond, trying not to bump into the boats. I guess what looked like toys to us seemed like ocean liners to them.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
253Anchor Papers Unit 6 • Persuasive Letter 253
Anchor Papers
Persuasive Letter Score: 1 Point
Dear Mr. Rivera,
Our clasroom needs a pet. a small reptil called the collered lizard. My famly saw meny of this reptils on a trip threw oklahoma. My Brother likd them, they look real stranje.
We study meny different animal in science. Taking care of a lizard will be fun. And interesting for everyone.
This lizards run around aquarums. They awake during the day. They are easy to take care. They jump on rocks and greet People, can be left alone over the weekend too.
Jake W.
Ideas and Content / Genre The writer does
not completely understand the purpose for
writing, or does not include enough persua-
sive reasons to convince the reader of his or
her cause.
Organization and Focus Ideas and even
paragraphs are out of order and do not help
the writer’s cause. The second paragraph
would be better as a conclusion than as the
middle of the letter. This lack of organization
interferes with readability and
comprehension.
Voice The writer makes little to no attempt
to create a personal voice or appeal to the
audience.
Word Choice The writer shows an inability to
choose words that are correct or appropriate
for persuasive writing.
Sentence Structure / Fluency The writer
produces hard-to-read sentences that are
incomplete or illogical.
Conventions There are numerous spelling,
capitalization, and punctuation errors.
Sentence fragments and run-on sentences
interfere with straightforward
communication.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
254 Anchor PapersUnit 6 • Persuasive Letter
Anchor Papers
Persuasive Letter Score: 2 Points
Ideas and Content / Genre The writer pre-
sents a somewhat convincing argument for a
position, but the argument lacks cohesion or
includes too much extraneous information.
Organization and Focus There is an attempt
at organization but there are lapses, such as
illogical order of facts and reasons or lack of
transitional devices.
Voice The writer shows a lack of personal
involvement, but is aware of the audience.
Word Choice The writer doesn’t use very
many opinion words, or uses words that are
general and vague.
Sentence Structure / Fluency The writer
demonstrates the ability to write simple sen-
tences, but struggles with more complex
structures.
Conventions The writer demonstrates basic
knowledge of the conventions of capitaliza-
tion and punctuation, and common words are
spelled correctly for the most part.
41 Barker Road
Southport, CT 06890
February 4, 20 __
Dear Liza,
How are you? My mom sugested you go to Camp Lakeside with me this summer.
Camp Lakeside is a camp for boys and girls right near a beautiful blue lake. It ofers lots of activitees. Like learning to paddle a canoe, take natchure hikes, do arts and crafts, and learn water safty. There’s also lots of other things like softball and having campfire sings in the nights.
Please ask your mom and dad if you can go. I hope you do.
If you and me go to the same camp, we could be in the same cabin. I bet.. You could meet all the kids I met last year.
Your friend,
Megan
© M
ac
mil
lan
/Mc
Gra
w-H
ill
255Anchor Papers Unit 6 • Persuasive Letter 255
Anchor Papers
Persuasive Letter Score: 3 Points
Ideas and Content / Genre The writer demon-
strates adequate understanding of the purpose
of a persuasive letter, and presents a convincing
argument for a clearly stated position.
Organization and Focus The response dem-
onstrates an organizational structure appro-
priate to a persuasive letter. The writer’s
points are presented in a logical order, and
transitional devices signal the connection
between points and reasons. The writing
demonstrates a sense of wholeness.
Voice The writer uses a personal voice with
which the audience can identify.
Word Choice The writer often chooses words
with persuasive power.
Sentence Structure / Fluency The writer
successfully uses a variety of sentence
constructions.
Conventions The writer includes all parts of
a letter, and shows a grasp of standard writing
conventions. Frequently used words are
spelled correctly, grammatical usage is gener-
ally correct, and basic capitalization and
punctuation have been used properly.
1404 March St.
New Winston, NC 27610
October 7, 20 __
Dear Mrs. Jackson,
Do you need someone to help rake leaves and shovel snow around your house? I would like to do some jobs and hope you will considur hiring me if you need any help.
I would do a good job if you give me a chance. I always help ut around my house and Mom and Dad say I am a hard worker. My teachers also rekomend me for finishing what ever I start and doing a good job.
Another reason is that I’m very careful. Before starting a chore I make sure I know exactly what needs to be done. I am careful with tools and never leave them lying around when the job is done.
So please call me if you have any jobs I can do. My phone number is 555-4343.
Thank you.
Sincerely,
Cal B.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
256 Anchor PapersUnit 6 • Persuasive Letter
Anchor Papers
Persuasive Letter Score: 4 Points
Ideas and Content / Genre The writer pre-
sents an insightful and convincing argument
for a clearly stated opinion.
Organization and Focus The writer effec-
tively creates a coherent argument, and puts
facts and reasons in a logical order.
Voice The writer’s voice is lively and original,
and demonstrates a strong sense of audience
and purpose.
Word Choice The writer chooses persuasive
and opinion words that are highly effective.
Sentence Structure / Fluency The writer
crafts varied, well-paced sentences that
enhance the persuasive argument.
Conventions The writer uses a correct letter
format, and displays a sophisticated grasp of
writing conventions. There are few, if any,
errors in spelling, grammar, punctuation, and
capitalization.
34 Oak St.
Spring Valley, NY 10977
October 12, 20 __
Dear Mrs. Britt,
I think a guinea pig would make the best pet for our classroom. I have owned a guinea pig for two years. It wiggles its nose at me all the time! I have learned that these animals are lots of fun to watch.
Guinea pigs are also very quiet. They will not disturb us while we are working. In addition, they are easy to care for. Students could take turns cleaning the guinea pig’s home every other day. You can feed a guinea pig for pennies a day. They like to eat fresh vegetables and need fresh water.
A classroom pet will teach us responsibility. It will show us how to keep a pet healthy and safe. I believe that a guinea pig will make a super addition to our room.
Sincerely,
Christie C.
Writing to a Picture Prompt©
Mac
mill
an/M
cGra
w-H
ill
Students are sometimes asked to write about a picture instead of just responding to a writing prompt. The student will either tell about what they see in the picture, or write about something related to the picture. The form of the writing is usually a story or an essay.
Use the picture prompts as additional writing practice or to help students prepare for writing tasks on standardized tests.
Instruct students to do the following:
Before Writing1. Look closely at the picture. Think about what is happening in the
picture.2. Ask yourself questions about the picture: • Where and when are the events shown in the picture taking place? • Who or what is in the picture? What are they doing? • Can you tell what is happening? What event may have happened
prior to this one? What do you think might happen next?3. You can use a graphic organizer to organize your ideas before you
begin to write. You can also make an outline, create an idea web, or do other prewriting work.
During WritingUse a graphic organizer, or other prewriting work, to write about what is happening in the picture.
After Writing1. Use the Writer’s Checklists, pages 216–222, to help you check your
writing. 2. Proofread your writing using Proofreading Marks, page 224.
Picture Prompts 257
Name©
Macm
illan/McG
raw-H
ill
Write to a picture prompt. Look at the photograph. Think of a time you saw an animal in a park or in your backyard. Then write about a time you saw an animal in a park or in your backyard.
Writing Tips
• Use a graphic organizer to organize your ideas.• Support your ideas by writing more about the event.• Write your story on lined paper.• Use a variety of sentence structures.• Review and edit your story.
258 Unit 1 • Earth Smart Picture Prompts
Name©
Mac
mill
an/M
cGra
w-H
ill
Write to a picture prompt. Use the photograph to write about Chinatown. Describe what you see. Explain why Chinatown is an important community.
Writing Tips
• Use a graphic organizer to organize your thoughts.• Write on lined paper.• Support your ideas by telling more about each reason.• Choose descriptive words that show what you mean.• Review and edit your writing.
Picture Prompts Unit 2 • Coasting to California 259
Name©
Macm
illan/McG
raw-H
ill
Write to a picture prompt. Look at the photograph. Think about what you like best about the Internet. Now write a letter to a friend to explain what you like best about the Internet.
Writing Tips
• Use a graphic organizer to organize your thoughts.• Write your letter on lined paper.• Support your ideas by telling more about each reason.• Choose words that help others understand what you mean.• Review and edit your letter.
260 Unit 3 • Messaging Mania Picture Prompts
Name©
Mac
mill
an/M
cGra
w-H
ill
Write to a picture prompt. Look at the photograph. Think about an amazing thing that could happen as these friends clean up the beach. Then write a short story about this amazing thing.
Writing Tips
• Use a graphic organizer to organize your thoughts.• Write your story on lined paper. • Support your ideas by telling about each event.• Make sure your story has a beginning, middle, and ending.• Review and edit your story.
Picture Prompts Unit 4 • A Solution to Pollution 261
Name©
Macm
illan/McG
raw-H
ill
Write to a picture prompt. Look at the photograph. Suppose you were sailing on this boat. How would you have to change to adjust to this new situation? Now write a story about your time on the boat.
Writing Tips
• Use a graphic organizer to organize your ideas.• Write your story on lined paper. • Choose words that help others understand what you mean.• Use a variety of sentence structures.• Review and edit your story.
262 Unit 5 • Call of the Wild Picture Prompts
Name©
Mac
mill
an/M
cGra
w-H
ill
Write to a picture prompt. Look at the photograph below. Think about a symbol of the United States that you care about. Now write a letter to persuade others to feel the same way.
Writing Tips
• Use a graphic organizer to organize your ideas.• Write your essay on lined paper.• Support your ideas by telling more about each reason.• Use a variety of sentence structures.• Review and edit your writing.
Picture Prompts Unit 6 • Tales of the Trickster 263
✄
© M
ac
mil
lan
/Mc
Gra
w-H
ill
264 Theme Project Checklists
Un
it 1 • Le
t’s Le
arn
Re
sea
rch
Pro
ce
ss W
here did you find the most helpful
information?
Did you give credit to all your sources?
Pre
sen
ting
Sp
eaking
Did you use clear and specific vocabulary to
comm
unicate?
Did you speak loudly enough for everyone to
hear you?
Rep
resentin
g
Did you choose appropriate visual props?
Did you use visuals to help your audience
understand your ideas?
Un
it 2 • N
eig
hb
orh
oo
ds a
nd
C
om
mu
nitie
s
Re
sea
rch
Pro
ce
ss W
here did you find the most helpful
information?
Did you use several sources?
Did you give credit to all your sources?
Pre
sen
ting
Sp
eaking
Did you use com
plete sentences, a logical order, and vocabulary?
Did your w
ords match the visuals you show
ed?
Rep
resentin
g
Did you use visuals to help your audience
understand your ideas?
✄
© M
ac
mil
lan
/Mc
Gra
w-H
ill
265Theme Project Checklists
Un
it 3
• E
xp
ress
Yo
urs
elf
Re
sea
rch
Pro
ce
ss W
here
did
you
find
the
mos
t hel
pful
in
form
atio
n?
Did
you
use
sev
eral
sou
rces
?
Pre
sen
tin
gS
pea
kin
g
Did
you
pra
ctic
e yo
ur p
rese
ntat
ion?
Did
you
r pr
esen
tatio
n ha
ve a
beg
inni
ng, a
m
iddl
e, a
nd a
n en
d?
Did
you
cite
all
your
sou
rces
?
Rep
rese
nti
ng
Did
you
cho
ose
appr
opria
te v
isua
l pro
ps?
Did
you
r vi
sual
s su
ppor
t you
r pr
esen
tatio
n?
Un
it 4
• O
ur
Te
am
s
Re
sea
rch
Pro
ce
ss D
id y
ou u
nder
stan
d th
e st
ruct
ure
and
orga
niza
tion
of th
e re
fere
nce
mat
eria
ls y
ou
used
?
Did
you
take
goo
d no
tes?
Pre
sen
tin
g
Sp
eaki
ng
Did
you
org
aniz
e id
eas
clea
rly a
roun
d a
topi
c?
Did
you
res
pond
to q
uest
ions
with
app
ropr
iate
el
abor
atio
n?
Rep
rese
nti
ng
Did
you
use
vis
uals
to h
elp
liste
ners
un
ders
tand
you
r id
eas?
✄
© M
ac
mil
lan
/Mc
Gra
w-H
ill
266 Theme Project Checklists
Un
it 5 • T
ho
se A
ma
zin
g
An
ima
ls
Re
sea
rch
Pro
ce
ss D
id you research an animal?
Did you understand the structure and
organization of the reference materials you
used?
Pre
sen
ting
Sp
eaking
Did you organize ideas around a m
ain topic?
Did you stay on the topic?
Could you answ
er your audience’s questions?
Rep
resentin
g
Did you use illustrations to help tell about the
animal?
Did you arrange your pictures and w
ords effectively?
Un
it 6 • S
tory
telle
rs
Re
sea
rch
Pro
ce
ss D
id you find information on your topic?
Did you read and view
multiple sources?
Did you understand the structure and
organization of the reference materials you
used?
Pre
sen
ting
S
peakin
g
Did you practice your presentation?
Rep
resentin
g
Was the presentation easy to follow
?
© M
acm
illan
/McG
raw
-Hill
Good Listening andGood Listening andSpeaking HabitsSpeaking Habits
In our classroom we:
• Follow class procedures and rules
• Respect other people’s feelings and ideas
• Speak clearly so that others can understand
• Listen to one another thoughtfully
• Take turns speaking
• Do not criticize people because of their ideas
• Ask relevant questions
• Answer questions thoughtfully and offer more information
• Do our best and encourage others to do their best
• Work collaboratively in small groups so that everyone can learn
Some of our goals:
• Organize oral presentations logically
• Use clear and specifi c vocabulary when speaking
• Read aloud fl uently and with appropriate emphasis
267Listening and Speaking Checklist LAS 3.1.3, LAS 3.1.5, LAS 3.1.7, LAS 3.1.9
DA
TE
SIG
NED
NA
ME
© M
acmillan/M
cGraw
-Hill
268 Award Certificate
© M
ac
mil
lan
/Mc
Gra
w-H
ill
269Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests for Intensive Vocabulary Support
Directions
The Oral Vocabulary Pre- and Posttests that follow are composed of vocabulary
questions for all of the oral vocabulary words in each set of Oral Vocabulary
Cards. There is a test for each unit and week, which corresponds to one story.
In the Pre- and Posttest, some vocabulary words are boldfaced and some are
underscored. Boldfaced words are Wonderful Words, which are highlighted in
the Oral Vocabulary Card text and have detailed instructional routines in the
sidebars. Underscored words are the additional vocabulary words that are
underscored in the Oral Vocabulary Card text. Use the Define/Example/Ask rou-
tine to teach these words during your rereading of the Oral Vocabulary Cards.
The Pre- and Posttests can be administered individually or in small groups.
Administering the Pretest
Administer the pretest on Day 1, before you read the Oral Vocabulary Card
story for the week.
Ask each question, and have students answer.
If students’ answers indicate an understanding of the word, guide them
in a short discussion.
If students cannot answer a question, move on quickly. At this point, it is
likely that students will be unfamiliar with many of the words.
Explain to students that they will hear these words again throughout the
week in a story that you will read to them.
Administering the Posttest
Administer the posttest on Day 5, after you have spent a minimum of 15
minutes per day using the Oral Vocabulary Cards for distributed practice of the
vocabulary words.
Ask each question, and have student pairs discuss the answer with each
other as you listen in. Then call on selected students to share their answers.
Take note of words that continue to present a struggle for students. Provide
opportunities for periodic review of these words in the coming weeks. For
example, use these words in transition activities and classroom discussions.
At the end of each unit, review 4 to 5 words per Oral Vocabulary Story by
asking the question for those words again. Keep track of students’ progress
to see how well they maintain the vocabulary over an extended period
of time.
•
•
•
•
•
•
•
© M
ac
mil
lan
/Mc
Gra
w-H
ill
270 Unit 1 Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests
Unit 1, Week 1
Ming’s Teacher
1. What new skills have you acquired this
year?
2. How do you show your appreciation
when someone cooks delicious food for
you?
3. What is one way you can be of assistance
to your parents at home?
4. Would you rather have a brief gym class
or one that lasts two hours? Why?
5. Why do you think it’s important for a
teacher to be dependable?
6. What would you do if you detected
smoke nearby?
7. What do you like to watch intently?
8. What do you have a knack for?
9. Describe the method that you use for
cleaning your room.
10. Are you patient when you know a surprise
is coming? Why or why not?
11. Who are some renowned authors you
know of?
12. What is your response when a ball is
coming towards you?
13. What websites have you sought out on
the internet?
14. What is your technique for learning a new
word?
15. Where can you find out about virtually
anything?
Unit 1, Week 2
All About Alice
1. What story that you’ve read can be seen
in a movie or TV adaptation?
2. What is one way adults help children?
3. Who is an author you like a lot? What is
your favorite book or story by that author?
4. What is an example of a book that is a
classic?
5. What kind of weather delights you? Why?
6. Is the losing team in a soccer game likely
to feel joy or disappointment? Why?
7. What was your favorite episode in a story
you read recently?
8. If you enjoyed an excerpt from a book,
would you read the rest of the book?
9. If you could be friends with a fictional
character, who would it be?
10. What story, book, or show do you find
humorous?
11. Who are some influential people in your
life?
12. When you start a new book, do you know
in an instant if you like it, or do you have
to read for a while to find out?
13. What is something difficult that you
managed to do by yourself? How did
you do it?
14. Why might it occur to you to put on a
jacket while you’re playing outside?
15. Would you like to have your own stories
published some day? Where would you
like them to be published?
16. Which is remarkable: a dog with a bone
or a rabbit with a watch?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Unit 1 271Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests
Unit 1, Week 3
Mary McLeod Bethune
1. How can you convince a friend to play a
game with you?
2. What courses will you want to take in
high school?
3. How many years are in a decade?
4. What place do you desperately want to
visit? Why do you want to go there?
5. Why might someone who is learning
something new feel discouraged?
6. Which of the following is a domestic skill:
cooking, solving math problems, doing
laundry?
7. Are you enrolled in any activities outside
of school?
8. What expenses does a family have when
they own a pet?
9. If a bicycle has a flat tire, will it function
well? Why not?
10. Where does the funding for our school
come from?
11. Which motto would you choose for our
school: “A Place Where Children Learn” or
“A Place Where Children Play”? Why?
12. How can getting an education lead to
other opportunities?
13. If an old building has potential, is it more
likely to be fixed up or torn down?
14. How do scholarships help students go to
college?
15. How do police officers serve our
community?
Unit 1, Week 4
Sequoyah’s Gift
1. Who accompanies you to school in the
morning?
2. Who assigns the positions on a sports
team?
3. What form of communication do you use
to keep in touch with your grandparents?
4. What items does you backpack contain?
5. What kinds of topics are discussed at a
school council meeting?
6. What would you say if you encountered
your favorite movie or sports star?
7. Which of these materials is easier to etch:
wood or rock?
8. What do you think you will look like in the
future?
9. What person has had a great impact on
you?
10. Why do children who are sick need to be
isolated from others?
11. What is the sequence of letters in the
alphabet?
12. What is the specific date you were born?
13. What symbol stands for the /a/ sound in
English?
14. What is a traditional food to eat on
Thanksgiving?
15. When two countries disagree, why would
it help for them to sign a treaty?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
272 Unit 1 Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests
Unit 1, Week 5
I Knew I Could!
1. Which would be harder to budge, a
bucket of water or a washing machine?
2. When would a mother feel concern, when
her baby is sleeping or when her baby is
sick?
3. Which team do people usually
congratulate, the winning team or the
losing team?
4. Why might climbing a tall mountain seem
daunting?
5. If you could travel to anyplace in the
world, what destination would you
choose?
6. If someone were determined to become
a better athlete, what would they do?
7. What do you do that requires a lot of
effort?
8. What can help you feel better when you
are low on energy?
9. Do you have any engagements after
school today or are you just going home?
10. What happens after lunch on our school
schedule?
11. When a worker’s shift ends, what can he
or she do?
12. When someone juggles, why does it look
like the balls are suspended in midair?
13. What kinds of tasks do you do at home?
14. If you are a messy eater, where might you
see traces of your last meal after you’re
done eating it?
15. How does it feel to be triumphant?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
273Oral Vocabulary Pre- and Posttests Unit 2
Oral Vocabulary Pre- and Posttests
Unit 2, Week 1
Gem of the Southern Mines
1. When might you abandon a ball game
outdoors: if it starts to rain or if you miss
the ball?
2. How long has your family lived in this
area?
3. What can you do to assure that your pet
stays healthy?
4. What is a distinctive feature of your
home?
5. If you could establish a club or group,
what kind of club would it be?
6. What must plants have for them to
flourish?
7. What good fortune have you had lately?
8. What items do you need to have for
school?
9. What obstacles might prevent you from
getting someplace on time?
10. Which is a more permanent home, a tent
or a brick house?
11. What could make the population of a
town grow?
12. How could you find out the number of
residents in your building or on your
block?
13. What happens when an old building is
restored?
14. When you are happy, how do you reveal
your feelings?
15. What other structures are on the same
street as our school?
Unit 2, Week 2
The Farmers and Their Children
1. If your parents go somewhere at night,
who stays with you in their absence?
2. What have you accomplished this year?
3. What kind of work do the employees in a
supermarket do?
4. If you want to send an email to a friend,
what do you need to execute your plan?
5. Before you leave home each day, to
whom do you say farewell?
6. How did it feel to graduate from second
grade?
7. In what hobby or sport do you invest a lot
of time and energy?
8. What is the most magnificent place you’ve
visited?
9. What happens if you neglect to water a
plant?
10. What foods do you have trouble
resisting?
11. What resource is used to power a
windmill?
12. When people reach retirement age, what
do they often do?
13. What activities give you the most
satisfaction?
14. What do you need to have a thriving
garden?
15. What happens to cream when you beat it
vigorously?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
274 Oral Vocabulary Pre- and PosttestsUnit 2
Oral Vocabulary Pre- and Posttests
Unit 2, Week 3
Where We Live
1. How might you travel to a town that has
no access by road?
2. What do you find interesting about your
community?
3. Do you think the human body is simple or
complex? Why?
4. Was your town founded recently or a long
time ago?
5. What do you know about your heritage?
6. On your way to school, do you take major
roads or small, side roads?
7. Though very small children can’t read,
why is it important for them to have
books nonetheless?
8. What kind of place would you consider to
be a paradise? Why?
9. What can you purchase at a bakery?
10. What region of the state do we live in?
11. What do you do when you want to feel
relaxed?
12. Do the residents of your community
have a special name? What is it?
13. Do you think the community you live in is
sophisticated? Why or why not?
14. What is unique about you?
15. Why would it be difficult to keep farm ani-
mals in an urban area?
Unit 2, Week 4
The Legend of Tutokanula
1. Do you approve of the idea of having
homework in the summer? Why or why
not?
2. How do people ascend a mountain?
3. Who would you ask to collaborate with
you on a school project?
4. Where do students convene in our
classroom?
5. What does a young child do when he or
she feels distressed?
6. Where can you hear sounds echo?
7. Why would someone make a ferocious
effort to win a race?
8. How is a pot formed from clay?
9. What is on the hind end of a horse, its
mane or its tail?
10. What would help to lull a baby to sleep?
11. What sorts of things do you do on an
ordinary day?
12. What animal can easily scale a cliff?
13. Why would someone scramble down a
mountain instead of walking?
14. When you are skeptical about something,
are you convinced of it or not sure that it
is true?
15. How do you show your support for your
favorite team?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
275Oral Vocabulary Pre- and Posttests Unit 2
Oral Vocabulary Pre- and Posttests
Unit 2, Week 5
The Sheep and the Pig Who Set Up House
1. What would make you say, “Apparently
it’s going to rain today”?
2. Why is it important to follow directions
when you assemble something?
3. What tools does a carpenter use?
4. What materials might someone use to
construct a house?
5. Who is more likely to look disturbed:
someone who just heard bad news or
someone taking an easy test?
6. What kinds of errands do you do with
your family?
7. When you get to school, do you get to
work immediately or do you visit with
your friends first?
8. How old do you think people should be
before they start to live independently?
9. What do you intend to do next weekend?
10. What would the weather be like if
someone said, “Needless to say, I left my
umbrella at home?”
11. When you have had enough to eat, do
you feel satisfied?
12. Would you be shocked if you learned that
your parents were really superheroes?
Why?
13. What would you bring on a picnic to have
a splendid time?
14. Where does timber come from?
15. How many people are there in a trio?
16. What can happen if you are unaware of
the time?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
276 Oral Vocabulary Pre- and PosttestsUnit 3
Oral Vocabulary Pre- and Posttests
Unit 3, Week 1
Writers We Love
1. Are most of your friends children or
adults?
2. What is an advantage of knowing more
than one language?
3. What kind of music do you have an
appreciation of?
4. What do you assume will happen after
school today?
5. What sport or activity do you devote
yourself to doing?
6. What career would you like to have
eventually?
7. Who needs to use an expressive voice in
his or her job, an actor or a mail carrier?
8. What stories would you like to illustrate?
9. Who could you ask if you wanted to learn
more about the experience of
immigration?
10. Why do many teachers want to instill a
love of reading in their students?
11. How does the library promote new
books?
12. Do you prefer reading prose or poetry?
Why?
13. What happens when a story is published?
14. Where were your parents raised? Where
are you being raised?
15. What subject have you sought to learn
more about outside of school?
Unit 3, Week 2
Ama’s Choice
1. Who would come to your aid if you had a
problem?
2. Can you share an anecdote about
something funny you did as a young
child?
3. What clothing is appropriate for playing
outside on a hot summer day?
4. Are you more confident about singing in
public or playing sports?
5. Do you correspond with anyone by
e-mail or regular mail?
6. What valuable thing did pioneers discover
in California in the 1850s?
7. What activity do you feel enthusiastic
about doing?
8. Who might be feeble, a strong athlete or
someone who has been sick for a long
time?
9. What smell do you think is fragrant?
10. Why is it important to be generous at
school?
11. Where can you see your own image?
12. What does it mean when someone makes
a proposal of marriage?
13. When you feel worn out, what restores
you?
14. How do doctors and nurses help sick
people survive?
15. What kind of vehicle can transport people
across water?
16. If you had to decide between playing
sports and performing in a play, what
decision would you ultimately make?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
277Oral Vocabulary Pre- and Posttests Unit 3
Oral Vocabulary Pre- and Posttests
Unit 3, Week 3
The Big Voice
1. Which makes a booming sound, a
telephone ringing or thunder?
2. What kinds of things consume you with
curiosity?
3. What do you like to converse with a
friend about?
4. What kinds of sounds make you cringe?
5. When you have a hard choice to make, do
you deliberate for a while or choose
quickly?
6. What things distract our class
sometimes?
7. What have you seen lately that impressed
you?
8. If a dog barks menacingly, is it being
friendly?
9. Which would be a nuisance: getting
home from school early or forgetting your
keys?
10. What is something that you’ve pondered
a lot about?
11. How would you proclaim the winner of a
game?
12. What animals roar?
13. What might make someone feel sheepish,
winning a race or forgetting a good
friend’s name?
14. Why might a horse get skittish when
there are a lot of cars around?
15. If you were stunned by news you heard,
would you be very surprised or cheered
up?
Unit 3, Week 4
The Magic Paintbrush
1. How do you decide if you can afford to
buy something you want?
2. How do you like to be creative?
3. How do you express happiness?
4. What would a grand ship look like?
5. How can you show your gratitude to
someone who has helped you?
6. When someone is bring greedy, do they
share what they have?
7. What is your favorite book with
illustrations?
8. Where would you go to have a
marvelous time?
9. How do people learn news about what’s
happening in the world?
10. What original stories or poems have you
written?
11. What makes superheroes powerful?
12. Can you name some story characters that
are shrewd?
13. If you are struggling to carry something
heavy, what could you do to make it
easier?
14. What talents do you have?
15. Why is it important to use water wisely?
How can we use it wisely?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
278 Oral Vocabulary Pre- and PosttestsUnit 3
Oral Vocabulary Pre- and Posttests
Unit 3, Week 5
Folk Artists
1. What could you use to create a picture of
your family?
2. What are you devoted to doing?
3. Where can you see displays of new books?
4. Do you prefer clothing with elaborate or
simple designs?
5. What is the most enormous building that
you know of?
6. What is the essence of being a good
friend?
7. What is something fragile that can be
found in your home?
8. What book have you read with an intricate
plot?
9. What could help you see something that
is so small that it is almost invisible?
10. What media do we use at school for
making art?
11. Do you know an optimistic person? What
is he or she like?
12. Why would it be helpful to make a large
piece of art on several panels?
13. What tools might someone use to make a
clay sculpture?
14. What traditions are passed on in your
family?
15. Who is wearing vivid colors today?
16. If a picture is whimsical, is it sad or fun?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
279Oral Vocabulary Pre- and Posttests Unit 4
Oral Vocabulary Pre- and Posttests
Unit 4, Week 1
The Legend of Roland and Oliver
1. Why might an umpire’s decision in a base-
ball game cause a controversy?
2. What could a person wear to disguise
himself?
3. What are some ways to settle a dispute
between friends?
4. Which is used in a fencing contest, swords
or a ball?
5. What is a gracious thing to say when
someone gives you a present?
6. Do cats and dogs usually live together in
harmony? Why or why not?
7. What was the job of a knight in the Middle
Ages?
8. What is an oath, a promise or a poem?
9. Why do athletes shake hands with their
opponents after a game?
10. How can you persuade someone to
change her mind?
11. On the first day of school, how many
students did you recognize in our class?
12. If you were trying to eat more healthfully,
what foods would you renounce?
13. How do soldiers start a siege on a castle?
14. How could you be sympathetic to
someone who is afraid of the dark?
15. Why do groups of people sometimes
fight over territory?
Unit 4, Week 2
Heracles and the Golden Apples
1. Where can you see trees that bear fruit?
2. What could cause your legs to buckle?
3. What do you do when your backpack has
become a burden to carry?
4. Who has more clout at school: a principal
or a student? Why?
5. How do padded straps help to cushion
the weight of a heavy backpack?
6. Why is it important for a carpenter to be
deft with tools?
7. Does holding a snake sound like fun or
does the idea fill you with dread?
8. When a person has glory, is he famous
and admired or easily forgotten?
9. What do people feel jealous about?
10. What kind of labor takes a great deal of
strength?
11. What can Greek gods do that mortals
can’t do?
12. Which animal is persistent: an ant
carrying a leaf or a tiger sleeping in the
sun? Why?
13. What games involve two teams trying to
get possession of the ball?
14. What gifts did you request for your last
birthday?
15. Would someone be more likely to be
strapping when they are young or old?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
280 Oral Vocabulary Pre- and PosttestsUnit 4
Oral Vocabulary Pre- and Posttests
Unit 4, Week 3
The Great Wall of Los Angeles
1. What do the pictures on our classroom
walls depict?
2. Where can you see a diversity of people?
3. Who was one founder of the United States
of America?
4. What goal do you want to accomplish this
year?
5. How can individuals help protect the
environment?
6. Whose job involves strenuous labor, a
bricklayer’s or a librarian’s?
7. If you were to tell a story about last
summer, what would your narrative
include?
8. Why is a sunny day more promising for a
picnic than an overcast or windy day?
9. Why is it important for a judge to have a
reputation of fairness?
10. What kind of work is involved in the
restoration of old buildings?
11. How do sponsors help artists do their
work?
12. If you transfer a picture, do you copy it or
destroy it?
13. Which of these can be transparent: glass,
plastic, metal, fabric, wood?
14. What forms of storytelling are visual?
15. Who would you tell if you witnessed an
accident?
Unit 4, Week 4
The Husband and Wife Who Switched Places
1. Where did your ancestors come from?
2. When might someone be astonished by
a snowstorm?
3. Why would a lost dog feel bewildered?
4. What brilliant idea can you think of to
clean up our world?
5. What do you need to churn to make
butter?
6. What is something that you sometimes
complain about?
7. What would be a cozy place to relax?
8. How might a person feel if he or she is
criticized?
9. What could a person use to dangle
decorations from the ceiling?
10. What things can you learn from someone
of an older generation?
11. Where do cows graze?
12. How does it feel when someone ignores
you while you’re talking?
13. What do I remind you about sometimes?
14. What would you suggest that someone
wear to play soccer?
15. What kind of activity suits you best:
playing sports, creating art, or playing
music?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
281Oral Vocabulary Pre- and Posttests Unit 4
Oral Vocabulary Pre- and Posttests
Unit 4, Week 5
Smokejumpers
1. How do you assist your family at home?
2. Which family members do you have a
special bond with?
3. Which kind of clothing might be bulky: a
padded winter coat, or a bathing suit?
4. What do you have in your home that is
made from chemicals?
5. What activity makes you feel so tired that
you want to collapse in your bed?
6. Who are a doctor’s colleagues?
7. How are firefighters courageous?
8. What kinds of equipment do firefighters
use?
9. What heavy things do you sometimes lug
to school?
10. Which is a physical activity, doing cross-
word puzzles or jogging?
11. Which is a remote location: the city of
Los Angeles or the North Pole?
12. What can you teach a dog to retrieve?
13. What kind of job requires rigorous
training?
14. What is used to steer a car?
15. After playing in a two-hour soccer game,
would you feel weary or energetic?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
282 Oral Vocabulary Pre- and PosttestsUnit 5
Oral Vocabulary Pre- and Posttests
Unit 5, Week 1
The Animals and the Birds Play Ball
1. If a friend asked you to play her in chess,
would you accept? Why or why not?
2. What sport or activity that you do
requires agility?
3. When someone boasts, do you believe
them?
4. What kind of game would you like to
challenge a friend to play against you?
5. When you chant at a game, do you usu-
ally speak loudly or softly?
6. How can you demonstrate that you have
grown up a lot since last year?
7. Why would a dynamic person be good to
have on a team?
8. Which is flexible, a metal spoon or a
plastic straw?
9. Who can you outrun? Who can outrun
you?
10. Why might a kite plummet to the
ground?
11. Which animal is puny, a newborn kitten
or a full-grown tiger?
12. How might someone who has been
ridiculed feel?
13. What signal is often used to begin a
sports game?
14. Who can you ask for help when you can’t
figure out the solution to a problem?
15. Why is working together a good strategy
for a team to use to win a game?
Unit 5, Week 2
Busy as a Beaver
1. What is one way that you would like to
alter the look of your room?
2. What area of your town is bustling?
3. What kinds of tools are used in the
construction of a house?
4. What do crevices in a sidewalk look like?
5. What would you like to become expert at
doing?
6. How can you fortify your body?
7. What do puppies like to gnaw on?
8. What does the landscape behind our
school look like?
9. When you make a painting, how many
layers of paint do you use?
10. What would be a good location to play a
game of soccer?
11. Which is a natural drink, water or soda?
12. What kind of animal has a rigid shell?
13. Is a sandwich a sufficient lunch for you, or
do you prefer to eat more?
14. What is your favorite tranquil place?
15. Why would animals want to wade in
water?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
283Oral Vocabulary Pre- and Posttests Unit 5
Oral Vocabulary Pre- and Posttests
Unit 5, Week 3
The Coyote and the Turtle
1. What kind of camouflage does a zebra
have? A polar bear?
2. What can people do to keep dogs safe
from danger?
3. When has there been a delay in your
school opening? What caused the delay?
4. If you could explore any place, where
would you go?
5. When might you need to speak firmly to a
puppy?
6. Why is it foolish to plan a picnic during a
snowstorm?
7. If a rabbit outwits a lion, which one is
smarter?
8. What do you think would happen if you
tried to pursue a mouse?
9. Why might you feel reluctant to leave a
party?
10. What kind of weather would make people
feel like they were roasting?
11. What month has the most scorching
weather?
12. What animals are known for being sly?
13. What might cause a dog to snarl?
14. Is it faster to trot or to run?
15. What parks or stores are in the vicinity of
your home?
Unit 5, Week 4
Babe the Blue Ox
1. How would an amiable person act
toward a new student at school?
2. When it is bitterly cold, do you prefer to
play outside or inside?
3. What kind of animal makes a bleating
sound?
4. What do a brawny person’s arms look
like?
5. What animals can you name that are
colossal in size?
6. What kinds of critters make good pets?
7. What is the most extraordinary animal
that you know of? Why is it extraordinary?
8. What circus feats have you seen or heard
about?
9. Where might you see a flock of birds?
10. What can you use to haul dirt or leaves
out of a yard?
11. How can you get the kinks out of a chain
necklace?
12. When have you obliged someone by
helping them out?
13. If you were on your way somewhere and
saw a friend, would you pause for a min-
ute to say hello or would you keep going?
14. If you were very thirsty, what would
satisfy you?
15. Can you name some famous characters
and their sidekicks?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
284 Oral Vocabulary Pre- and PosttestsUnit 5
Oral Vocabulary Pre- and Posttests
Unit 5, Week 5
The Wolf and the Fox
1. What could you do with an abundance of
berries?
2. How do you access the school
playground?
3. Why do chefs need to lift hot pots
cautiously?
4. How does our class commence the school
day?
5. What might cause a commotion, a giant
traffic jam or kids reading in a library?
6. What are the consequences of forgetting
to do your homework?
7. How can two friends who have contrary
opinions get along?
8. What foods do you sometimes devour?
9. Why do you think bigger animals are
often dominant over smaller ones?
10. Where would you go to fetch your
backpack?
11. Can you heave yourself to the top of the
jungle gym? How do you do it?
12. What do dogs do by instinct?
13. If your backpack was missing, where
would you go to investigate what
happened to it?
14. Why does a guard need to be vigilant?
15. What animals do you think of as being
wily?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
285Oral Vocabulary Pre- and Posttests Unit 6
Oral Vocabulary Pre- and Posttests
Unit 6, Week 1
Feathers in the Wind
1. What time do you arrive at school in the
morning?
2. Why would it make sense to avoid
someone who has a bad cold?
3. What is the charge for a postage stamp
that can be used to mail a letter within
the United States?
4. What people do you communicate with
every day?
5. What would say if you were charged
double for your lunch?
6. What could you use to gather up dry
cereal that has spilled on the floor?
7. What would you say to someone who was
spreading gossip about your best friend?
8. What is your opinion of the playground
at school?
9. Why do schools need plenty of paper and
pencils?
10. What do you recall about the weather
last week?
11. Why would you feel regret if you did not
do an important homework assignment?
12. Why is it difficult to retrieve a balloon that
has floated away?
13. What kind of seeds might you scatter over
a lawn?
14. What might cause mice to scurry away?
15. What chores are you willing to do at
home?
Unit 6, Week 2
Uwabami
1. When you watch a comedy, does it make
you happy or sad?
2. How do magicians deceive people?
3. If someone took the last cookie, do you
think they would admit it or deny it?
4. What kind of characters might live in an
enchanted forest?
5. Can you impersonate someone famous?
If so, who?
6. Which is more menacing, a rabbit or a
lion?
7. What motivates you to do your
homework?
8. Even though a runner is very tired,
nevertheless why might he continue to
run?
9. Would you think it odd if a different
teacher was sitting at my desk? Why or
why not?
10. If you are sick, what helps speed your
recovery?
11. What role would you like to play in your
favorite movie?
12. What serene place do you like to visit?
13. What piece of news have you heard lately
that struck you with surprise?
14. What does a tadpole transform into when
it grows?
15. What do you yearn to see? Why?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
286 Oral Vocabulary Pre- and PosttestsUnit 6
Oral Vocabulary Pre- and Posttests
Unit 6, Week 3
Brer Rabbit in the Well
1. When someone approaches you, do they
get closer or farther away?
2. Where could you go to see boats bobbing
in the water?
3. What makes you burst out laughing?
4. How long can you cling to a monkey bar?
5. After a good night’s rest, do you feel
drained or energized?
6. What kind of insect emerges from a
cocoon?
7. If you needed to have a tooth extracted,
where would you go?
8. What is an obvious sign that someone is
feeling happy?
9. Would you be more perplexed if you saw
a flying rabbit or a flying bird? Why?
10. When would you be likely to plunge a
dish into water?
11. If a pet is a rascal, what might it do?
12. Which animal might scamper away, a
rabbit or an elephant?
13. Are you significantly taller or shorter than
anyone in your class, or are you about the
same size as most of the other students?
14. Where would you hide a stash of coins?
15. What do plants need to survive?
Unit 6, Week 4
Gordita
1. What special meal do you anticipate
having?
2. When does bread have a good aroma:
when it is fresh out of the oven or when it
is stale?
3. Who would you comment to if there was
something on your mind?
4. If you saw a snake, would you dart away
or stay still?
5. In “Jack and the Beanstalk,” why does Jack
need to worry about his own demise?
6. What are some ways your parents ensure
that you are safe and healthy?
7. What kind of food is enticing to you?
8. In the morning, do you get dressed
hastily or do you take your time?
9. Where can you go to inhale clean, fresh
air?
10. What can you do to get relief when the
sun is beating down mercilessly?
11. Why are firefighters often in peril?
12. Why is it important to take muffins out of
the oven at the precise moment when
they are ready?
13. What differences are there between a
professional athlete and a student
athlete?
14. When are you most ravenous: when you
first wake up or at the end of the day?
15. Whom do you consider a steadfast
friend?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
287Oral Vocabulary Pre- and Posttests Unit 6
Oral Vocabulary Pre- and Posttests
Unit 6, Week 5
Rumplestiltskin
1. In what season do leaves accumulate on
the ground?
2. Why might a big test cause someone to
feel anxiety?
3. What kind of a challenge might a moun-
tain climber take on?
4. How can you tell if someone is really shy
or just being coy?
5. Who might help you solve a dilemma?
6. Which might cause you to drop your jaw
in disbelief, seeing a person diving or
flying?
7. Which is the final chapter in a book: the
last one or the first one?
8. How many rhymes can you generate for
the word “sack”?
9. What are some things that glisten in the
sun?
10. Why are children incapable of driving
cars?
11. If your favorite teacher left the school,
how would you lament?
12. Have you ever made a pledge? What did
you promise?
13. Would you be more stunned to see a pile
of gold or a pile of straw?
14. When might a student be summoned by
the principal?
15. How can you verify that you read a class
assignment correctly?
Graphic Organizers
Venn Diagram
290
Two-Column Chart
294
Topic and Main Idea Web
291
Clue and Inference Chart
295
Main Idea Web (Four Details)
292
Action and Judgement Chart
296
Main Idea Chart
293
© M
ac
mil
lan
/Mc
Gra
w-H
ill
288 Graphic Organizers
Graphic Organizers
Cause and Effect Chart
297
Character, Setting, Plot
300
Sequence Map (Four Events)
298
Problem and Solution Map
301
Sequence Map (Five Events)
299
Author’s Purpose Chart
302
© M
ac
mil
lan
/Mc
Gra
w-H
ill
289Graphic Organizers
Name Date ©
Macm
illan/McG
raw-H
ill
290 Graphic Organizers 290 Graphic Organizers
Name Date ©
Mac
mill
an/M
cGra
w-H
ill
Topic
Main Idea
DetailDetail
Graphic Organizers 291
Name Date ©
Macm
illan/McG
raw-H
ill
292 Graphic Organizers
Name Date ©
Mac
mill
an/M
cGra
w-H
ill
Main Idea
Detail 1
Detail 2
Summary
Graphic Organizers 293
Name Date ©
Macm
illan/McG
raw-H
ill
294 Graphic Organizers
Name Date ©
Mac
mill
an/M
cGra
w-H
ill
Clues Inference
Graphic Organizers 295
Name Date ©
Macm
illan/McG
raw-H
ill
JudgmentAction
296 Graphic Organizers
Name Date ©
Mac
mill
an/M
cGra
w-H
ill
EffectCause
Graphic Organizers 297
Name Date ©
Macm
illan/McG
raw-H
ill
298 Graphic Organizers
Name Date ©
Mac
mill
an/M
cGra
w-H
ill
Graphic Organizers 299
Name Date ©
Macm
illan/McG
raw-H
ill
Character
Setting
Beginning
Middle
End
300 Graphic Organizers
Name Date ©
Mac
mill
an/M
cGra
w-H
ill
Problem
Solution
Graphic Organizers 301
Name Date ©
Macm
illan/McG
raw-H
ill
Clues
Author’s Purpose
302 Graphic Organizers
What are Foldables®?
Foldables are multi-dimensional graphic
organizers that can be used for skills
reinforcement, practice, and/or
information organizing.
Why use Foldables®?
Not only do Foldables reinforce
skills and strategies essential
for reading success, they
provide a kinesthetic tool
for organizing and
analyzing learning.
by Dinah Zike
© M
acm
illan
/McG
raw
-Hill
Foldables 303
© M
acmillan/M
cGraw
-Hill
Dear Teacher,
A Foldable is a three-dimensional, student-made (and/or teacher-made) interactive graphic organizer based upon a skill. Making a Foldable gives students a fast, kinesthetic activity that helps them organize and retain information either before, during, or after reading. In this section of the Teacher’s Resource Book, you will fi nd instructions for making Foldables, as well as ideas on how to use them to reinforce and practice phonics, vocabulary, spelling, and comprehension skills.
In this section, you will fi nd Foldables to help you• replace photocopied activity sheets with student-generated
print• present content and skills in a clear, visual, kinesthetic format• incorporate the use of such skills as comparing and
contrasting, recognizing cause and effect, and fi nding similarities and differences
• assess student progress and learning levels• immerse students in new and previously learned vocabulary
and reading skills• teach students unique ways to make study guides and
practice materials, and• provide students with a sense of ownership in their learning.
I am excited to hand these Foldable ideas and activities over to you and your students. Have fun using, adding to, and amending them to meet individual needs.
Sincerely,
304 Foldables
© M
acm
illan
/McG
raw
-Hill
Creating and Storing Foldables®
As you use the Foldables outlined in this Teacher’s Resource Book, discuss with students how they can adapt them to make their own Foldables learning and study aids. Teach students to write—titles, vocabulary words, concepts, skills, questions, main ideas—on the front tabs of their Foldables. By doing this, key concepts are viewed every time a student looks at a Foldable. Foldables help students focus on and remember the information presented without being distracted by other print. Remind students to write more specifi c information—supporting ideas, examples of a concept, defi nitions, answers to questions, observations—under the tabs.
Turn one-gallon freezer bags into student portfolios and storage containers for Foldables.
Cut the bottom corners off each bag so they won’t hold air and will stack and store easily.
Write student names across the top of the plastic portfolios with a permanent marker and cover the writing with two-inch clear tape to keep it from wearing off.
Place a piece of cardboard inside each portfolio to give it strength and to act as a divider.
Store Foldables in a giant laundry soap box. Or, students can carry their portfolios in a three-ring binder if you place a strip of two-inch clear tape along one side and punch three holes through the taped edge.
Foldables 305
in this section
© M
acmillan/M
cGraw
-Hill
Basic Shapes ............................................... 307
Accordion Book ........................................... 308
Standing Cube ............................................. 310
Large Word Study Book ............................... 312
Layered Book .............................................. 314
Two- and Three-Tab .................................... 316
Three-Tab Poster ........................................ 318
Three- and Four-Tab ................................... 320
Eight-Tab ..................................................... 322
Matchbook and Matchbook Portfolio ........... 324
Shutter ......................................................... 326
Pyramid ....................................................... 328
Two- or Three-Pocket .................................. 330
Folded Tables and Charts ........................... 332
Foldables Correlated to Reading Skills ........ 334
306 Foldables
© M
acm
illan
/McG
raw
-Hill
Basic Shapesby Dinah Zike
These fi gures illustrate the basic folds that are referred to throughout the following section of this book.
Taco Fold Hamburger Fold
Hot Dog Fold Burrito Fold
Valley Fold
Shutter Fold
Mountain Fold
Foldables 307
© M
acmillan/M
cGraw
-Hill
Using the Accordion Book Foldable®
by Dinah Zike
Vocabulary and Vocabulary Strategy ApplicationsUse the Accordion Book Foldable to create vocabulary concept books for topics such as:
• Shapes• Letters• Colors• Number words• Word categories (such as direction words, weather words, etc.)
Phonemic Awareness/Phonics ApplicationUse the accordion book to create a letter-sound book or an alphabet book. The book can also be used to collect and share single letter-sound examples.
Comprehension ApplicationThe accordion book is perfect for post-reading skills application. Use the book to record text sequence (fi rst, next, last) or plot sequence (beginning, middle, end). Try color-coding each section so students can see the sequence clearly.
Students may wish to use this Foldable for publishing their own stories.
Grammar ApplicationLike the vocabulary word categories application above, the accordion book can be used to collect and share grammar skills such as:
• Nouns (proper nouns, common nouns)
• Action verbs• Adjectives
Display in a workstation, center, or library corner. Store by slipping it into a
binder.
308 Foldables
© M
acm
illan
/McG
raw
-Hill
Accordion Book Foldable® Directionsby Dinah Zike
Materials:• several sheets of 11� � 17 � paper• glue
Directions:
1. Fold each sheet of paper into a hamburger, but fold one side half an inch shorter than the other side. This will form a tab that is half an inch long.
2. Fold this tab forward over the shorter side, then fold it back away from the shorter piece of paper.
3. To form an accordion, glue a straight edge of one section into the valley of another section’s tab.
Before gluing, stand the sections on end to see how to glue the sections together. Use different colors of paper to indicate sections of the book. Always place the extra tab at the back of the book so you can add more pages later.
Tips!
Foldables 309
© M
acmillan/M
cGraw
-Hill
Using the Standing Cube Foldable®
by Dinah Zike
Vocabulary ApplicationUse the Foldable for developing vocabulary concepts with students. Each side of the cube can show information about a word (defi nition, example sentences, picture, etc.).
Comprehension ApplicationHave students work in small groups to create a Foldable about a story character they are studying. Each side of the Foldable should illustrate or tell about character traits.
the wolf has big teeth
the wolf
is hungry
Grammar ApplicationUse the Foldable to collect and share types of nouns or adjectives.
The Standing Cube Foldable can be fl attened for easier storage or for
moving it into a display area.
310 Foldables
© M
acm
illan
/McG
raw
-Hill
Standing Cube Foldable® Directionsby Dinah Zike
Materials:• two sheets of 11� � 17 � paper• glue
Directions:
1. Fold each sheet like a hamburger, but fold one side one-half inch shorter than the other side.
2. Fold the long side over the short side on both sheets of paper, making tabs.
3. On one of the folded papers, place a small amount of glue along the tab, next to the valley but not in it.
4. Place the non-folded edge of the second sheet of paper square into the valley and fold the glue-covered tab over this sheet of paper. Press fl at until the glue holds. Repeat with the other side.
5. Allow the glue to dry completely before continuing. After the glue has dried, collapse the cube fl at to work on writing and drawing.
Foldables 311
© M
acmillan/M
cGraw
-Hill
Using the Large Word Study Book Foldable®
by Dinah Zike
Vocabulary and Phonics/Spelling ApplicationsWith a small group, make a Foldable for vocabulary word study/review. Display the book in a workstation for repeated review. The size and the format also make it easy for you and students to use them as lap fl ashcards.
Students can make individual books using this Foldable.
Collect and use these books through the year. Store each book in a labeled legal-
size folder.
312 Foldables
© M
acm
illan
/McG
raw
-Hill
Large Word Study Book Foldable® Directionsby Dinah Zike
Materials:• several sheets of 11� � 17 � paper (one sheet for each word
studied)• stapler
Directions:
1. Fold each sheet like a hot dog, but fold one side one inch shorter than the other side.
2. Stack the sheets so the folds are side by side.
3. Staple sheets together along the tabbed end (the bottom of the pages).
You can make a large word study book as an aid for vocabulary or spelling word lists. On the front of each tab, write a vocabulary or spelling word. Open the tab and write the defi nition and a sample sentence.
Use this Foldable to
Foldables 313
© M
acmillan/M
cGraw
-Hill
Using the Layered Book Foldable® by Dinah Zike
Vocabulary ApplicationHave students create this Foldable to help them review vocabulary words. Have them write a word on each tab and then fl ip the tab to write the defi nition. The same thing can be done with antonyms and synonyms.
Phonemic Awareness/Phonics/Spelling ApplicationA review/study guide of letter sounds and word parts can be done with this Foldable. For example:
• Short vowels• Long vowels• Prefi xes and suffi xes• Base words
Comprehension ApplicationUse the Foldable to aid in the following skills reinforcement:
• Character study (one tab per story character)• Retelling • Generating Questions
Study Skills and Grammar ApplicationsThis Foldable can be used to review/reinforce concepts studied.
314 Foldables
© M
acm
illan
/McG
raw
-Hill
Layered Book Foldable® Directionsby Dinah Zike
Materials:• two sheets of 8½� � 11 � paper• glue
Directions:
1. Stack two sheets of paper so that the back sheet is one inch higher than the front sheet.
2. Bring the bottom of both sheets upward and align the edges so that all of the layers or tabs are the same distance apart.
3. When all tabs are an equal distance apart, fold the papers and crease well.
4. Open the papers and glue them together along the valley, or inner center fold, or staple them along the mountain.
If you need more layers, use additional sheets of paper. Make the tabs smaller than one inch.
Use this Foldable to
Foldables 315
© M
acmillan/M
cGraw
-Hill
Using the Two- and Three-Tab Foldable®
by Dinah Zike
Several options adapt this Foldable for prefi x, base word, and suffi x study and practice.
Phonics/Spelling ApplicationUse the Three-Tab Foldable to help students with word parts and syllabication. Open the tabs and write a base word in the center. Have students practice decoding words.
Another option is to cut only one of the valleys (see step 4) so that the Foldable has two tabs of unequal size. Open the two tabs and write a base word on the bottom paper so that one word part is shown in each box.
A third option is to make a two-tab variation. Use it to compare two different phonic/spelling elements such as soft c and hard c, vowel spellings, and word parts.
316 Foldables
© M
acm
illan
/McG
raw
-Hill
Two- and Three-Tab Foldable® Directionsby Dinah Zike
Materials: • 8½� � 11 � sheet of paper• scissors
Directions:
1. Fold the sheet like a hamburger.
2. With the paper horizontal and the fold of the hamburger at the top, fold the right side toward the center, trying to cover one half of the paper.
3. Fold the left side over the right side to make three sections.
4. Open the right and left folds. Place one hand between the two thicknesses of paper and cut up the two valleys so there are three tabs.
Use this Foldable to
Foldables 317
© M
acmillan/M
cGraw
-Hill
Using the Three-Tab Poster Foldable®
by Dinah Zike
Comprehension ApplicationThis Foldable may be adapted and used to create the following graphic organizers:
• Venn Diagram
• Story Map
• K-W-L Chart
318 Foldables
© M
acm
illan
/McG
raw
-Hill
Three-Tab Poster Foldable® Directionsby Dinah Zike
Materials:• large poster board• scissors
Directions:
1. Fold poster board like a hot dog.
2. With the poster board horizontal and the fold of the hot dog up, fold the right side toward the center, to cover one third of the poster board.
3. Fold the left side over the right side to make three sections.
4. Open the folds. Place one hand between the two thicknesses of the poster board and cut up the two valleys on the top fl ap. This will create three tabs.
Use this Foldable to
Foldables 319
© M
acmillan/M
cGraw
-Hill
Using the Three- and Four-Tab Foldable®
by Dinah Zike
Phonics/Spelling ApplicationSeveral options adapt this Foldable to digraph, blend, and vowel variant letter-sound review. Use the Four-Tab Foldable as an alternate to Sound Boxes. Open the tabs and write a CVCe word on the bottom paper so that one letter is shown in each box. Have students practice blending and decoding words.
Another option is to make the Foldable with three tabs. After step 2, cut only the fi rst and the third valleys. Open all three tabs and write a word with a vowel digraph on the bottom so that the middle tab covers the vowel digraph.
Or, cut only the fi rst and second tabs and write a word that ends with a double letter or a digraph.
320 Foldables
© M
acm
illan
/McG
raw
-Hill
Three- and Four-Tab Foldable® Directionsby Dinah Zike
Materials: • one 8½� � 11 � sheet of paper• scissors
Directions:
1. Fold the sheet like a hamburger.
2. With the paper horizontal and the fold of the hamburger at the top, fold the hamburger into four vertical sections.
3. Open these folds. Place one hand between the folded hamburger and cut up the three valleys so there are four tabs.
Use this Foldable to
Foldables 321
© M
acmillan/M
cGraw
-Hill
Using the Eight-Tab Foldable®
by Dinah Zike
Vocabulary and Phonics/Spelling ApplicationsUse the Foldable to review/study spelling or vocabulary words. This Foldable can be used to do a cumulative study of
• phonic elements such as blends and digraphs• suffi xes and prefi xes
Comprehension ApplicationThis can be an ideal tool for comparing two texts. For example, have students use the tabs to compare and contrast: characters, setting, problem, solution. It may also be helpful when retelling or summarizing nonfi ction.
322 Foldables
© M
acm
illan
/McG
raw
-Hill
Eight-Tab Foldable® Directionsby Dinah Zike
Materials:• 1 large sheet of construction paper• 2 8½� � 11 � sheets of paper• scissors• glue
Directions:
1. Fold all three sheets of paper into hot dogs. Put aside the construction paper.
2. With the paper horizontal and the fold of the hot dog at the top, fold one small hot dog into four vertical sections. Do the same on the other small hot dog.
3. Open these folds. Place one hand between the folds of the hot dog and cut up the three valleys so there are four tabs. Do the same on the other small hot dog.
4. Open the construction paper. Glue the tabbed hot dogs to the inside so they open like the pages of a book.
Use this Foldable to
Foldables 323
© M
acmillan/M
cGraw
-Hill
Using the Matchbook Foldable® and Portfolioby Dinah Zike
Vocabulary ApplicationWith students, create Foldables for weekly or theme vocabulary. Write the vocabulary word on the front. Have students write a sentence for the inside.
Phonemic Awareness/Phonics/Spelling ApplicationUse the Foldable for review of phonics and/or spelling words.
Comprehension ApplicationThis Foldable works for reinforcing skills such as:
• Cause and effect• Making predictions
Study Skills ApplicationIf students are studying a list such as state capitals or even multiplication tables, the portfolio is a great small group or whole class review tool.
324 Foldables
© M
acm
illan
/McG
raw
-Hill
Matchbook Foldable® and Portfolio Directionsby Dinah Zike
Materials:• several sheets of 8½� � 11 � paper• poster board• scissors• glue
Directions:
1. Fold each sheet like a hamburger, but fold it so that one side is one inch longer than the other side.
2. Fold the one-inch tab over the short side to form an envelope-like fold.
3. Fold each hamburger in half. Cut along the fold line.
4. Fold the poster board like a hamburger.
5. Use the small hamburgers to record information. Glue them onto the inside of the poster board.
Foldables 325
© M
acmillan/M
cGraw
-Hill
Using the Shutter Foldable®
by Dinah Zike
Comprehension ApplicationsThere are many ways to use the Shutter Foldable to review and study comprehension skills. Larger paper can be used so that a small group or a class can create one of these for literacy study. Consider having students retell or summarize the story on the middle inside panel. Then have them use the outer panels to analyze the following:
• Facts and Opinions (for nonfi ction)• Cause and Effect• Before and After• Fantasy and Reality• Pros and Cons (for persuasion)• Problem and Solution• Compare and Contrast
Large Shutter Foldables can be stored in an empty (and clean!) pizza box.
326 Foldables
© M
acm
illan
/McG
raw
-Hill
Shutter Foldable® Directionsby Dinah Zike
Materials:• 8½� � 11 � paper
Directions:
1. Begin as if you are going to make a hamburger, but instead of folding the paper, pinch it to show the midpoint.
2. Open the sheet. Fold both of the outside edges in to touch the middle mark.
Use this Foldable to
Foldables 327
© M
acmillan/M
cGraw
-Hill
Using the Pyramid Foldable®
by Dinah Zike
Use this Foldable with data occurring in threes.
Vocabulary ApplicationThe Pyramid Foldable can be used to sort and review concepts studied, such as three different endings (-tion, -sion, -cion).
Phonics/Spelling ApplicationStudents can sort words into three categories. Some examples:
• Long vowels (such as o_e, oa, o)• Blends (sl, st, sw) or consonant digraphs• Infl ected endings (-ial, -tion, -ious)
Comprehension ApplicationNot only can students use the pyramid to record information about what they read, they can do it in a few different ways. With one pyramid they can do things such as the following:
• Compare three different story characters• Create a K-W-L chart• Record information about story beginning, middle, and end
Students can glue together three pyramids to create small dioramas depicting scenes (from fi ction) and concepts (from nonfi ction).
Several pyramids can be strung together and hung from the ceiling for a vertical
display.
328 Foldables
© M
acm
illan
/McG
raw
-Hill
Pyramid Foldable® Directionsby Dinah Zike
Materials:• one 8½� � 11 � sheet of paper• scissors• glue
Directions:
1. Fold the sheet into a taco. Cut off the excess rectangular tab formed by the fold.
2. Open the folded taco and refold it like a taco the opposite way to create an X-fold.
3. Cut one of the valleys to the center of the X, or the midpoint, and stop. This forms two triangular fl aps.
4. Glue one of the fl aps under the other, forming a pyramid.
Use this Foldable to
Foldables 329
© M
acmillan/M
cGraw
-Hill
Using the Two- or Three-Pocket Foldable®
by Dinah Zike
Vocabulary and Phonics/Spelling ApplicationsHave students use this Foldable as a study aid. Copies of Vocabulary or Spelling Word Cards (see pages 102 –161 in this book) can be sorted and stored by students as they learn words. Have students label the pockets as shown below. As they study the words, have them move the cards to the appropriate pockets.
Comprehension ApplicationWhen students are comparing and contrasting ideas in a selection, they can use this Foldable to record and store information for retelling or summarizing. This works with skills such as:
• Fact and opinion• Make and confi rm predictions• Cause and Effect• K-W-L
Send this Foldable home with students so they can review and sort words with family members.
Heavy stock paper will improve durability. Post the Foldable on a bulletin
board for use during workstation time.
330 Foldables
© M
acm
illan
/McG
raw
-Hill
Two- or Three-Pocket Foldable® Directionsby Dinah Zike
Materials:• one 11 � 17 sheet of paper• glue
Directions:
1. Begin as if you are going to make a hot dog, but fold over only about three inches.
2. With the paper horizontal and the fold on the bottom, fold the right side toward the center, trying to cover one half of the paper. Then, fold the left side over the right side to make three sections. (Or, fold in half to make two pockets.)
3. Glue the right and left edges of the original fold so that three pockets are created.
Use this Foldable to
Foldables 331
© M
acmillan/M
cGraw
-Hill
Using Folded Tables and Chartsby Dinah Zike
Depending upon the amount of data, the table or chart can be adapted and reformatted.
Vocabulary and Phonics/Spelling ApplicationsHave students use this Foldable as a study aid. Have them sort the words into categories and write them in the appropriate columns.
Vocabulary Strategies ApplicationStudents can study words that have:
• prefi xes and suffi xes• more than one meaning• synonyms and antonyms
Comprehension ApplicationTables such as these can be helpful before, during, and after reading a selection. Students can set up a simple K-W-L table, a beginning-middle-end table, or a simple sequence table.
When loose-leaf paper is used, storage in a three-ring binder is easy.
Set up Vocabulary or Spelling Word binders in workstations so that students have easy access to them.
332 Foldables
© M
acm
illan
/McG
raw
-Hill
Folded Tables and Charts Directionsby Dinah Zike
Materials:• 8½ � 11 paper or loose-leaf paper
Directions:
1. Fold the number of vertical columns needed to make the table (or chart).
2. Fold the horizontal rows needed to make the table. (If you use loose-leaf paper, you may not need to do this step.)
Use this Foldable to
Foldables 333
© M
acmillan/M
cGraw
-Hill
Correlated to Reading Skills
Learn More About Foldables®
Dinah Zike is the author of more than 150 educational books and materials. For a catalog of Dinah’s current publications, as well as information on her keynotes and teacher workshops, call 1-800-99DINAH (1-800-993-4624), or visit her Web site at www.dinah.com.
Look for the PreK–2 and Grades 3–6 volumes of Foldables and V-K-Vs for
Phonics, Vocabulary, and Spelling. These 300-page, full-color reference books illustrate how to teach basic reading skills through the use of Foldables and visual-kinesthetic-vocabulary fl ashcards.
The updated, full-color Dinah Zike’s Classroom Organization: It Can Be
Done is a K–6 teacher’s comprehensive guide to creatively managing time, energy, and classroom materials.
X
X
X
X
X
X
X
X
XX
Accordion Book
Standing Cube
Large Word Study Book
Layered Book
Two- and Three-Tab
Three-Tab Poster
Three- and Four-Tab
Eight-Tab
Matchbook
Shutter
Pyramid
Two- or Three-PocketFolded Tables
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Foldable Phon
ics/
Phon
emic
Aw
aren
ess/
Spel
ling
Voca
bula
ry
Voca
bula
ry
Str
ateg
ies
Com
preh
ensi
onSt
udy
Skill
s
Gra
mm
ar
334 Foldables
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
clap rock snack shut jumpstep luck mess miss clicksick crop head stamp pond
Write the spelling words that rhyme with the words below. Then circle the letter that spells the short vowel sound in each word.
1. block 4. cut
2. tuck 5. fl ap
3. bed
Vowel Power
Write the spelling words that contain each short vowel sound below.
short a 6.
7.
8.
short e 9.
10.
11.
short i12.
13.
14.
short o15.
16.
17.
short u18.
19.
20.
Spelling:Short Vowels
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
First Day Jitters • Grade 3/Unit 1 SP1
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
clap rock snack shut jumpstep luck mess miss clicksick crop head stamp pond
What’s the Word?
Complete each sentence with a spelling word.
1. My sister makes a when she packs for school.
2. Put a on the letter before you send it.
3. I my mom when I go to school.
4. After math class, it’s time for a .
5. Ducks like to swim in a .
6. We when the music ends.
7. I walk with my held high.
8. Her shoes on the fl oor when she walks.
9. The farmer grew a of corn.
10. I don’t like to on cracks in the sidewalk.
Def ine It!
Write the spelling words that have the same meaning as the words below.
11. close
12. stone
13. ill
14. leap
15. chance
Spelling:Short Vowels
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
First Day Jitters • Grade 3/Unit 1SP2
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Look at the words in each set below. One word in each set is spelled correctly. Look at Sample A. The letter next to the correctly spelled word in Sample A has been shaded in. Do Sample B yourself. Shade the letter of the word that is spelled correctly. When you are sure you know what to do, go on with the rest of the page.
Sample A: Sample B:
lump 𝖤 tacke𝖡 lumpe 𝖥 taak𝖢 lumpp tack𝖣 luump 𝖧 takk
11. miss𝖡 mis𝖢 myss𝖣 mys
12. 𝖤 stemp𝖥 stampe𝖦 Stampp stamp
13. jump𝖡 jumpe𝖢 juump 𝖣 juumpe
14. 𝖤 cliek click𝖦 clyck𝖧 cliik
15. 𝖠 ponde𝖡 pawnd𝖢 paund pond
6. 𝖤 krop𝖥 cropp crop𝖧 crope
7. 𝖠 snaak𝖡 snacc snack𝖣 snac
8. 𝖤 messe mess𝖦 meass𝖧 mas
9. head𝖡 haed𝖢 hed𝖣 heade
10. shut𝖥 shutt 𝖦 schut𝖧 schutt
1. 𝖠 klap𝖡 claap clap𝖣 clapp
2. 𝖤 stepp step𝖦 steap𝖧 stap
3. sick𝖡 siick𝖢 sik𝖣 syck
4. 𝖤 rawk𝖥 roock𝖦 rocke rock
5. 𝖠 lucke luck𝖢 lucc𝖣 luk
Spelling:Short Vowels
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
First Day Jitters • Grade 3/Unit 1 SP3
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Final e
date lake safe plane gradefine life rice wise smilerose home globe smoke come
Write the spelling words that contain each long vowel sound below.
long a 1.
2.
3.
4.
5.
long i 6.
7.
8.
9.
10.
long o11.
12.
13.
14.
15.
Words with blends
16.
17.
18.
19.
20.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Amazing Grace • Grade 3/Unit 1SP4
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:Final e
date lake safe plane gradefine life rice wise smilerose home globe smoke come
A. It Takes Three
Write a spelling word that goes with the other two words.
1. pond, sea,
2. world, Earth,
3. smart, clever,
4. tulip, daisy,
B. What Does It Mean?
Write a spelling word that matches each clue below.
5. The place where you live
6. The day of the year
7. Not a frown
8. Flying machine
9. Rises from a fi re
10. Out of harm’s way
11. A side dish
12. A class or year in school
13. Arrive
14. Feeling well
15. A person’s time on Earth
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Amazing Grace • Grade 3/Unit 1 SP5
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: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:
𝖠 gayt 𝖤 niec gate nice
𝖢 gaat 𝖦 nyce𝖣 gat 𝖧 naice
1. date𝖡 dayt𝖢 dait𝖣 dayte
2. 𝖤 fien𝖥 fyn
fine𝖧 faine
3. rose𝖡 roze𝖢 roase𝖣 roaze
4. lake𝖥 lacke𝖦 layk𝖧 laike
5. 𝖠 leyf𝖡 lyfe
life𝖣 lyf
11. 𝖠 wyse wise𝖢 waise𝖣 wize
12. 𝖤 smoak𝖥 smok𝖦 smoake smoke
13. 𝖠 grayd grade𝖢 graid 𝖣 graed
14. 𝖤 smyle𝖥 smiyel𝖦 smayle smile
15. come𝖡 kome𝖢 coome𝖣 coam
6. 𝖤 hoam home
𝖦 howme𝖧 haum
7. 𝖠 saife𝖡 saif𝖢 seyfe
safe
8. 𝖤 ric𝖥 riis
rice𝖧 ryce
9. 𝖠 gloob𝖡 gloab
globe𝖣 gloabe
10. 𝖤 playn𝖥 plaen 𝖦 plaine
plane
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Amazing Grace • Grade 3/Unit 1SP6
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:Long a
fail ray trail sway paintbay plain may gray snailpail tray braid plays great
A. Write the spelling words that contain the matching spelling of the long a sound.
long a spelled ai 1.
2.
3.
4.
5.
6.
7.
long a spelled ea 8.
B. Words Within Words
Add one letter to the word to create a spelling word.
16. + ray = or
17. + nail =
18. + way =
19. + lays =
long a spelled ay 9.
10.
11.
12.
13.
14.
15.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Earth Smart • Grade 3/Unit 1 SP7
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Long a
fail ray trail sway paintbay plain May gray snailpail tray braid plays great
It Takes Three
Write a spelling word that goes with the other two words.
1. dish, plate,
2. pond, lake,
3. path, road,
4. June, July,
What Does It Mean?
Write a spelling word that matches each clue below.
5. Very good
6. Simple
7. A beam of light
8. Dull and gloomy
9. An animal that moves slowly
10. A bucket
11. What a kitten does with yarn
Past Tense
To form the past tense of a verb you usually add -ed. Put these words in the past tense:
12. braid 14. sway
13. paint 15. fail
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Earth Smart • Grade 3/Unit 1SP8
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling: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:
𝖠 clai 𝖤 mayl𝖡 clae mail𝖢 claa 𝖦 mael clay 𝖧 mayle
1. 𝖠 fayle𝖡 fayl fail𝖣 fale
2. 𝖤 bey𝖥 baye𝖦 bai bay
3. 𝖠 payle𝖡 payl pail𝖣 paile
4. 𝖤 rai ray𝖦 raye𝖧 raie
5. 𝖠 plian plain𝖢 plaen𝖣 playn
11. 𝖠 grae𝖡 grai𝖢 graye gray
12. 𝖤 plaiz plays𝖦 playz𝖧 plaes
13. paint𝖡 pante𝖢 paynt 𝖣 paynte
14. 𝖤 snale snail𝖦 snaile𝖧 snayle
15. great𝖡 grayt𝖢 grait𝖣 graite
6. 𝖤 trai tray𝖦 traye𝖧 trae
7. trail𝖡 trayl𝖢 trayle𝖣 treil
8. 𝖤 Mai𝖥 Maye𝖦 Mey May
9. 𝖠 brade𝖡 brayd𝖢 brayde braid
10. sway𝖥 swaye 𝖦 swaie𝖧 swai
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Earth Smart • Grade 3/Unit 1 SP9
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
gold sold roast coal showbowl snow coast slow floatsoak loaf scold grows blow
Write the spelling words that contain the matching spelling of the long o sound.
long o spelled ow 1.
2.
3.
4.
5.
6.
long o spelled o 7.
8.
9.
long o spelled oa10.
11.
12.
13.
14.
15.
Words Within Words
Write the spelling words that contain the small word.
16. old
17. oak
18. cold
19. oat
20. low
Spelling:Long o
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Wolf! • Grade 3/Unit 1SP10
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
gold sold roast coal showbowl snow coast slow floatsoak loaf scold grows blow
Words in Sentences
Write a spelling word to complete each sentence.
1. I had a of soup for lunch.
2. We bought a of bread at the store.
3. A penguin chick hatches and up.
4. Pieces of ice on top of the water.
5. Mark had to his dog for digging up the flowers.
6. The ground in Antartica is covered in .
7. They used to heat houses with .
8. I brought my cat to school for and tell.
9. There were many necklaces in the window of the store.
10. The girls cookies outside the store.
11. On her birthday, Maggie will out the candles on her cake.
12. We had to the sponges in water.
Opposite
Write the spelling word that is the opposite in meaning to the word below.
13. fast 15. sink
14. hide 16. praise
Spelling:Long o
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Wolf! • Grade 3/Unit 1 SP11
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
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 roa 𝖤 rowd row 𝖥 rowde𝖢 roaw 𝖦 roade𝖣 rowe road
1. 𝖠 gowld𝖡 golde gold𝖣 goald
2. 𝖤 bolle𝖥 boal𝖦 boale bowl
3. 𝖠 soke𝖡 sowk soak𝖣 soake
4. 𝖤 sowld sold𝖦 soald𝖧 solde
5. snow𝖡 snowe𝖢 snoe𝖣 snoa
11. slow𝖡 sloew𝖢 slowe𝖣 sloaw
12. grows𝖥 groaws𝖦 groze𝖧 groaz
13. show𝖡 shoew𝖢 shoaw 𝖣 showe
14. 𝖤 floet𝖥 flote float𝖧 flowt
15. 𝖠 bloa𝖡 bloae𝖢 blowe blow
6. 𝖤 lofe loaf𝖦 loafe𝖧 lowf
7. roast𝖡 roste𝖢 rowst𝖣 rost
8. 𝖤 cowst coast𝖦 coste𝖧 coaste
9. scold𝖡 scowld𝖢 scoald𝖣 scolde
10. 𝖤 coale𝖥 caol 𝖦 cole coal
Spelling:Long o
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Wolf! • Grade 3/Unit 1SP12
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
mild might tied tight brightsky find right child buypie fight fry flight dye
Write the spelling words that contain the matching spelling of the long i sound.
long i spelled ie
1.
2.
long i spelled igh
3.
4.
5.
6.
7.
8.
long i spelled y
9.
10.
11.
12.
long i spelled i
13.
14.
15.
Spelling:Long i
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
My Very Own RoomGrade 3/Unit 1
SP13
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
mild might tied tight brightsky find right child buypie fight fry flight dye
Analogies
An analogy is a statement that compares sets of words that are alike in some way: Night is to day as black is to white. This analogy points out that night and day are opposite in the same way that black and white are opposite.
Use the spelling words to complete the analogies below.
1. Hot is to cold as spicy is to .
2. Cook is to eat as look is to .
3. High is to low as wrong is to .
4. Good is to bad as sell is to .
5. Cow is to calf as mother is to .
In the Dictionary
Many dictionary entries have sample sentences that show how the word can be used.
Complete each sample sentence with a spelling word.
6. The cook baked a peach .
7. The car’s lights were very .
8. Birds fl y in the .
9. I come to the party late.
10. You use to change the color of cloth.
Spelling:Long i
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
My Very Own RoomGrade 3/Unit 1
SP14
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
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 cind 𝖤 light kind 𝖥 lyte
𝖢 kynd 𝖦 liet𝖣 kynd 𝖧 lyght
1. mild𝖡 myld𝖢 mighld𝖣 mield
2. 𝖤 skie sky
𝖦 skye𝖧 skigh
3. 𝖠 pye𝖡 pigh𝖢 py
pie
4. might𝖥 myte𝖦 myght𝖧 mayt
5. fi nd𝖡 fynd𝖢 fi nde𝖣 fi ghnd
11. 𝖠 chyld child𝖢 childe𝖣 chylde
12. 𝖤 fl yte𝖥 fl iet fl ight𝖧 fl ite
13. 𝖠 bryte𝖡 bryt𝖢 bryght bright
14. 𝖤 bie buy𝖦 bigh𝖧 buye
15. 𝖠 digh dye𝖢 diegh𝖣 dygh
6. 𝖤 fi te𝖥 fyte
fi ght𝖧 fi ght
7. 𝖠 tyde𝖡 tighd𝖢 tiyed
tied
8. 𝖤 ryte𝖥 riyt
right𝖧 right
9. 𝖠 frie𝖡 frye
fry𝖣 fright
10. tight𝖥 tite 𝖦 tyte𝖧 tighte
Spelling:Long i
𝖤
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
My Very Own RoomGrade 3/Unit 1
SP15
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
heel week speaks green streetseal bean team clean freeze weak creek free cream field
Vowel Power
Write the spelling words that contain the matching spelling of the long e sound.
long e spelled ea 1.
2.
3.
4.
long e spelled ee 8.
9.
10.
11.
Rhyme Time
Write the spelling word that rhymes with each word below.
15. treat
16. bean
5.
6.
7.
12.
13.
14.
Spelling:Long e
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Boom Town • Grade 3/Unit 2SP16
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
heel week speaks green streetseal bean team clean freeze weak creek free cream field
It Takes Three
Write a spelling word that goes with the other two words.
1. blue, yellow,
2. pea, pod,
3. group, club,
4. road, highway,
What Does It Mean?
Write a spelling word that matches each clue below.
5. Says
6. Thick milk
7. A grassy area
8. Not strong
9. Make ice from water
10. Scrub or wash
11. A part of the foot
12. Close tightly
13. Small stream
14. At no cost
15. Seven days
Spelling:Long e
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Boom Town • Grade 3/Unit 2 SP17
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
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 grene 𝖤 sneze𝖡 grean sneeze𝖢 grien 𝖦 sneez
green 𝖧 sneaze
1. 𝖠 heale𝖡 heil
heel𝖣 hiel
2. 𝖤 siel𝖥 seel𝖦 sele
seal
3. 𝖠 weik𝖡 weeke𝖢 weake
weak
4. 𝖤 wiek week
𝖦 weik𝖧 weake
5. bean𝖡 bene𝖢 beane𝖣 beene
11. 𝖠 clene clean𝖢 cleen𝖣 cleene
12. 𝖤 creem𝖥 creim𝖦 criem cream
13. 𝖠 streat street𝖢 streit 𝖣 striet
14. freeze𝖥 freze𝖦 freaz𝖧 freaze
15. 𝖠 feeld fi eld𝖢 feald𝖣 feild
6. 𝖤 criek𝖥 creake
creek𝖧 creke
7. 𝖠 speeks speaks
𝖢 speiks𝖣 spekes
8. 𝖤 tiem𝖥 teim
team𝖧 teme
9. free𝖡 frea𝖢 frey𝖣 frie
10. 𝖤 grene green
𝖦 grean𝖧 greene
Spelling:Long e
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Boom Town • Grade 3/Unit 2SP18
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
wrap wrists knight wreck gnawsknit knots sign know writegnat wrote knock wring wrong
Pattern Power!
Write the spelling words that have each silent letter.
w 1.
2.
3.
4.
k g 8.
9.
10.
11.
12.
Word Hunt
Write the spelling words in which each of the words below can be found.
16. night
17. not
18. ring
5.
6.
7.
13.
14.
15.
19. now
20. rap
Spelling:Silent Letters
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Home Grown Butterfl iesGrade 3/Unit 2
SP19
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
wrap wrists knight wreck gnawsknit knots sign know writegnat wrote knock wring wrong
Part of the Group
Read the heading for each group of words. Then add the spelling word that belongs in each group.
Things you do with thread
1. sew, stitch,
Bugs
3. fl y, spider,
In the Dictionary
Many dictionary entries have sample sentences that show how the word can be used. Complete each sample sentence with a spelling word.
5. The at the library said “Story Hour.”
6. Someday I want to the story of my life.
7. Marcy did not her family history.
8. This is a fairy tale about a monster that through stone.
Opposites!
Write the spelling word that has the opposite meaning.
9. right
10. fi x
Parts of arms
2. hands, elbows,
Things you tie
4. bows, shoelaces,
Spelling:Silent Letters
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Home Grown Butterfl iesGrade 3/Unit 2
SP20
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
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 kneal 𝖤 fi te𝖡 neal fi ght
kneel 𝖦 fi ghte𝖣 neel 𝖧 faete
1. 𝖠 rap𝖡 rapp𝖢 wrapp
wrap
2. 𝖤 gnit𝖥 knigt
knit𝖧 gnite
3. 𝖠 knat gnat
𝖢 nat𝖣 gnate
4. 𝖤 rists𝖥 wrighsts𝖦 rhist
wrists
5. 𝖠 gnots knots
𝖢 knotes𝖣 gnaughts
11. 𝖠 nowe know𝖢 gnow𝖣 knoa
12. wring𝖥 wrign𝖦 wreng𝖧 wrang
13. 𝖠 knaws𝖡 naws𝖢 gnaus gnaws
14. 𝖤 ryte𝖥 righte write𝖧 wryte
15. 𝖠 rong𝖡 wronge wrong𝖣 ronge
6. 𝖤 roat𝖥 wroat𝖦 roate
wrote
7. knight𝖡 gnite𝖢 gnight𝖣 knite
8. 𝖤 signe𝖥 sihn
sign𝖧 sighn
9. knock𝖡 gnock𝖢 knawk𝖣 gnack
10. wreck𝖥 wrek 𝖦 reack𝖧 reck
Spelling:Silent Letters
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Home Grown Butterfl iesGrade 3/Unit 2
SP21
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:3-Letter Blends
thread screams spread screens strongscrubs street throne spray scrapedspree scratch three throw strength
A. Write the spelling words for each of these clusters below.
thr scr 1.
2.
3.
4.
spr str10.
11.
12.
B. What’s in a Word?
Write the spelling words in which you can find the smaller word.
16. ray
17. rub
18. row
5.
6.
7.
8.
9.
13.
14.
15.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Coasting to CaliforniaGrade 3/Unit 2
SP22
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
3-Letter Blends
thread screams spread screens strongscrubs street throne spray scrapedspree scratch three throw strength
It Takes Three
Write a spelling word that goes with the other two words.
1. sewing, needle,
2. yells, hollers,
3. road, lane,
4. mist, water,
5. cleans, washes,
What Does It Mean?
Write a spelling word that matches each clue below.
6. Where a king sits
7. Having great power
8. What they show movies on
9. What you do with a ball
10. To cut with a fi ngernail
Make a Sentence
Use each word in a sentence.
11. strong
12. three
13. scraped
14. spree
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Coasting to CaliforniaGrade 3/Unit 2
SP23
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:3-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:
𝖠 trea 𝖤 skrape three 𝖥 scraep
𝖢 thea scrape𝖣 threa 𝖧 scrapp
1. 𝖠 thred𝖡 thead
thread𝖣 thraed
2. scrubs𝖥 skrubs𝖦 scrubes𝖧 scubs
3. 𝖠 sprea𝖡 spre𝖢 shree
spree
4. 𝖤 skreams screams
𝖦 sreems𝖧 screims
5. 𝖠 streat𝖡 strete𝖢 streete
street
11. spray𝖡 scray𝖢 sprae𝖣 spraiy
12. throw𝖥 thrauw𝖦 trowe𝖧 throwe
13. 𝖠 shtrong strong𝖢 stron 𝖣 stronge
14. scraped𝖥 scraeped𝖦 scapped𝖧 skraped
15. 𝖠 stength𝖡 strangth strength𝖣 strenth
6. 𝖤 scatch𝖥 shratch
scratch𝖧 scratsch
7. 𝖠 shpread spread
𝖢 shread𝖣 spred
8. throne𝖥 throewn𝖦 trown𝖧 trauwn
9. 𝖠 threa𝖡 trea𝖢 thre
three
10. screens𝖥 screans 𝖦 skreens𝖧 skreams
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Coasting to CaliforniaGrade 3/Unit 2
SP24
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
chick teacher thick cheese stretchmuch truth whales fish whatpitch lunch hatch them pathway
Write the spelling words with these spelling patterns.
ch 1.
2.
3.
th 6.
7.
8.
9.
tch10.
11.
12.
wh13.
14.
sh15.
4.
5.
Spelling:Digraphs
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Here’s My Dollar • Grade 3/Unit 2 SP25
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
chick teacher thick cheese stretchmuch truth whales fish whatpitch lunch hatch them pathway
What’s the Word?
Complete each sentence with a word from the spelling list.
1. The snow crunched as the wolf walked across it.
2. We eat after science class.
3. When will the birds from their eggs?
4. I walked down a park .
5. The baby was soft and fuzzy.
6. Our told us a story about a wolf.
7. He would like a grilled sandwich.
8. Are you watching play baseball on Friday night?
9. the ball over the plate.
10. You should take a walk to your legs.
Define It!
Write the spelling words that have the same meaning as the words or phrases below.
11. large sea mammals
12. a lot
13. animals that swim
14. the honest story
15. which thing
Spelling:Digraphs
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Here’s My Dollar • Grade 3/Unit 2SP26
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
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 sheck watch𝖡 ceck 𝖥 wach
check 𝖦 watsch𝖣 schek 𝖧 whach
1. chick𝖡 shick𝖢 chik𝖣 schick
2. 𝖤 mutch𝖥 mutsh𝖦 musch
much
3. 𝖠 pish𝖡 pitsh
pitch𝖣 pich
4. 𝖤 techer teacher
𝖦 teasher𝖧 teatcher
5. 𝖠 trooth𝖡 thruth𝖢 truht
truth
11. fi sh𝖡 fi hs𝖢 fi sch𝖣 fi tch
12. 𝖤 tehm𝖥 thehm𝖦 temh them
13. 𝖠 strech stretch𝖢 stretsch 𝖣 shtrech
14. 𝖤 waht𝖥 whath what𝖧 wath
15. pathway𝖡 pahtway𝖢 pathwhay𝖣 pahtwhay
6. 𝖤 lonch𝖥 lunsh
lunch𝖧 lunsch
7. 𝖠 tichk𝖡 thik𝖢 thich
thick
8. 𝖤 wahles whales
𝖦 whals𝖧 wahls
9. 𝖠 hach hatch
𝖢 hasch𝖣 hatsch
10. cheese𝖥 cheeze 𝖦 sheese𝖧 chese
Spelling:Digraphs
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Here’s My Dollar • Grade 3/Unit 2 SP27
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
he’d what’s you’re isn’t I’veshe’d won’t wasn’t we’re didn’tthat’s there’s we’ll couldn’t they’re
A. Write the spelling words that go in the groups.
1. he’ll, he’s,
2. I’ll, I’m,
3. you’ve, you’ll,
B. Contraction Power
Write the spelling words that contain the contraction endings.
’d
6.
7.
’s
8.
9.
10.
’re
11.
12.
13.
4. there’d, there’ll,
5. we’ve, we’d, ,
n’t
14.
15.
16.
17.
18.
’ll
19.
’ve
20.
Spelling:Contractions
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
A Castle on Viola StreetGrade 3/Unit 2
SP28
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Contractions
he’d what’s you’re isn’t I’veshe’d won’t wasn’t we’re didn’tthat’s there’s we’ll couldn’t they’re
A. What’s the Word?
Write a spelling word to complete each sentence.
1. a bird’s nest in the tree by my window.
2. Do you see that? the home that the bird built.
3. My grandparents are building a home, too. building it next door to me.
4. My grandparents’ home fi nished yet.
5. I asked Grandpa, “Can I help while working?”
6. He said that think about it.
7. Grandma said that let me help her.
8. Grandma and I are busy. painting walls.
9. be done soon, though.
10. Mom comes up and asks, “ going on?”
11. “ been helping to build a home,” I say.
B. Make It Short!
Write the spelling words that are the contractions for the words below.
12. could not
13. did not
14. will not
15. was not
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
A Castle on Viola StreetGrade 3/Unit 2
SP29
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
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 she’l 𝖤 havn’t𝖡 shel’l haven’t
she’ll 𝖦 havent’𝖣 sh’ll 𝖧 hav’ot
11. 𝖠 isnt’𝖡 isno’t𝖢 is’t isn’t
12. there’s𝖥 the’res𝖦 they’res𝖧 ther’is
13. 𝖠 hee’d𝖡 hed’ he’d𝖣 h’ed
14. 𝖤 there’re they’re𝖦 th’are𝖧 theyr’e
15. 𝖠 coud’nt𝖡 could’nt𝖢 coudn’t couldn’t
6. 𝖤 wo’nt𝖥 wiln’t𝖦 willn’t won’t
7. 𝖠 w’ere𝖡 wer’e we’re𝖣 we’r
8. 𝖤 was’nt wasn’t𝖦 wuzn’t𝖧 waz’nt
9. 𝖠 sh’ed she’d𝖢 shed’𝖣 sh’d
10. what’s𝖥 whats’𝖦 wat’s𝖧 wha’ts
1. wel’l we’ll𝖢 w’ill𝖣 we’ill
2. 𝖤 did’nt𝖥 di’nt didn’t𝖧 didn’ot
3. that’s𝖡 tha’s𝖢 thats’𝖣 that’is
4. 𝖤 your’re𝖥 you’r𝖦 youre’ you’re
5. 𝖠 I’ave𝖡 Ih’ve I’ve𝖣 Iv’e
Spelling:Contractions
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
A Castle on Viola StreetGrade 3/Unit 2
SP30
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
r-Controlled Vowels er, ir, ur
This week’s spelling words contain the vowel sound /ûr/. Write the spelling words that have these patterns.
/ûr/ spelled ur 1.
2.
3.
/ûr/ spelled ear 7.
8.
/ûr/ spelled or 9.
10.
11.
/ûr/ spelled er 4.
5.
6.
/ûr/ spelled ir12.
13.
14.
15.
turns learn earn girls worldfirst purr nurse firm serveherds third perch word worth
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Author: A True Story • Grade 3/Unit 3 SP31
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: r-Controlled Vowels
er, ir, ur
turns learn earn girls worldfirst purr nurse firm serveherds third perch word worth
What’s the Word?
Complete each sentence with a spelling word.
1. There are hundreds of different trees in the .
2. of elephants travel in packs in Africa.
3. Vets sick animals to health.
4. A man from Norway was the person to reach the South Pole.
5. Betsy will as class president this year.
6. When I pet my cat I hear her .
7. The bird sang all day as she sat on her .
8. I 50 dollars a week for cleaning out the cage.
9. Jack was the person in the line.
10. The truck cannot make wide around the corners.
11. The was very hard to spell.
12. The painting of the animals was a lot of money.
Find the Opposites
Write the spelling word that is the opposite of each word.
13. boys
14. soft
15. forget
16. last
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Author: A True Story • Grade 3/Unit 3SP32
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
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:
𝖠 hir dirt𝖡 herr 𝖥 dert𝖢 hur 𝖦 dort her 𝖧 durt
1. turns𝖡 tirns𝖢 terrns𝖣 terrns
2. 𝖤 forst fi rst𝖦 ferst𝖧 furst
3. 𝖠 hirds𝖡 heirds herds𝖣 hurds
4. 𝖤 lern𝖥 liern learn𝖧 lirn
5. purr𝖡 pir𝖢 pur𝖣 perr
11. 𝖠 furm𝖡 ferm𝖢 fi rem fi rm
12. 𝖤 wurd word𝖦 wird𝖧 werd
13. world𝖡 wurld𝖢 wirld 𝖣 warld
14. 𝖤 sirve𝖥 sierve𝖦 surve serve
15. 𝖠 wurth𝖡 warth𝖢 wirth worth
6. 𝖤 thurd third𝖦 therd𝖧 thord
7. 𝖠 erne𝖡 arne earn𝖣 urne
8. 𝖤 nirse nurse𝖦 nerse𝖧 narse
9. 𝖠 pirch𝖡 purch perch𝖣 pourch
10. 𝖤 goils𝖥 gerls 𝖦 gurls girls
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Author: A True Story • Grade 3/Unit 3 SP33
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: r-Controlled Vowels
ar, or
Pattern Power!
This week’s spelling words contain the vowel sounds /är/ and /ôr/. Write each spelling word under the word that has the same vowel sound.
harm
1.
2.
3.
4.
5.
6.
bark sore yard porch choreshorts hard sport pour woresharp storms sharks story carve
12.
13.
14.
15.
port
7.
8.
9.
10.
11.
Write the spelling words with the /ôr/ sound spelled:
or16.
17.
18.
19.
20.
ore21.
22.
23.
our24.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Dear Juno • Grade 3/Unit 3SP34
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
r-Controlled Vowels ar, or
bark sore yard porch choreshorts hard sport pour woresharp storms sharks story carve
Synonym Alert!
Write the spelling words that have the same meanings as the words below.
1. pointed
2. tale
3. fi rm
4. game
5. shout
What’s the Word?
Complete each sentence with a spelling word.
6. At the feast, the chef will a turkey.
7. It is my to set the table.
8. Last night we ate dinner outside on the .
9. water into each glass.
10. I bought new to wear.
11. love to eat small fi sh.
12. We ate our food outside in the .
13. The made the lights go out.
14. For the dinner party, Meg her new shirt.
15. My arms were after stirring the soup for two hours.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Dear Juno • Grade 3/Unit 3 SP35
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: 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 erm corn arm 𝖥 corne
𝖢 orm 𝖦 korn𝖣 ahrm 𝖧 carn
1. 𝖠 baurk𝖡 bawrk
bark𝖣 barke
2. 𝖤 sharts shorts
𝖦 sherts𝖧 shurts
3. sharp𝖡 sherp𝖢 shaurp𝖣 shorp
4. 𝖤 sare𝖥 sor𝖦 saur
sore
5. 𝖠 hord𝖡 harde
hard𝖣 haurd
11. pour𝖡 paur𝖢 por𝖣 paure
12. 𝖤 staury𝖥 stary𝖦 storee story
13. 𝖠 shure𝖡 chure𝖢 chare chore
14. 𝖤 waur𝖥 wawr wore𝖧 wor
15. carve𝖡 caurve𝖢 corve𝖣 carv
6. 𝖤 sturms𝖥 starms𝖦 stourms
storms
7. yard𝖡 yaurd𝖢 yarde𝖣 yurd
8. sport𝖥 spart𝖦 spourt𝖧 spowrt
9. 𝖠 shaurks𝖡 shawrks
sharks𝖣 sherks
10. 𝖤 purch porch
𝖦 parche𝖧 pourch
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Dear Juno • Grade 3/Unit 3SP36
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
unfair precut misnumber presale unloadretold unwanted preplan undone misreadmisfile recall unhappy mistreat recycle
A. Write the spelling words that have the base words below.
1. want
2. call
3. number
B. Write the spelling words that contain the prefixes below.
un- 6.
7.
8.
9.
10.
re-11.
12.
13.
4. plan
5. cycle
mis-14.
15.
16.
17.
pre-18.
19.
20.
Spelling:Prefixes re-, un-,
pre-, mis-
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Messaging ManiaGrade 3/Unit 3 SP37
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
unfair precut misnumber presale unloadretold unwanted preplan undone misreadmisfile recall unhappy mistreat recycle
A. What’s the Word?
Write a spelling word to complete each sentence.
1. I was when my best friend moved away.
2. I thought it was .
3. Now we have to our time to communicate.
4. I am careful so I don’t her e-mail messages.
5. A long time ago, people stories to communicate.
6. Now my friend and I use the computer to the fun times we had.
B. What Does It Mean?
Write the spelling word that matches each meaning.
7. use again
8. put in the wrong place
9. before a sale
10. make a mistake in numbering
11. be mean to
12. opposite of done
13. cut before
14. take boxes off a truck
15. not wanted
Spelling:Prefixes re-, un-,
pre-, mis-
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Messaging ManiaGrade 3/Unit 3SP38
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
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:
retake 𝖤 misslead𝖡 rietake 𝖥 mislede
𝖢 rietaik mislead 𝖣 retack 𝖧 misleed
1. 𝖠 pricut precut
𝖢 precutt𝖣 precute
2. 𝖤 uhnhappy𝖥 unhapy
unhappy𝖧 unhappee
3. 𝖠 missnumbre𝖡 misnumbre𝖢 missnumber
misnumber
4. unload𝖥 unlode 𝖦 unlood𝖧 unloade
5. 𝖠 ricycle𝖡 ricykle
recycle𝖣 recikle
6. 𝖤 unphair𝖥 unfar𝖦 unfare unfair
7. 𝖠 persale𝖡 presaile presale𝖣 presail
8. 𝖤 unwantid unwanted𝖦 uhnwanted𝖧 unwauntid
9. 𝖠 ricaul𝖡 recaul𝖢 ricall recall
10. mistreat𝖥 mistreet𝖦 misstreat𝖧 misstreet
11. 𝖠 misfiel𝖡 missfiel misfile𝖣 missfile
12. 𝖤 perplan preplan𝖦 priplan𝖧 prieplan
13. 𝖠 undune undone𝖢 undun𝖣 uhndone
14. misread𝖥 misreed𝖦 missread𝖧 missred
15. 𝖠 ritold𝖡 rietold𝖢 retolde retold
Spelling:Prefixes re-, un-,
pre-, mis-
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Messaging ManiaGrade 3/Unit 3 SP39
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: Diphthong oi, oy
Pattern Power
Write the spelling words with the /oi/ sound spelled:
oi 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
oy11.
12.
13.
14.
15.
coy toil noise spoiled choicesoil coins loyal enjoys soybeanfoil point boiled voice joyful
Syllable Power
Write the spelling words that have one syllable:
16.
17.
18.
19.
20.
21.
22.
23.
24.
Write the spelling words that have two syllables:
25.
26.
27.
28.
29.
30.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
What Do Illustrators Do?Grade 3/Unit 3
SP40
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Diphthong oi, oy
coy toil noise spoiled choicesoil coins loyal enjoys soybeanfoil point boiled voice joyful
A. Analogies
An analogy is a statement that compares sets of words that are alike in some way. Use spelling words to complete the analogies below.
1. Drummer is to drum as singer is to .
2. Dark is to light as silence is to .
3. Dollars are to cash as cents are to .
4. Bad is to awful as glad is to .
5. Head is to nod as fi nger is to .
B. Define It!
Write the spelling words that have the same meaning as the words or phrases below.
6. dirt
7. aluminum wrap for sandwich
8. faithful
9. work hard
10. selection
11. bean used for food
12. shy
13. heated water
14. ruined
15. likes
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
What Do Illustrators Do?Grade 3/Unit 3
SP41
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: Diphthong 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:
𝖠 toi boy𝖡 toie 𝖥 boye𝖢 toye 𝖦 boi
toy 𝖧 boie
1. 𝖠 coi𝖡 koie
coy𝖣 koy
2. soil𝖥 soyle𝖦 soyl𝖧 souyl
3. foil𝖡 foyl𝖢 fi ol𝖣 foyal
4. 𝖤 toyal toil
𝖦 toyel𝖧 toill
5. 𝖠 coyns coins
𝖢 coines𝖣 cions
11. enjoys𝖡 enjoise𝖢 enjoiys𝖣 enjoice
12. 𝖤 voyce𝖥 voise𝖦 vouyce voice
13. 𝖠 choyce𝖡 choise𝖢 choyse choice
14. soybean𝖥 soibeen𝖦 soibean𝖧 sueybean
15. 𝖠 joiful𝖡 juoiful joyful𝖣 juoyufl
6. 𝖤 poynt𝖥 piont𝖦 poyunt
point
7. 𝖠 noysee noisy
𝖢 noizee𝖣 noysy
8. 𝖤 loil𝖥 loyel
loyal𝖧 loiel
9. boiled𝖡 boyeld𝖢 boyled𝖣 bioled
10. 𝖤 spoyeld𝖥 spoyald
spoiled𝖧 spoilld
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
What Do Illustrators Do?Grade 3/Unit 3
SP42
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Variant Vowel oo, u_e, ue, ew
Pattern Power!
Write the spelling words that have these patterns.
u-e 1.
2.
3.
4.
oo 5.
6.
7.
8.
9.
ue10.
11.
12.
oe13.
ew14.
oo-e15.
loop clue shook goose truerude spoon blue mules shoelook tube cubes gloom stew
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
The Jones Family ExpressGrade 3/Unit 3
SP43
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: Variant Vowel
oo, u_e, ue, ew
loop clue shook goose truerude spoon blue mules shoelook tube cubes gloom stew
A. Analogies
An analogy is a statement that compares sets of words that are alike in some way: Night is to day as black is to white. This analogy points out that night and day are opposite in the same way that black and white are opposite.
Use spelling words to complete the analogies below.
1. Wrong is to right as false is to .
2. Head is to hat as foot is to .
3. Ear is to listen as eye is to .
4. Neat is to messy as polite is to .
B. In the Dictionary
Many dictionary entries have sample sentences that show how the word can be used. Complete each sample sentence with a spelling word.
5. Read the fi rst in the crossword puzzle.
6. We rode on down into the Grand Canyon.
7. You can fl oat down the river in an inner .
8. Make a with the rope.
9. Father made a vegetable for dinner.
10. Before opening the gift, she the box.
11. The water will become ice in the freezer.
12. I could not see anything through the fog and .
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
The Jones Family ExpressGrade 3/Unit 3
SP44
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Variant Vowel 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:
𝖠 bouk too𝖡 bok 𝖥 tou
book 𝖦 tue𝖣 buuk 𝖧 tu
1. 𝖠 lupe𝖡 lewp𝖢 loope
loop
2. rude𝖥 roode𝖦 reud𝖧 rewd
3. 𝖠 louk look
𝖢 lewk𝖣 luk
4. 𝖤 cloo𝖥 clewe𝖦 cleu
clue
5. 𝖠 spewn𝖡 spoun
spoon𝖣 spown
11. mules𝖡 mools𝖢 mewles𝖣 mouls
12. 𝖤 glume𝖥 gloome gloom𝖧 glewm
13. 𝖠 shew shoe𝖢 shou 𝖣 shue
14. 𝖤 sirve𝖥 sierve𝖦 surve serve
15. 𝖠 stoow𝖡 stouw𝖢 steuw stew
6. 𝖤 toob𝖥 tewb𝖦 teub
tube
7. shook𝖡 shuk𝖢 shewk𝖣 shoock
8. 𝖤 bloo blue
𝖦 blou𝖧 bluu
9. 𝖠 coobs cubes
𝖢 coubs𝖣 cewbs
10. 𝖤 gewse𝖥 guse
goose𝖧 gouse
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
The Jones Family ExpressGrade 3/Unit 3
SP45
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
found owl scout crowd groundtown couch round proud loudershout bow plow clouds bounce
Pattern Power!
This week’s spelling words contain the vowel sound /ou/. Write the spelling words with the /ou/ sound spelled:
ou 1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ow11. 14.
12. 15.
13.
Words Within Words
Write each spelling word in which you can find the smaller word.
16. row 19. own
17. low 20. round
18. loud
Spelling:Diphthong ou, ow
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Seven Spools of ThreadGrade 3/Unit 4
SP46
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Diphthong ou, ow
found owl scout crowd groundtown couch round proud loudershout bow plow clouds bounce
A. Analogies
An analogy is a statement that compares sets of words that are alike in some way: Night is to day as black is to white. This analogy points out that night and day are opposite in the same way that black and white are opposite.
Use the spelling words to complete the analogies below.
1. Top is to bottom as sky is to .
2. Bad is to good as lost is to .
3. Quiet is to whisper as loud is to .
4. Flying disk is to throw as ball is to .
5. Moo is to cow as hoot is to .
6. Salute is to general as is to audience.
B. Def ine It!
Write the spelling word that matches each definition.
7. Large group of people
8. Big soft seat to sit on
9. Feeling pleased about what you did
10. What rain falls from
11. Someone who goes out to get information
12. Shape of a circle
13. A place where people live
14. Raised volume
15. Tool on a farm
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Seven Spools of ThreadGrade 3/Unit 4
SP47
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Diphthong ou, ow
6. 𝖤 bau𝖥 bou
bow𝖧 baw
7. 𝖠 scowt𝖡 scaut
scout𝖣 scawt
8. 𝖤 raund round
𝖦 rawnd𝖧 rownd
9. 𝖠 plow𝖡 plaugh𝖢 plau𝖣 plaw
10. 𝖤 craud𝖥 crowd𝖦 crawd𝖧 crod
11. 𝖠 praud𝖡 prawd𝖢 proud𝖣 prowd
12. 𝖤 clowds𝖥 clawds𝖦 clauds𝖧 clouds
13. 𝖠 grownd ground
𝖢 graund𝖣 grawnd
14. 𝖤 lowder𝖥 lauwder𝖦 loder
louder
15. 𝖠 bownce𝖡 bounse𝖢 bownse
bounce
𝖠
𝖥
𝖢
𝖧
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:
owt brown ott 𝖥 braun oute 𝖦 bron out 𝖧 browne
1. 𝖠 fownd𝖡 fawnd𝖢 faund
found
2. taun town tawn toun
3. shout𝖡 showt𝖢 shaut𝖣 shawt
4. 𝖤 awel𝖥 oal 𝖦 owel
owl
5. couch𝖡 cowch𝖢 coch𝖣 coush
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Seven Spools of ThreadGrade 3/Unit 4
SP48
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:Plurals
years states inches ponies lunchestwins ashes flies bunches cherriestrays foxes cities alleys daisies
This week’s spelling list contains plural words. Plurals are words that name more than one thing.
Write the spelling words for each of these plural endings.
s
1.
2.
3.
4.
y to i + -es
5.
6.
7.
8.
9.
Find the Base Word
Write the base word of each plural noun.
16. fl ies
17. ponies
18. bunches
es
10.
11.
12.
13.
14.
15.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Nacho and Lolita • Grade 3/Unit 4 SP49
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Plurals
years states inches ponies lunchestwins ashes flies bunches cherriestrays foxes cities alleys daisies
A. Part of the Group
Add the spelling word that belongs in each group below.
Fruits Baby animals
1. apples, grapes, 2. calves, kittens,
Places to live Units of time
3. towns, villages, 4. days, months,
Animals Flowers
5. sheep, bears, 6. roses, lilies,
B. A Clue for You
7. They are small streets behind buildings.
8. You carry food on them.
9. There are 50 of these in the United States.
10. They buzz through the air.
11. What is left after something burns.
12. What students bring to school to eat.
13. Groups of something.
14. There are 12 of these in 1 foot.
15. Two people who look exactly alike.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Nacho and Lolita • Grade 3/Unit 4SP50
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
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:
keys 𝖤 ladys𝖡 keeze 𝖥 ladees
𝖢 keyes 𝖦 laides 𝖣 keies ladies
1. 𝖠 yeares𝖡 yiers
years𝖣 yeirs
2. twins𝖥 twinz𝖦 twiness𝖧 twinz
3. 𝖠 traies trays
𝖢 trayies𝖣 traes
4. 𝖤 staties𝖥 statez
states𝖧 statses
5. 𝖠 ashs𝖡 ashies𝖢 ashez
ashes
6. foxes𝖥 foxies𝖦 foxs𝖧 foxses
7. 𝖠 inchs𝖡 inchies𝖢 inchez inches
8. 𝖤 flys𝖥 flyes
flies𝖧 fliez
9. 𝖠 cityies𝖡 cities𝖢 citys𝖣 citees
10. 𝖤 poneis𝖥 poneese𝖦 poneez𝖧 ponies
11. 𝖠 bunches𝖡 bunchs𝖢 bunschs𝖣 bunchez
12. 𝖤 alleyies𝖥 alleyes 𝖦 alleys𝖧 alleies
13. 𝖠 lunchs lunches𝖢 lunschs𝖣 lunchez
14. 𝖤 cherrys𝖥 cherryis𝖦 cherryies cherries
15. 𝖠 daisys𝖡 daisees daisies𝖣 daysies
𝖦
𝖠
𝖡
𝖧
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Nacho and Lolita • Grade 3/Unit 4 SP51
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Variant Vowels: a, au, aw, alt, alk, all, ough
yawn lawn hawks bawls pausedtaught halls squawk drawing crawledsalt hauls bought caused coughing
Pattern Power!
Write the spelling words that have these patterns.
/ô/ spelled au
1. 2. 3.
/ô/ spelled aw
4. 7. 9.
5. 8. 10.
6.
/ô/ spelled a
11. 12.
/ô/ spelled augh
13.
/ô/ spelled ough
14. 15.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
A Solution to Pollution Grade 3/Unit 4
SP52
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
yawn lawn hawks bawls pausedtaught halls squawk drawing crawledsalt hauls bought caused coughing
A. What’s the Word?
Complete each sentence with a spelling word.
1. The chef us how to bake cookies.
2. She a loaf of bread at the bakery.
3. There was too much in the soup.
4. Watch out! Those large are trying to eat our picnic food!
5. My mother when she loses her favorite recipe book.
6. We set up a lemonade stand on the front .
7. Margaret is a picture of a strawberry shortcake.
8. She the burnt cookies to the trash.
9. The smell of pepper made us start sneezing and .
10. After he fi nished dinner, Bob let out a big and fell asleep.
11. You could smell the cookies all the way down our .
12. The smell me to smile.
B. Synonym Alert!
For each word below, write the spelling word that has the same meaning.
13. creeped
14. squeal
15. stopped
Spelling:Variant Vowels: a, au, aw, alt, alk, all, ough
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
A Solution to Pollution Grade 3/Unit 4
SP53
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
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 sawlt 𝖤 fawl 𝖡 sealt fall
salt 𝖦 faul 𝖣 sault 𝖧 faol
1. 𝖠 yaun𝖡 yonn
yawn𝖣 yann
2. taught𝖥 tawt𝖦 tawght𝖧 tauht
3. 𝖠 sault𝖡 sawlt𝖢 selt
salt
4. lawn𝖥 laun 𝖦 laugn𝖧 lohn
5. 𝖠 hawls𝖡 haughls
halls𝖣 haulls
6. 𝖤 haughls𝖥 hals𝖦 hawls hauls
7. 𝖠 hauks hawks𝖢 haks𝖣 haulks
8. 𝖤 squauk squawk𝖦 sqwack𝖧 squock
9. 𝖠 baught𝖡 bawt 𝖢 bought𝖣 baght
10. 𝖤 boughls𝖥 bals𝖦 bauls 𝖧 bawls
11. 𝖠 drawing𝖡 drauing𝖢 drauwing𝖣 draughing
12. 𝖤 cawsed𝖥 cassed𝖦 caused𝖧 coused
13. 𝖠 pased𝖡 poused𝖢 pawsed paused
14. 𝖤 crowled𝖥 crauled crawled𝖧 craled
15. 𝖠 caughing coughing𝖢 cawfi ng𝖣 coghing
Spelling:Variant Vowels: a, au, aw, alt, alk, all, ough
𝖢
𝖧
𝖠
𝖦
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
A Solution to Pollution Grade 3/Unit 4
SP54
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
sale beat rowed your they’resail rode its you’re peacebeet road it’s there piece
Homophones are words that sound alike but have different spellings and different meanings. Write the spelling words that are homophones of the words below.
1. there
2. peace
3. sale
4. beet
5. rowed
6. it’s
7. your
Which spelling words are contractions?
8.
9.
10.
Write the spelling words that have the sounds below.
long e11. 13.
12. 14.
long a15.
Spelling:Homophones
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Ramona and Her FatherGrade 3/Unit 4
SP55
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
sale beat rowed your they’resail rode its you’re peacebeet road it’s there piece
Homophones are words that sound alike but have different spellings and different meanings. In each sentence below, a homophone is used incorrectly. Circle the incorrect homophone and write the correct homophone on the line following the sentence.
1. Its important to help people who need you.
2. All of the cakes and pies were on sail for a good cause.
3. Is that you’re mother on TV?
4. The rowed was long and dark.
5. Someday there will be piece on earth.
6. My family used a beat and a carrot from our garden to make soup.
7. At camp we learned how to sale a boat.
8. We were allowed to feed the chimp a peace of banana.
9. The gorilla scratched it’s head.
10. There going to open a new community center in our town.
11. The group road through the jungle in a truck.
12. We beet last year’s record by raising even more money for the zoo.
13. They’re are many volunteers who help at the soup kitchen.
14. Your so good at listening to others.
15. We all road the boat to shore.
Spelling:Homophones
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Ramona and Her FatherGrade 3/Unit 4
SP56
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
6. 𝖤 rowd𝖥 roud road𝖧 raud
7. 𝖠 roed𝖡 wrowd rowed𝖣 roud
8. 𝖤 ets𝖥 i’ts its𝖧 itz
9. 𝖠 itz𝖡 i’ts𝖢 ets it’s
10. your𝖥 yure𝖦 your’e𝖧 yowr
11. 𝖠 yure you’re𝖢 your’e𝖣 yowr
12. 𝖤 thier𝖥 thare there𝖧 theyr’e
13. 𝖠 thier𝖡 theyr’e𝖢 thare they’re
14. peace𝖥 peise𝖦 peice𝖧 pease
15. 𝖠 peice𝖡 peise piece𝖣 pease
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 soe 𝖤 soe 𝖡 sowe sew 𝖢 soh 𝖦 sowe 𝖣 so 𝖧 soh𝖣
Spelling:Homophones
1. sale𝖡 sayle𝖢 saile𝖣 sayel
2. 𝖤 sayle sail𝖦 cayle𝖧 sayel
3. beet𝖡 beete𝖢 biet𝖣 beit
4. 𝖤 beete beat 𝖦 beit𝖧 biet
5. 𝖠 wroad𝖡 raud𝖢 rowd rode
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Ramona and Her FatherGrade 3/Unit 4
SP57
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Soft c and g
cell place cents nice pagesgems gyms price giant gentleage city space changes message
Word Sort
Write the spelling words that have soft c spelled:
c 1.
ce 2. 5.
3. 6.
4. 7.
Write the spelling words that have soft g spelled:
g 8. 10.
9. 11.
ge12. 14.
13. 15.
Rhyme Time
Write the spelling word that rhymes with each word below.
16. face 19. pity
17. cages 20. rims
18. bell
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Out of This World! Grade 3/Unit 4
SP58
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Soft c and g
cell place cents nice pagesgems gyms price giant gentleage city space changes message
A. It Takes Three
Write a spelling word that goes with the other two words.
1. cost, amount, 4. town, village,
2. jewelry, charms, 5. calm, tender,
3. coins, change,
B. Words in Sentences
Write a spelling word to complete each sentence.
1. There are many inside a book.
2. There was a time when Earth was a cold and frosty .
3. Dinosaurs lived during a different .
4. You get fi ve for each bottle you recycle.
5. We won’t cut down trees to make for a mall.
6. You must be when you pet animals.
7. There are trees in the redwood forest.
8. We had a “Save the Forest” meeting in each of the school .
9. My sister looked at a plant under a microscope.
10. You cannot put a on nature.
11. They mine for in those old mountains.
12. I left a on her answering machine.
13. The of his book were made from recycled paper.
14. The woman never litters.
15. The pollution from the is hurting the forest nearby.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Out of This World!Grade 3/Unit 4
SP59
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: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 caige rice 𝖡 cage 𝖥 ryse 𝖢 caje 𝖦 ryce 𝖣 cayj 𝖧 raice
1. 𝖠 sel cell
𝖢 selle𝖣 cel
2. 𝖤 jems𝖥 jehms
gems𝖧 gehms
3. 𝖠 aig𝖡 aje
age𝖣 adje
4. place𝖥 playce 𝖦 plase𝖧 plaise
5. 𝖠 jyms gyms
𝖢 jims𝖣 gims
6. city𝖥 sity𝖦 citty𝖧 cety
7. 𝖠 zents𝖡 sence cents𝖣 cense
8. 𝖤 pryce price𝖦 prise𝖧 pryse
9. 𝖠 spase𝖡 spaice𝖢 spayce𝖣 space
10. 𝖤 nyce𝖥 nise𝖦 naice𝖧 nice
11. 𝖠 jiant𝖡 jyant𝖢 giant𝖣 gyant
12. 𝖤 chanjes𝖥 chaynjes𝖦 chainges𝖧 changes
13. 𝖠 pages𝖡 pajes𝖢 payges𝖣 paiges
14. 𝖤 jentle𝖥 gentle𝖦 gentel𝖧 jentel
15. 𝖠 mecage𝖡 mesadge𝖢 messej𝖣 message
𝖡
𝖣
𝖧
𝖢
𝖧
𝖠
𝖥
𝖣
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Out of This World! Grade 3/Unit 4
SP60
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
airplane daylight birdhouse sometime sidewalksdaytime hairdo barefoot someone basketballbirthday notebook headlight newspaper stagecoach
A. What’s in a Word?
Compound words are made up of smaller words. Write the spelling words that have the following words in them.
1. some
2. light
3. time
4. day
B. Order Please!
Write each group of spelling words in alphabetical order.
birdhouse, airplane, basketball, barefoot, birthday
5.
6.
7.
8.
9.
someone, sometime, sidewalks, stagecoach
10. 12.
11. 13.
notebook, hairdo, newspaper, headlight, daytime
14.
15.
16.
17.
18.
Spelling:Compound Words
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Penguin Chick • Grade 3/Unit 5 SP61
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
airplane daylight birdhouse sometime sidewalksdaytime hairdo barefoot someone basketballbirthday notebook headlight newspaper stagecoach
A. What’s the Word?
Complete each sentence with a spelling word.
1. My brother delivers the on our street to make money.
2. I wish would hire me.
3. Put on your shoes. You can’t go to work .
4. Before , my father has gone to the offi ce.
5. The woman needed a before her party.
6. Write down your ideas in a so you do not forget them.
7. The car’s was not working.
8. The of the town were full of people shopping.
9. The store sells shoes for kids who play soccer, baseball, and
.
10. She works at night because she is too busy during the .
11. My is a day that I stay home from work and relax.
12. I would like to open my own business in the future.
B. Where Would It Be?
Write the spelling word that would most likely be found in each of these places.
13. in the backyard
14. at an airport
15. in a movie about the old West
Spelling:Compound Words
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Penguin Chick • Grade 3/Unit 5SP62
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
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 whithout 𝖤 owtside𝖡 wittout 𝖥 outsighted
without 𝖦 ootside𝖣 wethout outside
1. 𝖠 areplain airplane
𝖢 airplain𝖣 errplane
2. daytime𝖥 daytyme𝖦 daitime𝖧 daytim
3. 𝖠 birthdai𝖡 birtday
birthday𝖣 berthday
4. 𝖤 daylite𝖥 daelyte
daylight𝖧 deylight
5. hairdo𝖡 hayredo𝖢 haredo𝖣 herrdo
Spelling:Compound Words
6. 𝖤 knotebook𝖥 nootbook notebook𝖧 notbook
7. 𝖠 birdhause𝖡 birdhaus𝖢 birdhous birdhouse
8. 𝖤 barefut barefoot𝖦 baerfoot𝖧 bairfoot
9. 𝖠 headlite𝖡 hedlight𝖢 headlyte headlight
10. 𝖤 soumtime sometime𝖦 sumtime𝖧 sometyme
11. someone𝖡 sumwon𝖢 somewon𝖣 somewan
12. newspaper𝖥 newpaper𝖦 newspapper𝖧 knewspaper
13. 𝖠 sidewoks sidewalks𝖢 sydewalkes𝖣 sidewaulks
14. 𝖤 basketbull𝖥 basketbal𝖦 basketbol basketball
15. 𝖠 stagcoche𝖡 stajcoach𝖢 stagecoah stagecoach
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Penguin Chick • Grade 3/Unit 5 SP63
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Inflectional Endings
tries dries hurries studies playstried dried hurried studied playedtrying drying hurrying studying playing
A. Pattern Power!
Write the spelling words that have one syllable.
1.
2.
Write the spelling words that have two syllables.
7.
8.
9.
Write the spelling words that have three syllables.
14.
15.
B. Rhyme Time
Write a spelling word that rhymes with each of these words.
16. eyes
17 . trade
18. worrying
19. buddies
20. fl ying
3.
4.
5.
6.
10.
11.
12.
13.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Animal Homes • Grade 3/Unit 5SP64
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Inflectional Endings
tries dries hurries studies playstried dried hurried studied playedtrying drying hurrying studying playing
A. What’s the Word?
Complete each sentence with a spelling word.
1. The baseball player to get to fi rst base.
2. After school she dances to music and volleyball with friends.
3. I hard for the test, so I hope I did well.
4. We were all to win the race.
5. The socks that were on the line were blowing in the wind.
6. The children in the backyard after lunch.
7. The teacher was hoping that the students were .
8. The cat to climb the tree, but she could not do it.
9. Gretel was dropping crumbs while down the path.
10. The machine the clothes by blowing air on them.
B. Find the Base Words
Write the base word of each spelling word.
11. tries
12. playing
13. studies
14. hurries
15. dried
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Animal Homes • Grade 3/Unit 5 SP65
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: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 cryed 𝖤 crys 𝖡 cried 𝖥 chries 𝖢 cride 𝖦 crise 𝖣 creid 𝖧 cries
1. 𝖠 trize𝖡 tries𝖢 trys𝖣 treis
2. 𝖤 tryed𝖥 tride𝖦 tryd𝖧 tried
3. 𝖠 trying𝖡 trian𝖢 treyeing𝖣 triying
4. 𝖤 drys𝖥 dryes 𝖦 drize𝖧 dries
5. 𝖠 dryed𝖡 dreid𝖢 dried𝖣 dride
11. 𝖠 studyed𝖡 studied𝖢 studdied𝖣 studeed
12. 𝖤 studing𝖥 studieing𝖦 studeeing𝖧 studying
13. 𝖠 plaze𝖡 plays𝖢 plaise𝖣 plais
14. 𝖤 plaide𝖥 playde𝖦 playd𝖧 played
15. 𝖠 playing𝖡 plaing𝖢 plaeng𝖣 playeing
6. 𝖤 driing𝖥 drieing𝖦 drying𝖧 dring
7. 𝖠 hurrees𝖡 hurrys𝖢 hurries𝖣 huries
8. 𝖤 hurried𝖥 hureed𝖦 hurryed𝖧 huried
9. 𝖠 hurriing𝖡 hurrying𝖢 hurryin𝖣 herrying
10. 𝖤 studies𝖥 studyes𝖦 studys𝖧 studees
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Animal Homes • Grade 3/Unit 5SP66
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Closed Syllables
basket letter mammal chapter chickenrabbit invite number follow butternapkin bedtime fellow problem Sunday
A. Pattern Power!
Write the spelling words with these spelling patterns.
ll
1.
2.
mm
3.
B. Order Please!
Write each group of spelling words in alphabetical order.
basket, chapter, chicken, bedtime
7. 9.
8. 10.
invite, napkin, Sunday, number, problem
11.
12.
13.
14.
15.
tt
4.
5.
bb
6.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Call of the Wild • Grade 3/Unit 5 SP67
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Closed Syllables
basket letter mammal chapter chickenrabbit invite number follow butternapkin bedtime fellow problem Sunday
A. What’s the Word?
Complete each sentence with a spelling word.
1. The nurse brought the sick man soup and bread with .
2. The police offi cers’ awards dinner will be on night.
3. The next of the book is about fi refi ghters.
4. My mom rescued my pet from a neighborhood dog.
5. Offi cer Dan is a wonderful father and a good .
6. When you have a , ask your parents for help.
7. Will you your friend to the fi rehouse fundraiser?
8. the police offi cer to safety.
9. They delivered a of fruit to the fi refi ghters who saved them.
10. I wrote a to her because she is my hero.
B. It Takes Three
Write a spelling word that goes with the other two words.
11. reptile, bird,
12. fork, placemat,
13. letter, symbol,
14. pig, cow,
15. lunchtime, daytime,
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Call of the Wild • Grade 3/Unit 5SP68
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
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 ento daddy 𝖡 intoo 𝖥 daddie into 𝖦 dady 𝖣 intue 𝖧 dadie
1. basket𝖡 bakset𝖢 baseket𝖣 basskit
2. rabbit𝖥 rabit𝖦 rabbet𝖧 rabet
3. 𝖠 nappkin napkin𝖢 napekin𝖣 napkine
4. 𝖤 leter𝖥 lettar 𝖦 letar letter
5. invite𝖡 envite𝖢 invit𝖣 inevite
6. 𝖤 bedtim bedtime𝖦 beddtime𝖧 beadtime
7. 𝖠 mamal𝖡 mammel mammal𝖣 mamul
8. 𝖤 nummer𝖥 numer𝖦 numbur number
9. 𝖠 felow fellow𝖢 felou𝖣 felloou
10. 𝖤 chapper chapter𝖦 chatper𝖧 chappter
11. 𝖠 folow𝖡 follo follow𝖣 falow
12. 𝖤 probem𝖥 problum problem𝖧 prolbem
13. chicken𝖡 chiken𝖢 chiccen𝖣 chickn
14. 𝖤 buter butter𝖦 buttar𝖧 butor
15. 𝖠 Senday𝖡 Sundai𝖢 Sudnay Sunday
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Call of the Wild • Grade 3/Unit 5 SP69
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
names hopes dances drops wrapsnamed hoped danced dropped wrappednaming hoping dancing dropping wrapping
Pattern Power!
Write the spelling words that show what you do before adding -ed or -ing.
drop e and add –ed 1.
2.
3.
double final consonant
and add -ed 4.
5.
Rhyme Time
Write a spelling word that rhymes with each of these words.
11. stops
12. ropes
13. maps
14. games
15. chances
drop e and add –ing 6.
7.
8.
double final consonant
and add -ing 9.
10.
Spelling:Inflectional Endings
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Wilbur’s Boast • Grade 3/Unit 5SP70
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
names hopes dances drops wrapsnamed hoped danced dropped wrappednaming hoping dancing dropping wrapping
What’s the Word?
Complete each sentence with a spelling word.
1. She was woman of the year for her good work.
2. The people and sang for joy.
3. The mother was so happy that a tear from her eye.
4. The child to go to college in the future.
5. I to spend a year helping others.
6. My brother up sandwiches to give to the homeless.
7. The girl sings and to get parts in musicals.
8. The group one winner of the service award each week.
9. When Dad you off at school, go right inside.
10. We the food up for the soup kitchen.
Find the Base Words
Write the base word of each -ing word.
11. naming
12. wrapping
13. dancing
14. dropping
15. hoping
Spelling:Inflectional Endings
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Wilbur’s Boast • Grade 3/Unit 5 SP71
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
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:
skips 𝖤 hoppet 𝖡 skipse hopped 𝖢 skeps 𝖦 hoppt 𝖣 skipce 𝖧 haupped
1. 𝖠 naimes𝖡 naimz𝖢 namses
names
2. named𝖥 naimed𝖦 naimd𝖧 naymd
3. 𝖠 namin𝖡 naiming𝖢 nameing
naming
4. 𝖤 haups𝖥 haupes
hopes𝖧 hopps
5. 𝖠 haupt hoped
𝖢 hauped𝖣 howpt
11. 𝖠 draupt𝖡 drawpt dropped𝖣 droped
12. 𝖤 draupin dropping𝖦 droppin𝖧 droppinge
13. 𝖠 rapse𝖡 wrapse𝖢 rapps wraps
14. 𝖤 rappt𝖥 wrappt𝖦 wrapt wrapped
15. wrapping𝖡 rappin𝖢 wrappin𝖣 wrappen
6. 𝖤 hauping𝖥 hopin hoping𝖧 hoppin
7. dances𝖡 danses𝖢 dancis𝖣 dansis
8. 𝖤 dansed𝖥 dancd𝖦 danst danced
9. dancing𝖡 dansing𝖢 dancign𝖣 dancin
10. 𝖤 drawps drops𝖦 draups𝖧 dropes
Spelling:Inflectional Endings
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Wilbur’s Boast • Grade 3/Unit 5SP72
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Open Syllables
pilot favor model tiny silentdiner lemon shady label spidertiger planet robot cozy frozen
A. Rhyme Time
Write the spelling word that rhymes with each word below.
1. chosen
2. table
3. fl avor
B. Syllable Patterns
How a word is divided into syllables may depend on whether the vowel in the first part of the word is long or short. If the first syllable has a short vowel sound, it is usually divided after the consonant. If the first syllable has a long vowel sound, it is usually divided after the vowel. Divide each spelling word into syllables.
7. pilot
8. planet
9. robot
10. model
11. diner
12. silent
13. tiger
14. lemon
15. tiny
4. lady
5. nosy
6. rider
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Unique Animals of the Southwest • Grade 3/Unit 5
SP73
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Open Syllables
pilot favor model tiny silentdiner lemon shady label spidertiger planet robot cozy frozen
A. What’s the Word?
Complete each sentence with a spelling word.
1. The black was spinning a new web.
2. The large, oak tree is home to many animals.
3. The Bengal , which is a kind of large cat, lives in India.
4. Birds build nests on every part of the Earth.
5. Many fi sh live beneath the surface of a pond.
6. The black bear slept in his , warm den all winter.
7. It takes many ants to build an anthill.
8. Bugs were living in the tree and eating the sour fruit.
9. The owl was as as a mouse as she landed in her nest.
10. I made a clay of a beehive for my science project.
B. Def ine It!
Write the spelling word that has the same meaning as each word or phrase below.
11. A tag
12. A machine that looks like a person
13. A small restaurant
14. Special help given to a friend
15. A person who steers a plane
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Unique Animals of the Southwest • Grade 3/Unit 5
SP74
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
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 wagon 𝖤 pallace 𝖡 wagen 𝖥 pallase 𝖢 waggon 𝖦 palase 𝖣 waggen 𝖧 palace
1. 𝖠 pilote𝖡 pilot𝖢 pillot𝖣 pielot
2. 𝖤 dinar𝖥 dinnar𝖦 dyner𝖧 diner
3. 𝖠 tiger𝖡 tigger𝖢 tyger𝖣 tiggur
4. 𝖤 favur𝖥 favvor 𝖦 favor𝖧 favore
5. 𝖠 lemone𝖡 lemon𝖢 lemmon𝖣 lemmin
6. 𝖤 planet𝖥 plannet𝖦 planit𝖧 plannit
7. 𝖠 modell𝖡 model𝖢 moddel𝖣 modul
8. 𝖤 shadey𝖥 shadie𝖦 shady𝖧 shadee
9. 𝖠 robbut𝖡 robat𝖢 robot𝖣 robbat
10. 𝖤 tinee𝖥 tinnie𝖦 tiney𝖧 tiny
11. 𝖠 labbel𝖡 labil𝖢 label𝖣 labul
12. 𝖤 cozzy𝖥 cozie𝖦 cosie𝖧 cozy
13. 𝖠 silente𝖡 silent𝖢 sillent𝖣 silant
14. 𝖤 spidur𝖥 spiddar𝖦 spider𝖧 spidder
15. 𝖠 frozen𝖡 frowzen𝖢 frausen𝖣 frauzen
𝖠
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Unique Animals of the Southwest • Grade 3/Unit 5
SP75
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
untied preheat preschool resell unbeatenrepay unafraid dislike precook reprintdisagree return disappear prepay unwrap
Write the spelling words that begin with each of these prefixes.
re-
1.
2.
3.
4.
dis-
5.
6.
7.
un-
8.
9.
10.
11.
pre-
12.
13.
14.
15.
Spelling:Prefixes
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Stone Soup • Grade 3/Unit 6SP76
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:Prefixes
A. What’s the Word?
Complete each sentence with a spelling word.
1. I do not know anyone who would my puppy.
2. She his leash and took him for a walk.
3. Can we the snake to the pet store?
4. My cat knows how to the oven!
5. The ducks under the water.
6. I have to with you—I think pets are terrifi c!
7. She brought her pet hamster with her to .
8. We can never you for saving our cat.
9. My turtle is in our neighborhood turtle races.
10. That rabbit knows how to a candy bar!
B. Find the Base
Write the base word for the spelling words below.
11. unafraid
12. prepay
13. resell
14. reprint
15. precook
untied preheat preschool resell unbeatenrepay unafraid dislike precook reprintdisagree return disappear prepay unwrap
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Stone Soup • Grade 3/Unit 6 SP77
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: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 rerrun unwind𝖡 reerun 𝖥 unwinde
rerun 𝖦 unwynd𝖣 rerunn 𝖧 unwynde
1. untied𝖡 entied𝖢 unteid𝖣 uhntied
2. 𝖤 reepay𝖥 repaye
repay𝖧 repai
3. 𝖠 dissagree disagree
𝖢 disagre𝖣 dissagrea
4. preheat𝖥 preet𝖦 preeat𝖧 perheat
5. 𝖠 unfraid𝖡 unnafraid𝖢 unafrade
unafraid
6. 𝖤 ruhturn return
𝖦 ruturn𝖧 retern
7. 𝖠 preschol preschool
𝖢 preeschool𝖣 preskool
8. 𝖤 disslike𝖥 dislaik𝖦 disslake
dislike
9. disappear𝖡 disapear𝖢 dissapear𝖣 disappeer
10. resell𝖥 resel 𝖦 reesel𝖧 reesell
11. 𝖠 percook𝖡 prekook𝖢 preecok precook
12. 𝖤 perpay𝖥 prepai𝖦 preepay prepay
13. 𝖠 unbeeten𝖡 unbeatan unbeaten 𝖣 unbieten
14. 𝖤 repprint𝖥 repint reprint𝖧 reeprint
15. 𝖠 unrapp unwrap𝖢 unwrapp𝖣 unrap
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Stone Soup • Grade 3/Unit 6SP78
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
able handle puzzle nickel travelpurple towel castle camel tunnelriddle eagle little pickle squirrel
Pattern Power!
Write the spelling words with these spelling patterns for the final /_l/ sound.
-el 1.
2.
3.
-le 7.
8.
9.
10.
11.
Syllable Patterns
How a word is divided into syllables may depend on whether the vowel in the first part of the word is long or short. Divide the following spelling words into syllables.
16. able
17. camel
18. eagle
12.
13.
14.
15.
19. nickel
20. handle
Spelling:Consonant + le
Syllables
4.
5.
6.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
The Strongest One • Grade 3/Unit 6 SP79
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
What’s the Word?
Complete each sentence with a spelling word.
1. Our class was to help out at the soup kitchen.
2. Save an extra dime or each week to give to help others.
3. The doctors to other countries to help the sick.
4. The house is not a , but it is a nice home.
5. If we each give a bit of ourselves, our city can be stronger.
6. We drive through a on our way to the homeless shelter.
It Takes Three
Read the heading for each group of words. Then add the spelling word that belongs in that group.
Birds 7. owl, hawk,
Colors 8. green, orange,
Things Used for Washing Hands 9. soap, water,
Desert Animals10. lizard, coyote,
able handle puzzle nickel travelpurple towel castle camel tunnelriddle eagle little pickle squirrel
Spelling:Consonant + le
Syllables
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
The Strongest One • Grade 3/Unit 6SP80
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
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:
funnel 𝖤 stabal𝖡 funnul stable𝖢 funnle 𝖦 stabel𝖣 funnal 𝖧 stabble
1. 𝖠 abel𝖡 abal𝖢 abul
able
2. purple𝖥 purpal𝖦 purpel𝖧 purpple
3. 𝖠 riddel riddle
𝖢 riddal𝖣 riddull
4. handle𝖥 handel𝖦 handal𝖧 handell
5. 𝖠 towle𝖡 towwell𝖢 towell
towel
6. 𝖤 eagel𝖥 eagal𝖦 eagell
eagle
7. 𝖠 puzzel puzzle
𝖢 puzzal𝖣 puzall
8. 𝖤 castel𝖥 cassel𝖦 castal
castle
9. 𝖠 littel little
𝖢 litle𝖣 littal
10. 𝖤 nickle𝖥 nickal
nickel𝖧 nickell
11. 𝖠 cammel camel𝖢 cammle𝖣 camle
12. 𝖤 pickel𝖥 pickal pickle𝖧 pickul
13. 𝖠 travle𝖡 traval travel 𝖣 travvell
14. tunnel𝖥 tunnle𝖦 tunnal𝖧 tunell
15. 𝖠 squirl squirrel𝖢 squirrul𝖣 squirel
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
The Strongest One • Grade 3/Unit 6 SP81
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Vowel Team Syllables
about wayward enjoyed remain unclearallowing coffee explaining repeat readingappear complain poison unreal detail
A. Write the spelling words that have the long a sound.
1.
2.
3.
B. Write the spelling words that contain the spelling patterns below.
4.
5.
ea 6.
7.
8.
9.
10.
ou11.
ow12.
ai13.
14.
15.
16.
ay17.
oy18.
oi19.
ee20.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Tales of the TricksterGrade 3/Unit 6
SP82
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
Vowel Team Syllables
about wayward enjoyed remain unclearallowing coffee explaining repeat readingappear complain poison unreal detail
A. What’s the Word?
Complete each sentence with a spelling word.
1. I am a book of trickster tales.
2. Some of the tales are Coyote.
3. He is described in a lot of .
4. I really the African tale about Tortoise, too.
5. Do you think tricksters are characters?
6. They to be clever and cunning.
7. They tricky for most of the story.
8. Then they get careless, other characters to trick them.
9. Do you think tricksters when they get tricked in the end?
B. It Takes Three
Write the spelling word that goes with the other two words.
10. milk, tea,
11. telling, showing,
12. again, retell,
13. confusing, blurry,
14. fake, make-believe,
15. deadly, chemical,
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Tales of the TricksterGrade 3/Unit 6
SP83
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: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 wiekly 𝖤 teepot𝖡 wekely 𝖥 teapot𝖢 weekly 𝖦 tepot𝖣 wekly 𝖧 tiepot
1. remain 6. 𝖤 enjoiyed 11. 𝖠 allouing𝖡 remayn 𝖥 enjoid 𝖡 allowing𝖢 remane 𝖦 enjoyd 𝖢 alowing𝖣 remean enjoyed 𝖣 alouwing
2. 𝖤 aboit 7. 𝖠 unreil 12. explaining𝖥 aboot 𝖡 unrele 𝖥 explaning𝖦 abowt 𝖢 unriel 𝖦 explaneing𝖧 about 𝖣 unreal 𝖧 expleining
3. 𝖠 detal 8. 𝖤 apear 13. 𝖠 poyson𝖡 detayl 𝖥 appear 𝖡 poysin𝖢 detail 𝖦 apeer 𝖢 poison𝖣 detale 𝖧 appair 𝖣 poisin
4. 𝖤 waiward 9. 𝖠 unclair 14. 𝖤 repeat wayward 𝖡 unclere 𝖥 repete
𝖦 waward 𝖢 unclear 𝖦 repeet𝖧 weiward 𝖣 uncleer 𝖧 repiet
5. 𝖠 cofee 10. 𝖤 complain 15. 𝖠 reding𝖡 coffee 𝖥 complane 𝖡 rieding𝖢 cofey 𝖦 complaign 𝖢 reeding𝖣 coffey 𝖧 complein 𝖣 reading
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Tales of the TricksterGrade 3/Unit 6
SP84
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
r-controlled Vowel Syllables
sister toaster layer writer trailersailor winter dancer silver Decemberdollar doctor mayor cellar author
A. Pattern Power!
Write the spelling words with these spelling patterns for the final /_r/ sound.
-er 1.
2.
3.
4.
5.
6.
7.
8.
9.
-or10.
11.
12.
13.
-ar14.
15.
B. Syllable Patterns
How a word is divided into syllables may depend on whether the vowel in the first part of the word is long or short. Divide the following spelling words into syllables.
16. sailor
17. winter
18. toaster
19. author
20. trailer
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Cock-a-Doodle DooGrade 3/Unit 6
SP85
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:r-controlled Vowel
Syllables
sister toaster layer writer trailersailor winter dancer silver Decemberdollar doctor mayor cellar author
A. Finish the Sentence
Complete each sentence using a spelling word.
1. This year, my oldest will be able to vote.
2. Thomas Jefferson was one of the Declaration of Independence.
3. My parents went to a rally for the .
4. I like to a vest over a shirt.
5. He started his campaign in the month of .
6. In the , it is important to donate blankets and clothing to shelters.
7. George Washington’s picture is on the bill.
8. The candidate travels in a during the campaign.
B. Analogies
An analogy is a statement that compares sets of words that are alike in some way: Night is to day as black is to white. This analogy points out that night and day are opposite in the same way that black and white are opposite.
Use the spelling words to complete the analogies below.
9. Jazz is to musician as ballet is to .
10. Coffee is to pot as bread is to .
11. Yellow is to gold as gray is to .
12. Brush is to painter as pen is to .
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Cock-a-Doodle DooGrade 3/Unit 6
SP86
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:
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 rivare swimmer𝖡 rivur 𝖥 swimer𝖢 riverr 𝖦 swimmur
river 𝖧 swimmir
1. 𝖠 sistur𝖡 sisster
sister𝖣 sistar
2. sailor𝖥 sailir𝖦 sailer𝖧 sailar
3. 𝖠 doller dollar
𝖢 dollor𝖣 dollur
4. 𝖤 toster𝖥 tosteer𝖦 taoster
toaster
5. 𝖠 wintir winter
𝖢 whinter𝖣 wenter
6. doctor𝖥 dokter𝖦 docter𝖧 doctar
7. 𝖠 laiyer𝖡 layar𝖢 layor
layer
8. dancer𝖥 danser𝖦 dancur𝖧 dancir
9. 𝖠 maior mayor
𝖢 mayore𝖣 mayer
10. 𝖤 riter writer
𝖦 writor𝖧 writtor
11. 𝖠 silvur𝖡 silvher silver𝖣 silvor
12. 𝖤 sellar𝖥 celler cellar𝖧 celar
13. 𝖠 traylor𝖡 trailor𝖢 traler trailer
14. 𝖤 Decemeber𝖥 Decembur December𝖧 Decembir
15. 𝖠 auther𝖡 authur author𝖣 arthor
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
Cock-a-Doodle DooGrade 3/Unit 6
SP87
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling:Suffixes
careful colorful pitiful helpless helplesslycheerful harmful painless sleepless carefullyhelpful peaceful priceless rainless peacefully
Pattern Power!
Write the spelling words that end with each of these suffixes.
-ful 1.
2.
3.
4.
5.
6.
7.
-ly 8.
9.
10.
-less11.
12.
13.
14.
15.
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
One Riddle, One AnswerGrade 3/Unit 6
SP88
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Spelling:Suffixes
For each spelling word below, write the base word. The first one is done for you.
1. peaceful peace
2. helplessly
3. cheerful
4. helpful
5. harmful
6. helpless
7. colorful
8. painless
9. carefully
10. rainless
11. careful
12. sleepless
13. pitiful
14. priceless
15. peacefully
Which base word changes y to i when adding a suffix?
16.
careful colorful pitiful helpless helplesslycheerful harmful painless sleepless carefullyhelpful peaceful priceless rainless peacefully
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
One Riddle, One AnswerGrade 3/Unit 6
SP89
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Spelling: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 hopefull 𝖤 careles𝖡 hopefi ll 𝖥 carelest
hopeful 𝖦 carelless𝖣 hopefl e careless
1. careful𝖡 carefull𝖢 carefol𝖣 carefi ll
2. 𝖤 cheerfi l cheerful
𝖦 chearful𝖧 cheerfull
3. 𝖠 helpfi l𝖡 helpfol
helpful𝖣 helpfull
4. 𝖤 colorfi l𝖥 colorfol𝖦 colorfull
colorful
5. 𝖠 harmfi l𝖡 harmfi ll𝖢 harmfull
harmful
6. 𝖤 peacfi l𝖥 peacefull
peaceful𝖧 peacefi ll
7. pitiful𝖡 pitefull𝖢 pitifi ll𝖣 pitifull
8. 𝖤 painlass painless
𝖦 painliss𝖧 painluss
9. 𝖠 pricelass𝖡 pricelass𝖢 priceluss
priceless
10. helpless𝖥 helpliss 𝖦 helplass𝖧 helplest
11. 𝖠 sleeplass𝖡 sleapless sleepless𝖣 sleepliss
12. 𝖤 rainlass rainless𝖦 raneless𝖧 rainliss
13. 𝖠 helplessli𝖡 helplissly𝖢 helplesslly helplessly
14. 𝖤 carefulli𝖥 carefuly carefully𝖧 carefi lly
15. 𝖠 peasefully peacefully𝖢 peacefuly𝖣 peacefi lly
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
One Riddle, One AnswerGrade 3/Unit 6
SP90
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Statements and Questions
• A sentence is a group of words that tells a complete thought. • Every sentence begins with a capital letter. Sentence: Peter looked at the building. Not a sentence: At the building.
Write yes if the words make a sentence. Write no if they do not.
1. Peter’s family is moving to a new town.
2. Went to a new school.
3. Peter worries about his fi rst day.
4. Drove him to school.
5. He sits quietly in the car.
6. Unlike his other school.
7. Bigger and newer.
8. Felt lost.
9. Then he saw his classroom.
10. Bright and sunny.
11. Made friends.
12. Peter had a lot of fun.
13. Peter’s new teacher.
14. Not nervous.
15. He can’t wait to go back.
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. First Day Jitters • Grade 3/Unit 1 GR1
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Every sentence begins with a capital letter.• A statement is sentence that tells something. It ends with a
period. • A question is a sentence that asks something. It ends with a
question mark. Statement: It takes time to learn about a new place. Question: Do you like going to new places?
After each sentence, write statement or question for the kind of sentence it is. Then write the sentence correctly. Use capital letters and end marks.
1. maps can help you fi nd your way
2. do you know how to use a map
3. you can ask others for help
4. can you give me directions
5. do you know where I can fi nd Room 3A
6. soon you will know your way around
7. you will feel right at home
8. will you show others how to fi nd places
Grammar: Capitalization and Punctuation in
Statements andQuestions
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.First Day Jitters • Grade 3/Unit 1GR2
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Read each group of words. Write yes if the group of words forms a sentence. Write no if it does not form a sentence.
1. I remember my fi rst day of school.
2. Looked strange.
3. Was lost.
4. I know my way around.
5. Have friends.
B. Decide if the sentence is a statement or a question. Write your answer on the line. Rewrite the sentence using the correct punctuation and capitalization.
6. do you remember your fi rst day of school
7. Maybe you were excited
8. maybe you were scared
9. Do you know anyone in your class
10. did you make new friends
11. It seems long ago now
12. Do you like your new school
Grammar:Statements and
Questions
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. First Day Jitters • Grade 3/Unit 1 GR3
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Commands and Exclamations
• A command is a sentence that tells or asks someone to do something. It ends with a period.
Sentence: Read the letter.
Add a word from the box to make each group of words a command. Then write the sentence using the correct punctuation.
Bring Buy Check DropFind Leave Listen Tell
1. the mail
2. the letters on the table
3. to this letter
4. me what to write
5. me an envelope
6. that address for me
7. stamps on your way home
8. the letter in the mailbox.
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Amazing Grace • Grade 3/Unit 1GR4
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Commands and Exclamations
• A command tells or asks someone to do something. It ends with a period.
• An exclamation shows strong feeling. It ends with an exclamation mark.
After each sentence, write command or exclamation for the kind of sentence it is. Then write the sentence correctly. Use capital letters and end marks.
1. remember to write to grandfather
2. wow, I nearly forgot about that
3. whew, I’m glad you reminded me
4. thank him for the gift
5. hand me that address book
6. hey, I’ll send him my new school picture
7. that’s a great idea
8. write a note on the picture
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. Amazing Grace • Grade 3/Unit 1 GR5
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Commands and Exclamations
A. Decide if the sentence is a command or an exclamation. Write your answer.
1. Get ready to go.
2. That’s a great answer!
3. Oh no, I didn’t get her address!
4. Find out where she lives.
5. I cannot wait!
6. Mail that letter tomorrow.
7. Put a stamp on the letter.
8. She is going to be so happy!
B. Rewrite the sentence using the correct punctuation.
9. pack your bags tonight
10. we leave in two days
11. don’t forget your pillow
Write a command sentence and an exclamation sentence about visiting a family member or a friend.
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Amazing Grace • Grade 3/Unit 1GR6
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:Subjects
• The subject of a sentence is whom or what the sentence is about.
• The subject can be one word or more than one word. The buildings are tall. The office buildings are tall.
What or whom is the sentence about? Draw a line under the subject.
1. The city is my habitat.
2. The streets are busy.
3. The fast cars pass quickly.
4. The park has trees and grass.
5. Tired birds rest in the branches.
6. Squirrels hop through the park.
7. Summers get very hot.
8. Winters are cold and snowy.
9. People rush by quickly.
10. Large buses stop at the corner.
11. The deer runs through the park.
12. Trees lose their leaves.
13. Children play on the playground.
14. The bikes are on the grass.
15. The bus is crowded in the winter.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Earth Smart • Grade 3/Unit 1 GR7
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Subjects
• A sentence fragment is a group of words that does not tell a complete thought.
• Some sentence fragments can be fixed by adding a subject.
Change each fragment into a sentence by adding a word or words from the box. Then write the sentence correctly.
Whales Seashells Crabs Plants
The ocean Seals Fish The water
1. is a habitat.
2. grow on the ocean fl oor.
3. swim in the water.
4. dig in the sand.
5. are the largest sea creatures.
6. can be very cold.
7. are found on the shore.
8. dive into the water.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Earth Smart • Grade 3/Unit 1GR8
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:Subjects
A. Write the subject of each sentence.
1. A habitat is where living things live.
2. Animals share their habitats with plants.
3. People have habitats too.
4. The climate is the weather in a habitat.
5. Snow is covering my habitat.
B. Choose a subject from the box that best completes each sentence. Rewrite the correct sentence.
fish people bearsbirds everyone
6. needs the right kind of habitat.
7. live in trees.
8. fi nd shelter in buildings.
9. swim in lakes and oceans.
10. live in the woods.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Earth Smart • Grade 3/Unit 1 GR9
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Predicates
• Every sentence has two parts. • Every sentence has a subject and a predicate.• The predicate of a sentence tells what the subject does or is. The penguins walked across the snow. The predicate is walked across the snow.
Which word or words tell what the subject does or is? Draw a line under the predicate.
1. Penguins live in cold climates.
2. A layer of fat keeps penguins warm.
3. Penguins shed their feathers.
4. They grow new feathers.
5. Penguins gather in large groups.
6. They settle along the shore.
7. We watch them hop over the rocks.
8. They like to slide along the snow.
9. I love when penguins dive into the water.
10. Penguins swim very quickly.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wolf! • Grade 3/Unit 1GR10
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• A sentence is a group of words that tells a complete thought. • A sentence begins with a capital letter and has an end mark. • A run-on sentence is a sentence that tells more than one thought. Run-on sentence: It is cold we put on our coats. Two sentences: It is cold. We put on our coats.
Read the sentences. Rewrite each sentence and fix any run-on sentences.
1. I think snow is beautiful I can’t wait for the fi rst snowfall each year!
2. Then it’s time to go skiing I also like to skate.
3. Skating outside is fun it’s better than skating indoors.
4. I don’t mind the cold it makes me feel wide awake.
5. I really like to build snowmen we dress them in funny clothes.
6. I also like to make snow angels I make them all over the grass.
Grammar:Complete Sentences
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. Wolf! • Grade 3/Unit 1 GR11
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
A. Decide which part of the sentence is the predicate.Circle your answer.
1. The penguin on the shore lost clumps of feathers.A. lost clumps of feathersB. on the shoreC. The penguin
2. New feathers quickly fi lled in the patches.A. New feathersB. quicklyC. fi lled in the patches
3. The guide at the zoo showed us the penguins.A. showed us the penguinsB. at the zooC. The guide
4. The penguins in the pool slid down ice hills.A. in the poolB. slid down ice hillsC. The penguins
B. Choose a predicate from the box that best completes eachsentence.
is called the South Pole dive for food raced to the South Pole is very cold
5. The water around Antarctica .
6. Seabirds of Antarctica .
7. The center of Antarctica .
8. Groups of explorers .
Grammar:Predicates
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wolf! • Grade 3/Unit 1GR12
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• Two related sentences can be joined with a comma and the word and.
Separate: A bird has wings. It has feathers. Joined: A bird has wings, and it has feathers.
Combine each pair of sentences. Use a comma and the word and.
1. There are yellow birds. There are blue and green birds.
2. Tame birds eat special bird food. Wild birds eat insects.
3. Most birds can sing. Some birds can learn words.
4. Birds can escape from their cage. They can fl y around a room.
5. A small bird can sit on your fi nger. It can even ride on your shoulder.
Grammar:Compound Sentences
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. My Very Own Room
Grade 3/Unit 1GR13
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Two related sentences can be joined with a comma and the word and.
Read each pair of sentences. Use a comma and the word and to join each pair of sentences.
1. It was time to choose a pet. It wasn’t easy.
2. First I wanted a cat. Then I wanted a dog.
3. Cats don’t need baths. They don’t need walks.
4. Dogs like to play. They can learn tricks.
5. I talked to Mom and Dad. Then we took a vote.
6. Tomorrow we are going to get a dog. We know exactly what kind.
Grammar:Punctuate Compound
Sentences
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.My Very Own Room
Grade 3/Unit 1GR14
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Write yes if two sentences have been combined. Write no if two sentences have not been combined.
1. Some people like having pets, and some people do not want pets.
2. I would like to have more than two cats.
3. I ride my horse each day in the corral.
4. I call my dog, and then he comes to me.
B. If the sentence is a compound sentence, write compound. If it is not a compound sentence, write no.
5. I have an aquarium and several beautiful fi sh.
6. I have two orange fi sh, and I have a zebra-striped fi sh.
C. Use and to combine each pair of sentences. Write the new sentence on the line.
7. I feed my fi sh. I clean the aquarium.
8. I observe my fi sh. I learn how they live.
Grammar:Compound Sentences
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. My Very Own Room
Grade 3/Unit 1GR15
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• A noun names a person, place, or thing.• A common noun names any person, place, or thing.• A proper noun names a special person place or thing. • A proper noun begins with a capital letter.
Write common or proper under each underlined noun.
1. Kris carried the bags to the car.
2. Andy lifted the boxes onto the truck.
3. George moved the chairs out of the room.
4. Tina said she was the strongest student in the class.
5. The twins thought they were each stronger than Tina.
6. The kids had a contest to see who was the strongest.
7. Everyone tried to lift a big rock in Griffi th Park.
8. Not one person could lift the stone!
Grammar:Common and Proper Nouns
LC 1.0 Written and Oral English Language ConventionsBoom Town • Grade 3/Unit 2GR16
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• Begin a proper noun with a capital letter. • Begin the name of a day, month, or holiday with a capital
letter.
1. We have an ant farm in our .
2. lets us study the ant farm during science.
3. I named my favorite ant .
4. He is fast and could win an ant .
5. Open School night takes place in .
6. Parents will visit our classroom on .
7. Our teacher will tell them about our .
8. I plan to show my parents the !
9. My sister and I got some .
10. My grandparents visited us in .
11. I decided to meet my .
12. We did not have school on .
soil race thursday mr. clark ant farm Mondayfriends classroom crazy legs october classes September
Choose a noun from the box to complete each sentence. Write each proper noun with a capital letter.
Grammar:Capitalize Proper
Nouns
LC 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.
Boom Town • Grade 3/Unit 2 GR17
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Common and Proper Nouns
A. If the underlined noun is a common noun, write common. If the underlined noun is a proper noun, write proper.
1. Our class went on a trip to the Museum of Natural History.
2. We saw a show about insects.
3. I thought the spiders were the best part.
4. Tracy liked the bees best.
5. There are also dinosaurs.
6. Robert knows a lot about rainforests.
B. Choose a noun from the box to complete each sentence. Write each proper noun with a capital letter.
7. The is my favorite holiday.
8. I love the that light up the night.
9. We have a big family on July 4.
10. screamed when ants crawled on her hamburger.
11. There was no school on .
12. I like to go shopping with on Labor Day.
mom fourth of july fireworkspicnic aunt Claire president’s day
LC 1.0 Written and Oral English Language ConventionsBoom Town • Grade 3/Unit 2GR18
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• A singular noun names one person, place, or thing. • A plural noun names more than one person, place, or thing.• Add -s to form the plural of most singular nouns.
Write the correct plural form of each singular noun.
1. farm 6. chicken
2. cow 7. barn
3. horse 8. piece
4. bucket 9. fence
5. page 10. forest
Write the plural form of the noun in parentheses to complete each sentence.
11. The library parking lot was fi lled with (car) .
12. Angela walked through the (hall) .
13. She showed her sister the picture (book) .
14. Angela pointed out the (letter) .
15. She helped her sound out the (word) .
16. One of the books had missing (page) .
17. Some scenes have color or black and white (drawing) .
18. These pictures are done by (artist) .
19. One story was about a farm with (animal) .
20. Angela’s sister liked several of the (story) .
Grammar:Singular and Plural Nouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Home Grown Butterfl ies
Grade 3/Unit 2GR19
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Begin sentences with a capital letter and end them with an end mark.
After each group of words, write statement, question, command, exclamation, or fragment. Rewrite sentences correctly. Use capital letters and end marks.
1. we are going camping in the forest
2. many kinds of wildlife
3. Will I see a wolf
4. wow, that would be exciting
5. we waited by the campfi re
6. was that a howl
7. get me my camera
8. that’s a great wolf picture
Grammar:Punctuate Sentences
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Home Grown Butterfl ies
Grade 3/Unit 2GR20
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Read the nouns. Find the noun that is singular. Mark your answer.
1. A. wolf 3. A. housesB. lines B. streetsC. yards C. lettersD. buildings D. chair
2. A. lambs 4. A. girlsB. fl ower B. boysC. hills C. studentsD. rivers D. teacher
B. Read each sentence. Find the correct plural form for the noun in the parentheses.
5. Our (class) all take place 7. There are (couch) in the in Room 3. reading room.A. class A. couchesB. classs B. couchsC. classes C. couchD. classies D. couchess
6. The wolf read (book) in 8. Then he ate our (peach).the garden. A. peachsA. book B. peachesB. bookes C. peachC. bookess D. peachiesD. books
Grammar:Singular and Plural Nouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Home Grown Butterfl ies
Grade 3/Unit 2GR21
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Irregular Plural Nouns
• Some nouns have special plural forms.
Draw a line from each noun to its plural form.
1. foot women
2. knife shelves
3. mouse feet
4. goose mice
5. child teeth
6. man geese
7. woman lives
8. tooth men
9. life children
10. shelf knives
11. ox tomatoes
12. leaf buffalo
13. tomato oxen
14. buffalo hooves
15. hoof leaves
LC 1.0 Written and Oral English Language ConventionsCoasting to CaliforniaGrade 3/Unit 2
GR22
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Irregular Plural Nouns
• Every sentence begins with a capital letter. • A statement ends with a period. • A command ends with a period. • An exclamation ends with an exclamation point. • A question ends with a question mark.
Rewrite the sentences. Change the underlined word to a plural noun.
1. The child wondered about the future.
2. People might be able to fl y like goose.
3. They might be ten foot tall.
4. They might have more tooth.
5. They might run faster than deer.
6. How else will our life be different?
7. The rivers might run out of fi sh.
8. Man and woman may move to new planets.
LC 1.0 Written and Oral English Language ConventionsCoasting to California
Grade 3/Unit 2GR23
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Irregular Plural Nouns
A. Decide if the underlined noun is singular or plural. Write your answer on the line.
1. There are many deer where we live.
2. There used to be salmon in the river.
3. I caught a trout last year.
4. The mice were very quick.
5. The scissors are on the table.
6. A buffalo was standing by the lake.
7. I saw a group of moose beyond the trees.
8. The cow made a loud noise.
B. Write yes if the plural form of the underlined noun is correct. Write no if it is not correct.
9. The womans at the museum helped us.
10. They showed us pictures of buffalo.
11. We learned how fi shs live underwater.
12. We saw what our lifes may be like in the future.
13. We will be the adults, not the children!
14. The shape of each animal’s foot is different.
15. Several man were standing around one exhibit.
16. We got to see skulls that showed their tooth.
17. Smaller objects were on some shelves.
18. We saw arrowheads and old knife.
LC 1.0 Written and Oral English Language ConventionsCoasting to CaliforniaGrade 3/Unit 2
GR24
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• A possessive noun is a noun that shows who or what owns or has something.
• Add an apostrophe (’) and an s to a singular noun to make it possessive.
Write the possessive form of each underlined noun. The first one is done for you.
1. the rays of the sun the rays
2. the light of the moon the light
3. the orbit of the Earth the orbit
4. the planets of the solar system the planets
5. rings of Saturn rings
Read the lists of things that tell about the sun and a planet. Write out each thing as a singular possessive noun. The first one is done for you.
the sun a planet
6. size 11. name
7. heat 12. path
8. age 13. climate
9. power 14. distance
10. distance 15. clouds
Grammar:Possessive Nouns
LC 1.0 Written and Oral English Language ConventionsHere’s My Dollar • Grade 3/Unit 2 GR25
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Add an apostrophe (’) and an s to a singular to make it possessive.
• Add an apostrophe (’) to make most plural nouns possessive.• Add an apostrophe (’) and an s to form the possessive of
plural nouns that do not end in s.
Complete each sentence with the possessive form of the noun in parentheses.
1. Both (classes) visits to the science center were on Wednesday.
2. The (students) buses arrived at 9:00 a.m.
3. The classes saw a show about the (Earth) solar system.
4. The (planets) paths around the sun are called orbits.
5. The (orbits) lengths are all different.
6. A (comet) tail is made of dust and gas.
7. The (center) guides talked to the students.
8. The (children) questions kept the guides busy.
9. The (sun) rays are very powerful.
10. The (universe) expansion may not be endless.
11. A (ring) shape may not be circular.
12. What are the (stars) patterns?
Grammar:Apostrophes in
Possessive Nouns
LC 1.0 Written and Oral English Language ConventionsHere’s My Dollar • Grade 3/Unit 2GR26
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Read each sentence. Find the correct possessive form for the singular noun in parentheses.
1. A (planet) orbit is its path around the sun.A. planetB. planet’sC. planets’D. planets’s
2. The (sun) rays give heat and light.A. sunB. sunsC. sun’sD. suns’
B. Read each sentence. Find the correct possessive form for the plural noun in parentheses.
3. The (planets) moons travel with them around the sun.A. planetsB. planets’sC. planets’D. planet
4. The (orbits) paths are not shaped like circles.A. orbitsB. orbits’C. orbit’s’D. orbits’s
5. The tower blocked the (people) view of the sky.A. peoplesB. people’sC. peoplesD. people
Grammar:Possessive Nouns
LC 1.0 Written and Oral English Language ConventionsHere’s My Dollar • Grade 3/Unit 2 GR27
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Some nouns are the subjects of sentences. Sometimes two subjects can be joined with and. Separate: Teachers help us learn.
Parents help us learn. Combined: Teachers and parents help us learn.
Combine the subjects of the sentences. Write the new sentence.
1. Teachers like class trips. Students like class trips.
2. Our class went to see a play. My sister’s class went to see a play.
3. The story was very good. The songs were very good.
4. The words were written by the play’s author. The music was written by the play’s author.
5. The author talked to us after the play. The actors talked to us after the play.
6. The students enjoyed the play. The teachers enjoyed the play.
Grammar:Sentence Combining
with Nouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.A Castle on Viola Street
Grade 3/Unit 2GR28
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• The main words in a book title are capitalized.• Book titles are underlined or italicized. Example: roll of thunder, hear my cry
Roll of Thunder, Hear My Cry
Complete each of these sentences. Write book titles correctly.
1. I just read the mystery of the talking cat.
2. My favorite book is return to forest danger.
3. Now I am reading the last house at the corner.
4. Brian is reading the pigs and i.
5. Have you read rainy summer?
6. Our class is reading star in the west.
7. Make sure you read the journey of the black pearl.
8. My brother loves the book the mighty mouse of giant town.
Grammar:Book Titles
LC 1.5 Punctuate dates, city and state, and titles of books correctly.A Castle on Viola Street
Grade 3/Unit 2GR29
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Sentence Combining
with Nouns
A. Write yes if the sentences can be combined by joining two nouns. Write no if they cannot be combined.
1. Some writers use computers. Some writers write by hand.
2. Our class wrote stories. Our class wrote poems.
3. Pete wrote the story. Pete went to the library.
4. Kim described her dog. Kim described her cat.
5. I thought of a story. I began to write.
6. Matt interviewed his friend. Matt interviewed his brother.
B. Each pair of sentences can be combined. Write the two nouns that can be joined with the word and. Use capital letters correctly.
7. Ann visited the library. Ken visited the library.
and
8. Books have words. Books have pictures.
and
9. Ann’s favorite book describes spiders. Ann’s favorite book describes beetles.
and
10. The same author studies ants. The same author studies grasshoppers.
and
11. Ken looked up insects. Ken looked up bugs.
and
12. We checked out books. We checked out magazines.
and
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.A Castle on Viola Street
Grade 3/Unit 2GR30
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• An action verb is a word that shows action. Some action verbs tell about actions that are hard to see.
The soup cooks slowly. Jana waits for it.
Circle the action verb in each sentence.
1. Ed watches the chef.
2. He likes TV cooking shows.
3. He listens to the instructions.
4. He learns about cooking.
5. Ed imagines new recipes.
6. Ed plans a dinner.
7. Ed and Dad decide on a menu.
8. Dad shops for food with Ed.
9. The food smells good.
10. Mom, Dad, and Wendy love the dinner.
11. We buy fresh vegetables.
12. Ed and Wendy work together.
13. Dad cuts the food.
14. Ed mixes the food in the bowl.
15. Everyone eats the meal.
Grammar: Action Verbs
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Author: A True Story • Grade 3/Unit 3 GR31
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar: Commas in Dates
and Places
• Use a comma between the name of a city and a state. • Use a comma after the name of the state if a city is also
named inside a sentence.• Use a comma between the day and the year in a date.
Add commas in the correct places.
1. The big family party is on June 6 2006.
2. We are driving to Columbus Ohio.
3. We will visit Philadelphia Pennsylvania on the way.
4. Our cousins from Tampa Florida will be at the party.
5. We haven’t seen them since June 30 2003!
6. That party was in Boston Massachusetts.
7. Mom’s cake recipe for the party comes from San Francisco California.
8. The recipe is from a newspaper dated December 15 1984!
LC 1.5 Punctuate dates, city and state, and titles of books correctly.LC 1.6 Use commas in dates, locations, and addresses and for items in a series.Author: A True Story • Grade 3/Unit 3GR32
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Action Verbs
A. Read each sentence. Find the action verb in the sentence and write it on the line.
1. The chef wakes up early.
2. She shops at the market.
3. She opens the restaurant.
4. She bakes loaves of bread.
5. She slices pieces of fruit.
6. The chef creates menus.
7. She tastes some samples.
8. She sprinkles on the spices.
B. Find the action verb in the box that best fits each sentence. Write the verb on the line.
eats carries cooks looks orders toasts cleans
9. A customer at the menu.
10. He breakfast.
11. The chef the eggs.
12. She the bread.
13. The waiter the food to the table.
14. He the food.
15. The waiter the table.
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Author: A True Story • Grade 3/Unit 3 GR33
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• A verb in the present tense tells what happens now. • A present-tense verb must agree with its subject. • Add -s to most verbs if the subject is singular. • Do not add -s or -es to a present-tense verb when the
subject is plural or I or you.
Each sentence is followed by two forms of a verb. Choose the form of the verb that correctly agrees with the subject of the sentence. Circle your answer.
1. Andy to do a show. want wants
2. He some tricks. learn learns
3. Lisa him write jokes help helpsand riddles.
4. They to ask the audience plan plansto answer the riddles.
5. Lisa plenty of clues put putsin the riddles.
6. Family and friends to come comesthe show.
7. They at the jokes. laugh laughs
8. Their friends the riddle. solve solves
9. They some popcorn. share shares
10. Andy to the crowd. bow bows
Grammar: Present-Tense
Verbs
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
Dear Juno • Grade 3/Unit 3GR34
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Subject-Verb Agreement
• A verb in the present tense tells what happens now. • A present-tense verb must agree with its subject. • Add -s to most verbs if the subject is singular. • Add -es to verbs that end in s, ch, sh, x, or z if the subject is
singular. • Change y to i and add -es to verbs that end with a consonant
and y.• Do not add -s or -es to a present-tense verb when the subject
is plural or I or you.
Pick the correct singular or plural form of the verb in each sentence below. Underline your answer.
1. Fourteen guests (come, comes) to Sarah’s party.
2. They (listen, listens) to riddles.
3. The riddles (give, gives) clues.
4. The clues (lead, leads) to prizes.
5. Some guests (search, searches) in the house.
6. Others (look, looks) outside the house.
7. Sarah (worry, worries) that the riddles are too hard.
8. The guests (laugh, laughs) as they follow the funny clues.
9. Soon they (fi nd, fi nds) their prizes.
10. “I hope you (enjoy, enjoys) your prizes!” says Sarah.
11. A girl (pick, picks) up a clue.
12. Everyone (sit, sits) at the table.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Dear Juno • Grade 3/Unit 3 GR35
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar: Present-Tense
Verbs
A. Choose the correct form of each of the following verbs to go with the singular subject in the sentence below. Mark your answer.
The Princess .
1. A. guess
B. guesses
C. guessies
D. gesses
2. A. wishes
B. wish
C. wishs
D. wishies
B. Decide if the subject of each sentence is singular or plural. Then choose the correct verb to agree with the subject. Mark your answer.
5. The Princess a riddle.
A. invent
B. invents
6. Her friends for clues.
A. search
B. searches
7. The Princess the answer.
A. hide
B. hides
8. Everyone the riddle is hard.
A. say
B. says
3. A. worrys
B. worryes
C. worris
D. worries
4. A. thinkes
B. think
C. thinks
D. thinkses
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
Dear Juno • Grade 3/Unit 3GR36
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• A verb in the past-tense tells about an action that already happened.
• Add -ed to most verbs to show past tense. We walked to the beach.
Find the past-tense verb in each sentence. Write it on the line.
1. We placed our towels on the sand.
2. Mom stretched out on her towel.
3. We picked up our buckets.
4. I fi lled mine with sand.
5. Rob stacked the buckets of sand.
6. They formed towers at each corner.
7. In the center, I shaped a big square of sand.
8. I carved windows into the square.
9. We smoothed out the edges.
10. Everyone liked the size of our castle.
11. We marked some spots in the sand.
12. I wiped off my sneakers.
13. Rob poured some water.
14. We fi xed a loose spot.
15. We played for many hours.
Grammar:Past-Tense Verbs
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. Messaging Mania
Grade 3/Unit 3GR37
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Use commas to separate three or more words in a series.The stone hopped, skipped, and splashed across the water.
Correct the sentences by changing the underlined verbs to the past-tense. Add a comma after words in a series. Write the new sentence on the line.
1. The bird fl ap its wings coast through the air and turn towards shore.
2. He drift through the sky slow down and land on a rock.
3. The bird jump to another rock pick up a piece of bread and swallow it.
4. The bird fi nd a candy wrapper a pretzel, and a few bugs.
5. He poke pull and rip apart the wrapper.
6. Then the bird fl y into the clear bright blue sky.
Grammar:Commas in a Series
LC 1.6 Use commas in dates, locations, and addresses and for items in a series.Messaging Mania
Grade 3/Unit 3GR38
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Read each sentence. Find the past-tense verb and write it on the line.
1. The rain drops bounced off the rocks.
2. The storm raced across the sand dunes.
3. The sand turned a darker color.
4. Wind scattered the sand toward the water.
5. The water rippled on the surface.
6. Mist rolled over the dunes.
B. Give the past-tense form of each action verb in parentheses. Write the answer on the line.
7. The sun (dry) off the sand.
8. Clumps of seaweed (wash) onto the shore.
9. Sea gulls (carry) away bits of food.
10. Crabs (crawl) out of their holes.
11. Stray twigs (skip) across the water.
12. Tiny birds (scurry) away from the waves.
13. Waves (bury) the shells and stones.
14. The tide (lap) at our ankles.
15. Sand (spray) into the air.
Grammar:Past-Tense Verbs
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. Messaging Mania
Grade 3/Unit 3GR39
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar: Future-Tense Verbs
• A present-tense verb tells what happens now.Pam visits every summer.
• A future-tense verb tells about an action that has not yet happened.
We will visit her next summer.
Circle the verb in each sentence. Decide whether it is in the present tense or the future tense. Write present or future on the line.
1. Leah sits by the window.
2. Mira listens for the sound of the car.
3. Mom will wait at the airport.
4. She will look at the crowds.
5. Mira wonders about the surprise.
6. Leah thinks about the surprise, too.
7. Mira suggests a new job for Mom.
8. Mom will spot a familiar face.
9. Aunt Pam will hug Mom.
10. They rush home to Leah and Mira.
11. Leah reads a book.
12. Mira plays a game.
13. Mom and Aunt Pam will talk in the car.
14. They will stop at the red light.
15. Leah and Mira run to the door.
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.What Do Illustrators Do?
Grade 3/Unit 3GR40
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Colons in Time and Quotation Marks
• Use quotation marks at the beginning and end of a speaker’s exact words.
“Let’s go!” called Dad. “I’m right behind you,” said Robert.
• Use a colon between the hour and the minutes in time.“I’ll be ready at 3:30!” shouted Ali.
Rewrite each sentence. Add quotation marks at the beginning and end of the speaker’s exact words. Put a colon between the hour and minutes in times.
1. Let’s go buy a gift for Mom, said Dad.
2. When should we go? Adam wondered.
3. We can meet at 400, said Ali.
4. Do you think she would like candy? suggested Rob.
5. Doesn’t the candy store close at 530? asked Adam.
6. Whe can still get there in time smiled Rob.
7. Mom’s party starts at 700! said Ali.
8. Do you think she’d like a bracelet? asked Rob.
LC 1.0 Written and Oral English Language ConventionsWhat Do Illustrators Do?
Grade 3/Unit 3GR41
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar: Future-Tense Verbs
A. Choose the correct verb tense for each of the following sentences. Circle and write your answer.
1. Next week, we to our aunt’s house.
A. travels B. travel C. will travel D. traveled
2. She us last year.
A. visits B. visit C. will visit D. visited
3. Mom is here and that we buy a gift for Aunt Lily.
A. suggests B. suggest C. will suggest D. suggested
4. Later today we for a gift.
A. shops B. shop C. will shop D. shopped
B. Decide if the verb in each sentence should be past tense, present tense, or future tense. Find the verb that correctly completes the sentence. Circle and write your answer.
5. Laurie to buy a gift for her sister right now.
A. needs B. need C. will need D. needed
6. Tomorrow, I her fi nd something.
A. helps B. help C. will help D. helped
7. Long ago, I shopping.
A. hates B. hate C. will hate D. hated
8. Now I looking for the perfect gift.
A. likes B. like C. will like D. liked
LC 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
What Do Illustrators Do?Grade 3/Unit 3
GR42
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Sentence Combining with Verbs
• Two sentences can be combined by joining the verbs with and. Two sentences: The birds hop. The birds flutter. Combined sentence: The birds hop and flutter.
The pairs of sentences below share the same subject. Make them into one sentence by using the word and to join the verbs. Write the new sentence on the line.
1. The painting glows. The painting shimmers.
2. The artist waits. The artist watches.
3. The people point. The people whisper.
4. Each painting is admired. Each painting is discussed.
5. The paintings surprise. The paintings amaze.
6. The fi gures jump. The fi gures dance.
7. The lines slide. The lines wiggle.
8. The colors shine. The colors glitter.
9. The crowd buzzes. The crowd chatters.
10. The artist smiles. The artist waves.
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. The Jones Family Express
Grade 3/Unit 3GR43
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Commas and Punctuation
• Two sentences with the same subject can be combined by joining the predicates with and.
• Use a comma to separate three or more words in a series.• Use a comma between the names of a street address, a city,
and a state.• Use a comma between the day and these year in a date.
Rewrite each sentence. Add commas in the correct places. Combine sentences that share the same subject.
1. Meg likes movies. Meg reads books.
2. Michael eats corn beets and carrots.
3. I saw Jimmy on June 18 2006.
4. He invited Alvaro Peter Bob and Jose.
5. Hannah saw tigers. Hannah heard lions.
6. Theresa lives in Boston Massachusetts.
7. Joseph has a cat. Joseph wants a dog.
8. Molly lives at 2 Main Street Akron Ohio.
LC 1.0 Written and Oral English Language ConventionsThe Jones Family ExpressGrade 3/Unit 3
GR44
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Sentence Combining with Verbs
A. Each pair of sentences below shares a subject. On the line, write the subject and the predicate of the first sentence. Then write the word and followed by the predicate of the second sentence.
1. The artist watches. The artist waits.
2. The dog stretches. The dog yawns.
3. The artist chooses colors. The artist mixes them.
4. The dog wags its tail. The dog poses for the artist.
B. Join the sentence pairs below into single sentences. Write your answers.
5. Tom picks up the pencil. Tom starts his sketch.
6. His pencil makes shapes. His pencil sketches lines.
7. Tom takes out crayons. Tom colors in the drawing.
8. Randy looks at the picture. Randy praises its bright colors.
9. Mom fi nds a frame. Mom puts the picture in it.
10. Tom takes the picture. Tom hangs it on the wall.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. The Jones Family Express
Grade 3/Unit 3GR45
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• The verbs have and do have special forms. The chart shows which form of have or do to use with a sentence subject.
HAVE DOSUBJECT PRESENT PAST PRESENT PASThe, she, it has had does didI, we, you, they have had do did
Write the correct form of have to finish each sentence.
1. The fi eld plenty of green plants.
2. We buckets for picking strawberries.
3. The farmers a scale to weigh the berries.
4. By noon, Stacy already a quart of strawberries.
5. She a good recipe for strawberry pie.
6. One of the berries some small leaves at the top.
7. We to cut the strawberries in half.
Write the correct form of do to finish each sentence.
8. Last week Wayne a report about strawberry farming.
9. What you think he talked about?
10. Unfortunately, he not bring any strawberries to class.
11. Mark not like strawberries.
12. I not like them either.
13. you like strawberries?
14. Picking strawberries take a lot of work.
Grammar:Verbs Be,
Do, and Have
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.Seven Spools of Thread
Grade 3/Unit 4GR46
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:Verbs Be,
Do, and Have
• Remember that the verbs have, do, and be have special forms.
Write the correct form of the given verb to finish each sentence.
1. have “I the same food all the time,” thought Rooster.
2. have Suddenly, Rooster a great idea.
3. have “Grandmother a great strawberry shortcake recipe in her book,” Rooster said.
4. be “I going to make that cake!” announced Rooster.
5. be Rooster very excited about his plan.
6. be Turtle, Iguana, and Pig eager to help Rooster.
7. be “We a team!” said Rooster.
8. do “I’ll the reading,” said Turtle.
9. do Iguana not know what kind of fl our to put in a cake.
10. do Now the recipe not seem as easy as it looked.
11. have “We to read the recipe carefully,” Turtle said.
12. be Pig a good mixer.
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Seven Spools of Thread
Grade 3/Unit 4GR47
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Verbs Be,
Do, and Have
Choose the correct word to complete each sentence.
1. This story about 5. They noa rooster who bakes. experience baking!a. are a. wereb. is b. arec. have c. hasd. am d. had
2. Rooster tired 6. They not know of his regular food. what to do in the kitchen.a. were a. amb. was b. didc. am c. hadd. have d. have
3. He a recipe 7. The story veryfor strawberry shortcake. entertaining.a. am a. isb. is b. arec. had c. bed. have d. has
4. His friends 8. The animals asked to help. funny things on every page.a. has a. wasb. are b. werec. is c. dod. were d. does
LC 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.Seven Spools of Thread
Grade 3/Unit 4GR48
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Linking Verbs
• A linking verb does not show action. It connects the subject to the rest of the sentence.
• The word be is a common linking verb. Be has special forms in the present tense.
I am part of a big family. The house is big and roomy. All my brothers are here.
Write am, is, or, are to finish each sentence.
1. I on vacation with my family.
2. We at a park with lots of rides.
3. The rides fast and scary.
4. But now we in trouble.
5. Sam and I happy to stay in the water park.
6. Chris ready to try the roller-coaster.
7. George ready for lunch.
8. Fortunately, Mom and Dad here.
9. I happy to listen to their ideas.
10. We eager for a good solution!
11. Mom and Dad glad to be at the park.
12. Sam and Chris at the ice cream stand.
13. I hungry.
14. George on the steps to the ticket booth.
15. We next to the miniature golf course.
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Nacho and Lolita • Grade 3/Unit 4 GR49
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• A sentence is a group of words that tells a complete thought. A sentence begins with a capital letter.
• A statement is a sentence that tells something. It ends with a period.
• A question is a sentence that asks something. It ends with a question mark.
• A command is a sentence that tells or asks someone to do something. It ends with a period.
• An exclamation shows strong feeling. It ends with an exclamation point.
Rewrite the sentences with correct end punctuation and capitalization.
1. there are seven principles of Kwanzaa
2. can you name them all
3. work together
4. we will share each other’s problems and responsibilities
5. i can speak for myself
6. wow, that’s beautiful
7. what kind of business should we start
Grammar:Subject-Verb Agreement
LC 1.5 Punctuate dates, city and state, and titles of books correctly.LC 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.Nacho and Lolita • Grade 3/Unit 4GR50
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Linking Verbs
Write the linking verb in each sentence.
1. Kwanzaa is an annual celebration.
2. The seven principles of Kwanzaa are very important.
3. They are part of African culture.
4. We were part of a Kwanzaa celebration at school.
5. I was the person in charge of decorations.
6. The colors red, black, and green are important.
7. What is the best way to hang these pictures?
8. Our teacher was happy with our work.
Choose a verb from the box to complete each sentence. Some words may be used more than once.
am is are was were
9. My brothers and I always fi ghting.
10. I the youngest.
11. Last night, Mom and Dad home early.
12. We all working on a model airplane.
13. It surprisingly easy to work together!
14. Making things not so hard.
15. Mom and Dad proud of us.
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Nacho and Lolita • Grade 3/Unit 4 GR51
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Contractions with not
• A contraction is a shortened form of two words. • An apostrophe (’) shows where one or more letters have
been left out. In most contractions with not, the apostrophe takes the place of o.
1. is not isn’t 6. have not haven’t 2. are not aren’t 7. had not hadn’t 3. was not wasn’t 8. do not don’t 4. were not weren’t 9. does not doesn’t 5. has not hasn’t 10. did not didn’t• Can’t and won’t are different. The apostrophe in can’t takes
the place of two letters: n and o. In won’t, three letters disappear and the o changes position
1. cannot can’t 2. will not won’t
Find the contraction in each sentence. Write the words that form the contraction.
1. I don’t have my own room yet.
2. We didn’t have time to fi nish it.
3. I can’t get any peace and quiet!
4. I won’t complain.
5. We haven’t much left to do.
6. Dad just hasn’t had time to fi nish my room.
7. We weren’t expecting a diffi cult task!
8. I hadn’t known much about a building before now.
9. We aren’t going to quit.
10. It doesn’t take long if we work together.
LC 1.0 Written and Oral English Language ConventionsA Solution to Pollution Grade 3/Unit 4
GR52
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Contractions with not
• An apostrophe takes the place of letters left out of a contraction.
Rewrite these sentences adding apostrophes where they are needed.
1. My part of the room isnt like my sisters’ part.
2. You cant fi nd any empty space on her walls.
3. There isnt room for another poster or photograph.
4. There arent any posters or pictures on my wall.
5. I dont need anything but paint and a brush.
6. I didnt paint pictures.
7. I havent painted anything but bright-colored shapes.
8. Eileen and Leah say it doesnt make sense.
9. I hadnt meant for my wall to look perfect.
10. I wont mind as long as its my very own space.
LC 1.0 Written and Oral English Language Conventions A Solution to Pollution Grade 3/Unit 4
GR53
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Contractions with not
A. Write the contraction for each pair of words.
1. does not
2. will not
3. cannot
4. have not
5. are not
6. did not
7. is not
8. do not
9. were not
10. has not
11. had not
12. was not
B. Write the words that form the contraction in each sentence.
13. I hadn’t ever lived alone.
14. I don’t remember ever being alone.
15. I wasn’t sure what a room of my own would be like.
16. Now I can’t imagine going back to sharing!
17. How come you haven’t had that problem?
18. I didn’t get much furniture.
19. My room doesn’t have any pictures on the walls.
20. My sisters aren’t allowed to barge into my room.
LC 1.0 Written and Oral English Language ConventionsA Solution to Pollution Grade 3/Unit 4
GR54
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• A helping verb helps another verb show an action. Have, has, and had are helping verbs. They help to tell about things that have already happened.
The class has visited the bay. They had learned about spartina. I have looked for it in the water.
Write have, has, or had to complete each sentence.
1. Spartina turned into a problem.
2. It lived in Washington since the 1800s.
3. Now it turned into a pest.
4. Our neighbor found some near his house.
5. It destroyed his other plants.
6. It forced native plants out of the area.
7. Sea creatures moved out of there.
8. The mud fl ats disappeared.
9. People traveled with spartina from the East.
10. They hoped it would be useful in the West.
11. People tried many ways to control spartina.
12. We to watch out for any signs of this plant.
13. I to do more research about it.
14. Our neighbor looked into some options.
15. Now we found some useful information.
Grammar:Main and
Helping Verbs
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Ramona and Her Father
Grade 3/Unit 4GR55
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Use quotation marks at the beginning and end of a person’s exact words.
• Use a comma after the name of a person being spoken to.• Use a comma after the words yes and no when they begin a
sentence.
Write each line of dialogue correctly. Use the correct form of the irregular verb.
1. Mom has you heard about Washington’s spartina problem? asked Kevin.
2. Yes, I has read about it,” said Mom, “but I hadn’t actually seen any.”
3. My class have just learned about it said Kevin.
4. It have damaged many native plants said Mom.
5. Can we take a trip to the bay to see the wildlife there asked Kevin.
Grammar:Quotation Marks
LC 1.0 Written and Oral English Language ConventionsRamona and Her FatherGrade 3/Unit 4
GR56
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Write the helping verb in each sentence.
1. Native plants have disappeared from the bay.
2. Spartina has destroyed them.
3. The plants were growing too large.
4. They have crowded out the other plants.
5. We will try to solve the problem.
6. Where will we start?
7. We were looking for spartina.
8. I think we have found some.
B. Choose a helping verb from the box to complete each sentence. Some words may be used more than once.
am is are was were
9. Yesterday we talking about the environment.
10. I telling everyone about spartina.
11. Nick going to the bay with me.
12. We going to fi nd spartina plants ourselves.
13. I bringing my video camera.
14. We looking everywhere.
15. I focusing the lens on some plants.
Grammar:Main and
Helping Verbs
LC 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Ramona and Her Father
Grade 3/Unit 4GR57
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Irregular Verbs
• An irregular verb has a special spelling to show the past tense. • Some irregular verbs have a special spelling when used
with the helping verb have.
PRESENT PAST PASTI do I did I have doneyou see you saw you have seenshe comes she came she has comewe go we went we have gonethey bring they brought they have broughtI run I ran I have runhe gives he gave he has givenwe sing we sang we have sungthey begin they began they have begunI eat I ate I have eatenit grows it grew it has grown
Write the correct past form of the verb to finish the sentence.
1. come People to the zoo.
2. see They all the different animals.
3. sing The birds had for them a thousand times.
4. go They without thinking about the zoo’s problems.
5. grow They bigger and bigger each year.
6. bring She has the zoo’s problems to people’s attention.
7. run The newspaper her letter.
8. give Angel a dollar to help the zoo.
9. do Other people have the same thing.
10. begin Now the zoo to fi x its problems.
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.Out of This World!
Grade 3/Unit 4GR58
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Irregular Verbs
• A present-tense verb tells what happens now.• A past-tense verb tells about an action that already happened.• A verb in the future tense tells about an action that is going to
happen. To write about the future, use the special verb will.• An irregular verb has a special spelling to show the past tense.• Some irregular verbs have a special spelling when used with
the helping verb be.
Rewrite the sentences using the correct form of the verb in parentheses.
1. Have you ever (go) to a zoo?
2. My little brother Jeff (come) to the zoo with us for the fi rst time.
3. He (run) as fast as he could to see the chimpanzees.
4. I have never (see) him look so surprised.
5. Jeff (sing) a song back to the chimps.
6. The zoo worker (give) the chimp bananas.
7. The chimp quickly (eat) the bananas.
8. I have never (see) Jeff laugh so hard!
LC 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. Out of This World!
Grade 3/Unit 4GR59
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Irregular Verbs
Choose the verb form that goes with have or had. Mark your answer.
1. We have on a trip of the zoo. a. gone b. go c. went
2. We had something special there this time. a. done b. do c. did
3. The zookeepers had us a tour of the zoo. a. give b. given c. gave
4. We have how the zoo workers keep the zoo running. a. see b. seen c. saw
5. We had to the end of the tour and thanked the zookeepers.a. comes b. came c. come
Choose the correct past-tense form.
6. We to the zoo to see the new panda bears. a. go b. gone c. went
7. The bears to the zoo from China. a. come b. came c. comes
8. The people there the bears as a gift to our zoo.a. give b. given c. gave
9. We the bears in their new zoo habitat. a. see b. seen c. saw
10. They bamboo shoots and stared at us. a. ate b. eat c. eaten
11. We were pleased that we to the zoo.a. come b. came c. comes
12. Other plants and trees in the habitat.a. grows b. grew c. grown
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Out of This World!
Grade 3/Unit 4GR60
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• A pronoun is a word that takes the place of one or more nouns.
• A pronoun must match the noun that it replaces. • Singular pronouns are I, you, he, she, it, me, him, and her.
Example: Boom Town takes place in the 1800s. It takes place in the 1800s.
Read the sentences. Write the singular pronoun or pronouns you find in each sentence.
1. James gave me the book Boom Town.
2. He says it makes him want to live back in the old West.
3. I read it from cover to cover in one afternoon.
4. I will tell you that it is about a girl named Amanda.
5. She starts a pie-selling business.
6. Many people buy pies from her.
7. I read how she gets other people to start businesses and help the town.
8. It makes me want to start a business, too!
9. Maybe I could open a bakery.
10. I could open it with my mom.
11. She makes delicious bread.
12. She taught me how to make it too.
Grammar:Pronouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Penguin Chick • Grade 3/Unit 5 GR61
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• A proper noun names a special person, place, or thing. • A proper noun begins with a capital letter.• The pronoun I is always capitalized.
Rewrite each sentence correctly. Write each proper noun and I with a capital letter.
1. In the book Boom Town, amanda starts a pie-selling business.
2. Like amanda, i live in california.
3. My family has a bakery in the town of marlton.
4. It is called the little red bakery.
5. It is in a red building on maple street.
6. My brother chris works there with mom and dad.
7. Our biggest seller is a pie called the incredible peach experience.
8. I like to bring my friends steve and rebecca to the bakery.
Grammar:Capitalizing I and
Proper Nouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Penguin Chick • Grade 3/Unit 5GR62
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
A. Write yes if the underlined word is a pronoun. Write no if the underlined word is not a pronoun.
1. Have you read about Amanda and her pie business?
2. She started making gooseberry pies for the settlers in California.
3. They bought many pies from Amanda.
4. The settlers in her town realized there was a need for other businesses.
5. Amanda helped them think of ideas.
6. Soon they had built a busy town.
B. Underline the pronoun in each sentence. Then write S if it is singular or P if it is plural.
7. We visited a museum over the weekend.
8. The guide showed us how people lived during the California Gold Rush.
9. She said that towns sprang up where people searched for gold.
10. I had read about the Gold Rush in the book Boom Town.
11. It has become one of my favorite books.
12. We read it during class.
Grammar:Pronouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Penguin Chick • Grade 3/Unit 5 GR63
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Subject and Object
Pronouns
• Use a subject pronoun as the subject of a sentence. • I, you, he she, it, we, and they are subject pronouns.
Read the sentences. Choose the correct pronoun in parentheses to complete each sentence. Write the pronoun.
1. My brother, sister, and visited our (me, I)aunt’s farm this summer.
2. was very different from where we live. (It, Them)
3. each had our favorite animals. (Us, We)
4. liked the roosters in the yard. (He, Him)
5. preferred the little goats. (Her, She)
6. Have ever seen a baby goat? (you, your)
7. followed us around like puppies. (They, Them)
8. Could have one as a pet? (we, us)
9. My aunt says eat a lot. (they, them)
10. feeds them three times a day. (Her, She)
11. “Why don’t ask Uncle Ben for help?” (your, you)I asked.
12. “ is busy feeding the cows,” she said. (He, Him)
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Animal Homes • Grade 3/Unit 5GR64
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Pronoun Usage
• Use a subject pronoun as the subject of a sentence. • I, you, he, she, it, we, and they are subject pronouns. • Use an object pronoun after an action verb or after a word
such as for, at, of, with, or to. • Me, you, him, her, it, us, and them are object pronouns.
Replace each underlined word or group of words in each sentence with the correct subject or object pronoun. Write the new sentences.
1. My parents took my brother and me to a petting zoo.
2. A sign explained how to behave with the animals.
3. My brother petted a baby goat.
4. Two other goats came along and poked at my brother.
5. My mother told my brother that they were looking for food.
6. My brother said to Mom and me, “I hope they don’t think I’m lunch!”
7. Dad took a picture of my brother and the goats.
8. Should I send you and your friends a picture of the goats?
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Animal Homes • Grade 3/Unit 5 GR65
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Subject and Object
Pronouns
Read the first sentence in each set. One of the four sentences that follow it correctly replaces the underlined words. Circle the correct sentence.
1. Our goat Annie lives in the small barn behind our house.
A. They lives in the small barn behind our house.
B. You lives in the small barn behind our house.
C. Them lives in the small barn behind our house.
D. It lives in the small barn behind our house.
2. Annie eats breakfast with my family every morning.
A. She eats breakfast with us every morning.
B. Her eats breakfast with us every morning.
C. We eats breakfast with her every morning.
D. They eats breakfast with us every morning.
3. Dad listens for Annie’s hooves tapping on the porch.
A. We listens for it tapping on the porch.
B. He listens for them tapping on the porch.
C. He listens for they tapping on the porch.
D. I listens for her tapping on the porch.
4. My parents feed Annie a mix of different foods.
A. Us feed them a mix of different foods.
B. They feed him a mix of different foods.
C. You feed us a mix of different foods.
D. They feed her a mix of different foods.
5. Goats will eat anything yous give them!
A. We will eat anything you give them!
B. She will eat anything you give them!
C. It will eat anything we give them!
D. They will eat anything you give them!
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Animal Homes • Grade 3/Unit 5GR66
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Pronoun-VerbAgreement
Grammar: Pronoun-Verb
Agreement
• A present-tense verb must agree with its subject pronoun.• Add -s to most action verbs when you use the pronouns he,
she, and it. • Do not add -s to an action verb in the present tense when you
use the pronouns I, we, you, and they.
Choose the correct verb to complete each sentence. Write the verb.
1. I (deliver, delivers) newspapers every day with my brother.
2. Some days it (rain, rains).
3. Then we (get, gets) a ride from Mom.
4. She (drive, drives) from house to house.
5. I (open, opens) the window of the car.
6. He (throw, throws) the newspapers onto the driveways.
7. It (take, takes) less time on sunny days.
8. Then we (walk, walks) down the streets and see our customers.
9. They (wave, waves) to us.
10. Do you (read, reads) a newspaper every day?
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Call of the Wild • Grade 3/Unit 5 GR67
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar: Pronoun-Verb
Agreement
Grammar: Pronoun-Verb
Agreement
• A present-tense verb must agree with its subject pronoun.• Add -s to most action verbs when you use the pronouns he, she, and it. • Do not add -s to an action verb in the present tense when you use
the pronouns I, we, you, and they. • The verbs have and be have special forms in the present tense. Forms of have Forms of be I have You have I am You are He has We have He is We are She has They have She is They are It has It is
Write a pronoun to complete the answer to each question.
1. Where is the newspaper? is on the table.
2. What section of the paper do you like to read?
like to read the sports section.
3. What does Aunt Lisa do? is a newspaper reporter.
4. Does she do a good job?
has many awards for her work.
5. Are you a reporter also?
am a reporter for the school newspaper.
6. What do you write about at your paper?
write stories about events at our school.
7. What is the newspaper staff like at your school?
are hard workers and lots of fun.
8. When is your next issue being printed?
are ready to print it today.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Call of the Wild • Grade 3/Unit 5GR68
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Pronoun-VerbAgreement
Grammar: Pronoun-Verb
Agreement
A. Read each group of sentences. Circle the one with the subject pronoun that does not agree with the action verb.
1. A. We deliver the newspaper every day.
B. He folds the newspapers.
C. I toss the papers onto the porches.
D. They brings them inside.
2. A. We read different sections of the newspaper.
B. I likes the movie reviews.
C. She enjoys the crossword puzzles.
D. On Sunday it takes all morning.
B. Read the sentences. Choose the correct verb form to complete each sentence.
3. I the editor of our school newspaper.
A. am C. is
B. has D. are
4. We new stories every week.
A. has C. am
B. is D. have
5. They all about our school.
A. have C. are
B. is D. am
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. Call of the Wild • Grade 3/Unit 5 GR69
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• A possessive pronoun takes the place of a possessive noun. It shows who or what owns something.
• Some possessive pronouns are used before nouns. These include my, your, his, her, its, our, and their.
Write the possessive pronoun on the line.
1. Riverbank State Park in New York City is famous for its carousel.
2. Milo Mottola told people about his idea for the carousel.
3. He asked his art students to draw animals for the carousel.
4. Their designs were used to make the carousel.
5. Our class plans to take a trip to the park.
6. Lily wants to see the animal designed by her cousin.
7. My mother told me to take a picture of the carousel.
8. Will your class go on any trips this year?
9. This is the fi rst trip for our class this year.
10. My father is going on the trip with us.
Grammar:Possessive Pronouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wilbur’s Boast • Grade 3/Unit 5GR70
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
• Add an apostrophe (’) and an -s to a singular noun to make it possessive.
• Add an apostrophe (’) by itself to make most plural nouns possessive.
• Add an apostrophe (’) and an -s to form the possessive of plural nouns that do not end in s.
• Possessive pronouns do not have apostrophes.
Complete each sentence with the correct possessive noun or pronoun in parentheses.
1. (Ms. Parker’s, Ms. Parkers’) students are designing a carousel.
2. The students are all drawing (their, their’) own animals.
3. The (student’s, students’) drawings will be used to build a paper carousel.
4. We are all using (our, our’) imaginations to create interesting animals.
5. (My, Mine) animal is a green-striped tiger with wings.
6. (James’, James’s) animal is a mix of an iguana and a giraffe.
7. The (carousel’s, carousels’) top will be covered with gold foil.
8. There will be no other carousel in the world like (ours’, ours)
Grammar:Possessive Pronouns
LC 1.0 Written and Oral English Language ConventionsWilbur’s Boast • Grade 3/Unit 5 GR71
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
A. Write yes if the underlined word is a possessive pronoun. Write no if the underlined word is not a possessive pronoun.
1. Milo Mottola asked kids in his neighborhood to design the carousel.
2. The kids became Mottola’s art students.
3. He chose 32 of their drawings for the actual carousel.
4. All the students hoped that one of theirs would be chosen.
5. The artist’s signature was engraved beneath each of the animals.
B. Write yes if the underlined word is the correct possessive pronoun. Write no if the underlined word is not the correct possessive pronoun.
6. Our class took a trip to an amusement park.
7. Mine favorite ride is the roller coaster.
8. Cara said that hers is the waterslide.
9. George said his’s is the carousel.
10. I said I would try their favorites if they would try mine.
Grammar:Possessive Pronouns
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Wilbur’s Boast • Grade 3/Unit 5GR72
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Pronoun-Verb Contractions
• A contraction is a shortened form of two words. I am = I’m we are = we’re he has = he’s he is = he’s you are = you’re she has = she’s she is = she’s they are = they’re it has = it’s it is = it’s
Rewrite each sentence and replace the underlined words with a contraction.
1. We are learning about animal homes.
2. They are different for each kind of animal.
3. It is important for animals to have the right place.
4. I am fascinated by many of the animals’ homes.
5. My brother says that he has seen an otter’s home on the river bank.
6. He is hoping to see the otter come out of it.
7. We are bringing a camera to the river.
8. You are going to get copies of any pictures!
LC 1.0 Written and Oral English Language ConventionsUnique Animals of the
Southwest • Grade 3/Unit 5GR73
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Pronoun-Verb Contractions
• A contraction is a shortened form of two words. I am = I’m I have = I’ve I will = I’ll he is = he’s you have = you’ve he will = he’ll she is = she’s we have = we’ve she will = she’ll it is = it’s they have = they’ve it will = it’ll we are = we’re he has = he’s we will = we’ll you are = you’re she has = she’s you will = you’ll they are = they’re it has = it’s they will = they’ll
Complete each sentence with a contraction that makes sense. Put apostrophes in the correct places in contractions.
1. possible that you may have an animal home near your home.
2. lucky if you fi nd one.
3. spent a lot of time watching the animals near my home.
4. had birds’ nests in our trees.
5. My neighbor said seen rabbit holes near his yard.
6. Now watching two squirrels build a nest in a tree.
7. Mom said that supposed to look like a bird’s nest.
8. Right now carrying up twigs and moss.
9. make sure that you are told about the squirrels’ progress.
10. be fun to watch the squirrels work!
LC 1.0 Written and Oral English Language ConventionsUnique Animals of the Southwest • Grade 3/Unit 5
GR74
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Pronoun-Verb Contractions
A. Is the underlined contraction correctly written? Write yes if it is. Write no if it is not.
1. Were buying a new cage for our hamster.
2. Its going to have tunnels for him to crawl through.
3. He’s going to have a lot of fun playing in the tunnels.
4. It’ill be like the tunnels he would dig in the desert.
5. I’m looking forward to seeing him play.
B. Write the contraction for the underlined words.
6. You are not going to believe this.
7. We have got an owl living in a tree in our yard.
8. It is the biggest bird I have ever seen.
9. You will have to come over and see it sometime.
10. My sister says she is going to videotape it fl ying.
11. I hope it will stay all summer.
12. It is very fun to watch it fl y.
LC 1.0 Written and Oral English Language ConventionsUnique Animals of the
Southwest • Grade 3/Unit 5GR75
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• An adjective is a word that describes a noun. • An adjective tells what kind or how many. What kind: We looked at the blue house. How many: There were many flowers in the yard. • The words a, an, and the are special adjectives called articles.• Use a and an before singular nouns. Use a before a word starting
with a consonant. Use an before a word starting with a vowel. • Use the before a singular or plural nouns.
Draw one line under each adjective or article. Draw two lines under the noun that the adjective or article describes.
1. There is an empty house on our street.
2. We walk by the quiet house daily.
3. I try to look in the dark windows.
4. There are still several rose bushes in the yard.
5. I saw a crowd outside the house.
6. A group of men were fi xing up the house.
7. I thought I would make a good helper.
8. Many people worked on the house.
9. I learned to hammer silver nails.
10. We gave the beautiful house to a family.
11. We planted more trees in the front.
12. The roof no longer leaks.
Grammar:Adjectives
and Articles
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Stone Soup • Grade 3/Unit 6GR76
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Rewrite each sentence. Write book titles and titles of people correctly.
1. Usually mr Wing reads us a book every week.
2. Last week he read us mrs Mack makes soup.
3. It is a retelling of stone soup.
4. The villagers will not share their food with mrs Mack.
5. She and dr Drew make soup from a stone.
6. Now we are reading a book called a garden of soups.
7. The author is ms Melinda Ruiz.
8. My mom has her cookbook, which is called the world of soup.
Grammar:Titles and
Abbreviations
• Capitalize the main words in a book title.• Underline or italicize the title of a book.• Abbreviate and capitalize titles of people before names.
LC 1.5 Punctuate dates, city and state, and titles of books correctly.Stone Soup • Grade 3/Unit 6 GR77
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Find the adjective that tells what kind or how many. Write the adjective on the line.
1. I carried the heavy cans of paint.
2. The bright colors spilled out from the can.
3. We painted in broad strokes.
4. It took time for the wet paint to dry.
5. The paint had a soft glow.
6. The orange color is on the wall.
7. I held the wooden handle of the brush.
Decide if a, an, or the belongs in the sentence. Write your answer on the line.
8. I marked inch on the piece of wood.
9. I looked in the toolbox for saw.
10. Then I began to saw at inch mark.
11. I drew line across the board with a pencil.
12. I carefully cut wood with my saw.
13. I hammer nail in the wood.
14. Then I evened out edges.
15. I closed toolbox.
Grammar:Adjectives
and Articles
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.Stone Soup • Grade 3/Unit 6GR78
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Circle the correct adjective for each sentence.
1. It was the (quieter, quietest) house I had ever been in.
2. The room was (brighter, brightest) than my room at home.
3. Then I saw the (larger, largest) spiders I had ever seen.
4. The (darker, darkest) spider worked near the window.
5. I watched the (lighter, lightest) of the two spiders.
6. It had (quicker, quickest) legs than the other spider.
7. Of the two webs, the (wider, widest) web reached from corner to corner.
8. The (longer, longest) string of the web reached down to the fl oor.
9. The creak of that step was (louder, loudest) than the other one.
10. That is the (bigger, biggest) spider I’ve seen.
11. The (smarter, smartest) idea was to be quiet.
12. Is that the (safer, safest) thing to do?
13. The sun is (hotter, hottest) over here than there.
14. That is the (sillier, silliest) idea I’ve heard.
15. My spider is (furrier, furriest) than yours.
• Add -er to an adjective to compare two nouns. • Add -est to an adjective to compare more than two nouns. A spider’s legs are longer than an ant’s legs. That is the biggest spider web I have ever seen!
Grammar:Adjectives
that Compare
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. The Strongest One • Grade 3/Unit 6 GR79
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
• Add -er to an adjective to compare two nouns and -est to compare more than two nouns.
• In adjectives ending in a consonant and y, change the y to i and add -er or -est.
• In adjectives ending in e, drop the e and add -er or -est. • In adjectives that have a single vowel before a final
consonant, double the final consonant and add -er or -est.
Proofread the sentences. Correct adjectives that are misspelled. Then write the sentences correctly.
1. Charlotte’s Web is the longgest book I have ever read.
2. Trying to weave a web was Wilbur’s sillyest idea.
3. I think Charlotte was smarterer than other spiders.
4. With Charlotte’s help, Wilbur felt braveer than before.
5. The bigest spider web I ever saw covered part of a door.
6. That is the roundeest spider I have ever seen.
Grammar:Correct Comparative
and Superlative Forms
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.The Strongest One • Grade 3/Unit 6GR80
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Read each sentence. Find the sentence that has an adjective that compares. Mark your answer.
1. a. Wilbur sleeps in the barn. b. He keeps warm in the straw. c. It is darker in the barn than outside. d. The moon and stars light the sky.
2. a. Charlotte works in the afternoon. b. This is her fanciest web ever. c. She writes a strange word in the web. d. The strong threads shine in the sun.
3. a. Wilbur thinks he can make a beautiful web. b. Templeton ties a long string on Wilbur’s tail. c. Wilbur falls to the ground. d. It is the silliest thing he has ever done.
Read each sentence. Find the correct form of the adjective in parentheses.
4. A spider’s silk is (thin) than thread. a. thinerb. thinnerc. thiniestd. thinniest
5. Pigs are one of the (smart) animals in the world. a. smarterb. smartterc. smarttestd. smartest
Grammar:Adjectives
that Compare
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. The Strongest One • Grade 3/Unit 6 GR81
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Adverbs
1. Before a mission, astronauts prepare.
2. During the mission, they work.
3. The astronauts must act.
4. They do experiments.
5. They complete the mission.
6. The atronauts return.
• An adverb is a word that tells more about a verb. • Most adverbs that tell how end in -ly. They are formed by
adding -ly to an adjective. • Adverbs can be put in different places in sentences.
Circle each adverb in the box. Then use the adverbs to complete the sentences. Place each adverb where you think it sounds best.
cry carefully chilly correctly flysafely quickly silly steadily successfully
LC 1.0 Written and Oral English Language ConventionsTales of the TricksterGrade 3/Unit 6
GR82
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Adverbs vs. Adjectives
• An adjective is a word that describes a noun.• An adverb is a word that describes a verb.
Read the sentences below. Choose the word that correctly completes each sentence.
1. John Glenn is a (great, greatly) American hero.
2. He (bold, boldly) orbited the earth in 1962.
3. It was an (important, importantly) moment in history.
4. In 1998, he volunteered to fl y a (second, secondly) mission.
5. He (cheerful, cheerfully) prepared for the fl ight.
6. Crowds cheered (loud, loudly) during takeoff.
7. The shuttle fl ew (speedy, speedily) across the blue sky.
8. Everyone (glad, gladly) welcomed the shuttle when it landed.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correcting in writing and speaking. Tales of the Trickster
Grade 3/Unit 6GR83
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Adverbs
A. Change the adjective in parentheses to an adverb. Write the adverb on the line.
1. Extra rockets (powerful) blast the shuttle into the air.
2. Then the rockets (neat) fall away.
3. The shuttle glides (graceful) through space.
4. It lands (smooth) on an airstrip.
5. Then it (slow) comes to a halt.
6. The crowd cheers (loud) .
7. The crew (careful) writes notes.
B. Underline each adverb. Write yes if the adverb is in the best place. Write no if it is not in the best place.
8. The crew walks swiftly to the shuttle.
9. The crowd wildly greets them.
10. The astronauts enthusiastically wave.
11. The shuttle takes quickly off.
12. The engines noisily roar.
13. The mission goes perfectly.
14. The fans are purring actually.
15. The seatbelts are securely fastened.
LC 1.0 Written and Oral English Language ConventionsTales of the TricksterGrade 3/Unit 6
GR84
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:Adverbs
Draw one line under each adverb that tells when. Draw two lines under the verb it describes.
1. Helen and Fred always liked the Bronx Zoo.
2. Soon Helen told Fred he should work there.
3. Today Fred brought home a baby tiger.
4. First, Helen fed the baby tiger with a bottle.
5. Next, she gave him a warm place to sleep.
6. Soon he became big and strong.
7. Rajpur, Dacca, and Raniganj came afterwards.
8. Then, they had to go back to the zoo.
9. Helen saw them early in the morning.
10. Tomorrow she will see them again.
11. Now they are seen by many people.
12. Yesterday we saw the baby tigers.
13. We went home later.
14. Next, we did our homework.
15. Let’s go back soon.
• Some adverbs tell when an action takes place. • Adverbs that tell when include first, always, next, after,
tomorrow, soon, early, today, then, yesterday.
LC 1.0 Written and Oral English Language ConventionsCock-a-Doodle Doo
Grade 3/Unit 6GR85
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Commas after
introductory words
• Some words are used to help introduce a sentence. These words include well, yes, no, in fact, first, however, therefore.
Rewrite each sentence. Add a comma after the introductory words in the sentences.
1. Yes we did enjoy our vacation.
2. No we did not get to go rafting.
3. However we did get a chance to visit a zoo.
4. Well I think I liked the baby tigers the best.
5. First we watched them sleeping.
6. Therefore it wasn’t very exciting.
7. However we came back later and they were playing.
8. In fact that was my favorite part of the visit.
LC 1.6 Use commas in dates, locations, and addresses and for items in a series.Cock-a-Doodle Doo
Grade 3/Unit 6GR86
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:Adverbs
Choose the word in each sentence that is an adverb.
1. Today Fred brought home a baby tiger for Helen to help. a. Today c. babyb. brought d. help
2. Helen stayed nearby and watched the tiger sleep. a. stayed c. watchedb. nearby d. sleep
Decide which word in the sentence is an adverb that tells when. Mark your answer.
3. First, the tigers slept there in the little box. a. First c. thereb. slept d. little
4. Fred and Helen would take them to live outside at the zoo soon. a. take c. zoob. outside d. soon
Decide which word in the sentence is an adverb that tells where. Mark your answer.
5. Today one of the tigers wandered away. a. Today c. wanderedb. one d. away
6. Then Helen found him nearby. a. Then c. foundb. Helen d. nearby
LC 1.0 Written and Oral English Language ConventionsCock-a-Doodle Doo
Grade 3/Unit 6GR87
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Sentence Combining with Adjectives and
Adverbs
Combine each pair of sentences by adding an adjective to one sentence. Write the new sentence on the line.
1. A chrysalis hangs from the branch.
The chrysalis is green.
2. A butterfl y moves inside the chrysalis.
It is a colorful butterfl y.
3. The butterfl y splits the chrysalis.
It is an adult butterfl y.
4. The butterfl y pumps its wings.
The wings are strong.
5. Now the butterfl y soars into the sky.
The butterfl y is lovely.
• Two sentences can be combined by adding an adjective to one sentence.
The caterpillar crawled along the leaf. The caterpillar is fuzzy.
The fuzzy caterpillar crawled along the leaf.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.One Riddle, One Answer
Grade 3/Unit 6GR88
Practice
Name©
Ma
cmill
an
/McG
raw
-Hill
Grammar:
Comma Usage
• Use a comma after the greeting and closing of a letter. • Use a comma between the name of a city and a state.• Use a comma between the day and the year in a date.• Use commas to separate three or more words in a series.• Use commas after introductory words.
Rewrite the letter on the lines below. Correct any missing commas.
Dear Caroline
How are you? We went to see a special butterfl y exhibit. It’s in a glass
house in a garden. The glass and sun keep the house heated. The butterfl ies
need the warmth. First caterpillars form a chrysalis. They turn into butterfl ies
inside. The butterfl ies split the chrysalis pump life into their wings and take
off. Then, they fl y around inside the glass house.
Your friend
Tina
LC 1.6 Use commas in dates, locations, and addresses and for items in a series. One Riddle, One Answer
Grade 3/Unit 6GR89
Practice
Name
© M
acm
illa
n/M
cGra
w-H
ill
Grammar:Sentence Combining with Adjectives and
Adverbs
Underline the adjective that can be used to combine each pair of sentences. Then combine the sentences.
1. Jeff ran from the bumblebee.It was a furry bumblebee.
2. Jane watched the ants. They were busy ants.
3. The butterfl y beat its wings. They were strong wings.
4. The butterfl y landed on a branch. It was a thin branch.
5. It searched the sky for birds.The birds are hungry.
Underline the adverb that can be used to combine each pair of sentences. Then combine the sentences.
6. The fi refl y glowed. It glowed brightly.
7. The dragonfl y hummed. It hummed loudly.
8. The breeze blew over the pond.The breeze blew gently.
LC 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.One Riddle, One Answer
Grade 3/Unit 6GR90
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR91Sample Grammar Test • Grade 3/Unit 1
English Language Arts Sample Grammar Test Unit 13G R A D E
Kyle’s teacher asked the students to write a personal narrative. Here is the first draft of Kyle’s paragraph. It may contain errors.
First Day of Camp
(1) I woke up early. (2) it was the first day of camp. (3) I didn’t know what
to expect. (4) Would I know anyone in my group. (5) Would we do things I
like to do? (6) Swim in the lake or the pool? (7) I have never gone swimming
outside. (8) An older camper sat down next to me. (9) He answered all my
questions. (10) it was the best day ever
1 What type of sentence is sentence 5?
A statement
B question
C command
D exclamation
2 Which of these is NOT a complete sentence?
A I woke up early.
B I didn’t know what to expect.
C Would we do things I like to do?
D Swim in the lake or the pool?
3 Which of these is the correct way to rewrite sentence 10?
A It was the best day ever
B it was the best day ever.
C It was the best day ever!
D It was the best day ever?
4 Read this sentence.
An older camperAn older camper sat down next to me.
Which of these best describes the underlined words?
A subject
B simple subject
C predicate
D simple predicate
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR92
English Language Arts Sample Grammar Test Unit 23G R A D E
Sample Grammar Test • Grade 3/Unit 2
1 Which is the correct way to rewrite sentence 1?
A How big is Earth’s orbit?
B How big is Earths Orbit.
C How big is earth’s orbit?
D How big is Earths Orbit?
2 Which part of sentence 4 is a proper noun?
A all this
B more
C program
D Hilltop Museum
3 Read this sentence.
Ask about our three special three special showshow for school groups.
Which is the correct way to write the underlined words?
A three specials show
B three special shows
C three special showes
D three specials showes
4 Which is the best way to combine sentences 6 and 7?
A Monday’s talk is sold out, and Tuesday’s shows.
B Mondays and Tuesdays talks and shows are sold out.
C Mondays talk, and Tuesdays shows, are sold out.
D Monday’s talk and Tuesday’s shows are sold out.
Yuki was asked to write an ad for the local radio station. Here is the first draft of Yuki’s writing. It may contain errors.
(1) How big is earths orbit. (2) What are Saturn’s rings made of? (3) How hot
is the Sun’s surface? (4) Learn all this and more in “Our Super Solar System,”
a new program at Hilltop Museum! (5) call 555-SOLAR for todays talk
and show times. (6) Monday’s talk is sold out. (7) Tuesdays shows are sold
out. (8) Ask about our three special show for school groups.
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR93
English Language Arts Sample Grammar Test Unit 33G R A D E
Sample Grammar Test • Grade 3/Unit 3
Luis’s teacher asked the students to write a paragraph after their field trip. Here is the first draft of Luis’s paragraph. It may contain errors.
Cleaning Perch Bay
(1) Last Saturday, our class cleaned up the beach at Perch Bay. (2) We picked
up litter and packed it into bags. (3) We discover all kinds of things. (4) Maria
showd me a necklace she found. (5) Sam and Wanda fixed fences. (6) Sam
and Wanda raked the sand. (7) Everyone enjoyed the trip. (8) We clean it
again next year.
1 In sentence 1, what is the tense of the verb?
A action
B future
C past
D present
2 Which is the best way to rewrite sentence 3?
A We discoverd all kinds of things.
B We discovered all kinds of things.
C We will discover all kinds of things.
D We will discovered all kinds of things.
3 Which is the best way to combine sentences 5 and 6?
A Sam fixed fences, and Wanda raked the sand.
B Sam and Wanda, fixed fences, raked the sand.
C Sam and Wanda fixed fences and raked the sand.
D Sam and Wanda fixed fences, and also raked the sand.
4 Read this sentence.
We clean it again next year.
Which is the correct way to rewrite the sentence?
A We cleans it again next year.
B We will clean it again next year.
C We cleaned it again next year.
D Leave as is.
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR94
English Language Arts Sample Grammar Test Unit 43G R A D E
Sample Grammar Test • Grade 3/Unit 4
Tony’s teacher asked the students to write in their journals. Here is the first draft of Tony’s entry. It may contain errors.
A Room of My Own
(1) It isn’t very easy to share a room. (2) You do not have any space of your
own. (3) You cant ever have the whole place to yourself. (4) I had this
problem. (5) I shared my room with my brother. (6) He bringed in a radio and
played it when I tried to do homework. (7) We fighted all the time. (8) It drove
our parents crazy! (9) Soon they will give me my own room. (10) My brother
and I can’t wait!
1 Read this sentence.
You do not have any space of your own.
Which is the correct way to form a contraction from the underlined words?
A do’not
B d’ont
C do’nt
D don’t
2 Which past-tense verb is NOT written correctly?
A had
B shared
C bringed
D tried
3 Which is the best way to rewrite sentence 7?
A We fights all the time.
B We fought all the time.
C We fighting all the time.
D Leave as is.
4 Which word from sentence 9 is a helping verb?
A soon
B will
C give
D own
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR95
English Language Arts Sample Grammar Test Unit 53G R A D E
Sample Grammar Test • Grade 3/Unit 5
Shayla wanted to write a letter to her aunt. Here is the first draft of Shayla’s letter. It may contain errors.
(1) Dear Aunt Esther,
(2) This fall our teacher gave my best friend and me a job. (3) We put
out our’s school newspaper every week. (4) It has only four pages, but it is
hard work. (5) I is in charge of stories. (6) My friend Wayne takes all the
pictures. (7) Wayne wants to be a photographer some day. (8) We’ll send you
our first edition when its done!
Love,
Shayla
1 In sentence 1, which word is an object pronoun?
A This
B our
C my
D me
2 Which sentence is written correctly?
A We put out our schools newspaper every week.
B We put out our school’s newspaper every week.
C Us put out our school newspaper every week.
D Us put out our’s school’s newspaper every week.
3 Read this sentence.
wants to be a photographer some day.
Which of these pronouns BEST completes the sentence?
A It
B He
C Her
D Him
4 Which word from sentence 8 is NOT written correctly?
A We’ll
B our
C you
D its
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR96
English Language Arts Sample Grammar Test Unit 63G R A D E
Sample Grammar Test • Grade 3/Unit 6
For a science project, Raj had to write a descriptive report. Here is the first draft of Raj’s paragraph. It may contain errors.
A Beautiful Butterfly
(1) The beautiful butterfly swooped gracefully down from the sky. (2) It
landed on Mom’s lilac bush. (3) It landed gently. (4) It was a bush of purple
lilacs. (5) I walked quiet over to see it up close. (6) Its wings were pale
yellow with black marks around the edges. (7) The body was darker than the
wings. (8) I later looked up the butterfly in a book, on a poster, and on the
Internet. (9) I located it the fastest on the poster. (10) It said the lovely butterfly
was a tiger swallowtail.
1 In sentence 1, which of the following is an adverb?
A beautiful
B butterfly
C swooped
D gracefully
2 Which sentence best combines sentences 2, 3, and 4?
A It landed on Mom’s gentle purple lilac bush.
B It landed gently on Mom’s purple lilac bush.
C Mom’s purple lilac bush, it gently landed on.
D Mom’s purple lilac bush gently landed on it.
3 Which of these is NOT an adjective?
A yellow
B darker
C later
D lovely
4 Read this sentence.
I located it the on the poster.
Which form of a synonym for “fast” could be used to complete the sentence?
A quicker
B quickliest
C more quickly
D most quickly
© M
ac
mil
lan
/Mc
Gra
w–
Hil
l
GR97Scoring Chart