Skills Practice

BOOK 1 Skills Practice

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Table of Contents

Unit 1 Lesson 4 Phonics Spellings for the Lesson 1 /∫/ and /Ωl/ Sounds ...... 43 Phonics Spellings for the /∫/, /µ/, Word Analysis Regular Plurals ...... 45 and /∂/ Sounds ...... 1 Selection Vocabulary ...... 47 Word Analysis Compound Words ...... 3 Access Complex Text Selection Vocabulary ...... 5 Main Idea and Details ...... 49 Access Complex Text Making Inferences . 7 Writing Opinion Writing ...... 51 Writing Opinion Writing ...... 9 Spelling Spellings for the /∫/ and /Ωl/ Spelling Spellings for the /∫/, /µ/, Sounds; Regular Plurals...... 53 and /∂/ Sounds; Compound Words ...... 11 Grammar, Usage, and Mechanics Grammar, Usage, and Mechanics Complete Simple Sentences ...... 55 Nouns ...... 13 Lesson 5 Lesson 2 Phonics Spellings for the /f/, /m/, Phonics Spellings for the /¥/ /n/, /r/, and /w/ Sounds ...... 57 and /Œ/ Sounds ...... 15 Word Analysis Irregular Plurals ...... 59 Word Analysis Antonyms and Synonyms . . .17 Selection Vocabulary ...... 61 Selection Vocabulary ...... 19 Access Complex Text Sequence . . . . .63 Access Complex Text Fact and Opinion . 21 Writing Opinion Writing ...... 65 Writing Opinion Writing ...... 23 Spelling Spellings for the /f/, /m/, /n/, Spelling Spellings for the /¥/ and /Œ/ /r/, and /w/ Sounds; Irregular Plurals ...... 67 Sounds; Antonyms and Synonyms ...... 25 Grammar, Usage, and Mechanics Grammar, Usage, and Mechanics Quotation Marks, Commas, and Verbs and Verb Phrases ...... 27 Capitalization ...... 69 Lesson 3 Lesson 6 Phonics Spellings for the /j/ Fluency Friends Around the World ...... 72 and /s/ Sounds ...... 29 Horse and Dog. ...... 74 Word Analysis Shades of Meaning...... 31 Selection Vocabulary...... 75 Selection Vocabulary . ...... 33 Access Complex Text Compare and Contrast ...... 77

Copyright © McGraw-Hill Education Access Complex Text Cause and Effect...... 35 Writing Opinion Writing ...... 37 Unit 2 Spelling Spellings for the /j/ and /s/ Sounds; Shades of Meaning ...... 39 Lesson 1 Grammar, Usage, and Mechanics Phonics Spellings for the /¥/ Sound . . . . .79 Subject and Predicate ...... 41 Word Analysis Contractions and Possessives ...... 81

Program: OCR_FSK Component: SP1_FM Pdf Pass Vendor: Aptara Grade: 3 Selection Vocabulary ...... 83 Lesson 5 Access Complex Text Fact and Phonics Spellings for the /∏/ Sound . . . . . 135 Opinion ...... 85 Word Analysis Homographs and Writing Writing to Inform ...... 87 Multiple-Meaning Words ...... 137 Spelling Spellings for the /¥/ Sound; Selection Vocabulary ...... 139 Contractions and Possessives ...... 89 Access Complex Text Grammar, Usage, and Mechanics Main Idea and Details ...... 141 Possessive Nouns and Pronouns ...... 91 Writing Writing to Inform ...... 143 Spelling Spellings for the /∏/ Sound; Lesson 2 Homographs and Multiple-Meaning Words . . . . 145 Phonics Spellings for the /µ/ Sound ...... 93 Grammar, Usage, and Mechanics Word Analysis Irregular Verbs Pronouns...... 147 and Abstract Nouns ...... 95 Selection Vocabulary...... 97 Lesson 6 Access Complex Text Fluency In the Desert (part 1) ...... 149 Classify and Categorize ...... 99 In the Desert (part 2) ...... 151 Writing Writing to Inform ...... 101 Selection Vocabulary ...... 153 Spelling Spellings for the /µ/ Sound; Access Complex Text Irregular Verbs and Abstract Nouns ...... 103 Cause and Effect ...... 155 Grammar, Usage, and Mechanics Regular and Irregular Plural Nouns ...... 105 Unit 3 Lesson 3 Lesson 1 Phonics Spellings for the /∂/ Sound . . . . .107 Phonics Spellings for the /∏/ Word Analysis Homophones ...... 109 and /oo/ Sounds ...... 157 Selection Vocabulary ...... 111 Word Analysis Inflectional Endings Access Complex Text Sequence . . . . .113 -ed and -ing ...... 159 Writing Eliminating Irrelevant Information . . .115 Selection Vocabulary ...... 161 Spelling Spellings for the /∂/ Sound; Access Complex Text Classify Homophones ...... 117 and Categorize ...... 163 Grammar, Usage, and Mechanics Writing Narrative Writing ...... 165 Types of Sentences ...... 119 Spelling Spellings for the /∏/ and

/oo/ Sounds; Inflectional Endings Copyright © McGraw-Hill Education Lesson 4 -ed and -ing ...... 167 Phonics Spellings for the /Œ/ Sound . . . . .121 Grammar, Usage, and Mechanics Word Analysis Homographs and Abstract Nouns ...... 169 Multiple-Meaning Words ...... 123 Selection Vocabulary ...... 125 Lesson 2 Phonics Spellings for the /ow/

Access Complex Text and /∂/ Sounds ...... 171 Making Inferences ...... 127 Word Analysis Comparatives and Writing to Inform ...... Writing 129 Superlatives ...... 173 Spellings for the /Œ/ Sound; Spelling Selection Vocabulary ...... 175 Homographs and Multiple-Meaning Words . . . . 131 Access Complex Text Fact and

Grammar, Usage, and Mechanics Opinion ...... 177 Subjects and Direct Objects ...... 133 Writing Narrative Writing ...... 179 Spelling Spellings for the /ow/ and Spelling Spellings for the /oi/ Sound; /∂/ Sounds; Comparative and Content Words and Shades of Meaning . . . . .209 Superlative Adjectives ...... 181 Grammar, Usage, and Mechanics Grammar, Usage, and Mechanics Adjectives ...... 211 Coordinating and Subordinating Conjunctions ...... 183 Lesson 5 Phonics Spellings for the Lesson 3 /∂/, /Œ/, /∏/, and /ow/ Sounds ...... 213 Phonics Spellings for the Word Analysis Words with the /aw/ Sound ...... 185 Same Base ...... 215 Word Analysis Irregular Comparatives Selection Vocabulary ...... 217 and Superlatives ...... 187 Access Complex Text Compare and Selection Vocabulary ...... 189 Contrast ...... 219 Access Complex Text Sequence . . . . .191 Writing Using Action and Writing Narrative Writing ...... 193 Describing Words ...... 221 Spelling Spellings for the /aw/ Sound; Spelling Spellings for the /∂/, /Œ/, Irregular Comparatives and Superlatives . . . . . 195 /∏/, and /ow/ Sounds; Words with Grammar, Usage, and Mechanics the Same Base ...... 223 Compound Sentences ...... 197 Grammar, Usage, and Mechanics Adverbs ...... 225 Lesson 4 Phonics Spellings for the /oi/ Sound . . . . .199 Lesson 6 Word Analysis Content Words and Fluency A Most Unusual Tea Party ...... 227 Shades of Meaning ...... 201 Common Sense. ...... 229 Selection Vocabulary ...... 203 Selection Vocabulary ...... 231 Access Complex Text Main Idea Access Complex Text and Details ...... 205 Making Inferences ...... 233 Writing Narrative Writing ...... 207 Copyright © McGraw-Hill Education

Name Date Spellings for the /∫/, /µ/, and /∂/ Sounds

FOCUS • /∫/ can be spelled a and a_e. Examples: acorn, invade • /µ/ can be spelled i and i_e. Examples: iron, empire • /∂/ can be spelled o and o_e. Examples: moment, awoke

PRACTICE Circle the word in each pair with the correct /∫/, /µ/, or /∂/ spelling.

1. faiver favor

2. lone loane

3. beside bisyde

4. wyldiest wildest

5. updait update

6. coled cold

7. basic baseic

9. plate playt

10. telescoap telescope

Skills Practice 1 • Phonics UNIT 1 • Lesson 1 1 APPLY Choose a word from each pair that correctly completes the sentence and contains an /∫/, /µ/, or /∂/ sound and spelling. Write the word on the line.

11. We heard a new song on the . (radio, dashboard)

12. Ms. Andrews asked us to the book’s characters. (answer, describe)

13. I respect my grandfather, and he is my . (friend, idol)

14. The holiday included floats and marching bands. (party, parade)

15. The unpleasant came from the basement. (odor, smell)

16. I intend to a fort in the backyard. (create, construct)

17. Maya wants to ten people to her party. (invite, compose)

19. It was snowing hard, so we stopped at a for the night. (gateway, hotel)

20. The of grass grow quickly along the fence posts. (blades, tufts)

2 UNIT 1 • Lesson 1 Phonics • Skills Practice 1 Name Date Compound Words

FOCUS A compound word is one word that has two smaller words in it. bird + house = birdhouse “a house for a bird” A compound word can take its meaning from the words that combine to form it, as in birdhouse, or it can have a new meaning. cow + boy = cowboy “a male who herds cattle” (not “a boy who is a cow”)

PRACTICE Circle the compound word in each sentence. Then look at the two words that make up each compound word. Write combined or new on the line to describe the compound word's meaning.

1. Ariana grabbed a strawberry from the bowl. 2. I enjoy taking afternoon walks in the woods nearby.

3. My older brother just became a homeowner. 4. The cheerleader tried to get the crowd to be more spirited.

6. The library brings in a storyteller every Wednesday.

7. My friend’s grandmother is a famous musician.

Skills Practice 1 • Word Analysis UNIT 1 • Lesson 1 3 APPLY Create a compound word from the two words provided. Fill in the blanks to define each new compound word.

8. birth + day =

“a that marks one's ”

9. head + band =

“a worn on the ”

10. sun + shine =

“the of the bright ”

11. gold + fish =

“a -colored ”

Look at the compound words in the box. Then write the correct word from the box on the line next to its definition.

12. “a pain felt in the head”

13. “a kind or nice person”

14. “a book used to write or record notes or ideas”

15. “a very tall building”

4 UNIT 1 • Lesson 1 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The Origami Master.”

alighted examined master amazement forth opinion dusk lair origami evening magnificent warbler

PRACTICE Choose the vocabulary word that best fits each definition or example. Write the word on the line.

1. an expert cook

2. just before it is dark

3. when you usually eat dinner

4. a fox’s home in a tree

5. looked carefully at a patient

6. little yellow bird

7. landed on a bird feeder

9. forward

10. spring is the best season

11. a giant, shiny skyscraper

12. surprise at a new idea

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 1 5 APPLY Write Yes or No to answer each question below.

13. Does a warbler swim in a lake or ocean?

14. Does an origami artist work with paper?

15. Would an animal sleep in its lair?

16. Is a master usually very young?

17. Could you feel amazement while looking at a sunset?

18. Would you describe a tiny blade of grass as magnificent?

19. Would you see a firefly in the evening?

20. Can you go forth from your classroom to the lunchroom?

21. Is a butterfly likely to have alighted?

22. Can an opinion be proven with evidence?

23. Does dusk fall early in the day?

6 UNIT 1 • Lesson 1 Vocabulary • Skills Practice 1 Name Date Making Inferences

FOCUS Readers often make inferences about characters, settings, or events in a story. Making an inference means understanding something that is not directly stated by the author. Details from the text, along with information the reader already knows, can help with making inferences. Read the following sentences: Fran was disappointed as she walked in her garden. She had tried to care for her vegetables, but it was no use. The tomatoes had dried up, the lettuce had wilted, and the beans were drooping sadly. Though it is not directly stated, you can make an inference that the weather has been very dry at Fran’s house.

PRACTICE Read each paragraph. Then read the three inferences below each paragraph. Draw a line under the most reasonable inference you can make. Use details in the paragraph and what you already know. 1. Kevin was excited to be visiting his grandparents. Grandpa had promised to take him surfing. Later they would take a long walk and collect seashells. Kevin tried very hard not to track sand in the house. Kevin does not like his grandparents. Kevin’s grandparents live near the ocean. Kevin would rather be indoors than outside. Copyright © McGraw-Hill Education 2. “I can’t believe the history test is today,” said Mia in a small, squeaky voice. As she walked into the classroom, her stomach did a few flip- flops. Tears filled her eyes when she saw the stack of test papers on Mr. Chang’s desk. When the bell rang, she had her head in her hands. Mia is very nervous and upset about the history test. The history test has been moved to tomorrow. History is Mia’s favorite subject.

Skills Practice 1 • Access Complex Text UNIT 1 • Lesson 1 7 3. Jill opened the window and breathed in the mild air. There was still some snow on the ground, but it was melting fast. Jill could even see some tiny green leaves peeking up from the ground. The tulips would be blooming in just a few weeks! This has been the warmest winter in history. Spring is coming soon. Jill is hoping she can still go skiing later.

APPLY Read the paragraph, and answer the questions that follow. Uncle Leo begins his days very early. When he arrives at work, he turns on the big ovens. Then he mixes flour, yeast, and water to make dough. After the dough rises, he forms it into loaves. The batch of bread is ready by 7:00. Just about that time, Uncle Leo’s customers begin to line up outside the door.

4. What does the writer tell you in these sentences?

5. Based on what you know, what kind of person does the things the writer has described?

6. What can you infer that Uncle Leo does for a living?

8 UNIT 1 • Lesson 1 Access Complex Text • Skills Practice 1 Name Date Opinion Writing Think Audience: Who will read your opinion writing?

Purpose: What is your reason for writing about your opinion?

Prewriting Brainstorm ideas for your opinion writing.

Skills Practice 1 • Writing UNIT 1 • Lesson 1 9 Revising Use this checklist to revise your opinion writing.

Does your writing have a clear purpose?

Does your writing state an opinion?

Does your writing have reasons that support your opinion?

Does your writing include interesting details or descriptions?

Did you include an ending that sums up your opinion?

Editing/Proofreading Use this checklist to correct mistakes in your opinion writing.

Did you use proofreading symbols when editing?

Does your writing include transition words?

Did you check for subject/verb agreement?

Did you check your writing for spelling mistakes?

Write or type a neat copy of your writing.

Add a photograph or a drawing.

10 UNIT 1 • Lesson 1 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /∫/ can be spelled a and a_e. • /μ/ can be spelled i and i_e. • /∂/ can be spelled o and o_e. • A compound word is a word made of two smaller words joined together.

Word List Challenge Words 1. blaze 9. smile 1. poem 2. choke 10. major 2. grateful 3. blackbird 11. sunset 3. footprints 4. total 12. popcorn 5. tame 13. hilltop 6. armrest 14. wild 7. hotdog 15. barnyard 8. item

PRACTICE Sort the spelling words under the correct heading.

/∫/ spelled a /μ/ spelled i

2. /μ/ spelled i_e

3. 7.

Skills Practice 1 • Spelling UNIT 1 • Lesson 1 11 /∂/ spelled o

/∂/ spelled o_e

10.

Compound Words

11.

12.

13.

14.

15.

16.

12 UNIT 1 • Lesson 1 Spelling • Skills Practice 1 Name Date Nouns

FOCUS Nouns name a person, place, thing, or idea.

Rule Example • A common noun names any • teacher, saxophone, friendship person, place, thing, or idea. • A proper noun names a • Eleanor Roosevelt, Statue of specific person, place, thing, Liberty, San Antonio or idea. A proper noun always begins with a capital letter.

PRACTICE Write eight common nouns that name people or things in your school and eight common nouns that name people or things in your home.

School Home 1.

Skills Practice 1 • Grammar UNIT 1 • Lesson 1 13 APPLY Read this paragraph. After each boldface noun, write common or proper to identify the type of noun.

Chicago is a great city . My neighborhood is near the zoo in Lincoln Park . Sophia , my best friend , loves to visit me and my family . Our favorite animals at the zoo are the monkeys and seals .

Read this paragraph. Write yes if the underlined word is a noun. Write no if the underlined word is not a noun.

For the first week of school , Lee thought Yoshi was interesting because of what he ate for lunch . Yoshi would come with food Lee had never seen before. Yoshi explained that he came from Japan , where Copyright © McGraw-Hill Education everyone ate that kind of food .

Write one sentence using three nouns. Underline each noun.

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Name Date Spellings for the /¥/ and /Œ/ Sounds

FOCUS • /¥/ can be spelled e and e_e. Examples: become, complete • /Œ/ can be spelled u and u_e. Examples: argument, accuse

PRACTICE Read each word below. Circle Yes if the word has the /¥/ or /Œ/ sound. Circle No if the word does not have either sound.

1. dispute Yes No

2. broken Yes No

3. frustrated Yes No

4. impede Yes No

5. unicorn Yes No

6. weather Yes No

7. meter Yes No

10. tribute Yes No

Skills Practice 1 • Phonics UNIT 1 • Lesson 2 15

Program: OCR Component: SP_U1_L2 PDF PASS Vendor: Aptara Grade: 3 APPLY Choose a word from the box to complete each sentence. Below the sentence, write the word on the line. Then circle the correct /¥/ or /Œ/ sound and the spelling the word contains.

perfume prevent abuse create unite Chinese

11. Animal is a serious crime.

has the (/¥/, /Œ/) sound spelled (e, e_e, u, u_e).

12. People who live in a specific Southeast Asian country are .

has the (/¥/, /Œ/) sound spelled (e, e_e, u, u_e).

13. To is to be part of a group of people that have joined together.

has the (/¥/, /Œ/) sound spelled (e, e_e, u, u_e).

14. Artists use clay to a ceramic pot.

has the (/¥/, /Œ/) sound spelled (e, e_e, u, u_e).

16. You can some illnesses by eating healthful foods and exercising regularly.

has the (/¥/, /Œ/) sound spelled (e, e_e, u, u_e).

16 UNIT 1 • Lesson 2 Phonics • Skills Practice 1 Name Date Antonyms and Synonyms

FOCUS Antonyms are words that have opposite meanings. Synonyms are words with the same or nearly the same meaning. A dictionary or thesaurus can help you find synonyms for words. Sometimes a dictionary or thesaurus also lists antonyms. Example: happy Antonyms for happy: sorrowful, unhappy Synonyms for happy: cheerful, glad

PRACTICE For each word provided, circle an antonym of that word.

1. difficult: lonely starving easy

2. below: crave above underneath

3. horrible: terrible excellent forever

For each word provided, circle a synonym of that word.

4. pain: worry ache possible

5. ancient: old pleasant brilliant

Skills Practice 1 • Word Analysis UNIT 1 • Lesson 2 17 APPLY Read each sentence. Cross out the underlined word. On the line below, write an antonym that makes more sense in the sentence.

7. Chris felt unprepared and calm as he studied for his science test.

8. The cheap cell phone costs too much money.

9. Which answers do you want to ask the teacher?

10. The quiet crowd screamed and cheered.

Read each sentence. Cross out the underlined word. On the line below, write a synonym that also makes sense in the sentence.

11. Carlos heard a bizarre sound during the thunderstorm.

12. My sister is a very kind and generous person.

13. The company expects its employees to be dependable.

14. The dress Kaitlyn will wear to her wedding is gorgeous.

18 UNIT 1 • Lesson 2 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Little Havana.”

ancestors mingled elaborate muttered elegant parade exhausted peered experience recognized frilly tasted

PRACTICE Draw a line from each vocabulary word to the clue it matches. 1. mingled a. covered in ruffles, perhaps 2. muttered b. too tired to lift a finger 3. elegant c. mixed in a crowd 4. ancestors d. took a bite 5. peered e. march around 6. experience f. mumbled or grumbled 7. tasted g. how a movie star might look Copyright © McGraw-Hill Education 8. frilly h. saw an old friend 9. elaborate i. relatives from long ago 10. recognized j. looked into a telescope 11. parade k. complicated and detailed 12. exhausted l. do something new

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 2 19 APPLY Read the sentences below. Use the underlined clues to select the vocabulary word that best completes each sentence. Write the vocabulary word on the line.

13. Rachel out the window at the squirrel busily gathering nuts; she looked closely at the little creature for half an hour.

14. The costume Luisa wore to the party was created with great care and much work.

15. Have you seen Jeff around the neighborhood in his new jacket, attracting attention left and right?

16. Shane enjoyed learning about his , who traveled to America long ago.

17. Dad is ; in fact, he is so tired that he cannot play basketball with us.

18. Grandma is wearing a scarf that is

19. Travel can help you new cultures and see and do new things.

20. I the waiter because I know him from our neighborhood.

20 UNIT 1 • Lesson 2 Vocabulary • Skills Practice 1 Name Date Fact and Opinion

FOCUS As you read a story, you will find facts and opinions expressed by the narrator and the characters. A fact is a true statement that can be proven. An opinion is a statement that describes how someone thinks or feels about something. Opinions cannot be proven true. Look at the following examples: Fact: Cuba is the largest island in the Caribbean Sea. Opinion: It would be more fun to go to Alaska than to vacation in Cuba. Notice that the first statement can be proven, while the second one cannot.

PRACTICE Read each sentence. Write whether it states a fact or an opinion.

1. The capital of the state of Florida is Tallahassee.

2. Florida’s beaches are the best in the country.

3. If you want adventure, you should go to Everglades National Park.

4. Florida became a state in 1845.

5. Florida sees more lightning strikes than any other state.

Skills Practice 1 • Access Complex Text UNIT 1 • Lesson 2 21 APPLY Read each fact or opinion below. Explain why each is a fact or an opinion.

6. Opinion: Beaches with white sand are prettier than beaches with brown sand.

7. Fact: Christopher Columbus landed on what is now Cuba in 1492.

8. Opinion: Everyone should visit a Caribbean island at least once in their lives.

9. Opinion: That beach in Jamaica is such a peaceful place.

10. Fact: Puerto Rico and St. Thomas are Caribbean islands.

11. Fact:

12. Opinion:

22 UNIT 1 • Lesson 2 Access Complex Text • Skills Practice 1 Name Date Opinion Writing Think Audience: Who will read your opinion writing?

Purpose: What is your reason for writing about your opinion?

Prewriting Add interesting details and descriptions.

1. Reason #1:

Explanation #1:

Additional Detail:

2. Reason #2:

Explanation #2:

Additional Detail:

3. Reason #3:

Additional Detail:

Skills Practice 1 • Writing UNIT 1 • Lesson 2 23 Proofreading Symbols

¶ Indent the paragraph.

^ Add something.

Take out something.

/ Make a small letter.

Make a capital letter.

. Add a period.

24 UNIT 1 • Lesson 2 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /¥/ can be spelled e and e_e. • /Œ/ can be spelled u and u_e. • Synonyms are words that have the same or similar meanings. Examples: dog and hound red and scarlet chilly and cold • Antonyms are word that have opposite meanings. Examples: big and small happy and sad build and destroy

Word List Challenge Words 1. cedar 9. rewind 1. simple 2. menu 10. complete 2. huge 3. truck 11. complex 3. gigantic 4. pickup 12. confuse 5. cube 13. behind 6. open 14. first 7. close 15. last 8. music

/¥/ spelled e /¥/ spelled e_e

1. 4.

Skills Practice 1 • Spelling UNIT 1 • Lesson 2 25 /Œ/ spelled u

/Œ/ spelled u_e

Complete the synonym and antonym pairs from the spelling list.

Synonyms 10. truck

11. huge

14. close

Write the spelling word that is a synonym for each of the following words.

15. final

16. shut

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Name Date Verbs and Verb Phrases

FOCUS Verbs show the action, condition, or state of being of a subject. There are different types of verbs.

Rule Example • Action verbs show the actions • Sofia ran. of the subject. • State-of-being verbs show the • I am ready to go. condition or state of being of the subject. • When a state-of-being verb • He is a student. connects the subject with a word in the predicate, it is called a linking verb. • A verb phrase is a verb with two • Danny could have flown. or more words. The last verb in a verb phrase is • Danny could have flown. the main verb. Helping verbs come before the • Danny could have flown. main verb.

PRACTICE Read each sentence. Circle Action Verb if the sentence has an action verb. Circle Verb Phrase if the

1. The band played a polka. Action Verb Verb Phrase

2. Rick has been a jockey. Action Verb Verb Phrase

3. I will be home soon. Action Verb Verb Phrase

4. Ms. White teaches ballet. Action Verb Verb Phrase

Skills Practice 1 • Grammar UNIT 1 • Lesson 2 27

Program: OCR Component: SP_U1_L2 PDF PASS Vendor: Aptara Grade: 3 APPLY Read the paragraph below. Circle the action verbs and underline the state-of-being verbs.

Isadora Duncan was born in San Francisco, California, in

1877. She wrote a book about herself, or an autobiography.

She titled it My Life. Duncan was a famous modern dancer who taught children all over the world to dance. The children happily learned from her. They performed in France, Italy, and Russia.

Read the paragraph below. It is missing some helping verbs. Decide where they should go, and insert them. Write your helping verbs in the margin.

Jamaal singing a solo in the school choir. He has to buy new clothes. He buy a white dress shirt, blue pants, and a red and blue striped tie. His mother will help him pick out the clothes. On the day of the concert, Copyright © McGraw-Hill Education he prepared two hours early. His sister asks him if he is nervous. “No,” he tells her. “I am ready. I’ve practiced a lot.” Finally, it is time to leave. Jamaal sings very well. His family is proud of him. Afterwards, they going to take him to dinner to celebrate.

28 UNIT 1 • Lesson 2 Grammar • Skills Practice 1 Name Date Spellings for the /j/ and /s/ Sounds

FOCUS • /j/ can be spelled ge and gi_. Examples: legend, magic • /s/ can be spelled ce, ci_, and cy. Examples: notice, precise, and spicy

PRACTICE Read each word. Write Yes if it has one of the /j/ or /s/ spellings shown in the Focus box above. Write No if it does not. If you answered Yes to a word, circle the letters in the word that spell the /j/ or /s/ sound from the Focus box.

1. giraffe

2. calendar

3. recite

4. getting

5. vacancy

6. cringe

Skills Practice 1 • Phonics UNIT 1 • Lesson 3 29 APPLY Circle the word with the correct spelling to complete each sentence. Then write the word on the line.

9. A job that is done correctly is completed with .

acurasy accrace accuracy accurase

10. Mom placed a on my scraped knee.

bandage bandaje bandij banddege

11. We took our car to the repair shop to have the examined.

enjin engenn injine engine

12. I am trying to my friends to play this new board game.

cunvinc convince konvinse convenge

democracy dimocrassy democracie demaucrusy

14. We must stick to a when shopping for our family's groceries.

budgit budjett budget buddjet

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Name Date Shades of Meaning

FOCUS Synonyms are words with the same or nearly the same meaning. Words with differing shades of meaning are similar to synonyms. The words mean nearly the same thing, but there are slight differences in their meanings. Example: small tiny miniscule At first glance, these words all have similar meanings. They all mean “little.” However, as you read the words from left to right, you will notice that each of the words expresses a greater degree of “smallness.” For example, tiny suggests a smaller size than small, and miniscule suggests an even smaller size than tiny.

PRACTICE Read each set of words. Rank the words according to their shades of meaning. The word that expresses the weakest or least degree of meaning should come first. The second word should be the medium degree of meaning. The strongest, or most powerful, word should come third. Write the words in their correct order on the line.

1. overjoyed, content, happy

3. clever, brilliant, intelligent

Skills Practice 1 • Word Analysis UNIT 1 • Lesson 3 31

Program: OCR Component: SP_U1_L3 PDF PASS Vendor: Aptara Grade: 3 APPLY Read each pair of words. Think about the relationship between the first word and the second word. Then look at the words listed below. Write the word that has the strongest or most powerful shade of meaning on the line.

4. cool cold

uncomfortable freezing weather

5. sad depressed

terrifying heartbroken exhausted

6. nibble eat

gobble chew picky

7. look stare

avoid different glare

8. unusual strange

allow skinny selfish

10. upset angry

problem uninterested furious

32 UNIT 1 • Lesson 3 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Damon and Pythias.”

anxious intended before pardon criticize seized

PRACTICE Circle the vocabulary word that matches each sentence. 1. When the new evidence was discovered, the prisoner was allowed to go free.

criticize seized pardon anxious 2. Trina was so worried about her test that her stomach hurt. anxious intended pardon before 3. Mrs. Jackson pointed out what was wrong with our report. seized criticize before anxious 4. Dad took away our video games because we did not do our chores. pardon before intended seized

criticize seized intended pardon 6. Patel stood in front of me in the lunch line. anxious before pardon seized

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 3 33 APPLY Think about the meaning of the underlined vocabulary words. Complete each sentence to demonstrate the meaning of the vocabulary word.

7. The judge decided to pardon the man because

8. The soldiers marched into the village and seized

9. After school, I intended to

10. Something that makes many students anxious is

11. If customers criticize the food,

12. Something I do before I sleep is

34 UNIT 1 • Lesson 3 Vocabulary • Skills Practice 1 Name Date Cause and Effect

FOCUS The cause is the reason why something happens. The effect is what happens as a result. Finding causes and effects in a story can help you understand why events happened. Look for signal words, such as because, since, therefore, and so, that will help you identify cause-and-effect relationships. Read the following sentence: Erika did not finish her homework because she fell asleep. The cause is that Erika fell asleep. The effect is that Erika did not finish her homework.

PRACTICE Read each sentence. Draw one line under the cause. Draw two lines under the effect.

1. A blizzard is about to hit our town; therefore, school will be canceled tomorrow.

2. Matt is out of flour and eggs, so he will have to go to the grocery store.

3. Beth turned down our offer of pepperoni pizza because she doesn’t eat meat.

4. Since you enjoy swimming, you will love the beach vacation we have planned.

7. Hannah needs to leave early because she has to go to the dentist.

8. Because Seth is afraid of dogs, I decided to leave Rex at home.

Skills Practice 1 • Access Complex Text UNIT 1 • Lesson 3 35 APPLY Read each sentence. Write either the cause or the effect described in the sentence.

9. Dad couldn’t make dinner because the oven was broken.

Cause:

10. I forgot my homework, so I had to run back home to get it.

Cause:

11. Because she wants to be like her sister, Kate is learning to play the piano.

Effect:

12. Yoshi arrived at the airport on time; therefore, he made his flight.

Effect:

Each sentence below describes an effect. What might have caused it? Use the sentence and your own ideas to write a new sentence that shows cause and effect.

13. Ben had a cast on his arm.

14. The horses escaped from the barn.

15. The milk became sour.

16. The house is freezing cold.

36 UNIT 1 • Lesson 3 Access Complex Text • Skills Practice 1 Name Date Opinion Writing Think Audience: Who will read your opinion writing?

Purpose: What is your reason for writing about your opinion?

Prewriting Write your opinion, and then brainstorm reasons that support your opinion. Evaluate each reason, and circle the three best reasons.

Reason

Reason Reason

Reason

Skills Practice 1 • Writing UNIT 1 • Lesson 3 37 Revising Use this checklist to revise your opinion writing.

Does your writing state an opinion?

Does your writing have reasons that support your opinion?

Does your writing have precise words?

Does your writing present a clear point of view?

Did you include an ending that sums up your opinion?

Editing/Proofreading Use this checklist to correct mistakes in your opinion writing.

Did you use proofreading symbols when editing?

Does your writing include transition words?

Does every sentence have a subject and a predicate?

Did you check your writing for spelling mistakes?

Write or type a neat copy of your writing.

Add a photograph or a drawing.

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Name Date Spelling

FOCUS • /j/ can be spelled ge and gi_. • /s/ can be spelled ce, ci_, and cy. • Some words may have similar meanings, but one word’s meaning might be stronger or more forceful than the other word’s meaning. The two words have different shades of meaning. Examples: I was happy to see fish tacos added to the school menu. I was elated when Uncle Chris arrived for a surprise visit.

Word List Challenge Words 1. icy 9. since 1. garbage 2. frigid 10. decent 2. receive 3. twice 11. bother 3. acquire 4. large 12. enrage 5. massive 13. germ 6. gentle 14. logic 7. range 15. agent 8. city

1. 4.

2. 5.

3. 6.

Skills Practice 1 • Spelling UNIT 1 • Lesson 3 39

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/j/ spelled gi_ /c/ spelled ci_

7. 12.

8. /c/ spelled cy

/c/ spelled ce 13.

10.

11.

Shades of Meaning Complete each sentence with a word or words from the box.

frigid acquire massive receive bother large icy enrage

16. The tight shoes did not Glenn at first, but the blisters sure did annoy him!

17. The weather may feel on a cold winter’s day, but it is absolutely at the South Pole.

18. Squirrels upset Ted’s dog, but cats the dog so much she can’t calm down.

40 UNIT 1 • Lesson 3 Spelling • Skills Practice 1

Program: OCR Component: SP_U1_L3 PDF PASS Vendor: Aptara Grade: 3 Name Date Subject and Predicate

FOCUS

Rule Example • The simple subject names • My mother is a doctor. who or what the sentence She works at a hospital. is about. • The simple predicate is • My mother is a doctor. the verb that tells what the She works at a hospital. subject is or does. • The complete subject is • My youngest daughter all of the words that tell visits her grandmother who or what the sentence once a month. is about. • The complete predicate • My youngest daughter is all of the words that visits her grandmother tell what the subject is once a month. or does.

PRACTICE Underline the complete subject once in each sentence below. Underline the complete predicate twice.

1. Abraham Lincoln was born in 1809.

4. Lincoln was elected president in 1860.

5. He wrote many important speeches.

6. Lincoln was president until 1865.

Skills Practice 1 • Grammar UNIT 1 • Lesson 3 41 APPLY Change each sentence fragment into a complete sentence by adding a simple subject or a simple predicate.

7. Estelle at the supermarket.

8. The supermarket at 7:00 A.M.

9. arrives at work at 6:30 A.M.

10. work with Estelle.

11. They at 6:30 A.M. also.

12. Estelle the floors before opening.

13. washes the windows before opening.

Write three sentences that contain a complete subject and a complete predicate. Underline the complete subjects once. Underline the complete predicates twice.

15.

16.

42 UNIT 1 • Lesson 3 Grammar • Skills Practice 1 Name Date Spellings for the /∫/ and /Ωl/ Sounds

FOCUS • /∫/ can be spelled ai_ and _ay. Examples: proclaim, decay • /Ωl/ can be spelled _le, _el, _al, and _il. The symbol /Ω/ represents the schwa sound. Schwa is a vowel sound in an unstressed syllable. This means that the vowel does not take on its ordinary sound. Instead, it makes the sound you hear in the first and last letters of America. The sound is similar to the /u/ sound. Examples: cuddle, camel, hospital, and pencil

PRACTICE Read each word below. Circle letters that make the /∫/ or /Ωl/ sound and spelling as shown in the Focus box. Cross out the word if it does not have either of these sounds and spellings.

1. embrace

2. tunnel

3. tailor

4. pair

6. arguing

7. startle

8. yesterday

Skills Practice 1 • Phonics UNIT 1 • Lesson 4 43 APPLY Read each pair of words below. Circle the correct spelling.

9. central centril

10. dismai dismay

11. example exampel

12. awayt await

Choose a word from the box to complete each sentence.

model gerbil mermaid vehicle mayor local tonsils remain

13. My pet escaped from his cage.

14. The town’s held a press conference.

15. Eliza’s favorite type of is a pickup truck.

17. Next week, I will have surgery to remove my .

18. At the farmers’ market, people can buy fresh vegetables.

19. We are moving soon, so I can no longer at my school.

20. You should always good behavior for your siblings.

44 UNIT 1 • Lesson 4 Phonics • Skills Practice 1 Name Date Regular Plurals

FOCUS To make many words plural, meaning “more than one,” add the ending -s or -es. These types of plurals are called regular plurals because they follow the rules below. • In most cases, if a word ends in a consonant or a consonant + e, just add -s. parrot + s = parrots house + s = houses • The letters -es are added to words ending in ch, sh, s, ss, ff, x, z, or zz. box + es = boxes • If a word ends in a consonant + y, change the y to i, and add -es. lady + es = ladies • If a word ends in f or fe, change the f or fe to v, and add -es. shelf + es = shelves

PRACTICE Circle the correct plural spelling for each word. Write the correct spelling on the line.

1. pillow: pillowes pillows

3. cowboy: cowboys cowboies

4. loaf: loafs loaves

5. porch: porches porchs

6. suitcase: suitcasees suitcases

Skills Practice 1 • Word Analysis UNIT 1 • Lesson 4 45 APPLY Think about how to make each word from the box plural. Sort the plural words into the correct groups, and write the words on the lines below.

life satellite mystery hoof slide problem beach donkey diary rosebush

Group 1: Add -s

10.

Group 2: Add -es

11.

12.

13.

14.

Group 4: Change f or fe to v and add -es

15.

16.

46 UNIT 1 • Lesson 4 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Bummer and Lazarus.”

cold reins common spread heal unselfish

PRACTICE Write Yes if the underlined vocabulary word is used in a way that matches the definition below the sentence. Write No if it does not. 1. A nasty virus spread throughout the classroom. make healthy again 2. I could not understand why the girls were so cold toward me. lack of heat 3. Ira pulled on the reins to tell the horse to stop. straps attached to a bridle 4. I hope the scrape on my face can heal before school pictures. become well again

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 4 47 APPLY Write a vocabulary word to complete each rhyme below.

7. In winter, many people dread

the common cold when it is .

8. Helen has a simple wish:

for all to be kind and .

9. When riding, Joey takes great pains

to hold on tightly to the .

10. The scar on Keri’s knee is real.

It took weeks for the deep cut to .

12. In the woods, it is

to see a beautiful red-breasted robin.

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Name Date Main Idea and Details

FOCUS The main idea of a paragraph or selection is the most important point the author wants to make. The author supports this point with details that describe why, what, when, where, and how. Read the following paragraph. The main idea is circled. The supporting details are underlined. I had the most terrible day! It rained at the bus stop, and I got soaked. Then I left my backpack on the bus. At noon, I discovered I had no lunch money. Then we had a pop quiz in math.

PRACTICE Read each paragraph below. Draw two lines under the main idea. Draw one line under each supporting detail.

1. My family has many activities planned for Saturday. We will begin by making pancakes for breakfast. Next we will rake the leaves. Then we will wash the car. After we finish our chores, we will watch a movie. 2. Dogs are better than cats for many reasons. Dogs are friendlier and more loving. They want to play with you and go on walks with you. When you come home from school, a dog will run to greet you. A cat, on the other hand, will probably just hide. 3. The sun was shining. There was a chill in the air. A light breeze shook the red, orange, and yellow leaves on the trees. A few of the Copyright © McGraw-Hill Education leaves broke free and danced against a blue sky. It was the perfect autumn day. 4. The platypus is a very unusual animal. It is a mammal, but it lays eggs. It has a bill like a duck’s but also a tail like a beaver’s. In addition, it is one of the few mammals that can hurt its predators with venom, or poison.

Skills Practice 1 • Access Complex Text UNIT 1 • Lesson 4 49

Program: OCR Component: SP_U1_L4 PDF PASS Vendor: Aptara Grade: 3 APPLY Read the following paragraphs from “Bummer and Lazarus.” Write whether the underlined sentence contains the main idea or a supporting detail.

5. The dogs did misbehave now and then. More than once, the dogs were locked in a store overnight. They were supposed to get rid of rats, but instead they destroyed much of the store trying to get out. Bummer and Lazarus loved their freedom.

6. As the adventures of Bummer and Lazarus continued, the city’s love for the pair grew, too. Few dogs could wipe out rats as well as the two buddies. Someone took Lazarus to the dog pound once. People across the city demanded he be set free. After that, the friends were free to roam the town without fear of the dog catcher.

7. Over the next years, there were many stories about Bummer and Lazarus. The best stories described Bummer and Lazarus’s clever adventures. For example, stories explained how the pair worked together to get bones away from other dogs. People were delighted that Bummer and Lazarus were working as a team.

Copyright © McGraw-Hill Education 8. Then Bummer did more. He led the wounded dog to a doorway to heal. At night, Bummer would protect the smaller dog from the cold and from unfriendly strays. Bummer even shared food he got from humans with the poor dog. In fact, Bummer made sure that the small dog ate before he did.

50 UNIT 1 • Lesson 4 Access Complex Text • Skills Practice 1 Name Date Opinion Writing Think Audience: Who will read your opinion writing?

Purpose: What is your reason for writing about your opinion?

Prewriting Plan your opinion writing by choosing your topic and forming three opinions about your topic. Then write the opinions below.

Topic

Opinion 3:

Skills Practice 1 • Writing UNIT 1 • Lesson 4 51 Revising Use this checklist to revise your opinion writing.

Does your writing state an opinion?

Does your writing include reasons that support your opinion?

Does your writing use formal language?

Did you include descriptive words and phrases?

Did you include an ending that sums up your opinion?

Editing/Proofreading Use this checklist to correct mistakes in your opinion writing.

Did you use proofreading symbols when editing?

Does your writing include transition words?

Does each sentence have a subject and a predicate?

Did you check your writing for spelling mistakes?

Write or type a neat copy of your writing.

Add a photograph or a drawing.

Read your opinion writing to the class or to small groups of classmates.

52 UNIT 1 • Lesson 4 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /∫/ can be spelled ai_ and _ay. • /Ωl/ can be spelled _le, _el, _al, and _il. • Regular plurals are formed by adding the ending -s to a singular noun. When a word ends in ch, sh, s, ss, x, z, or zz, then add -es to form the plural. Examples: desk + s = desks marble + s = marbles match + es = matches

Word List Challenge Words 1. spray 9. plain 1. stairs 2. riddles 10. shuttle 2. fingernails 3. basil 11. holidays 3. despair 4. petals 12. essay 5. trains 13. fables 6. subway 14. paints 7. brushes 15. claim 8. camel

1. 5. 2. 6. 3. 7. 4. Skills Practice 1 • Spelling UNIT 1 • Lesson 4 53 /∫/ spelled _ay

8. 10.

9. 11.

/Ωl/ spelled _le

12. 14.

13.

/Ωl/ spelled _el

15.

/Ωl/ spelled _al

16.

/Ωl/ spelled _il

17.

19. 24.

20. 25.

21. 26.

22.

54 UNIT 1 • Lesson 4 Spelling • Skills Practice 1 Name Date Complete Simple Sentences

FOCUS A complete simple sentence has one subject and one predicate.

Rule Example • The subject can be simple or • Henry skates. or Henry and compound. Eben skate. • The predicate can be simple or • Henry skates. or Henry compound. skates and glides. • One sentence can have a • Henry and Eben skate and compound subject and a glide. compound predicate. • A simple sentence can be • Henry and Eben skate and very long. glide across the smooth, shining ice for hours.

PRACTICE Decide whether each sentence below has a simple or compound subject. Write simple or compound.

1. Whales are interesting mammals.

2. Krill and small fish are the food of many whales.

5. The blue whale weighs two hundred tons.

6. Small fish and whales swim together.

Skills Practice 1 • Grammar UNIT 1 • Lesson 4 55 Decide whether each sentence below has a simple or compound predicate. Write simple or compound.

7. Manatees also live in the ocean.

8. These mammals move and swim slowly.

9. Their flippers and tail move them through the water.

10. Manatees rise to the surface and breathe.

APPLY Read each pair of sentences below. Rewrite them to make one sentence with a compound subject, a compound predicate, or both.

11. I have a pet hamster named Philip. My sister shares Philip, too.

12. Philip runs on a wheel. Philip drinks from a bottle.

14. My sister and I play with Philip. We clean his cage.

56 UNIT 1 • Lesson 4 Grammar • Skills Practice 1 Name Date Spellings for the /f/, /m/, /n/, /r/, and /w/ Sounds

FOCUS • /f/ can be spelled ph. Examples: phase, orphan • /m/ can be spelled _mb. Examples: climb, numb • /n/ can be spelled kn_. Examples: knitting, knoll • /r/ can be spelled wr_. Examples: wrongful, wrestler • /w/ can be spelled wh_. Examples: whistle, whiteboard

PRACTICE Sort the words below. Write each word under the correct heading.

bomb knotted wristband biographer knack photo wheezing comb wheelchair wraparound

/f/ = ph /m/ = _mb /n/ = kn_

1. 3. 5.

7. 9.

8. 10.

Skills Practice 1 • Phonics UNIT 1 • Lesson 5 57 APPLY Read each sentence. Choose the correct spelling of the word underneath that completes the sentence. Write the word on the line.

11. Calling someone is a very mean thing to do. (dumb, dumm)

12. A is a section of written text. (paragraf, paragraph)

13. I wear a when I am away from home. (ristwatch, wristwatch)

14. Kyle has to down to give his little brother a hug. (kneel, neel)

15. Bridget's toothpaste helps keep her teeth . (wite, white)

16. We were punished for a .

17. Our teacher taught us a new lesson. (phonics, fonics)

18. Investigators examined the left behind by the thief. (thumprint, thumbprint)

58 UNIT 1 • Lesson 5 Phonics • Skills Practice 1 Name Date Irregular Plurals

FOCUS Irregular plurals do not follow the usual pattern. • Some words, such as deer and shrimp, have the same singular and plural forms. • Some words, such as goose, change spelling in the plural form. In the plural form, goose becomes geese. Examples: crisis, crises cactus, cacti

PRACTICE Sort each word from the box under the correct heading.

children teeth fish sheep mice women

Words with the same singular and plural forms.

Words with spelling changes for the plural form.

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APPLY Read each singular noun. Circle the correct irregular plural form of the noun. (Remember: Some words have the same singular and plural forms.)

7. person: persons people

8. tuna: tuna tunas

9. foot: foot feet

10. species: specieses species

11. elk: elk elks

12. child: childs children

13. salmon: salmons salmon

15. ox: oxens oxen

16. trout: trout trouts

60 UNIT 1 • Lesson 5 Word Analysis • Skills Practice 1

Program: OCR Component: SP_U1_L5 PDF PASS Vendor: Aptara Grade: 3 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The Prairie Fire.”

douse homestead thrust drive pack trudged guard parched waste heart sod yards

PRACTICE Write each vocabulary word listed above next to its synonym below.

1. feelings

2. soil

3. property

4. dry

5. group

6. drench

7. push

9. 3-foot units

10. watch over

11. use unwisely

12. walked heavily

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 5 61 APPLY Read the riddles below. Write the vocabulary word that best solves each riddle.

13. I am something you do to move a herd of cows or sheep.

What am I?

14. I am a way people walk when they shuffle their feet.

What am I?

15. I am something you feel inside, or an emotion.

What am I?

16. I am used to describe a throat that needs water.

What am I?

17. I am a group of wolves or wild dogs.

What am I?

18. I am something you don’t want to do to money or time.

19. I am a place that a family might have lived in the Old West.

What am I?

20. I am something you might want to do to a fire.

What am I?

62 UNIT 1 • Lesson 5 Vocabulary • Skills Practice 1 Name Date Sequence

FOCUS Sequence is the order in which events take place in a text. Look for time or order words to help you identify the sequence of events. Words and phrases that tell when things happen are called time words. Examples include today, yesterday, last week, at 5:00, on June 20th, and in 1999. Words and phrases that tell the order in which things happen are called order words. Examples include first, second, next, last, then, before, after, and finally.

PRACTICE Underline the time or order words in each of the following sentences.

1. We must finish the project and give the presentation next week.

2. Kim’s brother was born after she was, in 2008.

3. First, spread shortening in the muffin tin.

4. I have an appointment this morning and soccer practice at 3:00.

5. Before you can plant the seeds, you must prepare the soil in the garden.

7. Wednesday we will go to the park before we eat dinner.

8. Babies learn to crawl before they walk.

Skills Practice 1 • Access Complex Text UNIT 1 • Lesson 5 63 APPLY These events from “The Prairie Fire” are out of order. Write them in the correct sequence. Percy and his mother and father hug each other with relief. The prairie fire passes by the homestead. Percy’s father begins to plow a fireguard around the house. Percy ties his shirt over Maud the horse’s eyes. Percy’s father tells him to guard the barn and the house. Maud the horse is frightened by some animals. Percy offers to help with the last part of the fireguard. Percy’s father asks him to help drive the oxen home. Percy’s father sets the oxen free. Percy sees the faraway smoke of a prairie fire.

10.

11.

12.

14.

15.

16.

17.

18.

64 UNIT 1 • Lesson 5 Access Complex Text • Skills Practice 1 Name Date Opinion Writing Think Audience: Who will read your opinion writing?

Purpose: What is your reason for writing your opinion?

Prewriting Use the space below to write two persuasive sentences that support your opinion. One sentence will use feelings to persuade. The other sentence will use facts to persuade.

Opinion:

Use a feeling to persuade:

Skills Practice 1 • Writing UNIT 1 • Lesson 5 65 Proofreading Symbols

¶ Indent the paragraph.

^ Add something.

Take out something.

/ Make a small letter.

Make a capital letter.

. Add a period.

66 UNIT 1 • Lesson 5 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /m/ can be spelled _mb. • /n/ can be spelled kn_. • /r/ can be spelled wr_. • /f/ can be spelled ph. • /w/ can be spelled wh_. • Some plurals do not follow the regular pattern. Many irregular plurals change spellings in the plural form. Example: man, men Some irregular plurals have the same singular and plural forms. Example: A large shrimp swims past the coral. Twenty shrimp swim past the coral.

Word List Challenge Words 1. phone 9. limb 1. women 2. teeth 10. children 2. deer 3. wrote 11. knocking 3. people 4. phase 12. mice 5. crumb 13. wrinkle 6. oxen 14. whale 7. knife 15. cacti 8. fish Copyright © McGraw-Hill Education PRACTICE Sort the spelling words under the correct heading.

/m/ spelled _mb /r/ spelled wr_ 1. 3. 2. 4.

Skills Practice 1 • Spelling UNIT 1 • Lesson 5 67 /w/ spelled wh_ 5.

/n/ spelled kn_ 6. 7.

/f/ spelled ph 8. 9.

Irregular Plurals 10.

11.

12.

13.

16.

17.

18.

68 UNIT 1 • Lesson 5 Spelling • Skills Practice 1 Name Date Quotation Marks, Commas, and Capitalization

FOCUS Quotation marks show when someone is speaking. They are also used with the titles of short pieces of writing, like short stories. • Use quotation marks • “That doctor is a quack,” before and after the words said the duck. a character speaks. • Use quotation marks • We read the poem “Janey” around the titles of short in class. stories, poems, and songs.

Use a comma to separate a speaker’s words from the rest of the sentence. Use commas to separate a series of items. • The comma goes inside the • “Do not cross the street,” quotation marks. Mr. Shabazz said.

Capitalize titles of movies, plays, and television shows. Capitalize a speaker’s first word in a quotation. Capitalize geographical names, places, and historical periods. • The main words of a title • I read the short story “Sun are capitalized. Words like on the Sand.” the and on are lowercase. • Capitalize a speaker’s first • He said, “The boat is too word. slow.”

Copyright © McGraw-Hill Education PRACTICE Write yes if the quotation marks and comma are used correctly. Write no if the quotation marks and comma are not used correctly. 1. “I can fly over the tallest building, stated the hawk. 2. “I can sit on the highest building ledge,” the eagle said. 3. People feed me bits of bread,” cooed the pigeon.

Skills Practice 1 • Grammar UNIT 1 • Lesson 5 69 4. “I just sit inside and sing,” chirped the canary.

5. I’ll see you tonight,” hooted the owl.

APPLY Put quotation marks around the poem titles in these sentences. Make three lines under letters that should be capitalized. (Hint: Remember, words like and, the, and of are capitalized only if they are the first word.)

6. I like the poem one foot tall by tom unger.

7. where the Story ends is another good poem.

8. Jack Prelutsky wrote the poem bleezer’s ice cream.

Circle the words that should begin with capital letters.

9. Duncan is writing a report on the bronze age.

10. The 2004 olympics were held in athens, greece.

11. Michelangelo was an artist during the renaissance.

12. Thomas Jefferson was born in albemarle county, virginia. Copyright © McGraw-Hill Education Add quotation marks and commas where needed. “What is spring? the city squirrel said to the raccoon. What do you mean?” the raccoon asked. The squirrel said, “I mean, I hear other animals talk about spring. But all I see are buildings cars and people.” Once you really look for spring,” the raccoon said, “you will see it. You will see robins’ eggs wildflowers and animals like us. “Hmm,” said the squirrel. “I guess I’ll go look for spring.”

70 UNIT 1 • Lesson 5 Grammar • Skills Practice 1 Name Date Fluency Checklist

As you read the following passage, be sure to keep these things in mind to help you read with the appropriate rate, accuracy, and expression.

As you read, make sure you

pause longer at a period or other ending punctuation.

raise your voice at a question mark.

use expression when you come to an exclamation point.

pause at commas, but not as long as you pause at a period.

when you read a character's words, speak in a voice that sounds like the character might sound.

do not read so fast that listeners cannot hear the individual words or make sense of the text.

Skills Practice 1 • Fluency UNIT 1 • Lesson 6 71 Friends Around the World

Do you have a good friend? What makes you good friends? Do you play with your friend? Do you talk on the phone? Do you share secrets? Would you do a favor for your friend?

You probably know that friends are important. You probably do not know that Congress has set aside a day for friends. It is the first Sunday in August.

Friendship Day in the United States began in 1937. Some other countries followed the tradition with their own day for friends, including India. Best friends like to spend Friendship Day together in India.

Friendship Day is also important in parts of South America. It is held on July 20. People go to parties to meet new friends on this day.

The Irish have a special ring to wear for friendship. On it, there is a crown resting on top of a heart, being held by two hands. Each part has a meaning. The crown stands for loyalty, the heart stands for love, and the hands stand for friendship.

In 1997, the United Nations started a plan for having a Friendship Day too. Friendships can heal bad feelings that groups have about each other. It would be great if friendship could bring all people together.

Think about your friends. How do you honor friendship? What do you share with your friends? How does friendship bring you together with other people?

72 UNIT 1 • Lesson 6 Fluency • Skills Practice 1 Name Date Fluency Checklist

As you read the following passage, be sure to keep these things in mind to help you read with the appropriate rate, accuracy, and expression.

As you read, make sure you

pause longer at a period or other ending punctuation.

raise your voice at a question mark.

use expression when you come to an exclamation point.

pause at commas, but not as long as you pause at a period.

when you read a character's words, speak in a voice that sounds like the character might sound.

do not read so fast that listeners cannot hear the individual words or make sense of the text.

Skills Practice 1 • Fluency UNIT 1 • Lesson 6 73 Horse and Dog

One day a farmer loaded his horse, got his dog, and set off to the market. Halfway there, the farmer decided to take a nap.

Horse began to chomp eagerly on the grass. Dog was also hungry. She looked hopefully at one of the sacks on Horse’s back.

"Do me a favor, friend,” Dog said to Horse. “My food is in a small bag on your back, and I am too small to jump up and reach it. Please pull it down for me.”

“I don’t want to, Dog, I am busy eating right now. You need to wait for the man to wake up,” Horse replied. “He will get your food for you as he always does.”

Dog knew the man would be angry if she woke him up. She looked at Horse and shook her head sadly. Then she sighed and settled down to wait.

A hungry wolf sneaked out of the woods and spotted Horse. The wolf smiled and thought, that little horse would make a wonderful meal.

Dog did not move. “I don’t want to, Horse. I am busy resting right now. You need to wait for the man to wake up,” she replied. “He will save you as he always does.”

Poor Horse ran off and the hungry wolf followed him. Finally, Dog came to Horse’s aid. They chased off the wolf. By then, Horse had learned his lesson. To have good friends, you must be a good friend, he thought as he helped Dog with her food.

74 UNIT 1 • Lesson 6 Fluency • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The White Spider’s Gift.”

appointed compete noble straight assemble distant prove throughout ceremony horizon spirit toward

PRACTICE Circle the vocabulary word that best completes each sentence. 1. Ancient people believed they could see the (ceremony/spirit) of a person or animal. 2. The strange smell spread (distant/throughout) the classroom. 3. The mayor has (appointed/toward) a group to study the use of crosswalks in the city. 4. The (horizon/noble) queen was loved and admired by the people. 5. Quinn’s cousin will (compete/spirit) in the track meet this weekend. 6. When Uncle Ty and Aunt Sue got married, they had a small (assemble/ceremony). 7. The giant hurricane is moving slowly (compete/toward) the island.

Copyright © McGraw-Hill Education 8. Keep going (prove/straight) on this road, and you will see my house. 9. Finally, we saw Grandpa’s boat appear way out on the (horizon/spirit). 10. How can you (straight/prove) that this jacket belongs to you? 11. The students began to (throughout/assemble) outside for the fire drill. 12. We heard the (appointed/distant) rumble of thunder and knew a storm was coming.

Skills Practice 1 • Vocabulary UNIT 1 • Lesson 6 75 APPLY Answer each question. Use a complete sentence to explain your answer.

13. Do you think the hero of a story could be noble? Why or why not?

14. Would you ride a bicycle to a distant place? Why or why not?

15. Is a large park a good place for people to assemble? Why or why not?

16. Do you think there would be a lot of laughing and talking during a ceremony? Why or why not?

17. Do you think it is best to work toward a goal? Why or why not?

18. Would you use opinions to prove a point? Why or why not?

76 UNIT 1 • Lesson 6 Vocabulary • Skills Practice 1 Name Date Compare and Contrast

FOCUS When you compare, you tell how the characters, events, settings, or objects in a story are alike. When you contrast, you tell how these elements are different. Comparing and contrasting helps you better understand the facts and ideas that are presented in a text. Read the following paragraph. It compares and contrasts two friends. Wendy and Rosa were the best of friends. They both loved riding horses and playing basketball. They took art classes together. They sat at the same lunch table every day. But Wendy was very outgoing, while Rosa was shy and quiet. Wendy and Rosa are alike because they enjoy many of the same activities. They are different because they have different personalities.

PRACTICE Read each sentence below. Write Compare or Contrast to describe the relationship between the two underlined items.

1. Scott and Kelly both have blond hair and blue eyes.

2. Leah is afraid of the water, but her sister is an excellent swimmer.

4. Bullfrogs hibernate in the winter, and so do hedgehogs.

Skills Practice 1 • Access Complex Text UNIT 1 • Lesson 6 77 5. The desert averages only two inches of rain, while the rain forest often sees 100 inches.

6. We want Mexican food for dinner; however, Mom wants to have Chinese food.

APPLY Answer the questions below with complete sentences. Each one asks you to compare or contrast.

7. How are birds and airplanes alike?

8. How are birds and airplanes different?

9. How are dogs and cats alike?

10. How are dogs and cats different?

12. How are flowers and trees different?

13. How are lakes and oceans alike?

14. How are lakes and oceans different?

78 UNIT 1 • Lesson 6 Access Complex Text • Skills Practice 1 Name Date Spellings for the /¥/ Sound

FOCUS • /¥/ can be spelled ee. Examples: meeting, chimpanzee • /¥/ can be spelled ea. Examples: beagle, feature • /¥/ can be spelled _y. Examples: glory, temporary • /¥/ can be spelled _ie_. Examples: yield, retrieve • /¥/ can be spelled _ey. Examples: journey, trolley

PRACTICE Circle the long /¥/ spelling in each word below.

1. freedom

2. battery

3. cashier

4. eastern

5. fantasy

7. monkey

8. reason

Skills Practice 1 • Phonics UNIT 2 • Lesson 1 79 APPLY Read each set of words below. Circle the correct spelling.

9. acheeve achieve acheyve

10. grumpy grumpie grumpey

11. disiese diseese disease

12. mony money monie

The writer made six spelling errors in the rough draft below. Cross out each error and write the correct spelling of the word.

A Rough Day on the Baseball Field

My baseball team had a tough game today. Our goal in every game is to succead. However, it is not always possible to win every game. Today we lost to a very good team—the Huskies. We were defeeted by a score of 4–3. Late into the game, the score was tied. Evan, our star outfealder, caught a fly ball. It was a perfect catch. Unfortunateley, his jersy got Copyright © McGraw-Hill Education twisted around. His arm almost came out of his shirt sleeve! This caused him to become distracted, and he fell to the ground. After Evan landed on the ground, he tried to keep the baseball in his glove. Finally, he gained control of the situation. He made the catch after all! However, on the very next play, the Huskies scored a run. They won the game, but we were all proud of Evan for his amazing recoverey of the ball.

80 UNIT 2 • Lesson 1 Phonics • Skills Practice 1 Name Date Contractions and Possessives

FOCUS • A contraction is formed by combining two words. Some letters are left out when the words are combined. An apostrophe (’) marks the spot where letters were dropped. Example: they + have = they’ve Some contractions look the same but have different meanings. For example, he’d can mean “he had” or “he would.” • A possessive noun shows who or what owns or possesses something. Consider the following question: “Whose blanket is this?” Answer: “This blanket belongs to Shelley. It is Shelley’s blanket.” Shelley’s is the possessive noun. For a singular noun, add an apostrophe + -s (’s): Example: alligator’s For a regular plural noun, add an apostrophe after the -s (s’): Example: alligators’ For an irregular plural noun that does not end in -s, add ’s. Example: children’s

PRACTICE Write the words that combine to make each contraction. Some contractions can be made by two sets of words. 1. I’ll + Copyright © McGraw-Hill Education 2. they’d + or 3. you’ve + 4. there’s + 5. she’ll + 6. we’ve +

Skills Practice 1 • Word Analysis UNIT 2 • Lesson 1 81 APPLY Read the first sentence, and look at the underlined word. Write the possessive form of the word to complete the second sentence.

7. The stem of the pumpkin broke off in my hand. The stem broke off in my hand.

8. Our staff appreciates the hard work of the volunteers. Our staff appreciates the hard work.

9. The wings of the butterfly are bright orange and blue. The wings are bright orange and blue.

10. Running shoes for women come in a wide range of sizes. running shoes come in a wide range of sizes.

Read each sentence below. Circle the pair of words that can be made into a contraction. Write the contraction on the line.

11. Sasha would have gone to the fair, but she needed to do her chores.

12. Mark wants to go to college, so he is studying very hard in order to

13. My sisters are both teachers, and they are helping each other create lesson plans.

14. We have bought a new sofa for our living room.

82 UNIT 2 • Lesson 1 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Storm Chasers.”

anchor mobile cover navigate forecast scene gain serious hazard pastime media transmit

PRACTICE Read each sentence. Think about the meaning of the underlined vocabulary word. Circle True if the sentence is true and False if it is not true.

1. Icy roads can be a hazard 5. You can use stakes to anchor while driving. a tent to the ground. True False True False

2. Watching sports is an 6. When you spend all your time example of a pastime. alone, you gain friends. True False True False

4. Local news media are sources 8. You can use a computer to of information. transmit data. True False True False

Skills Practice 1 • Vocabulary UNIT 2 • Lesson 1 83 9. The last thing you want to do is 11. An ambulance often goes to take cover during a storm. the scene of an accident. True False True False

10. A food truck is like a mobile 12. There is no reason to navigate restaurant. when you are traveling. True False True False

APPLY Read each sentence and question. Write an answer that explains the definition of the underlined vocabulary word.

13. You are watching a meteorologist forecast mild, sunny weather. What is she doing?

14. A gardener is trying to anchor a birdbath to the ground. What is he doing?

15. You are at the scene of a recent tornado. Where are you?

17. One crew member on the boat will navigate. What is her job?

18. Some radars that storm chasers use are mobile. What is special about these radars?

84 UNIT 2 • Lesson 1 Vocabulary • Skills Practice 1 Name Date Fact and Opinion

FOCUS Remember that a fact is a true statement that can be proven. An opinion is a statement of someone’s feelings or beliefs that cannot be proven. When reading an informational text, it is very important to understand which statements are facts and which statements are opinions. Look at the following examples: Fact: Wind speed in a tornado can measure over 200 miles per hour. Opinion: Meteorologists do some of the most important work in the world.

PRACTICE Read each sentence from “Storm Chasers.” Write whether it expresses a fact or an opinion.

1. A tornado can be strong enough to throw a car the length of a football field.

2. A tornado that appears over water is called a waterspout.

3. Storm chasing can be exciting.

4. Chasing storms is not a pastime to take lightly.

6. Storm chasers do an important job that helps many people.

Skills Practice 1 • Access Complex Text UNIT 2 • Lesson 1 85 7. You can take classes on how to be a storm spotter at your local National Weather Service office.

8. But for storm chasers, the risks are worth the rewards.

9. Radars do not scan that quickly, so they sometimes miss these short-lived tornadoes.

10. In 1990, the average warning time for a tornado was just 5 minutes.

APPLY Write one fact you know and one opinion you have about each topic below. Use complete sentences.

11. your school Fact: Opinion: 12. sports Fact: Opinion: 13. the last movie you saw Copyright © McGraw-Hill Education Fact: Opinion: 14. your lunch Fact: Opinion: 15. the city you live in Fact: Opinion:

86 UNIT 2 • Lesson 1 Access Complex Text • Skills Practice 1 Name Date Writing to Inform Think Audience: Who will read your writing?

Purpose: What is your reason for writing about your topic?

PRACTICE Varying the types of sentences you use in your writing will make it more interesting to read. Write four different types of sentences about your topic.

Topic:

1. Declarative:

2. Interrogative:

3. Imperative:

4. Exclamatory:

Skills Practice 1 • Writing UNIT 2 • Lesson 1 87 Revising Use this checklist to revise your writing.

Does your writing have a topic sentence?

Does your writing have facts that describe your topic?

Did you vary the types of sentences in your writing?

Did you include detailed and descriptive language?

Does your writing have a clear purpose?

Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you use place and location words correctly?

Did you use the correct end marks for different sentence types?

Did you check your writing for spelling mistakes?

Publishing

Write or type a neat copy of your writing.

Add a photograph or a drawing.

88 UNIT 2 • Lesson 1 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /¥/ can be spelled ee, ea, _ie_, _y, and _ey. • A contraction is formed by combining two words. Some letters are left out when the words are combined, and an apostrophe (’) takes the place of the dropped letters. Examples: is not = isn’t she is = she’s • Possessives are nouns that show ownership. A singular noun is made possessive by adding an apostrophe and s (’s). A plural noun that already ends in s is made possessive by adding only an apostrophe (’). Examples: the dog’s collar the dogs’ collars

Word List Challenge Words 1. seam 9. wasn’t 1. o’clock 2. mother’s 10. alley 2. timidly 3. we’ll 11. plates’ 3. shouldn’t 4. piece 12. street 5. really 13. honey 6. she’d 14. it’s 7. doesn’t 15. I’ve 8. meet Copyright © McGraw-Hill Education PRACTICE Sort the spelling words under the correct heading.

/¥/ spelled ee /¥/ spelled ea

1. 3.

2. 4.

Skills Practice 1 • Spelling UNIT 2 • Lesson 1 89 /¥/ spelled _ie_

/¥/ spelled _y

/¥/ spelled _ey

Contractions

10.

11.

12.

13.

15.

16.

17.

Possessives

18.

19.

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Name Date Possessive Nouns and Pronouns

FOCUS A possessive noun shows ownership. • To make a singular noun possessive, add ’s. girl + ’s = girl’s • To make a plural noun ending in s possessive, add an apostrophe (’). boys + ’ = boys’ • To make a plural noun not ending in s possessive, add ’s. children + ’s = children’s A possessive pronoun also shows ownership. It takes the place of a possessive noun. Some possessive pronouns are my, our, your, and its.

PRACTICE Rewrite each phrase below using a possessive noun or pronoun.

1. the car that Jerry owns

2. the tail of the elephant

3. the food of the children

4. the laces of the shoes

6. the tires on the bike

7. the horses belonging to Sue

8. the dog belonging to the boys

9. the feathers of the bird

Skills Practice 1 • Grammar UNIT 2 • Lesson 1 91

Program: OCR Component: SP_U2_L1 PDF PASS Vendor: Aptara Grade: 3 APPLY Rewrite each sentence using a possessive pronoun. 10. Abdul saw the family’s boat on the lake.

11. The mother cat’s kittens sleep next to her.

12. I am going to wash the van that we own.

The writer of this summary paragraph made some mistakes. Cross out each incorrect possessive. Write the correct word in the margin.

In her story “A Possum Guide,” Lizzy Rust tells how an event changed her life. One day, Rust was in her’s garden. She felt sad. Suddenly, she found a tiny baby possum. She wanted Copyright © McGraw-Hill Education the small, furry animal to be her pet. Rust called a wildlife shelter that helps sick animals. The shelters owner said Rust had to give them the possum. Rust kept thinking about that baby animal. Finally, she knew what she needed to do. She learned how to take care of animals. Rusts’s new job is helping animal’s like that possum.

92 UNIT 2 • Lesson 1 Grammar • Skills Practice 1 Name Date Spellings for the /µ/ Sound

FOCUS • /µ/ can be spelled _igh. Examples: tonight, insight • /µ/ can be spelled _ie. Examples: defied, simplified • /µ/ can be spelled _y. Examples: deny, unify

PRACTICE Read each word below. Write Long i if the word has one of the /µ/ spellings shown in the Focus box above. Write No if it does not.

1. instant

2. frighten

3. happy

4. died

5. hyper

6. prairies

9. simply

10. hairstyle

Skills Practice 1 • Phonics UNIT 2 • Lesson 2 93 APPLY Write a word from the box to complete each sentence. Next to the word, write the /µ/ spelling that the word contains: _igh, _ie, or _y.

butterflies horrify midnight skyscrapers supplied nightmare lightning satisfied

11. The ending of my favorite scary book tends to

me every time I read it.

12. I was with the grade I received on my

English paper.

13. My little sister, Aimee, was very scared after she woke up

from a .

14. Our teacher us with markers and

drawing paper.

16. New York City has many tall .

17. At the nature museum we saw many colorful

18. struck, followed by a loud

rumble of thunder.

94 UNIT 2 • Lesson 2 Phonics • Skills Practice 1 Name Date Irregular Verbs and Abstract Nouns

FOCUS • Irregular verbs are verbs that do not follow a normal pattern. With regular verbs, the inflectional ending -ed is added to the present tense of a verb to make it past tense. Examples: walk (present), walked (past) dance (present), danced (past) Irregular verbs take on different forms in the past tense. They do not include the -ed ending. Examples: hold (present), held (past) build (present), built (past) • Abstract nouns are words that you are unable to experience with your five senses. You cannot see, hear, smell, taste, or touch them. For example, cat and sandwich are not abstract nouns, because you can observe them with your senses. Instead, abstract nouns are ideas or concepts. These words make you feel or think about something. For example, greed and peace are abstract nouns.

2. fight: fighted fought

3. tell: told telled

Skills Practice 1 • Word Analysis UNIT 2 • Lesson 2 95 Read each set of words below. Circle the abstract noun in each set of words.

4. rainbow honesty grandmother 5. importance parrot banana 6. lightning computer anger

APPLY Read each sentence below, and look at the underlined irregular verb. Write the correct past-tense form of the irregular verb.

7. Dante find the missing book underneath his bed.

8. The students understand that they had one hour to complete

the test.

9. After I visited my sick friend, I feel a fever and sore throat begin

to come on.

friendship knowledge fantasy

10. The plot of the movie was based on rather than reality.

11. I respect and value my with Kane.

12. Colin’s of historical events amazed his Social Studies teacher.

96 UNIT 2 • Lesson 2 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Seasons of Change.”

accompany droughts precipitation cottage flow refreshing crisp generates safari dissipates intense unique

PRACTICE Circle the correct vocabulary word to complete each sentence.

1. A desert receives little (generate/precipitation) each year.

2. Every person has a (crisp/unique) look and personality.

3. A leaf blower easily (dissipates/droughts) autumn leaves.

4. Thunder and lightning will often (cottage/accompany) a rainstorm.

5. A cool drink is very (refreshing/unique) on a hot day.

6. A dam interrupts the (droughts/flow) of a river.

8. Liam felt (intense/refreshing) pangs of hunger after not eating all day.

9. While skiing, we enjoyed the (crisp/safari) air.

10. Lisa (intense/generates) a lot of good ideas for her writing projects.

Skills Practice 1 • Vocabulary UNIT 2 • Lesson 2 97 11. Many years of (droughts/flow) turned the soil to dust.

12. Tourists on an African (safari/crisp) see lots of interesting wildlife.

APPLY Write Yes or No to answer each question below.

13. Can taking a break when you are tired be refreshing?

14. Do rain forests experience many droughts?

15. Is fire a form of precipitation?

16. Does water flow out of your bathroom faucet?

17. Does a pianist often accompany a singer?

18. Can wind cause things to dissipate?

19. Does hot, humid air feel crisp?

20. Would you watch actors perform at a safari?

21. Could you sleep inside a cottage?

23. When a worm generates silk, does it use up all the silk?

24. Is a tornado an intense storm?

98 UNIT 2 • Lesson 2 Vocabulary • Skills Practice 1 Name Date Classify and Categorize

Focus It is often helpful to classify and categorize the information in a text. Think of categories under which related objects might fall. Then classify those things by placing them in the correct category. Example: For a text about animals, you might classify and categorize information as follows: Category: Reptiles Category: Mammals snakes turtles wolves deer lizards alligators rabbits dogs

PRACTICE Identify a category for each list of items.

1. hammer, drill, saw, wrench

2. Mars, Jupiter, Venus, Earth

3. cherry, apple, orange, strawberry

4. California, New York, Florida, Texas

5. tennis, baseball, football, soccer

6. robin, duck, hawk, warbler

Skills Practice 1 • Access Complex Text UNIT 2 • Lesson 2 99 APPLY Classify the items in the box. Write each one under the correct category.

desk book pencil airplane newspaper marker table bus dresser magazine crayon subway

7. Kinds of Furniture 9. Things You Can Draw With

8. Things You Can Read 10. Forms of Transportation

12. Items:

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Name Date Writing to Inform Think Audience: Who will read your writing?

Purpose: What is your reason for writing about your topic?

PRACTICE It is important for writers to stay on topic. Addressing more than one subject at a time can make your writing confusing for readers. Read the group of sentences below each topic. Cross out the sentence that does not stay on topic.

1. Topic: Soccer Most people around the world call soccer football. Soccer was first played in the Olympics in 1908. The earliest basketball games were played using soccer balls. Many soccer fans consider Pelé to be the greatest player of all time.

2. Topic: Finland Helsinki is the capital of Finland. Farming is a major industry in Finland. Finland is bordered on the east by Russia. Norway is the westernmost nation of Scandinavia. Copyright © McGraw-Hill Education 3. Topic: Raccoons Raccoons put on weight to prepare for winter. Like raccoons, possums are also nocturnal creatures. Raccoons often scavenge for food in garbage cans. Raccoons sleep a lot in winter, but they do not really hibernate.

Skills Practice 1 • Writing UNIT 2 • Lesson 2 101

Program: OCR Component: SP_U02_L02 PDF PASS Vendor: Aptara Grade: 3 Revising Use this checklist to revise your writing.

Does your writing have a topic sentence?

Does your writing have facts that describe your topic?

Did you include further explanations for each fact?

Did you include cause-and-effect relationships to explain some of the information you present?

Did you include an ending that sums up your topic?

Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you use possessive nouns correctly?

Did you check your verbs for correct tenses?

Did you check your writing for spelling mistakes?

Write or type a neat copy of your writing.

Add a photograph or a drawing of the animal.

102 UNIT 2 • Lesson 2 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /µ/ can be spelled _igh, _ie, and _y. • The past tense of a regular verb is formed by adding -ed to the present tense form of the verb. For irregular verbs, the past tense is a different word. Examples: see, saw; tell, told • Abstract nouns name ideas, or things that you cannot see, feel, touch, smell, or taste. Example: My fear of dogs started when I was little.

Word List Challenge Words 1. lie 9. sigh 1. brought 2. ties 10. bravery 2. power 3. went 11. cycles 3. brighter 4. faith 12. flies 5. gave 13. fight 6. reply 14. paid 7. sank 15. truth 8. lit

PRACTICE Sort the spelling words under the correct heading.

1. 4.

2. 5.

Skills Practice 1 • Spelling UNIT 2 • Lesson 2 103 /µ/ spelled _ie

Irregular Past-Tense Verbs

10.

11.

12.

13.

14.

Abstract Nouns

17.

18.

104 UNIT 2 • Lesson 2 Spelling • Skills Practice 1 Name Date Regular and Irregular Plural Nouns

FOCUS A singular noun names one person, place, or thing. A plural noun names more than one person, place, or thing.

Rules Examples • Most regular nouns form • The carpenters cut boards the plural by adding -s. for the house. • For regular nouns ending • These bushes need to be with s, ch, sh, ss, z, zz, or x, cut down. add -es. • For regular nouns ending with • The babies slept all a consonant and y, change afternoon. the y to i and add -es. • Some nouns do not follow • The mice ran around while these rules. They are the oxen stayed in the irregular plurals. Check a barn. dictionary for the spelling.

PRACTICE Circle the regular plural nouns in the passage. The Chen family likes to go to amusement parks. The children love to ride on the Ferris wheels, glide down the water

Copyright © McGraw-Hill Education slides, and drive the bumper cars. They play games with toys for prizes. Last year, Ming was tall enough to ride the roller coasters. This year the Chen family went to a new amusement park. They rode all of the new rides, and each of the Chen children won a prize in the games. It was a wonderful vacation.

Skills Practice 1 • Grammar UNIT 2 • Lesson 2 105 APPLY Read the passage below. Circle the correct plural noun in each pair of boldface words.

Jamie, Victor, and I never thought we would see a family of deer deers the night we camped out in my backyard. We were in the tent eating blueberries blueberrys and playing games gamies using our flashlights flashlits. The lights were as bright as torchs torches. Suddenly, shadowes shadows loomed up on the tent. Victor whispered, “I bet they are sheep sheeps!” We crept out of the tent as quiet as mouses mice. The deers deer stood there as still as statues statuies.

Read the passage below. Cross out each boldface noun, and write its plural form above it.

Every spring we go to my aunt’s house to have a family dinner. When we enter, she smothers the child with kiss. All the family members come to eat. There are so many people that we eat two turkey and three pie. After dinner, the man and Copyright © McGraw-Hill Education women go for a walk, and the baby take a nap. I look forward to this each year because I get to see all my cousins from Georgia and my two uncle who moved to Rome, Italy. When we leave, my mom always says, “We have enough leftovers to make lunch for a week!”

106 UNIT 2 • Lesson 2 Grammar • Skills Practice 1 Name Date Spellings for the /∂/ Sound

FOCUS • /∂/ can be spelled oa_. Examples: moan, sailboat • /∂/ can be spelled _ow. Examples: bellow, rainbow

PRACTICE Read each sentence below. Choose the word with the correct /∂/ spelling to complete the sentence. Write the word on the line.

1. Mom toasted a over the campfire. (marshmalloa, marshmallow)

2. A hurricane tore through the southern (cowstal, coastal) areas.

3. The bright sun rose in the sky. (yellow, yelloa)

4. I tried to the rabbit to come out (coax, cowx) of its cage.

6. The uneven tracks made for a bumpy ride. (railrowd, railroad)

Skills Practice 1 • Phonics UNIT 2 • Lesson 3 107 APPLY Select the word from the word box that matches the clue or definition below. Write the word on the line.

burrow wheelbarrow hoax groaning oatmeal sorrow goal mellow

7. A small cart with one wheel that is used for yard work.

8. A breakfast food that is made of ground-up grains.

9. A sound someone makes when in pain or misery.

10. Having a calm, relaxed manner.

11. To make a tunnel by digging into the ground, as an animal might do.

12. Something that a person wishes to accomplish or achieve.

13. Extreme sadness or grief.

14. An act intended to trick or deceive.

108 UNIT 2 • Lesson 3 Phonics • Skills Practice 1 Name Date Homophones

FOCUS Homophones are words that sound alike but have different spellings and different meanings. Think about the meaning of the word when deciding how to spell a homophone correctly. Example: sea and see The words sound alike but are spelled differently. They also have different meanings: sea: “a large body of saltwater” see: “to look at with the eyes”

PRACTICE Read the sentences. Then answer the questions below.

Katie heard a loud noise in the distance. She later discovered the sound was caused by a herd of elephants.

1. What is the meaning of heard in the first sentence?

2. What is the meaning of herd in the second sentence?

3. The words heard and herd are homophones. How are the two words alike?

4. Use heard or herd to complete the following sentence: In the 1800s, it was common to see a of buffalo in the U.S.

Skills Practice 1 • Word Analysis UNIT 2 • Lesson 3 109 APPLY Read each pair of sentences, and identify the words that sound alike. Circle the homophones. On the lines below, write a definition for each homophone.

5. Paul stepped on the brake to stop the car. I took a break from doing my homework.

6. We had to wait twenty minutes for the soccer game to begin. The weight of the box was more than I could handle.

7. Many bridges and large buildings are made of steel. Do not leave your wallet where someone could steal it.

8. Josh watched a dog nervously bury his bone in the ground. The berry left a stain on Helen’s white shirt.

110 UNIT 2 • Lesson 3 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from "Tornadoes!"

classifications prepare demolish radar funnel cloud updraft

PRACTICE Read each sentence. Write Yes if the underlined vocabulary word matches the definition below the sentence. Write No if it does not. 1. The updraft of warm air made a tornado possible. the placement of things into categories 2. Joy ran to the basement when she saw the funnel cloud. a cone-shaped cloud at the base of a tornado 3. We had only a few minutes to prepare for the storm. to get ready 4. The meteorologist tracked the rain on radar. an upward current of air

6. Scientists’ classifications of plants and animals help us understand different species.

placement of things into categories

Skills Practice 1 • Vocabulary UNIT 2 • Lesson 3 111 APPLY Read each statement below. Rewrite the sentence using a vocabulary word.

7. One very important tool used by storm chasers is a device that reflects radio waves.

8. Meteorologists use the arrangement of things into categories, like the Fujita Scale, to describe tornadoes.

9. A tornado can easily destroy a small house or garage.

10. Sometimes an upward current of air and a downward current start to spin around each other.

11. A cloud at the base of a tornado can reach the ground and cause much damage.

112 UNIT 2 • Lesson 3 Vocabulary • Skills Practice 1 Name Date Sequence

FOCUS Sequence is the order in which events take place in a text. Remember to look for time and order words, such as today, at noon, first, before, next, and finally, to help you identify the sequence. When you are reading a technical or scientific text, pay special attention to the order of events. Understanding sequence will help you understand how the steps of a process are related.

PRACTICE Read the sentences. Write the order word from the box that makes sense in each sentence.

next finally second then first

1. When writing a report, the thing you should do is think of a good topic.

2. , do some research on your topic and take notes.

5. , print or type a clean final draft for presenting.

Skills Practice 1 • Access Complex Text UNIT 2 • Lesson 3 113 APPLY Listed below are steps in which a tornado forms. Order the steps in the correct sequence. Write 1 next to the first step, 2 next to the second step, and so on.

6. A downdraft is created.

7. Warm, humid air rises from the ground.

8. A funnel that reaches the ground is formed.

9. An updraft is created.

10. The updraft and downdraft come together and start to spin.

11. The warm air cools and condenses.

Read the sentences below, and use them to write a paragraph. Use time and order words to organize events in a clear sequence.

12.

114 UNIT 2 • Lesson 3 Access Complex Text • Skills Practice 1 Name Date Eliminating Irrelevant Information Think Audience: Who will read your writing?

Purpose: What is your reason for writing about your topic?

PRACTICE Read the paragraph below. Eliminate any irrelevant information by drawing a line through it.

The United States has more tornadoes than any other country. In fact, one area of the Midwest has tornadoes so frequently, it is called “Tornado Alley.” Omaha, Nebraska, is a major city in the Midwest.

Tornadoes usually form as part of huge storm systems called supercells. One time I got caught in a huge thunderstorm as I walked home from school. Tornadoes form when cool air high in one of these super storms mixes with warm, damp air rising from closer to the ground. Copyright © McGraw-Hill Education Some people who help study tornadoes are storm chasers. They often place probes in a storm’s path. Other kinds of probes are used in outer space. The tornado sucks the probes up inside it, and the probes transmit information to the scientists.

Skills Practice 1 • Writing UNIT 2 • Lesson 3 115 Revising Use this checklist to revise your writing.

Does your writing have a topic sentence?

Does your writing include context clues to help readers with unfamiliar words or phrases?

Did you eliminate any irrelevant information?

Did you use descriptive words and phrases to make the writing interesting?

Did you include an ending that sums up your topic?

Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you use adjectives?

Do your sentences contain both subjects and predicates?

Write or type a neat copy of your writing.

Add a photograph or a drawing.

116 UNIT 2 • Lesson 3 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /∂/ can be spelled oa_ and _ow. • Homophones are words that sound alike but have different spellings and different meanings. Examples: I read an interesting story this morning. Rachel’s sweater is dark red.

Word List Challenge Words 1. groan 9. coach 1. horse 2. grown 10. grow 2. hoarse 3. toe 11. float 3. pillow 4. tow 12. bow 5. tale 13. crow 6. tail 14. flown 7. loan 15. croak 8. roast

PRACTICE Sort the spelling words under the correct heading. Some words will be used more than once.

/∂/ spelled oa_

2. 6.

3. 7.

Skills Practice 1 • Spelling UNIT 2 • Lesson 3 117 /∂/ spelled _ow

10.

11.

12.

13.

14.

Pairs of homophones

15.

16.

18.

118 UNIT 2 • Lesson 3 Spelling • Skills Practice 1 Name Date Types of Sentences

FOCUS A sentence is a group of words that expresses a complete thought about something. The first letter of the first word of a sentence is capitalized. • Declarative sentences make a statement. They end with a period. • Interrogative sentences ask a question. They end with a question mark. • Imperative sentences give a command or make a request. They end with a period. • Exclamatory sentences show strong emotion. They end with an exclamation point. Examples: • Letters are a good way to communicate. • Did you mail the letter? • Check the mailbox again. • I love getting postcards!

PRACTICE Identify each sentence as declarative, exclamatory, interrogative, or imperative.

1. That behavior needs to stop!

3. We are having fish for dinner.

4. Take me down the Mississippi River.

Skills Practice 1 • Grammar UNIT 2 • Lesson 3 119 APPLY Finish each sentence with the correct punctuation. 5. Do you want to go with us

6. Yes, I want to go

7. Wow, look at that plane

8. Watch out

Read the draft of Danny’s letter below. Help him edit his letter. Draw three lines under letters that should be capitalized. Insert the correct end punctuation.

Dear Joey,

How are you we learned something really interesting today in school It was about baseball we learned that a man named Jackie Robinson was the first African American to play in the Major Leagues Many white people did not want him to play. They called him names and made threats against him Copyright © McGraw-Hill Education why did they treat him that way It doesn’t make sense to me he was a great ballplayer Why wouldn’t they want a player who would help them win He didn’t let anyone get in his way He became a star for the Dodgers he was very brave. Your friend, Danny

120 UNIT 2 • Lesson 3 Grammar • Skills Practice 1 Name Date Spellings for the /Œ/ Sound

FOCUS • /Œ/ can be spelled _ew. Examples: few, mew • /Œ/ can be spelled _ue. Examples: discontinued, argues

PRACTICE Read each word below. Circle letters that have one of the /Œ/ spellings shown in the Focus box above. Cross out the word if it does not have the /Œ/ sound spelled _ew or _ue.

1. curfew

2. cute

3. barbecues

4. brunch

5. churn

6. cupid

7. miscue

9. fewer

10. juice

Skills Practice 1 • Phonics UNIT 2 • Lesson 4 121 APPLY Write a word from the box to complete each sentence. Below the sentence, circle the /Œ/ spelling that the word contains.

value rescuers continue pews argued fewer

11. The church were made of a dark wood.

The word has the /Œ/ sound spelled: _ew, _ue

12. My sisters over who won the board game.

The word has the /Œ/ sound spelled: _ew, _ue

13. The of this baseball card is four dollars.

The word has the /Œ/ sound spelled: _ew, _ue

14. I’m excited to reading my book.

The word has the /Œ/ sound spelled: _ew, _ue

16. Marissa has than twenty dollars left in her bank account.

The word has the /Œ/ sound spelled: _ew, _ue

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Name Date Homographs and Multiple-Meaning Words

FOCUS Homographs and multiple-meaning words are words that share the same spellings but have different meanings. They may or may not have different pronunciations. Homographs also have different origins. Use a dictionary to determine if a word is a homograph or a multiple-meaning word. Homograph example: desert The words sound like: desert (dez’ Ωrt) desert (di zΩrt’) They have different desert “a hot, desert “to meanings: sandy area” abandon” And they have different Middle English Latin origins: Multiple-Meaning Word example: nail The words sound alike: nail (n∫l) nail (n∫l) But they have different nail “a thin, nail “covering meanings: pointed metal of a finger or fastener” toe”

1. Dave the room when it became too noisy. Definition 1: “went away” Should Kristin turn right or at the stop sign? Definition 2: “a specific direction”

Skills Practice 1 • Word Analysis UNIT 2 • Lesson 4 123

Program: OCR Component: SP_U2_L4 PDF PASS Vendor: Aptara Grade: 3 2. I burnt my hand and now I have a fresh . Definition 1: “an injury” Katie up the rope before putting it away. Definition 2: “wrapped into a coil”

APPLY Choose the word whose meanings fit both sentences. Circle the correct word. Then write the word on each line to complete the sentences.

3. Adrian has to his clothes before playing outside. Jenna found some extra in her purse. brick worry change blue 4. The musician plays the guitar in his band. I caught a while fishing with my dad. house bass lonely different 5. The deer ran across the treeless, open . Aunt Jane wore a very and simple outfit. area bossy water plain 6. Who has a video camera to our performance?

My doctor keeps a written of my illnesses. Copyright © McGraw-Hill Education record shape present treasure 7. We need to the box shut. Henry took a picture of a resting on an iceberg. seal pigeon mile tuck

8. The class has one to complete this brief activity. My problem is compared to the major issues that trouble you. dusk gesture minute hour

124 UNIT 2 • Lesson 4 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Get the Facts.”

accurate meteorologist concern minimize instruments threat

PRACTICE Choose one of the vocabulary words in parentheses to replace the underlined word in each sentence. Write the correct vocabulary word on the line.

1. Mom had a look of worry on her face when she saw us crossing the

busy street. (accurate, minimize, concern)

2. Because weather is very changeable, it is sometimes difficult to give a forecast that is error-free. (accurate, threat, meteorologist)

3. Lightning is very much a danger for those outside in the open.

Atlantic Ocean. (threat, concern, meteorologist)

Skills Practice 1 • Vocabulary UNIT 2 • Lesson 4 125 5. The teacher has a plan to reduce the number of low scores on the next test so that more students can be successful. (minimize, accurate, instruments)

6. The scientists use a number of special tools to measure wind speed, temperature, and air pressure. (concern, minimize, instruments)

APPLY Read the riddles below. Write the vocabulary word that best answers each riddle.

7. I am a person who spends a lot of time looking at radar. What am I?

8. I am something that people show when they really care. What am I?

9. I am an action that makes numbers smaller. What am I?

11. I describe data that is perfectly correct. What am I?

12. I am something that someone might fear. What am I?

126 UNIT 2 • Lesson 4 Vocabulary • Skills Practice 1 Name Date Making Inferences

FOCUS Remember to make inferences about the characters, settings, or events in a story as you read. When you make an inference, you understand something that is not directly stated by the author. To do this, consider what you already know along with certain details from the text. This will help you “read between the lines.”

PRACTICE Read the paragraph and answer the questions that follow.

Everyone gasped when my cousin Anna walked into the room. Some people stared at her. Others whispered to each other and giggled nervously. Soon, a woman walked up to Anna and asked for her autograph.

1. What does the writer tell you in these sentences?

are treating Anna?

3. What inference can you make about Anna?

Skills Practice 1 • Access Complex Text UNIT 2 • Lesson 4 127 APPLY Read each passage from “Get the Facts.” Write an inference you can make based on the text details and what you already know.

4. (Rain is coming down hard outside. Lightning flashes and thunder rumbles every few minutes.)

5. MR. GOMEZ: Remember, class, Ms. Samms, the meteorologist from Channel 10, will be here to talk to us soon. We’ve all thought of interesting questions to ask her, right?

(The class is silent.)

Read the paragraph and answer the question that follows.

The fog over the ocean was thick and heavy. From the deck, Liz caught a glimpse of a bright, flashing light, however, and knew they were close to the shore. She was eager to see her family at the dock.

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Name Date Writing to Inform Think Audience: Who will read your writing?

Purpose: What is your reason for writing about your topic?

PRACTICE Read each sentence below. If it uses formal language, write F on the line. If it uses informal language, write I on the line.

1. Art restorers repair and clean works of art.

2. They’ve gotta be careful, and try not to mess it up.

3. Perhaps the most famous art restoration project was the

Sistine Chapel.

4. A guy named Michelangelo painted its ceiling a super long time ago,

in the 1500s.

on it.

6. Art restorers worked for 20 years to clean it, which was twice as long

as Michelangelo took to paint it.

Skills Practice 1 • Writing UNIT 2 • Lesson 4 129

Program: OCR Component: SP_U2_L4 PDF PASS Vendor: Aptara Grade: 3 Revising Use this checklist to revise your writing.

Does your writing have a topic sentence?

Does your writing have facts that describe your topic?

Did you include further explanations for each fact?

Did you use precise words rather than vague, general words?

Did you use formal language?

Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you indent each paragraph?

Did you use correct verb tenses?

Does every sentence and proper noun begin with a capital letter?

Did you check your writing for spelling mistakes?

Write or type a neat copy of your writing.

Add a photograph or other illustration.

130 UNIT 2 • Lesson 4 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /Œ/ can be spelled _ew and _ue. • Homographs, or multiple-meaning words, are words that have the same spelling but have different meanings. Sometimes homographs also have different pronunciations. Examples: The baseball player swung the bat. A bat flew out of the cave.

Word List Challenge Words 1. cue 9. value 1. pitcher 2. few 10. change 2. nephew 3. well 11. spew 3. continue 4. rose 12. rescue 5. argue 13. park 6. tire 14. rocks 7. hue 15. light 8. ring

PRACTICE Sort the spelling words under the correct heading.

1. 3.

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/Œ/ spelled _ue

Homographs

10.

11.

12.

13.

16.

17.

18.

19.

132 UNIT 2 • Lesson 4 Spelling • Skills Practice 1

Program: OCR Component: SP_U2_L4 PDF PASS Vendor: Aptara Grade: 3 Name Date Subjects and Direct Objects

FOCUS Remember that a subject is whom or what a sentence is about. A direct object receives the action of the verb. Rule Example • A noun can be the • The dog ate. subject of a sentence. • A noun can also be • The dog ate the food. the direct object of a sentence. • A pronoun can replace • The dog ate it. (It replaces the object in a sentence. the object noun food.)

PRACTICE Draw a line under the subject noun or nouns in each sentence. Circle the direct object noun.

1. Beatrix Potter wrote many children’s books.

2. Potter lived an interesting life.

5. Potter and her brother loved animals.

6. Both children enjoyed wildlife.

Skills Practice 1 • Grammar UNIT 2 • Lesson 4 133 APPLY Read each pair of sentences. Cross out the direct object noun in the second sentence. Replace it with the correct pronoun. 7. Potter had many pets. Potter drew her pets and became a very good artist.

8. Potter wrote stories. She wrote stories about rabbits, ducks, and lots of other animals.

9. When she was fifteen, Potter began keeping a secret journal. She wrote her journal using a secret code.

10. The Tale of Peter Rabbit is one of Potter’s most famous stories. She wrote The Tale of Peter Rabbit about her pet rabbit, Peter.

The writer of this paragraph made two mistakes when replacing direct object nouns with pronouns. Cross out each incorrect pronoun. Write the correct pronoun.

England’s Lake District is well known for being the home of

Beatrix Potter. Beatrix Potter loved him. After she was married, Copyright © McGraw-Hill Education Potter ran her own farm in the District. She had some special sheep. These sheep were disappearing. Potter helped save her. Potter helped found the National Trust. This group worked to protect the land. When she died, she left thousands of acres of land to the Trust. She helped save the land she loved.

134 UNIT 2 • Lesson 4 Grammar • Skills Practice 1 Name Date Spellings for the /∏/ Sound

FOCUS • /∏/ can be spelled oo. Examples: cartoon, rooster • /∏/ can be spelled u. Examples: student, nutrition • /∏/ can be spelled u_e. Examples: assume, conclude • /∏/ can be spelled _ew. Examples: outgrew, honeydew • /∏/ can be spelled _ue. Examples: blueberry, residue

PRACTICE Write the words from the word box in alphabetical order. Circle the letters in each word that spell the/∏/ sound.

fluid mildew costume lagoon untrue jewelry

Skills Practice 1 • Phonics UNIT 2 • Lesson 5 135 APPLY Read each pair of words. Circle the word with the correct /∏/spelling.

7. prodoose produce

8. nucleus newcleus

9. overthrew overthrue

10. babune baboon

Read the rough draft of the paragraph below. Cross out the five spelling errors. Write the correct spelling above each crossed-out word.

I love the weekends. My favorite things to do on a Saturday morning are to relax and pursoo my hobbies. This morning, my mother and I sat down to eat breakfast. As the sun peeked through the window, we chatted about our plans for the day. Then my mom said, “Clara, would you please hand me the nuespaper?” As she began reading the front page, I cleaned up and headed to my bedrume. I decided to practice playing my tooba. Copyright © McGraw-Hill Education

The sound echoed through the room. After playing two songs, I heard a knock at the door. It was my mom. “Clara, I am glad you are practicing your music. It is very loud, though. Could you reduce the noise a little bit? Thank you, honey.” I smiled and replied, “Of course, Mom. Sorry for playing tue loudly.” From then on, I played my instrument much more quietly.

136 UNIT 2 • Lesson 5 Phonics • Skills Practice 1 Name Date Homographs and Multiple-Meaning Words

FOCUS Homographs and multiple-meaning words are words that share the same spellings but have different meanings. They may or may not have different pronunciations. Homographs also have different origins. Use a dictionary to determine if a word is a homograph or a multiple-meaning word. Homograph Multiple-Meaning Word pound subject pownd/pownd sΩb’ jekt/sΩb jekt’ 1. “a unit of weight” 1. “a specialized area of (from Latin) knowledge” 2. “to strike something” 2. “expose to something (from Old English) unwanted”

PRACTICE Read the two sentences. Circle the homographs in the sentences.

Sentence 1: Leaves begin to grow on trees in the spring. Sentence 2: The baby laughed as she watched the cat spring into the air.

1. Read the two definitions below. Write Sentence 1 next to the definition

Copyright © McGraw-Hill Education that matches the meaning of the word used in the first sentence. Write Sentence 2 next to the definition that matches the meaning of the word used in the second sentence.

“to leap”

“the season between winter and summer”

Skills Practice 1 • Word Analysis UNIT 2 • Lesson 5 137 2. Write your own sentences using the homograph spring. Each sentence should use a different definition of the word.

APPLY Read each sentence and look at the underlined word. Then read the two definitions provided. Circle the definition that matches the meaning of the underlined word in the sentence.

3. After standing for an hour, I began to lean against the wall. a. “to place one’s weight against something for support” b. “having little or no fat”

4. We visited the nature reserve on our field trip. a. “to make arrangements for use at a later time” b. “an area of land given special protection”

5. Shayna was careful not to steer her bicycle into the road. a. “to direct the course of something” b. “a type of male animal used as livestock”

7. There are enough computers in the classroom for each pupil. a. “an opening located in the center of the eye” b. “a young person in school”

8. The band director will conduct his students during the concert. a. “to lead or direct” b. “the way that a person acts or behaves”

138 UNIT 2 • Lesson 5 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Hot Enough to Fry an Egg.”

Antarctic extinct sandwiched continent mirage severe elevation plateaus tundra evaporate polar vapor

PRACTICE Circle the word that matches each sentence.

1. Jen imagined that she saw a puddle of water in the distance.

tundra mirage continent polar 2. My piggy bank was stuck between two books on the shelf.

sandwiched elevation severe evaporate 3. There are no more dinosaurs living on Earth.

mirage plateaus vapor extinct

4. Africa and South America are two very big land masses.

5. The top of this mountain is about 10,000 feet above sea level.

vapor elevation mirage sandwiched 6. The South Pole is the most southern point on Earth.

Antarctic extinct vapor plateaus

Skills Practice 1 • Vocabulary UNIT 2 • Lesson 5 139 APPLY Answer each question. Write your response as a complete sentence.

7. When the water on your skin evaporates, does it change form? Why or why not?

8. If a drought was severe, would it be easy to recover from? Why or why not?

9. Do you often see vapor in the sky? Why or why not?

10. Would a tundra be a good place to plant crops? Why or why not?

11. If you were standing on a plateau, would you be on a beach? Why or why not?

12. Would a polar animal likely have thick fur? Why or why not?

140 UNIT 2 • Lesson 5 Vocabulary • Skills Practice 1 Name Date Main Idea and Details

FOCUS Remember that the main idea of a paragraph or selection is the most important overall point that the author wants to make. The author supports the main idea with details, which can include facts, descriptions, explanations, or definitions.

PRACTICE Read the following paragraphs from “Hot Enough to Fry an Egg.” Write whether the underlined sentence contains the main idea or a supporting detail.

1. It is incredibly dry and hot in Death Valley. In most of the Mojave, temperatures can reach a little over 100 degrees. But in Death Valley, the air temperature can reach 134 degrees Fahrenheit! At ground level it gets up to a sizzling 165 degrees Fahrenheit. That’s hot enough to fry an egg!

2. Because it is farther south, the Sonoran Desert has the highest average temperature of the U.S. deserts. Across large portions of the desert, temperatures may rise above 120 degrees Fahrenheit during the day. The nights and winter months are mild. Temperatures seldom drop below freezing.

Copyright © McGraw-Hill Education 3. The Sahara Desert is one of the most severe places in the world. Almost no rain falls for several years in some areas. Summer temperatures are often above 100 degrees Fahrenheit during the day. After the sun sets, the temperature may fall more than 40 degrees. Strong, hot winds create sand storms and “dust devils.”

Skills Practice 1 • Access Complex Text UNIT 2 • Lesson 5 141 4. This desert is also known as a “cold desert” because most of its precipitation is in the form of snow, not rain. The cold is a result of its high elevation. Most areas of the desert are between 4,000 and 6,500 feet above sea level. The desert’s highest peaks are more than 13,000 feet above sea level. In those high places, snow falls often, even in the summer.

APPLY Read each main idea sentence below. Write two more sentences that give supporting details.

5. Uncle Ron decided to buy a new car.

6. It was the hottest day of the summer.

8. Tornadoes can be very dangerous.

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Name Date Writing to Inform Think Audience: Who will read your writing?

Purpose: What is your reason for writing about your topic?

PRACTICE Use the idea web below to generate ideas for adding visual elements to your writing.

Skills Practice 1 • Writing UNIT 2 • Lesson 5 143

Program: OCR Component: SP_U2_L5 PDF PASS Vendor: Aptara Grade: 3 Revising Use this checklist to revise your writing.

Does your writing have a topic sentence?

Does your writing include facts and explanations about the subject?

Does your writing include further explanations for the facts?

Does your writing include place and location words?

Did you use effective adjectives and adverbs to make the text interesting to read?

Did you use words and phrases that show your purpose for writing?

Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you indent the paragraphs?

Did you use proofreading symbols when editing?

Do your sentences have correct subject/verb agreement?

Did you check your writing for spelling mistakes?

Publishing Use this checklist to prepare your writing for publishing.

Write or type a neat copy of your writing.

Add a photograph or other visual element to enhance the text.

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Name Date Spelling

FOCUS • /∏/ can be spelled oo, u, _ue, u_e, and _ew. • Homographs, or multiple-meaning words, are words that have the same spelling but have different meanings. Sometimes homographs also have different pronunciations.

Word List Challenge Words 1. clue 9. rude 1. patient 2. tuna 10. file 2. duet 3. fine 11. chew 3. jewel 4. mind 12. choose 5. root 13. permit 6. yard 14. waves 7. noodle 15. letter 8. cool

PRACTICE Sort the spelling words under the correct heading.

/∏/ spelled oo /∏/ spelled u 1. 5.

3. /∏/ spelled _ue

4. 7.

Skills Practice 1 • Spelling UNIT 2 • Lesson 5 145

Program: OCR Component: SP_U02_L05 PDF PASS Vendor: Aptara Grade: 3 /∏/ spelled u_e 8.

/∏/ spelled _ew

10.

Homographs

11.

12.

13.

14.

15.

16.

17.

146 UNIT 2 • Lesson 5 Spelling • Skills Practice 1 Name Date Pronouns

FOCUS Rules Examples • A subject pronoun can Queen Elizabeth ruled England. replace the subject noun in She ruled England. a sentence. • A possessive pronoun Luis borrowed Ms. Jones’s shows ownership. It can pencil. be used to replace a Luis borrowed her pencil. possessive noun. • An object pronoun can be Charley kicked the ball. used in place of a direct Charley kicked it. object noun.

PRACTICE Circle each pronoun. Write S if it is a subject pronoun, P if it is a possessive pronoun, and O if it is an object pronoun.

1. Mr. Swenson painted their front door.

2. They rode on a bus.

5. He did not play the piano.

Skills Practice 1 • Grammar UNIT 2 • Lesson 5 147 APPLY Read each pair of sentences. Write the subject pronoun that correctly replaces the subject in the first sentence.

6. Theodor Geisel wrote many books for children. wrote them under the name Dr. Seuss.

7. His mother had the last name Seuss. came to America from Germany.

8. Many publishers did not like his first book. said his books did not teach and should not rhyme.

9. Dr. Seuss proved they were wrong. wrote fun books about important ideas.

10. The Lorax is a book about pollution. tells about a disappearing forest.

13. Many children’s book writers do not write in rhyme. like to write poetry in free-verse instead.

14. Children’s poetry is available at many school and public libraries. is popular around the world.

148 UNIT 2 • Lesson 5 Grammar • Skills Practice 1 Name Date

In the Desert (part 1)

Miguel and his family were visiting his grandfather in Arizona. It was spring, and Miguel was interested in one thing: baseball. Spring training was in progress and Miguel wanted to be a part of it. But his family had other ideas. They wanted to visit the desert and see the diverse plant and animal life. That morning, they set off on a hike. Grandpa was going to show them around the ecosystem he admired so much.

As his family was sitting and resting, Miguel was bored. He inspected the flat desert landscape around him. Why are we hiking around out here? he thought. He paid little attention to Grandpa’s explanation about the desert ecosystem around them. But his sister Carmen was listening intently to every word.

“If we could see inside these holes, or burrows, we would see animals resting,” Grandpa said. As he spoke, he pointed to little holes near the side of the trail. For the first time all day, Miguel became interested. Looking around the barren desert, he never would have thought he was surrounded by animals.

“How can animals live in such a hot, dry place?” Miguel asked. Grandpa smiled. He realized Miguel had barely paid attention earlier.

Before Grandpa could respond, Carmen said, “They stay underground, where it is cool. Their burrows protect them from the hot sun. Copyright © McGraw-Hill Education They don’t come out until evening, when the sun has gone down. It’s not nearly so hot then.”

Skills Practice 1 • Fluency UNIT 2 • Lesson 6 149 Grandpa’s smile widened because he knew Carmen had been paying attention. “That’s right,” declared Grandpa. He went on, “I can’t identify the animal just by looking at the hole, but a kangaroo rat may live in that one.”

“Rats as big as kangaroos!” Miguel exclaimed.

Grandpa chuckled and said, “Kangaroo rats are small and look like mice. They rest during the day. But at night they venture out to collect seeds.”

150 UNIT 2 • Lesson 6 Fluency • Skills Practice 1 Name Date

In the Desert (part 2)

Grandpa continued to explain how kangaroo rats survived in the desert. Miguel might have been bored, but Carmen was not. Carmen was listening with great interest. “How do kangaroo rats get their water? Can they get it from seeds?” she asked.

Miguel couldn’t believe Carmen asked that. Who ever heard of animals getting water from seeds? he thought. At least she doesn’t know everything.

But before Miguel could respond, Grandpa answered. “Yes, Carmen, kangaroo rats are extraordinary animals. They have adapted to their environment. They can get water even from dry seeds. Then they store them in their burrows.”

Miguel was stunned. Carmen looked proud. Maybe she does know everything, Miguel thought. The idea of that worried him. To change the subject, he quickly asked another question.

“If they’re so small, why are they called kangaroo rats?”

As he asked, Miguel gazed out at the desert, hoping to see a kangaroo rat. Baseball was no longer the only thing he wanted to think about. Who knew the desert was so full of life? he thought. He was quickly becoming as interested as Carmen. Copyright © McGraw-Hill Education

Skills Practice 1 • Fluency UNIT 2 • Lesson 6 151 “Well, they have large hind legs that let them leap rapidly from predators,” explained Grandpa. “At night, the desert comes alive. Animals come out looking for food. Some animals, like kangaroo rats, look for seeds and plants. They have adapted to eat what the desert makes available. Other animals in the food chain, like snakes and owls, are predators. They like to make a dinner out of smaller animals.”

“Wow, it’s a jungle out there!” exclaimed Miguel. Carmen groaned at his terrible sense of humor. “No, a jungle is a completely different ecosystem,” she responded. The whole family joined in the laughter, and Miguel vowed to pay more attention. Who would have thought there was so much life in the desert? he thought as they moved on. Copyright © McGraw-Hill Education

152 UNIT 2 • Lesson 6 Fluency • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Einstein Anderson and the Hurricane Hoax.”

circulating mockingly professor sputtered confident particles report tropics huff pressure researchers whirlpool

PRACTICE Write each vocabulary word next to its synonym. 1. pieces

2. teasingly

3. story

4. teacher

5. force

6. circling

7. eddy

10. jungles

11. fact finders

12. bad mood

Skills Practice 1 • Vocabulary UNIT 2 • Lesson 6 153 APPLY Read each sentence. Then answer the question by explaining the definition of the underlined vocabulary word.

13. There was a whirlpool in the river. What did it look like?

14. Your friend is confident before his baseball game. How does he feel?

15. Some people like to vacation in the tropics. Where do they go?

16. There are many researchers in the field of meteorology, or weather science. What do they do?

17. Chad spoke mockingly to Kyra. What did he do?

18. Shelby left the room in a huff. How did she feel?

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Name Date Cause and Effect

FOCUS Remember that a cause is the reason why something happens, and the effect is what happens as a result. Finding causes and effects in a story can help you understand why events happened. Look for signal words, such as because, since, therefore, and so, that will help you identify cause-and-effect relationships.

PRACTICE Read the sentences below from “Einstein Anderson and the Hurricane Hoax.” Then answer the questions. My friend Paloma knew that Dr. Raynes was a fake the minute he said that hurricanes were caused by wind circulating around an area of high pressure, because she knew that the centers of hurricanes are areas with very low pressure.

1. What is the cause in this sentence?

2. What is the effect?

Einstein’s mother decided to attend the meeting to see what Dr. Raynes had to say and she invited Einstein along, just in case

3. What is the cause in this sentence?

4. What is the effect?

Skills Practice 1 • Access Complex Text UNIT 2 • Lesson 6 155

Program: OCR Component: SP_U2_L6 PDF PASS Vendor: Aptara Grade: 3 APPLY Each sentence below describes an effect. What might have caused it? Use the sentence and your own ideas to write a sentence that shows a cause-and-effect relationship.

5. Josh received a poor grade on his test.

6. Mr. Lowell slipped on the sidewalk.

7. Alicia could barely stay awake during class.

8. The amusement park was closed.

Each sentence below describes a cause. What might the effect be? Use the sentence and your own ideas to write a sentence that shows a cause-and-effect relationship.

9. Ahmad planted some tomatoes.

11. Nate’s basketball team had the tallest players.

12. Laura did not hear her alarm clock.

156 UNIT 2 • Lesson 6 Access Complex Text • Skills Practice 1 Name Date Spellings for the /∏/ and /oo/ Sounds

FOCUS Many words contain the oo spelling. However, the words may sound different. For example, the words soothe and looked contain the oo spelling, but the spelling is pronounced differently. • /∏/ can be spelled oo. Examples: soothe, troops • /oo/ can be spelled oo. Examples: looked, bookcase

PRACTICE Sort the words below. Write each word under the correct heading.

choose plywood tools mushroom yearbook soot barefoot adulthood brook waterproof homeschool carpool

/∏/ spelled oo /oo/ spelled oo

1. 7.

2. 8.

4. 10.

5. 11.

6. 12.

Skills Practice 1 • Phonics UNIT 3 • Lesson 1 157 APPLY Choose a word from the box to complete each sentence.

childproof afternoon firewood bookshelf bloom woodpecker groom neighborhood hardwood igloos

13. The Inuit built for shelter during the winter season.

14. A is a kind of bird that digs into trees in search of insects.

15. Parents often their homes to protect young kids from harm.

16. In my , there are twelve homes.

17. I love to play outside each when I get home from school.

18. Marissa grabbed a short story from the .

19. In the spring, we love to watch the flowers .

21. The bride and happily celebrated their wedding day.

22. We have floors in every room of our house.

158 UNIT 3 • Lesson 1 Phonics • Skills Practice 1 Name Date Inflectional Endings -ed and -ing

FOCUS The inflectional ending -ed means that the action happened in the past. The ending -ing means that the action is happening now or always happens. • For words that end in a short vowel and a consonant, double the final consonant before adding -ed or -ing. tap → tapped clap → clapping • For words that end with a silent e, drop the e before adding -ed or -ing. carve → carved tape → taping • For words ending in a consonant + y, change the y to i before adding -ed. No change is needed when adding -ing. study → studied study → studying

PRACTICE Read each sentence. Write Yes if the -ed or -ing ending has been added correctly. Write No if it has not.

1. He introducied me to a new friend. 2. We are skipping over mud puddles. 3. Stacy believed the answer was correct.

Copyright © McGraw-Hill Education 4. She is payeing for our meal. 5. The sun was shinning brightly in the sky. 6. I cried when I heard the sad news. 7. Dante and I are sleding down the hill. 8. The track team is training for the next meet.

Skills Practice 1 • Word Analysis UNIT 3 • Lesson 1 159 APPLY Read each sentence. Change the underlined word to the correct verb tense by adding the proper inflectional ending.

9. They want to continue swim in the lake.

10. The puppy escape from its yard.

11. We are visit our relatives who live out of town.

12. Sadie reply with a kind message.

13. Timothy is drive to his workplace.

14. I accidentally jam my finger in the door.

Read each sentence below. Circle the correct spelling.

15. We are (planing/planning) a trip to Florida.

16. Breanna (worried/worryed) about her job interview.

17. We greeted one another by (shakeing/shaking) hands.

20. My grandparents (saved/saveed) many valuables from their childhood.

21. Reed is (waiting/waitting) patiently to go to the zoo.

22. We were (permited/permitted) to play outside until 8:00 p.m.

160 UNIT 3 • Lesson 1 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “A New Life for Mei.”

accommodate link alley proper apprehensive rush bellowed strike fate temperamental hitch tie

PRACTICE The underlined vocabulary words do not belong in the sentences. Cross out each incorrect word. Write the correct vocabulary word beneath the sentence.

1. A stray cat lives in the hitch 4. We have plenty of bedrooms to behind our house. rush guests.

2. Kyle was always so proper 5. Yolanda felt temperamental that his friends were afraid he when she saw the dark storm would get angry. cloud in the distance.

3. In his fate to leave the house, 6. Many settlers traveled to Derrick forgot his lunch money. California hoping to tie gold.

Skills Practice 1 • Vocabulary UNIT 3 • Lesson 1 161 APPLY Complete the following sentences. Make sure the sentence shows the meaning of the underlined vocabulary word.

7. There was a hitch in our vacation plans when

8. It is not proper to wear

9. Dad bellowed at us when

10. Teresa believed it was her fate to

11. A railroad tie is used to

12. Our dog Sparky became apprehensive when

13. Something you might see in an alley is

14. Roads link different towns by

162 UNIT 3 • Lesson 1 Vocabulary • Skills Practice 1 Name Date Classify and Categorize

FOCUS When you read, consider classifying the information in the text to help you understand and remember it. When you classify, you sort objects or ideas into categories. Categories name groups of things that are related in some way. Imagine you are reading a story about the players on two baseball teams—the Sharks and the Tigers. To keep the characters straight, you might want to classify them according to what team they are on: Category: Sharks Category: Tigers David Hassan Lupita Ben Kelly Akiko

Skills Practice 1 • Access Complex Text UNIT 3 • Lesson 1 163 APPLY Look at items in your classroom. Think about how some of these items are related. Then name the category in which the items belong. Write the categories and the items below.

5. Category: 7. Category:

6. Items: 8. Items:

Pretend you are organizing donations for your town’s food bank. Write two categories of food items you might find. Then list some items that belong in each category.

9. Category: 11 Category:

10. Items: 12. Items:

164 UNIT 3 • Lesson 1 Access Complex Text • Skills Practice 1 Name Date Narrative Writing Think Audience: Who will read your writing?

Purpose: What is your reason for writing a story?

Prewriting A realistic story should tell about an interesting or exciting event. What are some interesting or exciting events you have experienced or read about? Use the spaces below to draw pictures of four memories or ideas that could be used for a realistic story. Copyright © McGraw-Hill Education

Skills Practice 1 • Writing UNIT 3 • Lesson 1 165 Revising Use this checklist to revise your writing.

Does your story have a strong beginning that introduces the main character?

Did you tell when and where the story takes place?

Did you use exciting and descriptive action verbs?

Does your story have a strong ending that concludes the action?

Does your writing have a clear purpose? Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Does every sentence begin with a capital letter and end with a punctuation mark?

Did you correctly use quotation marks and commas in dialogue?

Did you check your writing for spelling mistakes?

Write or type a neat copy of your story.

Add a photograph or a drawing.

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Name Date Spelling

FOCUS • / ∏/ can be spelled oo and makes the sound heard in the word school. • /oo/ is spelled oo and makes the sound in foot. • When adding the inflectional ending -ing or -ed to words with a final e, drop the e before adding -ing or -ed. For words with a short vowel-consonant pattern, double the final consonant before adding -ing or -ed. For words that end in y, change the y to i before adding -ed.

Word List Challenge Words 1. took 9. scoop 1. staring 2. shook 10. amazing 2. admitted 3. broom 11. brook 3. woodwork 4. stood 12. pool 5. landing 13. bored 6. named 14. tried 7. hoping 15. timing 8. stripped

PRACTICE Sort the spelling words under the correct heading.

Skills Practice 1 • Spelling UNIT 3 • Lesson 1 167

Program: OCR Component: SP_U03_L01 PDF PASS Vendor: Aptara Grade: 3 /oo/ spelled oo

Words with the inflectional ending -ing

10.

11.

12.

13.

Words with the inflectional ending -ed

15.

16.

17.

18.

168 UNIT 3 • Lesson 1 Spelling • Skills Practice 1 Name Date Abstract Nouns

FOCUS An abstract noun is something that does not exist physically. Abstract nouns are feelings, concepts, and ideas, such as bravery, faith, friendship, liberty, peace, and love. In contrast, a concrete noun is something you can touch or observe, such as a kitten or a shoe. Example: Mrs. Hashimoto was impressed with your courage and generosity.

PRACTICE Underline the abstract noun or nouns in the sentences below. 1. I know that I can always rely on my grandmother’s wisdom when I need it.

2. Hanna’s joy and amazement about getting a new bike made everyone smile.

3. Samir has firm beliefs that his dreams will come true.

4. Dylan played the piece with confidence at his violin recital.

5. Your loyalty and friendship are very important to me.

7. The cashier thanked Emma for her patience.

8. Worry and sorrow kept me awake all night when my dog, Boseley, was missing.

Skills Practice 1 • Grammar UNIT 3 • Lesson 1 169 APPLY Read the sentences below. For each sentence, write C if the boldface noun is concrete and A if it is abstract.

9. Don’t forget to thank Carlos and Isaac for their helpfulness.

10. A chickadee landed on the birdfeeder.

11. I hope you’ll share your knowledge of beekeeping.

12. Jordan has a great fascination with dinosaurs.

13. The children ran to the swings as quickly as they could.

14. Lexi’s determination helped her win the spelling bee.

Write four sentences of your own using abstract nouns from the box.

love trust excitement freedom pride imagination confidence intelligence

15.

16.

17.

18.

170 UNIT 3 • Lesson 1 Grammar • Skills Practice 1 Name Date Spellings for the /ow/ and /∂/ Sounds

FOCUS The ow spelling has different sounds. For example, the words arrow and however contain the ow spelling, but it is pronounced differently. The ou_ spelling can make the same sound as the ow spelling in the word now. • /ow/ can be spelled ow. Examples: clown, touchdown • /ow/ can be spelled ou_. Examples: background, discount • /∂/ can be spelled _ow. Examples: throwing, scarecrow

PRACTICE Sort the words below. Write each word under the correct heading.

undertow allowance grouchy overthrow empower announce rowdy lounge

/ow/ = ow /ow/ = ou_ /∂/ = _ow

3. 6.

Skills Practice 1 • Phonics UNIT 3 • Lesson 2 171 APPLY Read each clue or definition below. Then select the word from the word box that matches the clue or definition. Write the word on the line.

outgrow thousand drowsy accountant homegrown pronounce row vowel Moscow cloudy

9. To correctly say or speak a word

10. Something grown or made locally

11. The capital of Russia

12. An amount equal to ten times one hundred

13. To become too large for something, such as clothing

14. A letter of the alphabet that is not a consonant

15. Someone whose job it is to keep financial records

17. Overcast and gloomy

18. Ready to fall asleep

172 UNIT 3 • Lesson 2 Phonics • Skills Practice 1 Name Date Comparatives and Superlatives

FOCUS Comparatives compare two nouns or verbs. Superlatives compare three or more nouns or verbs. Remember, adjectives describe nouns. Adverbs describe verbs. To make comparatives and superlatives, the form of the adjective or adverb is changed. • To make an adjective or adverb a comparative, add er for shorter words. Use the word more before some longer adjectives and adverbs. Examples: bright → brighter honest → more honest • To make an adjective or adverb a superlative, add est for shorter words. Use the word most before some longer adjectives and adverbs. Examples: quick → quickest frequently → most frequently

PRACTICE Read each sentence. Circle the correct answer below. 1. Katya is the runner on the team. a. most fast b. fastest

3. Of the four puppies, Buster is the . a. thinnest b. most thin

Skills Practice • Word Analysis UNIT 3 • Lesson 2 173 APPLY Read each sentence. Use the correct comparative or superlative form of the word in parentheses to complete the sentence. Write the word or words on the line.

4. I feel at home than I do at school. (comfortable)

5. The oil tycoon is the woman in her entire country. (rich)

6. Sidney tried the of all her classmates to win the contest. (hard)

7. Liam sings than David does. (quietly)

8. This box is than the last one I moved. (heavy)

9. Anna thought the fifth question was the . (difficult)

10. Laura and Mario are content, but Ariana is the of them all. (happy)

13. Dad had the wait of anyone at the doctor's office. (long)

14. Of the six cousins, Matt competes the . (fiercely)

15. The popular actor is now the person in the world. (famous)

174 UNIT 3 • Lesson 2 Word Analysis • Skills Practice Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The Harlem Renaissance.”

adventure fame pride cast international prosperous dialect launch symbolized discrimination lavish timeless

PRACTICE Write the vocabulary word that matches each example below.

1. allowing only boys to play

2. English spoken in the Northeast

3. a car that never goes out of style

4. the actors in Romeo and Juliet

5. a rafting trip through the jungle

6. the starting of a new magazine

9. a mansion with fifty rooms

10. a business that makes millions

Skills Practice 1 • Vocabulary UNIT 3 • Lesson 2 175 APPLY Write the correct vocabulary word in the blank. The underlined words in the sentences are clues to help you.

11. The whole of the movie was at the party, including the star and co-star.

12. Josh never expected after he appeared on the news, but people recognized him everywhere he went.

13. When we moved north, I heard a new and noticed that people spoke a little differently.

14. The track meet is an competition with athletes from several different countries.

15. This dance is a tradition in our culture that will never end or change.

16. The eagle has the United States for many years; it stands for strength and freedom.

17. The prince’s palace was extremely fancy, with marble walls and gold-plated furniture.

19. Javon’s on the whitewater rafting trip was an exciting experience he will always remember.

20. Maya takes great in her well-kept garden, which reflects her personal work ethic and love of nature.

176 UNIT 3 • Lesson 2 Vocabulary • Skills Practice 1 Name Date Fact and Opinion

FOCUS Remember that a fact is a true statement that can be proven. An opinion is a statement of someone’s feelings or beliefs that cannot be proven. You will often encounter both facts and opinions when reading an informational text. Here are examples: Fact: Harlem is a neighborhood in New York City. Opinion: New York City is the most exciting place in the world.

PRACTICE Read each statement. Decide whether it is a fact or an opinion. Then write it in the correct box.

A piano has white keys and black keys. An oboe makes a bizarre sound. Classical music is no longer important. A jazz band often has trumpet players.

Facts

Skills Practice 1 • Access Complex Text UNIT 3 • Lesson 2 177 APPLY Read each sentence from “The Harlem Renaissance.” Write whether it is a fact or an opinion. Use a complete sentence to explain your answer.

5. Harlem in the 1920’s had it all!

6. Langston Hughes and Countee Cullen published whole books of poetry.

7. One of the most original novels from this era was Cane by Jean Toomer.

8. The editor and writer Jessie Fauset had graduated from Cornell University and studied literature in France.

178 UNIT 3 • Lesson 2 Access Complex Text • Skills Practice 1 Name Date Narrative Writing Think Audience: Who will read your tall tale?

Purpose: What is your reason for writing a tall tale?

Prewriting Use the story map below to plan your tall tale so the events are presented in a logical sequence. Write the main events that will be told in the beginning, middle, and end of your story.

Story Map

Beginning:

End:

Skills Practice 1 • Writing UNIT 3 • Lesson 2 179 Revising Use this checklist to revise your writing.

Does your story have exaggerations and unlikely events?

Does your story use time and order words to organize the events?

Did you include at least one example of figurative language?

Did you include descriptive words and phrases?

Did you make it clear that your story is a tall tale?

Does your story have a strong ending? Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you use possessive nouns and pronouns correctly?

Did you use correct verb tenses?

Did you capitalize proper nouns?

Write or type a neat copy of your tall tale.

Add a drawing or other illustration.

180 UNIT 3 • Lesson 2 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /ow/ is spelled ow and ou_, as in the words cow and proud. • /∂/ can be spelled _ow, as in the word grow. • Comparative adjectives often end in -er. • Superlative adjectives often end in -est. • For words that end in e, drop the e before adding -er or -est. For words that end in y, change the y to i before adding -er or -est.

Word List Challenge Words 1. shower 9. older 1. happier 2. blown 10. lightest 2. fountain 3. couch 11. clown 3. growling 4. faster 12. slower 5. thinnest 13. glow 6. earlier 14. know 7. noun 15. crowd 8. mouse

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/ow/ spelled ou_

/∂/ spelled _ow

10.

11.

Comparative adjectives

12.

13.

16.

Superlative adjectives

17.

18.

182 UNIT 3 • Lesson 2 Spelling • Skills Practice 1

Program: OCR Component: SP_U03_L02 PDF PASS Vendor: Aptara Grade: 3 Name Date Coordinating and Subordinating Conjunctions

FOCUS Conjunctions are joining or connecting words. • Coordinating conjunctions join words, phrases, or independent clauses. The most common coordinating conjunctions are and, or, but, and so. Example: Dominic went to his aunt’s house, and he helped her weed the garden. • Subordinating conjunctions connect two clauses that are not equal. The dependant clause (one that cannot stand alone) contains the subordinating conjunction. Some common subordinating conjunctions are although, until, because, unless, since, if, and while. Example: Although Ana-Maria likes to travel, she has never been on an airplane.

PRACTICE Underline the conjunction in each sentence. On the line, write C if it is a coordinating conjunction and S if it is a subordinating conjunction.

1. Do you want to have an apple or a banana with your lunch? 2. Zack made breakfast while the rest of his family slept.

Copyright © McGraw-Hill Education 3. If it is breezy this afternoon, we can try to fly your kite. 4. Kendall is at her swimming lesson, but she forgot her goggles. 5. We can’t go on vacation until we find a petsitter for my iguana, Igor.

6. It began snowing Thursday night, and it still hasn’t stopped!

Skills Practice 1 • Grammar UNIT 3 • Lesson 2 183 Read the paragraph below. Find and circle all 12 conjunctions. Then write each conjunction under the correct heading.

Sophie’s first piano recital was coming up, and she did not feel prepared. Although she could play her pieces perfectly at home, she was not looking forward to playing in front of an audience. Sophie was sure she would make a mistake and embarrass herself. “If you practice every day, you’ll be ready,” said her mom. “While you are playing, pretend the audience isn’t there,” suggested her dad. Sophie was glad to have her parents’ advice, but she still didn’t feel any better. She practiced each day until her fingers cramped. The day of the recital arrived. Sophie looked for her parents, but she couldn’t spot her mom or dad. Suddenly, she saw them grinning at her, and she relaxed. “Ready or not,” Sophie murmured quietly to herself, “here I go!” Once she began, Sophie became more confident. Her performance was a success, so Sophie decided she would play in the next recital as well! Coordinating Conjunctions Subordinating Conjunctions

184 UNIT 3 • Lesson 2 Grammar • Skills Practice 1 Name Date Spellings for the /aw/ Sound

Focus • /aw/ can be spelled au_. Examples: because, fault • /aw/ can be spelled aw. Examples: sawmill, jawbone • /aw/ can be spelled augh. Examples: distraught, taught • /aw/ can be spelled ough. Examples: fought, thoughtful • /aw/ can be spelled al. Examples: also, install

PRACTICE Circle the word with the correct /aw/ spelling.

1. fraud frawd

2. swaulow swallow

3. thought thaught

4. outlau outlaw

6. daughter doughter

7. paulm palm

8. brawny braughny

Skills Practice 1 • Phonics UNIT 3 • Lesson 3 185 APPLY Read each sentence below. Find a word from the box that can replace the underlined word or phrase. Write the new word on the line.

wallet dawn naughtiest lawn granddaughter exhausted brawl flaunt bought false

9. The information you were given is not true.

10. I felt completely worn out after my volleyball game.

11. The people involved in the fight were punished.

12. Her son’s little girl has brown hair and brown eyes.

13. I helped Uncle Steve pick out a new case that holds money.

14. Rory purchased a new keychain.

15. At daybreak, we took a boat ride on the river.

18. My dad tries to mow our grass-covered yard once a week.

186 UNIT 3 • Lesson 3 Phonics • Skills Practice 1 Name Date Irregular Comparatives and Superlatives

Focus Some comparatives and superlatives are irregular. This means they do not follow the normal rules. • Irregular comparatives do not add -er or more. • Irregular superlatives do not add -est or most. Adjective Comparative Superlative good → better → best Adverb Comparative Superlative far → farther → farthest

PRACTICE Choose a comparative adjective or adverb from the box to complete each sentence.

farther less worse more better

1. The weather was nice yesterday, but today it is even .

2. Coffee is bad for teeth, and soda is even .

3. Many ducks sat on the shore, but still ducks were on the pond.

5. I already had little energy this morning, and now I have even .

Skills Practice 1 • Word Analysis UNIT 3 • Lesson 3 187 APPLY Choose a superlative adjective or adverb from the box to complete each sentence.

worst farthest least best

6. Benny won the contest because his paper airplane flew the .

7. Josh forgot to wear sunscreen and got the sunburn.

8. Romie said going to the amusement park was the time she had all summer.

9. Mom bought us the expensive jackets because we often lose them.

Read each group of sentences. Write a new sentence that expresses a comparison. Use at least one irregular comparative or superlative.

10. Raquel has two marbles. Zoe has three. Shea has four.

11. Anna ran halfway across the field. Saabir ran to the end of the field.

12. Trey got an A on the test. Corbin got a B+ on the test.

188 UNIT 3 • Lesson 3 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The Overlanders.”

abandon territory acres trade ferry yoke

PRACTICE Circle the vocabulary word that matches each underlined word or phrase.

1. We had to hire a boat to carry our bikes across the small river.

territory yoke ferry trade

2. How could someone just leave a dog by the side of the road?

abandon ferry yoke trade

3. Many pioneers settled on government-controlled land in the Great Plains.

ferry abandon trade territory

4. How many units of land does the amusement park contain?

territory acres ferry yoke

6. Would you like to exchange your carrots for my apple?

trade abandon yoke ferry

Skills Practice 1 • Vocabulary UNIT 3 • Lesson 3 189 APPLY Read the sentences. Answer each question by explaining the definition in your own words.

7. The local park covers more than two acres of land. About how big is the park?

8. Some Native Americans were forced to travel to a certain territory. Where did they go?

9. Roger’s uncle rides a ferry to his cottage on the island. What does Roger’s uncle ride?

10. Abby had to abandon her old car at the junkyard. What did Abby do?

12. In ancient Africa, people would trade gold for salt. What did these people do?

190 UNIT 3 • Lesson 3 Vocabulary • Skills Practice 1 Name Date Sequence

FOCUS Remember that sequence is the order in which events take place in a text. Time and order words, such as yesterday, in 1954, first, after, then, and finally, indicate sequence. When you tell the sequence of events in a story, you are describing the plot.

PRACTICE These events from “The Overlanders” are out of order. Write them in the correct sequence.

Ellie sees a group of Pawnee. Ellie crosses the Missouri River. Ellie arrives in Oregon City. Ellie sees a rock that looks like a chimney. Ellie arrives at Fort Kearney.

Skills Practice 1 • Access Complex Text UNIT 3 • Lesson 3 191 APPLY Read the sentences. They describe a sequence of events. Think of some time and order words that would help a reader understand the correct sequence. Write them in the blanks.

6. The step in pizza making is to mix the dough.

7. The step is to roll out the dough.

8. , spread tomato sauce over most of the dough.

9. , sprinkle on the shredded cheese.

10. the cheese is added, cover the pizza with other toppings.

11. , bake the pizza in a very hot oven.

Read the following sentences, and write a paragraph that includes these events. Use time and order words to organize events in a clear and logical sequence.

I quickly got dressed. I hurried to take a shower. I dashed out the door to the bus stop.

12.

192 UNIT 3 • Lesson 3 Access Complex Text • Skills Practice 1 Name Date Narrative Writing Think Audience: Who will read your story?

Purpose: What is your reason for writing a story?

PRACTICE Using vivid action and describing words will make your personal narrative more interesting to read. Rewrite each sentence below using specific action and describing words. An example is provided for the first sentence.

1. Riley looked at a bug.

Example: Riley carefully observed a green cricket.

2. The dog barked.

3. Mr. Steele rode his bike.

4. The shirt had stripes.

Skills Practice 1 • Writing UNIT 3 • Lesson 3 193 Revising Use this checklist to revise your writing.

Does your story have a problem that is introduced at the beginning?

Did you create a setting by telling when and where the story takes place?

Did you use vivid action and describing words to make your writing more interesting?

Does the story have a strong ending that tells how the problem was solved?

Did you use first-person point of view? Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you combine sentences when appropriate?

Did you use comparative and superlative adjectives correctly?

Did you capitalize the beginnings of sentences and proper nouns?

Did you check your writing for spelling mistakes? Publishing Use this checklist to prepare your writing for publishing.

Write or type a neat copy of your story.

Add a photograph or a drawing.

194 UNIT 3 • Lesson 3 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /aw/ can be spelled au_, aw, augh, ough, and al. This sound is heard in the word lawn. • Irregular comparatives and superlatives are not formed by adding -er or -est to the end of a word. Sometimes comparatives and superlatives add the word more (comparative) or most (superlative) before an adjective or adverb.

Word List Challenge Words 1. daughter 9. bought 1. squawk 2. caught 10. best 2. worst 3. better 11. hawk 3. launch 4. less 12. taught 5. talk 13. chalk 6. most 14. least 7. fought 15. auto 8. yawn

PRACTICE Sort the spelling words under the correct heading.

Comparatives adjectives Superlative adjectives

2. 4.

Skills Practice 1 • Spelling UNIT 3 • Lesson 3 195 /aw/ spelled augh

/aw/ spelled ough

10.

11.

/aw/ spelled aw

12.

13.

14.

/aw/ spelled al

/aw/ spelled au_

17.

18.

196 UNIT 3 • Lesson 3 Spelling • Skills Practice 1 Name Date Compound Sentences

FOCUS Rule Example • A simple sentence has The United States is one subject and one more than two hundred predicate. years old. • A compound sentence uses The United States is a a conjunction to combine country, and France is two simple sentences. a country. Use the coordinating Miami is in the United conjunctions and, but, States, but Paris is or, and so to join simple in France. sentences that relate to It is warm in Miami, so I want each other. Place a comma to live there. before the conjunction.

PRACTICE After each sentence, write S if the sentence is simple or C if it is compound.

1. California and Florida are states.

2. California is on the West Coast, but Florida is on the East Coast.

4. Florida is also called the Sunshine State.

5. Almonds and strawberries grow in California.

6. Lots of citrus fruit grows in Florida.

Skills Practice 1 • Grammar UNIT 3 • Lesson 3 197 APPLY Write three compound sentences below. Circle each coordinating conjunction. Make sure that you use commas correctly.

Add a comma before the conjunction in each compound sentence.

The Polynesian people sang chants to commemorate many events in life. Some chants were about birth and other chants were about love, death, or war. Chants were sung in honor of major events but some chants celebrated smaller occasions, such as losing a tooth. Men chanted alone or men and women chanted together. Copyright © McGraw-Hill Education

198 UNIT 3 • Lesson 3 Grammar • Skills Practice 1 Name Date Spellings for the /oi/ Sound

FOCUS • /oi/ can be spelled oi. Examples: checkpoint, broil • /oi/ can be spelled _oy. Examples: employee, loyalty

PRACTICE Read each word below. Circle any spellings that have the /oi/ sound as shown in the Focus box above. Cross out the word if it does not have an /oi/ sound and spelling.

1. growing

2. turmoil

3. employed

4. worried

5. toiled

6. loaned

7. producing

9. invoice

10. coy

Skills Practice 1 • Phonics UNIT 3 • Lesson 4 199 APPLY Read each clue or definition below. Then select the word from the word box that matches the clue or definition. Write the word on the line.

alloy disappoint ointment boycott royalty moisture overjoyed noisy

11. To fail to satisfy a hope or expectation

12. To refuse to buy or use something as part of a protest

13. A small amount of liquid that makes something wet or damp

14. Members of a noble family, including a king or queen

15. A lotion or similar substance which is rubbed onto the skin (often for medical purposes)

16. Having a loud and possibly unpleasant sound

17. A new metal created by melting and then combining two or more metals together

18. Feeling extremely happy

200 UNIT 3 • Lesson 4 Phonics • Skills Practice 1 Name Date Content Words and Shades of Meaning

FOCUS • Content words are terms that relate to a specific topic or subject area. Example: Certain words are used when discussing the topic of government. The word constitution means “a document that describes the beliefs and laws of a country.” Therefore, constitution is a content word related to the subject of government. • Synonyms are words with similar definitions. However, there are slight differences in meaning, or shades of meaning, in many sets of synonyms. Example: big → huge → enormous Huge suggests a greater size than big. Enormous suggests a greater size than huge.

PRACTICE Read each set of words. Circle the content word in each set that is related to the topic of government.

1. brother airplane success rights

2. amendment language mansion definition

4. hurricane representative intelligent cargo

5. election garden angle temperature

6. radar athlete energy mayor

Skills Practice 1 • Word Analysis UNIT 3 • Lesson 4 201 APPLY Each sentence below is missing a content word. Read each sentence and the definition that follows it. Then choose a content word from the word box to complete the sentence. Write the word on the line.

patriotism settlement ballot senator

7. The drafted a new bill and proposed it to his coworkers. “a lawmaker” 8. Early colonists displayed during the American Revolutionary War. “great loyalty to one’s country” 9. Marena cast her at the local voting station. “a paper or electronic system of voting, usually in secret” 10. The pilgrims established a new along the east coast. “a place where people start a new community”

Read each pair of words. Think about the relationship of the first word to the second word. Then look at the words listed below each pair. Circle the word that has the strongest or most powerful shade of meaning. Write that word on the line.

11. special → extraordinary → Copyright © McGraw-Hill Education exceptional good smart 12. whisper → talk → speak yell hesitate 13. sluggish → weak → feeble tired rude 14. interested → curious → available generous inquisitive

202 UNIT 3 • Lesson 4 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The Cherokee: Gold and Tears.”

characters principal literate surge mine treaty

PRACTICE Read each sentence and definition. Write Yes if the definition matches the way the underlined word is used in the sentence. Write No if it does not. 1. The company has moved into our state to mine for copper.

belonging to me

2. There was a sudden surge in the price of gasoline.

a formal agreement

3. The message you write on this Web site can have only 20 characters.

marks or symbols used in writing

4. Justin is the principal clarinet player in the orchestra.

5. It is important to be literate so you can read instructions and forms.

able to read and write

6. The Native Americans signed a treaty with the English and gave up land.

a sudden increase

Skills Practice 1 • Vocabulary UNIT 3 • Lesson 4 203 APPLY Read each statement below. Rewrite the statement using a vocabulary word.

7. Advanced drilling equipment is used to dig for salt under the earth.

8. The greatest dancer in a ballet company has the most talent and experience.

9. There is often an increase of water in a creek after a hard rain.

10. Countries promise to work together by signing an agreement.

12. Hundreds of years ago, many people reached adulthood without being able to read and write.

204 UNIT 3 • Lesson 4 Vocabulary • Skills Practice 1 Name Date Main Idea and Details

FOCUS The main idea of a paragraph or selection is the most important overall point that the author wants to make. The author supports the main idea with details, which can include facts, descriptions, explanations, or definitions. The sentence that expresses a paragraph's main idea is the topic sentence. A topic sentence often comes at the beginning or end of a paragraph.

PRACTICE Read the following paragraphs from “The Cherokee: Gold and Tears.” Underline the topic sentence in each paragraph.

1. During the 1700s, many Cherokee people fell sick due to smallpox. The disease came to America with the settlers. The Cherokee had never seen the disease before. At first only a few Cherokee became sick, but the smallpox soon spread. The sickness killed one-third to one-half of all Cherokee people.

2. In 1820, the Cherokee formed a type of government. The government was modeled after the United States government. The Cherokee had a principal chief. They also had a senate and a house of representatives.

3. The first contact the Cherokee had with Europeans was in 1540. The Copyright © McGraw-Hill Education Spanish explorer Hernando de Soto passed briefly through some of their villages. He and his men were in search of gold.

4. The Cherokee made their new home in the Appalachian Mountains. They lived in most of present-day Kentucky and Tennessee. They were also present in parts of Virginia, West Virginia, Ohio, Indiana, Georgia, Alabama, North Carolina, and South Carolina.

Skills Practice 1 • Access Complex Text UNIT 3 • Lesson 4 205 APPLY Each paragraph below is missing its topic sentence. Read the paragraph. Decide what it is mostly about. Then write a sentence that expresses the main idea.

5. The sun is just coming up over the horizon. A rooster is crowing in the barnyard. The farmer yawns and gets out of bed.

Sheila always gets the highest grade in the class. She works hard to complete all her homework. She even does projects for extra credit.

The cheetah can reach a top running speed of 70 miles per hour. It can reach this speed in just a few seconds. However, it can only maintain this top speed for a few minutes.

8. The chicken was burned, and the potatoes were as cold as ice. The broccoli was undercooked. The carrots were too mushy. Even the cake we had for dessert was dry and tasteless. Copyright © McGraw-Hill Education

206 UNIT 3 • Lesson 4 Access Complex Text • Skills Practice 1 Name Date Narrative Writing Think Audience: Who will read your fantasy?

Purpose: What is your reason for writing a fantasy?

Prewriting Use the story map below to plan your fantasy so the events are presented in a logical sequence. Write the main events that will be told in the beginning, middle, and end of your story.

Story Map Beginning:

End:

Skills Practice 1 • Writing UNIT 3 • Lesson 4 207 Proofreading Symbols

¶ Indent the paragraph.

^ Add something.

Take out something.

/ Make a small letter.

Make a capital letter.

. Add a period.

208 UNIT 3 • Lesson 4 Writing • Skills Practice 1 Name Date Spelling

FOCUS • /oi/ can be spelled oi and _oy and makes the sound heard in the word boy. • Content words relate to the specific subject of a text. For example, an article about bicycles might have the content words gear and spokes. • Synonyms have similar meanings, but one word might be either stronger or more subtle than its synonym. The words have different shades of meaning. For example, grinning and beaming are synonyms, but beaming describes a stronger type of smile.

Word List Challenge Words 1. scorching 9. coin 1. employer 2. royal 10. bright 2. nocturnal 3. mammal 11. joy 3. predator 4. spoil 12. blinding 5. insect 13. point 6. moist 14. reptile 7. voice 15. warm 8. oyster

/oi/ spelled _oy 1. 3.

2. 4.

Skills Practice 1 • Spelling UNIT 3 • Lesson 4 209 /oi/ spelled oi

Content words about Earth’s wildlife

10.

11.

12.

13.

14.

15.

16.

Two words with different shades of meaning for light

17.

18.

210 UNIT 3 • Lesson 4 Spelling • Skills Practice 1 Name Date Adjectives

FOCUS An adjective describes a noun or a pronoun. It tells what kind, how many, or which one. Example: Katie held the tiny frog. She has three frogs. Pick up that frog. Comparative adjectives compare two nouns. • Add -er to most short adjectives to make them comparative. Use the word more before some longer adjectives. Example: Katie’s snake is smoother than the frog. Her bird is more colorful than the snake. Superlative adjectives compare three or more nouns. • Add -est to most short adjectives to make them superlative. Use the word most before some longer adjectives. Example: The striped frog is the smallest and the most special frog of all.

PRACTICE Read each sentence. If it has a comparative adjective, write C on the line. If it has a superlative

1. An ocean is bigger than a lake. 2. That was the most terrible storm I have ever seen. 3. Ally’s eyes are bluer than her mother’s. 4. Colby is wearing his warmest jacket today.

Skills Practice 1 • Grammar UNIT 3 • Lesson 4 211 APPLY Read each sentence. Answer the question that follows each sentence by adding one adjective that tells what kind, how many, or which one. Circle the adjectives you use in your sentences.

5. Jacob went into a store. What kind of store?

6. Toys filled the shelves. What kind of toys?

7. Jacob bought some puzzles. How many puzzles did Jacob buy?

8. He looked at a kite. Which kite did he look at?

Read the paragraph below. The writer made four mistakes using comparative and superlative adjectives. Correct each mistake. Copyright © McGraw-Hill Education What is the tallest building? The answer keeps changing. Someone builds a tall building, then someone else builds a more taller one. In 1913, the Woolworth Building was the tallest. Then, the Empire State building was built. It was more massiver. It was the tallest for 41 years. Next, the World Trade Center appeared. Two years later, the Sears Tower was constructed. In 2010, a building in Dubai became the taller in the world. It probably will not be the most tallest for very long, though!

212 UNIT 3 • Lesson 4 Grammar • Skills Practice 1 Name Date Spellings for the /∂/, /Œ/, /∏/, and /ow/ Sounds

FOCUS Review the following sounds and spellings: • /∂/ can be spelled _ow. Example: elbow • /Œ/ can be spelled u_e, _ew, and _ue. Examples: contribute , few , rescue • /∏/ can be spelled _ue, _ew, and u_e. Examples: sued, cashew, exclude • /ow/ can be spelled ow. Example: browse

PRACTICE Read each word below. Circle Yes if it has an /∂/, /Œ/, /∏/, or /ow/ sound and spelling as shown in the Focus box above. Circle No if the word does not have a sound and spelling shown above.

1. trooper Yes No

2. powder Yes No

3. world Yes No

5. consume Yes No

6. devote Yes No

7. fellow Yes No

8. withdrew Yes No

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APPLY Read each pair of words. Circle the correct spelling.

9. nephue nephew

10. argue argew

11. croun crown

12. absolute absolewt

Read the rough draft of the paragraph below. Cross out the six spelling errors. Write the correct spelling above each crossed-out word.

Today we went to the amuesment park. As we drove to the park, Shayna

noticed a fue clouds. She said, “I hope it does not start raining. That will

ruin our plans.” I assewmed the weather would be fine, so I replied, “There

are only a couple clouds. I would not worry about it.” After going on only

two rides, however, I felt some raindrops. This was followed by houling

not go on any more rides, Shayna’s parents had the great idea to join in

a barbecew with another group of people. We were a little disappointed,

but the day turned out quite nicely. We met new friends and enjoyed great

food. As soon as we were done eating, the storm ended and a rainboe

appeared in the sky!

214 UNIT 3 • Lesson 5 Phonics • Skills Practice 1

Program: OCR Component: SP_U3_L5 Pdf Pass Vendor: Aptara Grade: 3 Name Date Words with the Same Base

FOCUS Words with the same base belong to a family of words. When you add affixes or inflectional endings to a base word, the word’s meaning or tense changes. Sometimes, the part of speech changes as well. • Decide is a base word that is a verb. Undecided and decision are other words in this family. Undecided contains a prefix and an inflectional ending; it is an adjective that means “not yet settled or chosen.” Decision contains a suffix; it is a noun that means "a choice that has been made after consideration." Example: Base word → success Words with the same base success → successful, successfully, unsuccessful

PRACTICE Read the words in the word box. Then look at the base words and the blank spaces below. Add a beginning or ending (or both) to each base word to form a word in the word box. Then write the whole word.

1. + depend + =

2. + place =

3. believe – e + =

Skills Practice 1 • Word Analysis UNIT 3 • Lesson 5 215 APPLY Read each sentence and look at the underlined base word. In the word family below each sentence, circle the word that replaces the base word and correctly completes the sentence.

4. Radha thought the painting was the most interest piece at the museum.

disinterest interested interesting

5. Our dog is fright by the new baby.

frightful frightened frightening

6. I will not tolerate being treated with respect.

disrespect respectful respects

7. Graham has a very pleasant and like personality.

unlikely likable liked

8. We use the subway as our means of transport.

discomfort uncomfortable comforting

10. The concert is sold out, and it is possible to get tickets.

possibly impossibility impossible

216 UNIT 3 • Lesson 5 Word Analysis • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “The Dancing Bird of Paradise.”

beckoned internment converted kimono delicate orderly donned poised flared sweltered intermission swished

PRACTICE Read each sentence. Think about the meaning of the underlined word. Write True if the sentence is true. Write False if the sentence is false.

1. The intermission at a concert is when the band plays its last song.

2. If you donned a fancy hat, you put it on your head.

3. Many Japanese people were forced into internment during World War II.

6. A kimono is a colorful Japanese robe worn for traditional dance.

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7. A bird that is poised in a tree has fallen off of a branch.

8. A scarf that swished might be moved by a breeze.

9. Most visitors to the South Pole sweltered in the environment.

10. If something is converted, it is used in exactly the same way as before.

11. In an orderly line, students stand quietly and do not run around.

12. If Mia's skirt flared at the bottom, it became wider.

APPLY Write the vocabulary word that best completes each sentence below.

13. The neighbors that old barn into a fancy new house.

14. The hikers as the temperature soared to over 90 degrees.

16. The spider had woven a web in the doorway.

17. Teresa a helmet before she rode off on her bike.

18. In Japan, Tara bought a made of blue silk.

19. Kareem at the end of the diving board.

20. There is an between the play's first and second act.

218 UNIT 3 • Lesson 5 Vocabulary • Skills Practice 1

Program: OCR Component: SP_U3_L5 Pdf Pass Vendor: Aptara Grade: 3 Name Date Compare and Contrast

FOCUS When you compare, you tell how the people, places, things, or ideas you read about are alike. When you contrast, you tell how they are different. You can compare and contrast things described in the same text or in two or more different texts.

PRACTICE Read each sentence below. Write compare if it tells how things are alike, and write contrast if it tells how things are different. Then write what things are being compared or contrasted.

1. Mason loves to try new foods, but his brother will eat only pasta.

2. Hawks and owls both survive by hunting small rodents.

3. Lemons taste much more sour than other citrus fruits.

4. The first song the band played was slow and sad, but the second song was fast and lively.

6. Shane is just as clever and funny as Polly is.

Skills Practice 1 • Access Complex Text UNIT 3 • Lesson 5 219 APPLY Write answers to the questions below to compare and contrast information from selections you have read.

7. In “The Dancing Bird of Paradise,” how is the Topaz Relocation Center different from Sahomi’s comfortable home?

8. What do the residents of the Topaz Relocation Center do to make the internment camp similar to their old communities?

9. How is Sahomi similar to Mei from “A New Life for Mei”?

10. How are Sahomi and Mei different?

11. How would you compare Sahomi’s journey to the Topaz Relocation Center with the Cherokee journey on the Trail of Tears?

12. How would you contrast these two journeys?

220 UNIT 3 • Lesson 5 Access Complex Text • Skills Practice 1 Name Date Using Action and Describing Words

PRACTICE Use action and describing words to fill in the blanks in the sentences below.

1. Kylie watched a bird through the window.

2. Suddenly, the bird began to at her.

3. Kylie outside to get a better look.

4. The bird Kylie to with it.

5. Kylie agreed, and the bird and Kylie into the sky.

6. Kylie was as the bird toward the ground.

APPLY Use the lines below to list some action words and descriptive words that you could use in your fantasy.

Action Words Descriptive Words

Skills Practice 1 • Writing UNIT 3 • Lesson 5 221 Revising Use this checklist to revise your writing.

Does your story include elements of fantasy?

Does your story make it clear to the reader when and where it takes place?

Did you use action and describing words to make your writing more interesting?

Did you use vivid and interesting adjectives and adverbs?

Did you use precise words to make your meaning clear?

Editing/Proofreading Use this checklist to correct mistakes in your writing.

Did you use proofreading symbols when editing?

Did you correct any sentence problems, such as fragments or run-on sentences?

Did you check for errors in comma usage?

Did you check your writing for spelling mistakes?

Publishing Use this checklist to prepare your writing for publishing.

Write or type a neat copy of your story.

Add a photograph or a drawing.

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Name Date Spelling

FOCUS • /∂/ can be spelled _ow. • /Œ/ can be spelled u_e, _ew, and _ue. • /∏/ can be spelled _ue, _ew, u_e. • /ow/ can be spelled ow. • Words that have the same base word form a word family. Adding inflectional endings or other word parts changes the base word’s meaning. For example, the words likely, liking, and disliked all share the base word like.

Word List Challenge Words 1. snow 9. campus 1. encampment 2. happy 10. flew 2. polluted 3. unhappy 11. decamp 3. tissue 4. town 12. refuse 5. happiest 13. rule 6. campers 14. happily 7. blue 15. statue 8. camping

PRACTICE Sort the spelling words under the

1. 3.

/Œ/ spelled u_e /ow/ spelled ow

2. 4.

Skills Practice 1 • Spelling UNIT 3 • Lesson 5 223

Program: OCR Component: SP_U3_L5 Pdf Pass Vendor: Aptara Grade: 3 /∏/ spelled _ue

/∏/ spelled _ew

/∏/ spelled u_e

Four words that share the same base word

10.

11.

12.

14.

15.

16.

17.

18.

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Name Date Adverbs

FOCUS Adverbs are words that describe a verb, an adjective, or another adverb. Adverbs tell how, when, where, or how much something happens. Many adverbs end with the suffix -ly. Adverbs can be placed before or after the word they describe, and they can appear anywhere in a sentence. Example: Alyssa quickly jumped on her bike and rode to Jake’s house. Roberto turned nine yesterday. We arrived at the airport too late to see the plane touch down.

PRACTICE Circle the adverb in each sentence below.

1. Lia was terribly worried about her grandmother.

2. The paint splattered everywhere when the bucket fell over.

3. Mrs. Rozick looked suspiciously at her three children.

4. Amira chased her sister upstairs.

5. The sky was completely filled with a soft orange glow as the sun set.

Skills Practice 1 • Grammar UNIT 3 • Lesson 5 225

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APPLY Underline the adverb in each sentence below. In the space, write when, where, or how to show which question the adverb answers.

7. Aunt Elaine suddenly dropped the vase and shrieked.

8. “I’ll call you soon!” exclaimed Hailey.

9. Carter eagerly raises his hand when he knows the answer.

10. Mom softly sang a lullaby to put my baby brother to sleep.

11. The rabbit peeked out of the ground, and then dove under again.

12. Tomas often walks to school with me.

Write a sentence for each adverb in the box.

carefully inside proudly early very later

14.

15.

16.

17.

18.

226 UNIT 3 • Lesson 5 Grammar • Skills Practice 1

Program: OCR Component: SP_U3_L5 Pdf Pass Vendor: Aptara Grade: 3 Name Date A Most Unusual Tea Party

“Where are we going?” Samuel asked. He could see his breath in the December night air. Dad replied, “We are going to Boston Harbor. I do not want you to miss what will happen there tonight.” Sam forgot about the cold. “What do you mean?” he asked excitedly. “Have you heard the people complain about taxation without representation?” Dad asked. “Yes,” said Sam. “Do you know what that means?” asked Dad. “Not exactly,” admitted Sam. “Who is in charge of the colonies?” prompted Dad. “Britain,” said Sam quickly. “Yes, the British government makes our laws,” Dad went on. “That includes deciding what taxes we pay. We do not get to help pick our leaders, and we do not get to help decide what laws and taxes are fair to us. We have no representation in Britain. We have been angry about this for a long time. The Tea Act that Britain passed this year has made things worse.” “That is taxation without representation, right?” said Sam. Dad smiled, “Yes, good for you. I am glad you understand.” “It is unfair that the colonies have no one to represent them when the British make these laws,” said Sam. Copyright © McGraw-Hill Education “Exactly,” agreed Dad. “The British taxed our tea, so to protest that, we stopped drinking it.” “It seems like we sacrificed our daily cup of tea for a good cause,” smiled Sam.

Skills Practice 1 • Fluency UNIT 3 • Lesson 6 227 “We tried to get tea from other places,” said Dad, “but the British stopped us. That brings us to tonight.” Sam noticed that they were at the harbor. He could see the tall ships docked nearby and crowds of people quietly gathered on the docks. Sam listened to those around him. “People are talking about independence for the colonies and an American government,” Sam whispered. Dad nodded. “I told you that people are restless. They want change, and tonight we will see a major protest. Hopefully this will help set things right.” Dad pointed to the ships. “Look,” he said. As Sam watched, men appeared on three ships. The crowd stirred as the men began dropping crates into the sea. “What are they doing?” asked Sam. “Those are the Sons of Liberty. They are dumping tea into the harbor.” The crowd roared its approval, and Sam whooped in delight. The Sons of Liberty dumped 342 crates of British tea into the harbor. “Now the British will listen,” Sam declared. “I think tonight will be remembered as the most unusual tea party in history,” said Dad. Copyright © McGraw-Hill Education They walked home filled with hope for a bright future.

228 UNIT 3 • Lesson 6 Fluency • Skills Practice 1 Name Date Common Sense Thomas Paine was one of the most important voices of the American Revolution. He wrote a booklet called Common Sense. In it, Paine said the colonies should set up their own government and rule themselves. Thomas Paine was born in Britain in 1737. As he grew up, he began to develop a lot of ideas and write down some of his thoughts. In 1774, Paine met Benjamin Franklin in London. Franklin encouraged Paine to move to Philadelphia. Paine probably learned a lot about the trouble between the American colonies and Britain by spending time with Franklin. Meanwhile, those troubles were growing. The American colonies did not like being taxed by Britain. The colonies did not want to give Britain their money. They had no voice in the British government. In 1775, the Americans and British fought their first battle. The American Revolution had begun! Nobody knew what was going to happen if the Americans won. Not everyone in the colonies even wanted to be free from British rule. Paine had ideas about what the Americans should do. He wrote the answers in Common Sense, which was published in 1776. What did Paine write about in Common Sense? He said the colonies did not gain anything by being connected to Britain. First, Britain was a small island. How could an island rule a continent? In addition, not all of the colonists were British. People from all over Europe had moved to the colonies. Paine also argued that Britain was too far away. It took too long for important news to travel back and Copyright © McGraw-Hill Education forth. In his booklet, Paine wrote that he had used “simple facts, plain arguments, and common sense.” The title of the book came from those words. People who were loyal to Britain and the king attacked the ideas in Common Sense. But on both sides, everyone paid attention to the book.

Skills Practice 1 • Fluency UNIT 3 • Lesson 6 229 Next, Paine wrote booklets called The American Crisis. General George Washington gave these booklets to his troops. The soldiers were tired and hungry. There was not enough money to feed and clothe them. Paine’s words encouraged the soldiers to keep fighting. In 1781, the British commander surrendered his Army. America had won! When the French Revolution broke out not much later, Paine wrote in support of the people and moved to France. In 1802, Paine moved back to the United States. He was not as popular now, and when he died in 1809 he was both poor and lonely. In 1776, however, his ideas helped Americans support the fight for independence. Copyright © McGraw-Hill Education

230 UNIT 3 • Lesson 6 Fluency • Skills Practice 1 Name Date Vocabulary

FOCUS Review the selection vocabulary words from “Arbor Day Square.”

blooming precious brigade rustle bristles saplings deep spindly depot stables order sweep

PRACTICE Circle the vocabulary word that best completes each sentence.

1. We watched the wind (order/sweep) across the field of wheat.

2. Helen was not impressed with the (deep/spindly) flowers in the garden.

3. We waited at the (depot/brigade) for an hour before the train finally came.

4. Our classroom (bristles/stables) with energy when students are working.

6. You should place your (blooming/order) before the book is sold out.

7. Her mother’s ring was Dina’s most (precious/spindly) possession.

8. When the tree is (deep/blooming), it is an explosion of pink.

Skills Practice 1 • Vocabulary UNIT 3 • Lesson 6 231 APPLY Complete the following sentences. Make sure each sentence shows the meaning of the underlined vocabulary word.

9. In the farm’s stables, Darla found

10. While walking in the woods, Sam and Anna were startled by the rustle of

11. In only a few years, those saplings

12. Thalia’s deep fear of

13. When the flowers are blooming,

15. After Lana arrived at the depot,

16. You might need a brigade of people to

232 UNIT 3 • Lesson 6 Vocabulary • Skills Practice 1 Name Date Making Inferences

FOCUS When you make inferences, you use text details and prior knowledge to conclude something that the author does not state directly. As you read, make inferences about the characters, settings, and events to better understand a story.

PRACTICE Read the paragraph and answer the questions that follow. “I don’t know what you mean,” Ross whispered. “I didn’t take the last cookie.” His lip trembled as he spoke. He couldn’t even look me in the eye. And I noticed his face quickly turn a bright shade of red.

1. What does the writer directly tell you in these sentences?

2. Based on what you know, what would cause someone to act and look the way Ross does?

3. What inference can you make about Ross?

Skills Practice 1 • Access Complex Text UNIT 3 • Lesson 6 233 APPLY Read each passage from “Arbor Day Square.” Answer the question that follows to make an inference. Every week the train brings more people who are eager for land. The train also brings more lumber and logs for houses, stables, fences, and barns. 4. What inference can you make about what is happening to the town?

When the train pulls in, folks hurry to the depot. Babies and dogs come too. Katie skips beside Papa, swinging her bucket and Dolly.

5. What inference can you make about how people feel about the arriving trees?

Katie stares at the saplings, spindly and green. “They’re too little!” “Don’t worry. They’ll grow,” promises Papa.

But Katie isn’t sure. 6. What inference can you make about Katie?

Papa plants three small maples. “Let me help,” Katie says. She gently pats the soil down around each baby tree. 8. What other inference can you make about Katie?

234 UNIT 3 • Lesson 6 Access Complex Text • Skills Practice 1