Teacher Guide Skills Strand Skills

Unit 6 Teacher Guide Skills Strand Skills

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Unit 6 Teacher Guide Skills Strand GRADE 3

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Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Table of Contents Unit 6 Teacher Guide

Alignment Chart for Unit 6 v Introduction to Unit 6 1 Lesson 1: Mid-Year Assessment; Words with /k/ Spelled ‘c’, ‘k’, ‘ck’, ‘ch’, and ‘cc’ 10 Lesson 2: Mid-Year Assessment; Conjunction because 20 Lesson 3: Mid-Year Assessment; Suffixes –ive and –ly 41 Lesson 4: Mid-Year Assessment; Conjunction because 54 Lesson 5: Mid-Year Assessment; Spelling Assessment 62 Lesson 6: Words with /s/ Spelled ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’ 70 Lesson 7: Conjunction because 78 Lesson 8: Suffixes –ive and –ly 87 Lesson 9: Build Sentences Using Conjunction because 93 Lesson 10: Spelling Assessment 100 Pausing Point 106 Teacher Resources 121 Glossary for Gods, Giants, and Dwarves 127 Workbook Answer Key 132

Alignment Chart for Unit 6

The following chart demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals.

Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 Reading Standards for Literature: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the STD RL.3.1 answers.

Ask and answer questions (e.g., who, what, where, when, why, how), orally CKLA or in writing, requiring literal recall and Goal(s) understanding of the details of a fiction P P P P P P P P text read independently by explicitly referring to the text

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, STD RL.3.2 or moral and explain how it is conveyed through key details in the text.

Recount stories read independently, including fables, folktales, and myths CKLA from diverse cultures; determine the Goal(s) central message, lesson, or moral and P P P P P P P P explain how it is conveyed through key details in the text

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to STD RL.3.3 the sequence of events.

Describe characters in a fiction text read independently (e.g., their traits, CKLA motivations, or feelings) and explain how Goal(s) P P P P P P P P their actions contribute to the sequence of events Craft and Structure STD RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Determine the meaning of words and CKLA phrases as they are used in a text, Goal(s) distinguishing literal from nonliteral P language.

Unit 6 | Alignment Chart v © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 Integration of Knowledge and Ideas Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., STD RL.3.7 create mood, emphasize aspects of a character or setting).

Explain how specific aspects of an independently read fiction text’s CKLA illustrations contribute to what is Goal(s) conveyed by the words in a story (e.g., P P P P P P P P create mood, emphasize aspects of a character or setting)

STD RL.3.8 (Not applicable to literature)

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar STD RL.3.9 characters (e.g., in books from a series).

Compare and contrast the characters, CKLA themes, settings, and plots of stories, Goal(s) read independently, from different P P P P P P P chapters of the same reader Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the STD RL.3.10 Grades 2–3 text complexity band independently and proficiently.

By the end of the year, read and comprehend literature, including CKLA stories and dramas, at the high end of Goal(s) the Grades 2–3 text complexity band P independently and proficiently Reading Standards for Informational Text: Grade 3 Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 STD RI.3.4 topic or subject area.

Determine the meaning of general academic and domain-specific words CKLA and phrases in a nonfiction/informational Goal(s) P P P P P P P P text read independently relevant to a Grade 3 topic or subject area Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur).

Describe images, orally or in writing, and how they contribute to what is CKLA conveyed by the words in a nonfiction/ Goal(s) informational text read independently P P P P P P P P (e.g., where, when, why, and how key events occur)

STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Compare and contrast the most important points and key details CKLA presented in two nonfiction/ Goal(s) P P P informational texts read independently on the same topic Range of Reading and Level of Text Complexity Reading Standards for Foundational Skills: Grade 3 Phonics and Word Recognition STD RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

STD RF.3.3b Decode words with common Latin suffixes.

Decode words with common Latin CKLA suffixes, e.g. –er, –ist, –ian, –y, –al, –ous, Goal(s) P P –ive, –able, –ible, –tion

STD RF.3.3c Decode multi-syllable words.

CKLA Decode multi-syllable words Goal(s) P STD RF.3.3d Read grade-appropriate irregularly spelled words.

CKLA Independently read grade-appropriate Goal(s) irregularly spelled words P P Fluency STD RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

STD RF.3.4a Read on-level text with purpose and understanding.

CKLA Independently read on-level text with Goal(s) purpose and understanding P STD RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Writing Standards: Grade 3 Text Types and Purposes: Informative/Explanatory STD W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

STD W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Use linking words, conjunctions, and CKLA phrases (e.g., also, another, and, more, Goal(s) but) to connect ideas within categories P P P P P of information

Unit 6 | Alignment Chart vii © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 Speaking and Listening Standards: Grade 3 Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse STD SL.3.1 partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other STD SL.3.1a information known about the topic to explore ideas under discussion.

Make predictions (orally or in writing) prior to and while reading a text CKLA independently, based on the title, Goal(s) images, and/or text heard thus far, and P P P P P P then compare the actual outcomes to predictions Language Standards: Grade 3 Conventions of Standard English STD L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular STD L.3.1a sentences. Use nouns, verbs, and adjectives and P P CKLA explain their functions in sentences Goal(s) Use adverbs and explain their function in sentences P P

STD L.3.1h Use coordinating and subordinating conjunctions.

Use coordinating and subordinating CKLA conjunctions (e.g., and, but, or, so, Goal(s) P P P P P because)

STD L.3.1i Produce simple, compound, and complex sentences.

Produce compound sentences CKLA P P P P P Goal(s) Produce complex sentences P P Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending STD L.3.2f rules, meaningful word parts) in writing words.

Use spelling patterns and generalizations CKLA (e.g., word families, position-based Goal(s) spelling, syllable patterns, ending rules, P P meaningful word parts) in writing words

viii Unit 6 | Alignment Chart © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading STD L.3.4 and content, choosing flexibly from a range of strategies.

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ STD L.3.4b disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Determine the meaning of the new word formed when a known affix CKLA is added to a known word (e.g., Goal(s) agreeable/disagreeable, comfortable/ P P uncomfortable, care/careless, heat/ preheat)

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key STD L.3.4d words and phrases.

Use root words, affixes, and glossaries CKLA or beginning dictionaries, both print and Goal(s) digital, to determine or clarify the precise P P P P P P P P meaning of key words and phrases.

STD L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Identify real-life connections between CKLA words and their use (e.g., describe Goal(s) P P people who are friendly or helpful) Additional CKLA Goals CKLA Change some story events and provide a Goal(s) different story ending (orally or in writing) P P

These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson objectives 99throughout the domain, they are designated here as frequently occurring goals. * Skills marked with an asterisk (*) in Language Standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Introduction to Unit 6 The content focus of Unit 6 is Norse mythology. These Norse myths, which have been passed down through many generations, complement the Listening & Learning read-alouds, which present factual information about the Vikings. Norse gods, goddesses, dwarves, and giants occupied nine worlds. The genealogy of these creatures is rather complex and we have only skimmed the surface of this vast body of literature. If you are interested in learning more, the following website was developed and is maintained by a teacher in Norway: http://www.norse-mythology.com. During this unit’s spelling exercises, students will review words with spelling patterns of /k/ spelled ‘c’, ‘k’, ‘ck’, ‘ch’, and ‘cc’ and spelling patterns of /s/ spelled ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’. Students should be familiar with most of these spelling alternatives as they were taught in Grade 2. Two Challenge Words have been assigned each week. Content Words will continue. Each week, students will have the option of trying to spell a content-related word on the weekly spelling assessment. In this unit, the Content Word will follow the spelling pattern for the week. In grammar, students will continue their study of conjunctions as a part of speech. Students will review the correct usage of the conjunction because, which is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. Students will practice identifying and creating compound sentences using this conjunction. During the morphology portion of the lessons, students will work with the suffixes –ive and –ly. Students will continue to learn how suffixes change the meaning of root words and how suffixes added to a word can change the part of speech of that word. Students will have opportunities to apply their new knowledge of the changed meanings and parts of speech during workbook practice.

Here is an overview of the schedule for Unit 6. Please see the Tell It Again! Read-Aloud Anthology for The Viking Age for the corresponding Listening & Learning schedule.

Week One Min. Day 1 (Lesson 1) Day 2 (Lesson 2) Day 3 (Lesson 3) Day 4 (Lesson 4) Day 5 (Lesson 5) 30 Mid-Year Assessment Mid-Year Assessment Mid-Year Assessment Mid-Year Assessment Mid-Year Assessment 25 “Introduction to Norse Chapter 1 Chapter 2 Chapter 3 Spelling Assessment: Mythology” “Sif’s Golden Hair” “Loki and the Dwarves” “Stolen Thunder” /k/ Spelled ‘c’, ‘k’, ‘ck’, ‘ch’, and ‘cc’ 25 Spelling: Introduce /k/ Grammar: Introduce Morphology: Introduce Grammar: Practice Chapter 4 “A Plan Is Spelled ‘c’, ‘k’, ‘ck’, ‘ch’, Conjunction because Suffixes –ive and –ly Conjunction because Made” and ‘cc’

Week Two Min. Day 6 (Lesson 6) Day 7 (Lesson 7) Day 8 (Lesson 8) Day 9 (Lesson 9) Day 10 (Lesson 10) 25 Chapter 5 “The Chapter 6 “Balder, the Chapter 7 “The Death of Chapter 8 “Loki’s Spelling Assessment: Wedding Feast” Beautiful” Balder” Punishment” /s/ Spelled ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’ 25 Spelling: Introduce /s/ Grammar: Practice Morphology: Practice Grammar: Build Grammar: Cause and Spelled ‘s’, ‘c’, ‘ss’, ‘ce’, Conjunction because Suffixes –ive and –ly Sentences Using Effect: Conjunction ‘se’, ‘st’, and ‘sc’ Conjunction because because 30 Remediation and Remediation and Remediation and Remediation and Remediation and Enrichment Enrichment Enrichment Enrichment Enrichment

Mid-Year Student Performance Task Assessments

In this unit, a Mid-Year Assessment is provided during the first week of whole group Skills instructional time. There are four main components of the assessment: a written assessment of silent reading comprehension, a written assessment of morphology, a written assessment of grammar, and the oral reading of words in isolation, the last of which is administered one-on-one with students. The written assessment of silent reading comprehension is meant to be completed over the course of one or two 30-minute blocks of time. This should approximate the extended end-of-year assessments that Grade 3 students may take. There are three passages for students to read and questions after each passage for students to answer. Students should remain seated and be encouraged to work diligently throughout the time allotted for the assessment. You should circulate throughout the room, giving encouragement to students. You should not, however, provide any assistance in reading or explaining any part

2 Unit 6 | Introduction © 2013 Core Knowledge Foundation of the assessment. If students ask for help, simply say in a kind and encouraging voice, “I just want you to do your very best. If you can’t figure something out, then come back to it later.” Similarly, the morphology and grammar assessments are meant to be completed in one 30-minute sitting each. Students should again be encouraged to do their very best work and remain seated while all classmates finish. The oral portion of the assessment evaluates skills in reading words in isolation. Students will be asked to read words one-on-one as you mark their pronunciation on a sheet that lists the phonemes and syllabication of each word. Explicit directions for the administration of this test are included in this Teacher Guide. In Lessons 2–4, we have supplied independent practice worksheets for students to complete as you work one-on-one to evaluate each student in your classroom individually using the Word Reading in Isolation Assessment. The use of these worksheets at any point during the week is at your discretion. During the second week of this unit, 30 minutes a day have been designated for remediation and enrichment of the skills taught during the first half of the school year. Using the results of the Mid- Year Assessment and the analysis charts provided in this Teacher Guide, you will have a clear picture of the skills you need to reteach. Follow the guidelines found on the Silent Reading Assessment Remediation Guide, the Grammar Remediation Guide, and the Morphology Remediation Guide to carefully map out a plan for instruction during the week. You will find worksheets in the Pausing Point to match the skills assessed on the Mid-Year Assessment. For guidance in reteaching specific skills, please refer to unit and lesson numbers found in the Pausing Point that show where the skills were first taught. Students who do not need remediation on specific skills may use the time during this week to read from More Classic Tales and complete accompanying worksheets and/or to reread selections from any previously read Reader. They may also practice writing about any of these chapters using the writing prompts found in the Teacher Resources section at the back of this Teacher Guide and at the end of the Skills Workbook.

Students will review sound-spelling patterns throughout the year. You will notice that there are no follow-up classroom spelling activities in this unit. This is due to less instructional time because of the Mid-Year Assessment in the first week of the unit and the time set aside for remediation and enrichment during the second week. In Lessons 1–5, students will review words with spelling patterns of /k/ spelled ‘c’, ‘k’, ‘ck’, ‘ch’, and ‘cc’. For Lessons 6–10, students will review words with spelling patterns of /s/ spelled ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’. On the weekly spelling assessment, students will be asked to write the spelling words, two Challenge Words, and two dictated sentences. Students will have the option of writing the Content Word. You should explicitly address your expectations with regard to the use of appropriate capitalization and punctuation when students write each dictated sentence. As in previous units, students will continue to correct their own spelling assessment. Some teachers find it helpful to have students write the spelling assessment with a pen. After the assessment, students turn the pen back in and use a pencil for corrections. In this way, teachers can more clearly see exactly what errors students are making. Correcting their own errors will heighten students’ awareness of specific spelling errors and will solidify their understanding of correct spelling. A classroom chart is provided for you at the end of each week so that you may analyze mistakes that students are making. The results of this chart, paired with other classroom observations, may help you identify students who would benefit from targeted remedial instruction in certain letter- sound correspondences, using the Assessment and Remediation Guide. Grammar

Grammar continues with a review and expansion of skills introduced in second grade and in previous units in Grade 3. Students will review creating compound sentences using the conjunction because. Students will also recognize that they can answer comprehension questions using the conjunction because. Students will apply their new knowledge of conjunctions, recognizing that the concept of cause and effect can be signaled by the conjunction because.

Throughout Grade 3, students will study word parts, such as prefixes, suffixes, and root words, during the morphology portion of the lessons. In this unit, students will study the suffixes –ive and –ly. Students learned about the suffix –ly in Unit 5 both in relation to the suffix –ous and in Grammar. Students will be able to apply their knowledge of the suffix –ly in this unit. You will notice that morphology is only being taught in one 25-minute block per week. Students have done sufficient word work to be able to apply what they have learned as they encounter unfamiliar words in text and content. Reader: Gods, Giants, and Dwarves

The Reader for Unit 6, Gods, Giants, and Dwarves, consists of selections of Norse myths. Students will read about Norse gods, giants, and dwarves and how they interact with each other. It is important that you remind students about the features of fictional narrative text, such as characters, setting, plot, and dialogue, as students will encounter these features as they read these myths. As you read each chapter of Gods, Giants, and Dwarves, you will fill in a fiction chart with students. This will assist students in keeping track of the characters, settings, and plots in the Reader as well as provide a review of some features of fiction. You will notice recommended discussion questions in each lesson to ask students as you are filling in the chart. You may want to point to the chart as key features emerge in discussions. In each lesson, the columns will show suggested answers. Students’ responses may differ. We encourage you to create a chart much like this one for display in your classroom:

Chapter Characters Setting Plot “Sif’s Golden Hair” “Loki and the Dwarves” “Stolen Thunder” “A Plan Is Made” “The Wedding Feast” “Balder, the Beautiful” “The Death of Balder” “Loki’s Punishment”

Unit 6 | Introduction 5 © 2013 Core Knowledge Foundation Students will take home text copies of the chapters throughout the unit. Encouraging students to read a text directly related to this domain-based unit will provide content and vocabulary reinforcement. In this unit, students will focus on three academic vocabulary words: devise, formulate, and appropriate. By academic vocabulary, we mean words that support reading comprehension and may appear across a variety of materials, in language arts and in content areas. These words can be found in textbooks, assignment directions, and assessments. Understanding academic vocabulary may contribute to improved performance on assignments and assessments, as these words often appear in directions to students. These words may appear on end-of- year assessments that third graders may take. Where applicable, we use the words throughout the unit, not just as they might refer to reading selections but also with regard to spelling, grammar, morphology, and comprehension. They may also appear in directions, assessments, spelling lists, and discussion questions, among other places. • To devise means to think of a way to create something. • We define formulate as to devise an idea and then state it in a clear way. • Appropriate means suitable, fitting, or right. We encourage you to define these words for students and use all three of these words throughout the school day so that students may experience multiple uses of them. We recommend that teachers study the core content objectives related to the Vikings and Norse culture in the Tell It Again! Read-Aloud Anthology for this domain-based unit. The selections that students will read in Gods, Giants, and Dwarves will reinforce and solidify the overall acquisition of knowledge related to this domain. You will find that many materials introduced in the Listening & Learning Strand, such as the image cards and posters, will also be good resources as students read the various chapters of this reader. Fluency Packet

A fluency packet consisting of poetry, folklore, and fables is provided online at http://www.coreknowledge.org/G3-FP. These additional text selections provide opportunities for students to practice reading with fluency and expression (prosody). The selections can be used in any order. At the beginning of the week, the teacher should make sufficient

6 Unit 6 | Introduction © 2013 Core Knowledge Foundation copies of the week’s selection for each student. The teacher should take time to read the selection aloud to all students. Then, students take the selection home to practice reading aloud throughout the week. The expectation for all students should be that they are prepared to read the selection fluently and with prosody by Friday. At the end of the week, the teacher should select a few students to individually read the selection aloud. Teachers may also wish to have a few students choral read the selection. Be sure to provide opportunities for different students to read aloud each week. You will want to establish audience guidelines for all students. These are some ideas but you will want to make guidelines that work for your students: • Listen respectfully to your classmates. • Listen without talking. • Ask students to give their classmate(s) a round of applause and sincere compliments on their reading. Model compliments by saying, “I liked it when you...” Vocabulary Cards

Vocabulary Cards will be used again to reinforce the vocabulary listed in the glossary for Gods, Giants, and Dwarves. We highly encourage you to display either side of the Vocabulary Cards in your classroom, in addition to hanging the corresponding image from the chapter above the list of Vocabulary Cards. Skills Workbook

The Skills Workbook contains worksheets that accompany the lessons from the Teacher Guide. Each worksheet is identified by its lesson number and where it is intended to be used. For example, if there are two worksheets for Lesson 8, the first will be numbered 8.1 and the second 8.2. The Skills Workbook is a student component, which means each student should have a Skills Workbook. A copy of the glossary is included at the end of the Workbook, so students can take it home to use when reading text copies of the chapters of the Reader.

Due to the Mid-Year Assessment, there is no Unit Assessment for Unit 6. However, there are many opportunities for informal assessment throughout each Skills unit. Careful analysis of student performance on the weekly spelling assessments may provide insight into specific gaps in student code knowledge. In addition, you may choose to assign a given workbook page for individual, independent completion to use as an assessment. It may be helpful to use the Tens Conversion Chart and the Tens Recording Chart found in the Teacher Resources section at the back of this Teacher Guide to collect and analyze all assessment data. Note: Students’ mastery of the domain content, the Viking Age, is assessed using the Listening & Learning Domain Assessments. Pausing Point

Resources are provided in the Pausing Point for additional practice on the specific grammar and morphology skills taught in this unit. Teachers should select exercises and worksheets based on student performance on the Mid-Year Assessment. We have provided additional worksheets in grammar and morphology to aid you in remediating students in areas of weakness. We recommend strongly that you do not merely rely on the worksheets to reteach the concepts but rather take time to review with students those skills not mastered. We have included the unit and lesson numbers where the skills were first taught in Grade 3 for your convenience. Please look back at prior Teacher Guides for reminders of how lessons were taught. In this unit, an optional graphic organizer is available for students to complete. The Comic Book Organizer sequences the events in each myth in an artistic form. The pages for the Comic Book Organizer are to be used at your discretion. As students read or reread the chapters in this unit, you may direct and assist them in adding drawings to the pages of this organizer using the directions in the Pausing Point. This organizer is included as a way to help students understand the characters, settings, plots, and overall sequence of events in the Norse myths. After completing all the pages of the Comic Book Organizer, you may direct students to tear these pages out, draw a cover for the comic book, and assemble the pages. You may choose to use this organizer as an extension activity during the day or as homework. Please note that some teachers prefer not to assign homework during an assessment week; this is left to your discretion.

At the back of this Teacher’s Guide, you will find a section titled “Teacher Resources.” In this section, we have included assorted forms and charts that may be useful. Assessment and Remediation Guide

A separate publication, the Assessment and Remediation Guide, provides further guidance in assessing, analyzing, and remediating specific skills. This guide can be found online at http://www.coreknowledge.org/AR-G3. Refer to this URL for additional resources, mini-lessons, and activities to assist students who experience difficulty with the skills presented in this unit.

Unit 6 | Introduction 9 © 2013 Core Knowledge Foundation Lesson 1 Spelling ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Independently read grade-appropriate 99 Use spelling patterns and generalizations irregularly spelled words (RF.3.3d) (e.g., word families, position-based spelling) 99 Make predictions prior to reading Gods, in writing words with /k/ spelled ‘c’, ‘k’, ‘ck’, Giants, and Dwarves based on title and ‘ch’, and ‘cc’ (L.3.2f) images and then compare the actual outcomes to predictions (SL.3.1a)

At a Glance Exercise Materials Minutes Assessment Mid-Year Assessment Worksheet 1.1 30 Whole Group: “Introduction to Gods, Giants, and Dwarves 25 Reading Time Norse Mythology” board; Individual Code Chart; Introduce Spelling Words 25 Spelling Worksheet 1.2 Take-Home Material Family Letter Worksheet 1.2 *

Advance Preparation If you wish, you may draw the spelling table on the board or chart paper before you begin this lesson. ‘c’ > /k/ ‘k’ > /k/ ‘ck’ > /k/ ‘ch’ > /k/ ‘cc’ > /k/

Note to Teacher During this week, you will review spellings of /k/ spelled ‘c’, ‘k’, ‘ck’, ‘ch’, and ‘cc’. Students should be familiar with all of these spellings as they were taught in Grades 1 and 2.

Spellings for the Sound /k/

100 (64%) Spelled ‘c’ as in cat

80 (22%) Spelled ‘k’ as in kid 60 (9%) Spelled ‘ck’ as in black 40 (3%) Spelled ‘ch’ as in school 20 (1%) Spelled ‘cc’ as in hiccup

0 (1%) All other spellings

Here are some patterns for you to be aware of: • The spelling ‘c’ is found at the beginning, in the middle, or at the end of syllables (cat, act, attic). • The spelling ‘k’ is found at the beginning, in the middle, or at the end of syllables (kite, skin, cook). • The spelling ‘ck’ is found at the end of syllables, after short vowel sounds (back, slick, rocking). • The spelling ‘ch’ is found at the beginning, in the middle, or at the end of syllables (chaos, anchor, stomach). • The spelling ‘cc’ is always found in the middle of words (raccoon, soccer). In this unit, students will focus on three academic vocabulary words: devise, formulate, and appropriate. By academic vocabulary, we mean words that support reading comprehension and may appear across a variety of materials, in language arts and in content areas. These words can be found in textbooks, assignment directions, and assessments. Understanding academic vocabulary may contribute to improved performance on assignments and assessments, as these words often appear in directions to students. These words may appear on end-of- year assessments that third graders may take. Where applicable, we use the words throughout the unit, not just as they might refer to reading selections but also with regard to spelling, grammar, morphology, and comprehension. They may also appear in directions, assessments, spelling lists, and discussion questions, among other places. • To devise means to think of a way to create something. • We define formulate as to devise an idea and then state it in a clear way. • Appropriate means suitable, fitting, or right.

Unit 6 | Lesson 1 11 © 2013 Core Knowledge Foundation We encourage you to define these words for students and use all three of these words throughout the school day so that students may experience multiple uses of them.

Assessment 30 minutes wwMid-Year Assessment During this week, you will be administering the Mid-Year Assessment to students. This is a valuable time to pause and reflect on the progress that students have made and plan to address any deficiencies that may be appearing at this point in the year. At the end of Lesson 2, you will find a guide that will assist you in determining the areas of concern and success for each student for silent Worksheet 1.1 reading comprehension and word reading in isolation. • Ask students to turn to Worksheet 1.1. • Be forthright with students and tell them that this is a long assessment. • Tell them how important it is that they do their very best. • Discuss with students once again how to take a personal break as they work. • Tell students that they will only be working for 30 minutes today and then they will stop. • Reassure students that they most likely will not finish today. • Tell students that tomorrow, they will finish anything that is not finished today and that they should take their time and check their work. • Tell students that this assessment consists of three reading selections. Each reading selection is followed by comprehension questions. • Tell students to silently read the first selection and then answer the comprehension questions. Point out that they may refer back to the reading selection if needed as they answer the questions. When they finish the first selection and set of questions, they should start the second selection and set of questions. When they finish the second selection, they should start the third selection and set of questions.

12 Unit 6 | Lesson 1 © 2013 Core Knowledge Foundation • Tell students to work until you tell them to stop or until they see the stop sign in their Workbook. • Circulate throughout the room as students work, giving an encouraging word, but do not assist students with the assessment. • Collect students’ worksheets and staple them together. You will need to give the worksheets back to students during the next lesson if they have not finished.

Reading Time 25 minutes Whole Group: “Introduction to Norse Mythology” Introducing the Reader • Make sure that each student has a copy of the Reader, Gods, Giants, and Dwarves. Explain that this Reader includes myths from the ancient Scandinavian countries. Introduction to Norse Mythology • Tell students that the word Norse comes from the word north; the warriors who lived in the north were called Vikings. They left the Remember to use area where they lived, in what is now northern Europe, and attacked academic vocabulary when appropriate: foreign lands. The Vikings passed down the Norse myths in this devise, formulate, and Reader through many generations. appropriate. • Remind students that in the earlier unit on ancient Rome, they read several Roman myths; ask them to name and briefly describe these myths. (e.g. “Cupid and Psyche” and “Androcles and the Lion”) • Ask students to describe what myths are. (Myths are fictional tales that often include gods and goddesses with supernatural powers. Ancient people often used myths to explain natural events for which they did not have a scientific explanation. The violence often found in myths reflects the harsh realities of ancient times.) • Have students turn to the Table of Contents. • Either read several chapter titles from the Table of Contents aloud to students or have students read them. • Give students a few moments to flip through the Reader and comment on the images they see. • Ask students if they have any predictions about what the Reader might be about.

Unit 6 | Lesson 1 13 © 2013 Core Knowledge Foundation Introducing the Kingdoms of Norse Mythology • Have students turn to page 7 of Gods, Giants, and Dwarves. Point to each of the following kingdoms, or lands, of Norse mythology in the image on page 7 and introduce them to students using the following explanations. Note to Teacher There is a pronunciation key on page 6 of the Reader that includes information about how to say the names of the kingdoms and the characters in Norse mythology. The first name in the following list is not included in the pronunciation key but does appear in the Reader. • Yggdrassil [EEG-dro-sil]—a giant tree said to hold up the whole universe. It has three roots—one root stretched to the land of ice, one root to Asgard, the land of the gods, and one to Jotunheim, the land of the giants. • Asgard—the land of the gods • Valhalla—a place where brave men who had died feasted while Valkyries served them; the “Hall of the Slain” where the brave men would be honored as heroes • Jotunheim—the land of the giants that was very mountainous • Midgard—Earth, which was connected to Asgard by the Rainbow Bridge • Hel—the underworld; also the name of the goddess of the underworld • Nidavellir—the underground land of the dwarves Introducing the Characters in Norse Mythology • Have students turn to pages pages 8–9 of Gods, Giants, and Dwarves. Point to each of the following characters in the image and, using the following explanations, introduce them to students. • Odin—also called Woden and many other names; the ruler of the gods; lived in Asgard; had an eight-legged horse; also had two ravens who flew around the world each day and returned at night to report the happenings of the world; often magically transformed his appearance. One saga says that Odin transformed himself to appear like a wandering traveler in order to drink from the Well of Wisdom. To drink from the Well of Wisdom, Odin had to sacrifice

14 Unit 6 | Lesson 1 © 2013 Core Knowledge Foundation his eye, symbolizing his willingness to gain the knowledge of the past, present, and future. As he drank, he saw all the sorrows and troubles that would fall upon men and the gods. He also saw why the sorrows and troubles had to come to men. • Frigga—Odin’s wife, queen of Asgard; mother of Balder and Hod, stepmother of Thor; personification of “Mother Earth” • Balder—the son of Odin and Frigga and one of the most loved gods in Asgard; He was considered a shining god of light. • Hod—Balder’s twin brother, who was blind • Valkyries—maidens who waited on and served Odin at Asgard and the brave, dead men in Valhalla; also said to hover around battlefields during war so that they could transport brave Norsemen killed in battle to Valhalla • Tyr—god of war • Freya—goddess of love and beauty; had a chariot drawn by two cats; had a beautiful necklace of gold and jewels made by the dwarves; also had a cloak of falcon feathers; loaned feathers from her cloak to the other gods when they needed to travel or fly somewhere quickly • Sif—Thor’s wife • Thor—son of Odin; the strongest god; the thunder god; had a magic hammer and a magic belt that he used to fight the giants, who were enemies of the gods. The hammer could hit any target. After hitting its target, the hammer returned to Thor’s right hand all by itself. When Thor put on the magic belt, he became twice as strong. Thor rode in a chariot pulled by two goats. Whenever Thor rode in his chariot, people could hear the noise from the wheels (thunder) and saw the strong sparks the wheels sent out as they sped across the sky (lightning). Others said the mighty sparks came from his hammer. Humans called this thunder and lightning. • Loki—son of the giants (who were actually the enemies of the gods), but Odin invited him to live at Asgard as his “blood brother”; a trickster, full of mischief; often got into trouble; could transform his appearance to trick others; in the images in this Reader, Loki appears smaller than other giants and more like the size of gods • Siguna—Loki’s wife

Unit 6 | Lesson 1 15 © 2013 Core Knowledge Foundation • Heimdall—the guardian at the Rainbow Bridge • Thrym—a giant who was in love with Freya; stole Thor’s hammer • Have students identify which characters would live in each of the realms on the tree, Yggdrassil, on page 7. (Valhalla—Valkyries; Asgard—Odin, Frigga, Balder, Hod, Tyr, Freya, Sif, Thor, Loki, Siguna, Heimdall; Jotunheim—Thrym; Nidavellir—dwarves) • Tell students that during the next lesson, they will begin reading the adventures of some of the Norse gods.

Spelling 25 minutes Introduce Spelling Words

• Tell students that this week, they will review all the spellings of /k/. • As you introduce each of the spelling words, write it on the board, pronouncing each word as you write it.

1. coarse 12. quickly Worksheet 1.2 2. thickness 13. candle

For additonal 3. snowflake 14. attack practice, see worksheets in 4. occur 15. character Section VII-E of the 5. anchor 16. course Assessment and Remediation Guide. 6. soccer 17. kangaroo 7. calendar 18. accomplish 8. kindness 19. Challenge Word: example 9. occupy 20. Challenge Word: mountain 10. lookout Content Word: Loki 11. stomach

• Go back through the list of words, having students read the words and tell you what letters to circle for /k/.

16 Unit 6 | Lesson 1 © 2013 Core Knowledge Foundation 1. coarse 12. quickly 2. thickness 13. candle 3. snowflake 14. attack 4. occur 15. character 5. anchor 16. course 6. soccer 17. kangaroo 7. calendar 18. accomplish 8. kindness 19. Challenge Word: example 9. occupy 20. Challenge Word: mountain 10. lookout Content Word: Loki 11. stomach

• Point to the Challenge Words on the board. Explain to students that the Challenge Words, example and mountain, are also part of their spelling list and are words used very often. Neither Challenge Word follows the spelling patterns for this week. Use the Challenge Words in sentences as examples for students: “An example of a color is red.” “The athlete climbed the mountain for exercise.” • Remind students that this week, they once again have a Content Word. Review with them that the Content Word is a little harder than the other words. (If students try to spell the Content Word on the assessment and don’t get it right, they will not be penalized. Simply correct it as you do the other words and applaud their effort. There should not be a penalty for not trying or misspelling the Content Word. The important thing is that they tried something that was a stretch for them academically.) • Tell students that the Content Word, Loki, does follow the spelling pattern for this week as the ‘k’ is pronounced /k/. Loki is a content- related word. Loki is a character in the Norse myths who is a trickster or one who is full of mischief. He is a main character in Gods, Giants, and Dwarves. • Point out to students that two of the spelling words sound alike but are spelled differently. (course, coarse) • Tell students that words like these are called homophones.

Unit 6 | Lesson 1 17 © 2013 Core Knowledge Foundation • Remind students that homophones are words that sound alike but are spelled differently and have different meanings. Students learned the homophones been and bin in a previous unit. • Tell students that one definition of course is a part of a meal served by itself and the definition of coarse is having a rough surface or texture. Read these sentences to students: “The main course was a pasta dish.” “Sandpaper has a coarse surface.” • If there is time, you might generate a short list of homophones with students. The list may include some of the following. There are certainly many more pairs of homophones that can be generated by your class. Select the ones that best suit students.

1. there/their 2. two/to/too 3. pair/pare/pear 4. hear/here 5. your/you’re

• Now, draw the following table on the board: ‘c’ > /k/ ‘k’ > /k/ ‘ck’ > /k/ ‘ch’ > /k/ ‘cc’ > /k/

• Ask students to refer to the spellings for /k/ on page 1 of the Individual Code Chart. Point out that there are five spellings for /k/. • Point out that this week, they have spelling words that use all five of the different spellings for /k/. • Ask students to tell you which words to list under each of the headers. Briefly explain the meaning of each word. ‘c’ > /k/ ‘k’ > /k/ ‘ck’ > /k/ ‘ch’ > /k/ ‘cc’ > /k/ coarse snowflake thickness anchor occur calendar kindness quickly stomach soccer candle lookout attack character occupy course kangaroo accomplish Loki

18 Unit 6 | Lesson 1 © 2013 Core Knowledge Foundation • Practice the words as follows during the remaining time. Call on a student to read any word on the table. Then, have the student orally use the word in a meaningful sentence. After the student says the sentence, have him/her ask the class: “Does that sentence make sense?” If the class says, “Yes,” then the student puts a check mark in front of the word and calls on another student to come to the front and take a turn. If the class says, “No,” have the student try again or call on another student to come to the front and use the word in a meaningful sentence. This continues until all the words are used or time has run out. • Tell students this table will remain on display until the assessment so that they may refer to it during the week. • Tell students they will take home Worksheet 1.2 with this week’s spelling words to share with a family member.

Take-Home Material Family Letter

• Have students take home Worksheet 1.2 to share with a family member.

Unit 6 | Lesson 1 19 © 2013 Core Knowledge Foundation Lesson 2 Grammar ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Ask and answer questions (e.g., who, what, 99 Describe images, orally or in writing, and where, when, why, how), orally or in writing, how they contribute to what is conveyed by requiring literal recall and understanding of the words in “Sif’s Golden Hair” (RI.3.7) the details of “Sif’s Golden Hair” by explicitly 99 Compare and contrast the most important referring to the text (RL.3.1) points and key details presented in Stories 99 Recount stories read independently, of Ancient Rome regarding Mt. Olympus and including myths; determine the central Gods, Giants, and Dwarves regarding Asgard message and explain how it is conveyed (RI.3.9) through key details in the text (RL.3.2) 99 Independently read “Sif’s Golden Hair” with 99 Describe characters in “Sif’s Golden Hair” purpose and understanding (RF.3.4a) (e.g., traits, motivations) and explain how 99 Use linking words, conjunctions, and phrases their actions contribute to the sequence of (e.g., because) to connect ideas within events (RL.3.3) categories of information (W.3.2c) 9 9 Explain how specific aspects of the 99 Use coordinating and subordinating illustrations in “Sif’s Golden Hair” contribute conjunctions (e.g., because) (L.3.1h) to what is conveyed by the words of the story (e.g., create mood, emphasize aspects of a 99 Produce compound sentences (L.3.1i) character or setting) (RL.3.7) 99 Use a glossary to determine or clarify the 99 Determine the meaning of general academic precise meaning of key words and phrases words and domain-specific words and (L.3.4d) phrases relevant to Sif’s golden hair in “Sif’s Golden Hair” (RI.3.4)

20 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation At a Glance Exercise Materials Minutes Assessment Mid-Year Assessment Worksheets 1.1, E.1, E.2 30 Gods, Giants, and Dwarves; Whole Group: “Sif’s Golden Vocabulary Cards; fiction 25 Reading Time Hair” chart; Worksheets 2.1, 2.2 board or chart paper; Introduce Conjunction because 25 Grammar Worksheet 2.3 “Sif’s Golden Hair”; Glossary for Worksheets 2.4, PP55 * Take-Home Material Gods, Giants, and Dwarves

Advance Preparation Make one copy of the following word list for use during the Word Reading in Isolation Assessment. Make one copy for each student of the Word Reading in Isolation Scoring Sheet.

1 twitch cherry squid approve bruise

2 align castle affirm waffle thumb

3 stubbing masked guesses movies ghastly

4 flooring toughen snoozed smidges confused

5 fuzzy butchers lodging prewar jewels

6 grapple lawful formal twinkle label

7 tobacco parachute cashew coupon neighbor

8 immense laughter scenery pinafore maintain

9 stewpot fruitfly ghostlike earthquake lightweight

10 outsource footloose rosebush wristwatch seafloor

11 suitcase foresight spacewalk butterscotch sunbathe

12 headache wheelhouse walkways rubberband honeycomb

13 commonplace headquarters spokesperson grandnephew thunderstorm

22 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation / /l/ ə / /z/ / /l/ /z/ ə oo e label / • /z/ /d/ jewels bruise thumb closed ghastly digraph neighbor confused digraph • • digraph /th/ /u/ /m/ /m/ /th/ /u/ oo r-controlled digraph • -le digraph closed • sep. closed • sep. /b/ /r/ / /r/ /b/ open/long • -le /n/ /ae/ • /b/ /er/ • /b/ /ae/ /n/ /j/ / /l/ /ae/ • /b/ / • /b/ /l/ /ae/ separated digraph separated /k/ /u/ /n/ • /f/ /ue/ /k/ /ue/ • /f/ /n/ /u/ closed • open/long /g/ /a/ /s/ /t/ /s/ • /l/ /a/ /ee/ /g/ / /v/ / /l/ ə oo d / /l/ ə / / • /p/ /o/ /n/ /o/ / • /p/ waffle / /v/ • /ee/ /z/ • /ee/ / /v/ prewar twinkle movies coupon approve smidges oo oo r-controlled closed • -le closed • -le open/long • closed • closed digraph • closed digraph digraph • closed digraph / /p/ • /p/ /r/ / /r/ • /p/ / /p/ /t/ /w/ /i/ /ng/ • /k/ /i//t/ /ng/ /w/ /k/ / /p/ /r/ /ee/ • /w/ /or/ • /w/ /ee/ /r/ /p/ /w/ /o/ /f/ • /f/ / • /f/ /f/ /o/ /w/ /s/ /m/ /i/ /j/ • /e/ /z/ /i/ /m/ /j/ • /e/ /s/ ə /m/ / closed • sep. digraph • sep. closed / / / /l/ oo ə / /z/ /d/ c oo squid affirm formal closed lodging cashew guesses snoozed / • /f/ /er/ /m/ /er/ / • /f/ ə / closed • closed closed • closed /s/ /k/ /w/ /i/ /d/ /k/ /i//s/ /d/ /w/ r-controlled • -le r-controlled closed • digraph /k/ • / /sh/ /a/ /l/ /o/ /j/ • /i/ /ng/ /l/ /o/ /s/ /n/ / /n/ /s/ /g/ /e/ /s/ • /e/ /z/ • /e/ /s/ /e/ /g/ /f/ /or/ • /m/ / • /m/ /or/ /f/ separated digraph separated open/schwa • r-cont. open/schwa / /l/ / /l/ ə ə / • /sh/ / / • /sh/ Word Reading in Isolation Sheet Scoring Word ə / /t/ lawful castle oo cherry closed masked toughen butchers parachute closed • -le digraph • -le digraph • sep. digraph • sep. closed • closed /m/ /a/ /s/ /k/ /s/ /a/ /m/ /t/ /t/ /u/ /f/ • /e/ /n/ /t/ • /e/ /f/ /u/ /c/ /a/ /s/ • / /s/ /a/ /c/ /ch/ /air/ • /r/ /ee/ • /r/ /air/ /ch/ /l/ /aw/ • /f/ / • /f/ /l/ /aw/ closed • open/long /p/ /air/ • / /air/ /p/ /b/ /oo/ /ch/ • /er/ /z/ • /er/ /ch/ /oo/ /b/ r-cont. • open/schwa • open/schwa r-cont. digraph • r-controlled

/ ə a /l/ ng/ align fuzzy twitch closed /k/ /oe/ flooring grapple tobacco stubbing open/long / • /l/ /ie/ /n/ closed • -le ə /t/ /w/ /i//t/ /ch/ /w/ / closed • closed /f/ /l/ /or/ • /i/ /ng/ • /i/ /ng/ /l//f/ /or/ /f/ /u/ /z/ /u/ • /z//f/ /ee/ closed • open/long /t/ /k/ /a/ • /b/ /u/ • r-controlled • closed r-controlled /g/ /r/ /a/ /p/ • /p/ / • /p/ /p/ /a/ /r/ /g/ open/schwa • closed open/schwa /s/ /t/ /i/ • /b/ /b/ /s/ /u/ / open/short • closed • • • closed open/short 4 7 6 5 2 1 3

/ e /t/ th /n/ closed digraph seafloor maintain sunbathe lightweight /c/ /oe/ /m/ /oe/ /c/ r-controlled honeycomb open/long • • r-controlled closed • sep. closed • sep. thunderstorm /s/ /t/ /or/ /m/ /t//s/ /or/ /h/ /u/ /n/ • /ee/ • • • /ee/ /h/ /n/ /u/ digraph • digraph digraph digraph • digraph digraph /s/ /ee/ • /f/ /l/ • /f/ /or/ /ee/ /s/ closed • digraph • • • digraph closed /l/ /ie/ /t/ • /w/ /ae/ /l/ /ae/ /ie/ /t/ • /w/ /s/ /u/ /n/ •/b/ /ae/ / /ae/ •/b/ /n/ /u/ /s/ /m/ /ae/ /n/ • /t/ /ai/ • /t/ /n/ /ai/ /ae/ /m/ closed • r-controlled closed • r-controlled /th/ /u/ /n/ • /d/ /er/ • • /er/ • /d/ /n/ /th/ /u/

/ • /f/ / / • /f/ ə d or/ /k/ ch/ pinafore • closed closed • • closed wristwatch earthquake r-controlled rubberband /b/ /a/ n/ /a/ /b/ /d/ butterscotch grandnephew /s/ /k/ /o/ /ch/ /k//s/ /o/ /n/ /e/ /f/ • /ue/ /f/ /e/ /n/ closed • closed closed • digraph closed • schwa • • • schwa closed /g/ /r/ /a/ /n/ /d/ • • /d/ /n/ /a/ /r/ /g/ /b/ /u/ /t/ • /t/ /er/ • • /t/ /u/ /b/ • /t/ /er/ /p/ /i/ • / /n/ /p/ /r/ /u/ /b/ • /b/ /er/ • • /er/ • /b/ /b/ /u/ /r/ closed • r-controlled closed • r-controlled closed • r-controlled closed • r-controlled /er/ /th/ • /k/ /w/ /ae/ /th/ • /k/ /ae/ /w/ /er/ /r/ /i/ /s/ /t/ • /w/ /o/ / /o/ /t/ /i/ /s/ • /w/ /r/ r-cont. • sep. digraph • sep. r-cont.

c /z/ /k/ sh/ aw/ /k/ scenery ghostlike rosebush walkways open/long spacewalk spokesperson closed • r-cont. • • • r-cont. closed digraph • digraph digraph /p/ /er/ • /s/ /u/ /n/ /u/ • /s/ /er/ /p/ /s/ /p/ /oe/ /k/ • /oe/ /s/ /p/ /s/ separated digraph • • digraph separated /s/ /p/ /ae/ /s/ • /w/ / • /w/ /s/ /ae/ /p/ /s/ r-controlled • closed r-controlled /r/ /oe/ /z/ • /b/ /oo/ / /z/ /oo/ • /b/ /oe/ /r/ /w/ /aw/ /k/ • /w/ /ae/ /k/ /ae/ • /w/ /aw/ /w/ closed • sep. digraph • sep. closed /g/ /oe/ /s/ /t/ /s/ • /l/ /ie/ /oe/ /g/ /s/ /ee/ /n/ • /er/ • /ee/ • /er/ /n/ /ee/ /s/ sep. digraph • digraph digraph sep. sep. digraph • digraph digraph sep. / /s/ oo b ie/ /s/ / /t/ /l/ • /f/ / fruitfly digraph laughter oo foresight footloose wheelhouse • r-controlled headquarters digraph • sep. • sep. digraph or/ /t/ • /er/ /z/ /t/ • /er/ or/ /l/ /a/ /f/ • /t//l/ /f/ /a/ /er/ /f/ /or/ • /s/ /ie/ /t/ • /s/ /or/ /f/ /h/ /e/ /d/ • /k/ / /d/ /w/ /h/ /e/ /w/ /ee/ /l/ • /h/ /ou/ /l/ • /h/ /ou/ /ee/ /w/ digraph • open/long closed • r-controlled /f/ /r/ / /r/ /f/ digraph • r-controlled digraph • r-controlled r-controlled • digraph r-controlled closed • sep. digraph • sep. closed /f/ /oo/ /t/ • /l/ / /oo/ /f/ a / • /p/ /o/ /t/ /o/ / • /p/ digraph oo stewpot suitcase immense headache outsource / /t/ • /k/ /s/ /ae/ commonplace • /p/ /l/ /ae/ /s/ /l/ /ae/ • /p/ oo digraph • closed digraph closed • closed • • • closed closed /i/ • /m/ /e/ /n/ /s/ /n/ /i/ /e/ • /m/ separated digraph separated /ou/ /t/ • /s/ /or/ /s/ /t/ /or/ • /s/ /ou/ /h/ /e/ /d/ • /ae/ /k/ • /ae/ /d/ /h/ /e/ closed • separated • separated closed open/short • closed /s/ /t//s/ / digraph • r-controlled digraph • sep. digraph • sep. digraph /k/ /o/ /m/ • /m/ /u/ /n/ /n/ /u/ • /m/ /m/ /k/ /o/ /s/ / 8 9 11 13 12 10

Chapter Characters Setting Plot “Sif’s Golden Hair” “Loki and the Dwarves” “Stolen Thunder” “A Plan Is Made”

“The Wedding Feast”

“Balder, the Beautiful”

“The Death of Balder”

“Loki’s Punishment”

Add this to the conjunctions poster: • The conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. Write these sentences on the board or chart paper for use during the Grammar lesson:

She stayed warm outside because she remembered to put on her heavy coat. School was cancelled because it was snowing. Because I practiced my words each night, I got a good grade on my spelling assessment.

Unit 6 | Lesson 2 25 © 2013 Core Knowledge Foundation Assessment 30 minutes wwMid-Year Assessment • Tell students that today, they will continue to work on the Mid-Year Assessment. Pass out Worksheet 1.1 that you collected during the previous lesson for students who need to finish it. • Ask them to resume their work at this time. Once again, urge them to take their time and do their very best.

Worksheets 1.1, E.1, • For students who have finished, encourage them to check over every E.2 single question before turning the assessment in to you. • If you have students who have finished the written portion, today you will begin to administer the Word Reading in Isolation portion of the Mid-Year Assessment. • Students who have finished the assessment and are waiting for you to administer the Word Reading in Isolation Assessment may work on Worksheets E.1 or E.2. Each of these worksheets is a stand-alone worksheet and may be used in any order that you feel best suits the needs of your class. Note: At the end of this lesson is an analysis sheet for your use as you check Worksheet 1.1. Directions for Word Reading in Isolation Assessment • Turn to the Word List for the Mid-Year Word Reading in Isolation Assessment that you prepared in advance. • Cover all of the words before calling a student back to you. • Call on one student and ask him or her to join you in the assessment area. • Tell the student that today, he or she will read some words aloud to you. • Tell the student that it is important to do his/her very best reading. • Uncover the first row of words by moving the paper down one space. • As the student reads the word, mark any incorrect letter-sound correspondences above the word on the Word Reading in Isolation Scoring Sheet you copied in advance. Also, note whether the student incorrectly chunks letters into syllables, leading to mispronunciation. If the student reads the word correctly, simply place a check mark by the word.

26 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation • If, after 10 seconds, the student is unable to read the word at all, simply tell the student the word and move on. Mark an X above the word on the recording sheet. • When the student has finished reading the word list, look over the chart to note any patterns that might appear to indicate gaps in phoneme knowledge or syllabication difficulties. • Refer to the end of this lesson for analysis directions.

Reading Time 25 minutes Whole Group: “Sif’s Golden Hair” Introducing the Chapter • Review the kingdoms and characters in Norse mythology that were discussed in the previous lesson. • Tell students that the title of today’s chapter is “Sif’s Golden Hair.” Chapter 1 • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Previewing the Vocabulary As in previous units, we recommend the use of the provided Vocabulary Cards. Preview specific Vocabulary Cards immediately before students are asked to read the page(s) on which they appear. The page number Worksheets 2.1, 2.2 where the word first appears in “Sif’s Golden Hair” is listed in bold print Remember to use after the definition. A word in parentheses after the definition is another academic vocabulary form of the vocabulary word that appears in the chapter. An asterisk after when appropriate: devise, formulate, and a word indicates the word is also taught in Listening & Learning. . appropriate • If needed, assist students in decoding these words using the established procedures described in detail in the earlier Grade 3 units. Words with sound spellings that are not found on the Individual Code Chart have the rare sound spelling noted after the word.

Unit 6 | Lesson 2 27 © 2013 Core Knowledge Foundation Vocabulary for “Sif’s Golden Hair” 1. raven—a large, black bird that was one of many flying spies for Odin (ravens) (10) 2. mead—a drink made by mixing water, honey, malt, and yeast (10) 3. veil [‘ei’ > /ae/ (reign, beige)]—material worn on the head to cover the face (12) 4. vein [‘ei’ > /ae/ (reign, beige)]—a vessel like a tube that carries blood to the heart from other parts of the body (veins) (12) 5. scoundrel—a cruel, dishonest person (12) 6. hideous—very ugly (14) 7. dwarf—a mythical, human-like creature that lives underground (dwarves) (14) 8. awry [‘a’ > /ə/ (about)]—wrong, happening in an unexpected way (14) 9. assembly—a meeting (16) 10. summon—to call for (summoned) (16)

Guided Reading Supports and Purpose for Reading • Remind students that if they are confused or forget a word meaning as they read, they know how to look up a word in the glossary and find the definition. Also, remind students about the different forms of words in parentheses after some words in the glossary.

Pages 10–13 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Cards for raven, mead, veil, vein, and scoundrel. Note for students that the words ravens and veins are used in this chapter. • Direct students’ attention to the image on page 11 and read the caption aloud as a class. • Tell students that as they read and learn about Norse gods and goddesses, they will find that many of the days of the week are named after Norse gods. Remind students that they learned in Stories of Ancient Rome that many of the planets and months of the year are named after Roman gods. • Ask students to read pages 10–13 to themselves to find the answer to the question: “What happened to Sif’s hair?”

28 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation • Circulate throughout the room as students are reading, lending assistance as needed. • When students have finished reading, restate the question and ask students to answer. (Sif’s hair has been cut off.) • Direct students’ attention to the image and caption on page 13.

Pages 14–17 • Following your established procedures, preview the Vocabulary Cards for hideous, dwarf, awry, assembly, and summon. Note for students that the words dwarves and summoned are used in this chapter. • Ask students to predict who cut off Sif’s hair. • Have students read pages 14–17 to themselves to find out who cut off Sif’s hair. • When students have finished reading, restate the question and ask students to answer. (Thor suspects that Loki cut off Sif’s hair because Loki has the reputation for being a troublemaker. Loki admits to doing it.) • Direct students’ attention to the images and captions on pages 15 and 17. Wrap-Up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. You may wish to use the following questions to generate student ideas: • Characters: Who are the main characters in this chapter? • Setting: Where do the events in this chapter take place? • Plot: What is the big problem in this chapter? Why is Thor so angry? Note: Possible responses to the above questions are included in the following chart. Students’ responses may be different.

Chapter Characters Setting Plot Sif’s hair has been cut off Odin, Thor, “Sif’s and the assembly of gods Sif, assembly Asgard Golden Hair” told Loki he must restore of gods, Loki Sif’s hair. • Remind students that in this chapter, they learned where the name of two days of the week came from.

Unit 6 | Lesson 2 29 © 2013 Core Knowledge Foundation • Ask students to turn to Worksheet 2.1 and find the row that says “Wednesday.” • Direct students to write Odin in the column under “Named for.” Under the header “Origin,” students should write Norse. • Ask students to turn to page 13 and silently read the caption under the picture to find out who another day of the week is named for. • Allow students time to read the caption and ask them to answer the question: “Which day of the week is named for Thor?” (Thursday) • Direct students to write Thor in the column under “Named for” for Thursday. Under the header “Origin,” students should write Norse. Note: Students will complete the remaining rows of this chart in future lessons so you may wish to have students leave Worksheet 2.1 in their workbook for future lessons. • Complete Worksheet 2.2 as a teacher-guided activity.

Grammar 25 minutes Introduce Conjunction because

30 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation • Tell students that the conjunction because joins two simple sentences. • Read the first sentence you placed on the board in advance. Draw two lines under the word because to show that it is a conjunction.

She stayed warm outside because she remembered to put on her heavy coat.

• Point out that the groups of words on either side of the conjunction are simple sentences, each with a subject and a verb. • Read the first part of the sentence. (She stayed warm outside.) • Ask students to replace the word because with the words for this reason.

She stayed warm outside for this reason: She remembered to put on her heavy coat.

• Ask students to look at the sentence and tell “why” she stayed warm outside. • Point out the answer to the “why” question is that she remembered to put on her heavy coat and is signaled by the word because. • Point out that if students were asked, “Why did she stay warm outside?”, the answer to the question would be: She stayed warm outside because she remembered to put on her coat. • Ask students which happened first, staying warm or putting on her coat. • Point out that in order for her to stay warm, she would have had to put on the coat first. Therefore, she put on the coat first and that caused her to stay warm. • Point out that whatever happens first is the cause. • Tell students the words cause and effect are terms used to describe when one event made a second event happen. Point out to students that the word cause is a part of the word because. • Tell students that in order to find which event is the cause, they should look for the word because. The part of the sentence that is the cause will come after the word because. • Draw a circle around the word cause that is part of the word because. Unit 6 | Lesson 2 31 © 2013 Core Knowledge Foundation • Ask students what the cause is in the sentence. (she remembered to put on her coat) Write the word Cause above this part of the sentence. • Ask students what the effect is in the sentence. (she stayed warm outside) Write the word Effect above this part of the sentence.

Effect Cause She stayed warm outside because she remembered to put on her heavy coat.

• Tell students that simple sentences can be written in reverse order without changing the meaning. Share the following example with students:

Cause Effect Because she remembered to put on her heavy coat, she stayed warm outside.

• Be certain that students understand that the cause always happens first and the effect happens after the cause, regardless of the order in which these events or sentence parts are presented. Reiterate that the cause is always signaled or introduced by the word because. • Point out the next two sentences you placed on the board in advance. Draw two lines under the word because in each sentence. Ask students to decide which event (or simple sentence) happened first and caused the other event (or simple sentence) to happen next.

School was cancelled because it was snowing. Because I practiced my words each night, I got a good grade on my spelling assessment.

• Ask which happened first, school was cancelled or it was snowing. (it was snowing.) • Ask which happened first, I practiced my words each night or I got a good grade on my spelling assessment. (I practiced my words each night.)

Effect Cause School was cancelled because it was snowing.

Cause Effect Because I practiced my words each night, I got a good grade on my spelling assessment.

• Ask students to answer the following question in a complete sentence, “Why was school cancelled?” (Students should answer, “School was cancelled because it was snowing.”) • Ask students to answer the following question in a complete sentence, “Why did I get a good grade on my spelling assessment?” (Students should answer, “I got a good grade on my spelling test because I practiced my words each night.”) • Point out that the cause (or event that happened first) always begins with the word because. • Point out that for comprehension questions that ask a “why” question, students should always look for the word because in the text. • Turn to Worksheet 2.3 and complete as a teacher-guided activity.

Take-Home Material “Sif’s Golden Hair”; Glossary for Gods Giants and Dwarves

Have students take home Worksheet 2.4 to read to a family member and Worksheet PP55 to use as a reference during this unit.

Unit 6 | Lesson 2 33 © 2013 Core Knowledge Foundation Silent Reading Assessment Scoring Sheet number given)number correct out of of out correct Benchmarks Question Number Student (number (number Name Skill

9 Author's Purpose 3 of 3 3 of 16 Author's Purpose 27 Author's Purpose 28 Dictionary Skills 3 of 3 3 of 29 Dictionary Skills 30 Dictionary Skills

4 Inference 18 Inference 4 of 5 4 of 23 Inference 24 Inference 26 Inference

3 Literal

5 Literal

8 Literal 12 Literal 7 of 9 7 of 13 Literal 14 Literal 20 Literal 21 Literal 25 Literal 7 Sequence 3 of 3 3 of 10 Sequence 19 Sequence 1 2 of 2 2 of Setting 15 Setting

2 Words in Context 6 Words in Context 4 of 5 4 of 11 Words in Context 17 Words in Context 22 Words in Context Bench- Overall mark mark 80%

After you have entered all student scores into the Silent Reading Assessment Scoring Sheet, use the following to assist you in determining students who may need additional instruction. Write the names of students who did not meet the benchmark for each subassessment on the lines.

Comprehension Author’s Purpose (#9, 16, 27) Inference (#4, 18, 23, 24, 26) 1. 1. 2. 2. 3. 3. Literal (#3, 5, 8, 12, 13, 14, 20, 21, 25) Sequencing (#7, 10, 19) 1. 1. 2. 2. 3. 3. Setting (#1, 15) Words in Context (#2, 6, 11, 17, 22) 1. 1. 2. 2. 3. 3. Other Silent Reading Topics Dictionary Skills (#28, 29, 30) 1. 2. 3.

After scoring the assessment, you might find it helpful to determine which phonemes students missed that caused them to score below the benchmark for word reading. Score required to meet benchmark of 80% Phonemes Consonants 173/215 /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /z/ /ch/ /sh/ /th/ /th/ /ng/ Vowels 107/133 /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ / ue/ /ə/ /oo/ /oo/ /aw/ / ou/ /er/ /or/ /air/ /ə/ + /l/ Syllabication Closed 33/41 Open/short 2/2 Open/long 8/9 Open/ə 4/4 –le 6/8 R-controlled 15/19 Digraph 27/33 The following sheets are provided for your use in directing remediation. Make a copy of each page. Write the names of students who missed particular sounds under each header. This will help you determine what kind of remediation is needed. Refer to the Table of Contents in the Assessment and Remediation Guide to locate information about specific phonemes and syllabication for remediation purposes.

Phonemes—Consonants /b/ (1e, 3a, 5b, 6e, 7a, 7e, /d/ (1c, 4c, 4e, 12a, 12d, 13b, 13d, /f/ (2c, 2d, 4a, 4b, 4e, 5a, 6b, 10c, 13e) 6c, 8b, 8d, 9b, 10b, 10e, 11b, 11d, 11e, 12d) 13d)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /g/ (3c, 3e, 6a, 9c, 13d) /h/ (12a, 12b, 12e, 13b) /j/ (4d, 5c, 5e)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /k/ (1c, 2b, 3b, 4e, 6d, 7a, /l/ (2a, 3e, 4a, 5c, 6b, 6e, 8b, 9b, /m/ (2c, 2e, 3b, 3d, 4d, 6c, 8a, 7c, 7d, 9c, 9d, 11a, 11c, 11d, 9c, 9e, 10b, 10e, 12b, 13a) 8e, 12e, 13a, 13e) 12a, 12c, 12e, 13a, 13b, 13c)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /n/ (2a, 4b, 4c, 4e, 7d, 7e, /p/ (1d, 5d, 6a, 7b, 7d, 8d, 9a, 11c, /r/ (1b, 1d, 1e, 5d, 6a, 9b, 10c, 8a, 8c, 8d, 8e, 11e, 12d, 13a, 13c) 10d, 12d, 13d) 12e, 13a, 13c, 13d, 13e)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. —————————

Unit 6 | Lesson 2 37 © 2013 Core Knowledge Foundation /s/ (1c, 2b, 3a, 3b, 3c, 3e, /t/ (1a, 3a, 3b, 3e, 4b, 6d, 7a, 7b, /v/ (1d, 3d) 4c, 4d, 8a, 8c, 9a, 9c, 10a, 8b, 8e, 9a, 9b, 9c, 9e, 10a, 10b, 10b, 10d, 10e, 11a, 11b, 10d, 11a, 11b, 11d, 13b, 13e) 11c, 11d, 11e, 12b, 13a, 13c, 13e)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /w/ (1a, 1c, 2d, 5d, 6d, 9d, /z/ (1e, 3c, 3d, 4c, 4d, 4e, 5a, 5b, /ch/ (1a, 1b, 5b, 10d, 11d) 9e, 10d, 11c, 12b, 12c, 13b) 5e, 10c, 12c, 13b)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /sh/ (7b, 7c, 10c) /th/ (2e, 9d, 13e) /th/ (11e)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /ng/ (3a, 4a, 5c, 6d)

1. ————————— 2. ————————— 3. —————————

Phonemes—Vowels /a/ (2b, 3b, 3e, 6a, 7a, 7c, 8b, /e/ (3c, 4b, 4d, 8a, 12a, 13b, /i/ (1a, 1c, 3a, 4a, 4d, 5c, 6d, 12d, 13d) 13d) 8a, 8d, 10d)

38 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation /o/ (2d, 5c, 7d, 9a, 10d, 11d, /u/ (2e, 3a, 4b, 4e, 5a, 7a, 11d, /ae/ (6e, 7e, 8e, 9d, 9e, 11a, 13a) 11e, 12d, 12e, 13a, 13c, 13e) 11c, 11e, 12a, 12c, 13a)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /ee/ (1b, 3d, 3e, 5a, 5d, 8c, /ie/ (2a, 9b, 9c, 9e, 11b) /oe/ (7a, 9c, 10c, 12e, 13c) 10e, 12b, 12e)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /ue/ (4e, 13d) /ə/ (1d, 2a, 2c, 7b, 8d) /oo/ (1d, 1e, 3d, 4c, 5e, 7b, 7c, 7d, 9a, 9b, 10b, 11a)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /oo/ (5b, 10b, 10c) /aw/ (6b, 11c, 12c) /ou/ (10a, 12b)

1. ————————— 1. ————————— 1. ————————— 2. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— 3. ————————— /er/ (2c, 5b, 7e, 8b, 8c, 9d, 11d, /or/ (4a, 5d, 6c, 8d, 10a, 10e, /air/ (1b, 7b) 12d, 13b, 13c, 13e) 11b, 13b, 13e)

1. ————————— 1. ————————— 1. ————————— 1. ————————— 2. ————————— 1. ————————— 3. ————————— 3. ————————— 3. ————————— /ə/ + /l/ (2b, 2d, 5e, 6a, 6b, 6c, 6d, 6e)

1. ————————— 2. ————————— 3. —————————

Unit 6 | Lesson 2 39 © 2013 Core Knowledge Foundation Syllabication Closed Open/Short (7a, 8a) (1a, 1b, 1c, 1d, 2a, 2b, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4d, 4e, 5a, 5c, 6a, 6d, 7a, 7c, 7d, 8a, 8b, 8c, 8d, 9a, 9c, 10d, 11d, 11e, 12a, 12b, 12d, 12e, 13a, 13c, 13d, 13e)

1. ————————— 1. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— Open/Long (1b, 3e, 5a, 5d, 6e, 7a, 8c, 9b, 10e) Open /ə/ (2a, 2c, 7b, 8d)

1. ————————— 1. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— –le (2b, 2d, 5e, 6a, 6b, 6c, 6d, 6e) R-Controlled (2c, 4a, 5b, 5d, 6c, 7b, 7e, 8b, 8c, 8d, 9d, 10a, 10e, 11b, 11d, 12d, 13b, 13c, 13e)

1. ————————— 1. ————————— 2. ————————— 2. ————————— 3. ————————— 3. ————————— Digraph (1d, 1e, 3d, 4c, 4e, 5b, 5e, 6b, 7b, 7c, 7d, 7e, 8e, 9a, 9b, 9c, 9d, 9e, 10a, 10b, 10c, 11a, 11b, 11c, 11e, 12a, 12b, 12c, 12e, 13a, 13b, 13c, 13d)

1. ————————— 2. ————————— 3. —————————

40 Unit 6 | Lesson 2 © 2013 Core Knowledge Foundation Lesson 3 Morphology ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Ask and answer questions (e.g., who, what, same reader (RL.3.9) where, when, why, how), orally or in writing, 99 Determine the meaning of general academic requiring literal recall and understanding words and domain-specific words and of the details of “Loki and the Dwarves” by phrases relevant to Loki and the dwarves in explicitly referring to the text (RL.3.1) “Loki and the Dwarves” (RI.3.4) 9 9 Recount stories read independently, 99 Describe images, orally or in writing, and how including myths; determine the central they contribute to what is conveyed by the message and explain how it is conveyed words in “Loki and the Dwarves” (RI.3.7) through key details in the text (RL.3.2) 99 Decode words with common Latin suffixes 99 Describe characters in “Loki and the –ive and –ly (RF.3.3b) Dwarves” (e.g., traits, motivations) and explain how their actions contribute to the 99 Independently read “Loki and the Dwarves” sequence of events (RL.3.3) with purpose and understanding (RF.3.4a) 99 Determine the meaning of words and phrases 99 Make predictions based on text heard thus as they are used in “Loki and the Dwarves,” far as to whether peace will last (SL.3.1a) distinguishing literal from nonliteral 99 Determine the meaning of words formed language (e.g., Loki being a smooth talker) when –ive or –ly is added to a known root (RL.3.4) word (L.3.4b) 99 Explain how specific aspects of the 99 Use a glossary to determine or clarify the illustrations in “Loki and the Dwarves” precise meaning of key words and phrases contribute to what is conveyed by the words (L.3.4d) of the story (e.g., create mood, emphasize aspects of a character or setting) (RL.3.7) 99 Identify real-life connections between words and their use (e.g., people who are 99 Compare and contrast the characters, cooperative, appreciative) (L.3.5b) settings, and plots of stories read independently from different chapters of the

Unit 6 | Lesson 3 41 © 2013 Core Knowledge Foundation At a Glance Exercise Materials Minutes Assessment Mid-Year Assessment Worksheets 1.1, 3.1, E.1– E.3 30 Gods, Giants, and Dwarves; Whole Group: “Loki and the Vocabulary Cards; fiction 25 Reading Time Dwarves” chart; Worksheet 3.2 board or chart paper; Introduce Suffixes –ive and –ly 25 Morphology Worksheets 3.3–3.6

Take-Home Material “Loki and the Dwarves” Worksheet 3.7 *

Advance Preparation Prepare the following sentence strips in advance for the Morphology lesson; alternately you may write the sentences on the board or chart paper and cover them.

Sam can act like a monkey. He is an active boy. He actively plays with his brother.

Assessment 30 minutes wwMid-Year Assessment Although the majority of students should have completed the Silent Reading Assessment in the previously allotted 60 minutes, there may be a few who have not finished. If this is the case, ask them to finish it today. You may also want to pay particular attention to these students to find out why it may be taking them longer than their peers. For students who were absent, please have them complete the assessment during this Worksheets 1.1, 3.1, time. E.1–E.3 • Ask students to turn to Worksheet 3.1. • Tell students that today, they will take an assessment on all of the grammar that they have learned so far in third grade. • Remind them that they should do their very best work and work quietly so that others may do their best as well. • When students finish, they may work on additional worksheets provided. (Worksheets E.1–E.3)

42 Unit 6 | Lesson 3 © 2013 Core Knowledge Foundation • As other students work on the additional worksheets, continue to assess students one-on-one using the Word Reading in Isolation Assessment. Note: Administer the Word Reading in Isolation Assessment to every student to determine any phoneme deficiencies or syllabication difficulties.

Reading Time 25 minutes Whole Group: “Loki and the Dwarves” Introducing the Chapter • Tell students that the title of today’s chapter is “Loki and the Dwarves.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Chapter 2 Previewing the Vocabulary • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “Loki and the Dwarves” 1. realm—a kingdom (18)

Worksheet 3.2 2. creature—a living thing, specifically an animal (creatures) (18) 3. surly—rude, mean, unfriendly (18) Remember to use academic vocabulary 4. craftsman—a person who is skilled in making things, especially when appropriate: devise, formulate, and by hand (craftsmen) (18) appropriate. 5. flatter—to praise too much in a way that is not sincere or genuine (flattered, flattery) (18) 6. anvil*—a large, iron block used by blacksmiths on which heated metal is hit to shape it (anvils) (20) 7. forge—the furnace in a blacksmith shop used for heating metal (20) 8. master—an expert (masters) (22) 9. guardian—a person who watches and/or protects something or someone (26)

Unit 6 | Lesson 3 43 © 2013 Core Knowledge Foundation Guided Reading Supports and Purpose for Reading • Briefly review with students what happened in “Sif’s Golden Hair” by referencing the fiction chart you completed together for that chapter. • Remind students that if they are confused or forget a word meaning as they read, they know how to look for a word in the glossary and find the definition.

Pages 18–21 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Cards for realm, creature, surly, craftsman, flatter, anvil, and forge. Note for students that the words creatures, craftsmen, flattered, flattery, and anvils are used in this chapter. • Direct students’ attention to the image on page 19 and read the caption aloud as a class. • Have students predict what Loki is doing in the workshop of the dwarves. • Ask students to read pages 18–21 to themselves to find out what the dwarves are making in their workshop. • When students have finished reading, ask what the dwarves are making. (The dwarves are making hair out of gold.) • Direct students’ attention to the image and caption on page 21.

Pages 22–27 • Follow your established procedures to preview the Vocabulary Cards for master and guardian. Note for students that the word masters is used in this chapter. • Ask students to think about the dwarves’ comment that there is nothing they cannot make. • Ask students to read pages 22–27 to themselves to find the answer to the question: “What other gifts does Loki ask the dwarves to make?” • When students have finished reading, restate the question and ask students to answer. (Loki asked the dwarves to make a spear so fine it never misses its target and a boat that could be folded up and carried in a pocket.) • Direct students’ attention to the images and captions on pages 23, 25, and 27.

44 Unit 6 | Lesson 3 © 2013 Core Knowledge Foundation Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: Characters: Who are the main characters in this chapter? Setting: Where do the events in this chapter take place? Plot: What happens in this chapter? Note: Possible responses to the above questions are included in the following chart. Students’ responses may be different.

Chapter Characters Setting Plot

Loki went to visit the dwarves “Loki and the to ask them to make golden Loki, dwarves Nidavellir Dwarves” hair for Sif. He also asked them to make a spear and a boat.

• Have students turn to Worksheet 3.2 and complete it with a partner.

Morphology 25 minutes Introduce Suffixes –ive and –ly

• Remind students that suffixes are added to the end of a root word. • Tell students that the two suffixes they will study this week are –ive and –ly. Students previously learned about adding –ly to words with the suffix –ous. • Write the suffixes on the board and point out that the suffix –ive is Worksheets 3.3–3.6 pronounced /iv/, even though it is spelled ‘ive’. Students know that –ly is pronounced /lee/. Adding Suffix –ive • Explain to students that –ive means “relating to.” • Tell students that in this part of the lesson, they will add the suffix –ive to root words that are verbs. When –ive is added to a verb, the new word is an adjective.

Unit 6 | Lesson 3 45 © 2013 Core Knowledge Foundation • Write the word act on the board. Briefly discuss the meaning of the word and then use it in a sentence. (to do or behave; Mom told us that we had to act appropriately at the reception.) • Add the suffix –ive to act and have students read the suffix, read the new word, and then discuss the meaning of the new word. (relating to doing or behaving) • Ask students to provide sentences using the word active. (Answers may vary.) • Ask students for synonyms of active. (energetic, lively) • Continue in this manner for the remaining –ive words, using the following chart as a guide. Note: You will not write the information in the shaded columns on the board as that information is intended for use during oral instruction. • Point out for students that for the words produce, cooperate, create, appreciate, and decorate the ‘e’ must first be dropped before adding –ive. Also, when adding –ive to produce, the sound that ‘u’ makes changes from /oo/ to /u/, a ‘t’ is added, and the sound that ‘c’ makes changes from /s/ to /k/.

46 Unit 6 | Lesson 3 © 2013 Core Knowledge Foundation Root Word Meaning Affixed Word Meaning and Synonyms Sentence (adjective) relating to I had a productive (verb) to make produce productive making something afternoon and finished something Synonyms: fruitful, efficient my history project. (adjective) relating to (verb) to make making something new Derek came up with something new an inventive way to invent inventive that no else has ever made that no one else display the results of his has ever made Synonyms: creative, science experiment. imaginative, original Our group worked in (verb) to work (adjective) relating to such a cooperative way with others working with others toward that our teacher said we cooperate cooperative toward a a common goal were a good example common goal Synonyms: helpful, willing for other groups to follow. (adjective) relating to making or inventing My mother is very (verb) to make or create creative something creative and makes her invent Synonyms: inventive, own greeting cards. imaginative, inspired (adjective) relating to Some artists (verb) to show showing what you think or communicate in an express what you think expressive feel expressive way through or feel Synonyms: open, revealing their artwork. (adjective) relating to being My grandma was (verb) to be thankful appreciate appreciative appreciative that I thankful Synonyms: grateful, mowed her lawn. thankful (adjective) relating to My dad hung decorative (verb) to make making something decorate decorative lights on the house for beautiful beautiful the holidays. Synonyms: pretty, pleasing

Adding Suffix –ly • Remind students that –ly means “in a way,” with the blank being the word that –ly is added to. • Tell students that they will now add the suffix –ly to the words they previously added –ive to. When –ly is added to an adjective, the new word is an adverb.

Unit 6 | Lesson 3 47 © 2013 Core Knowledge Foundation • Remind students that adverbs with –ly describe verbs, specifically how a verb happens. • Write the word active on the board. Briefly discuss the meaning of the word and then use it in a sentence. (relating to doing or moving; Robert was an active member of the book club, hosting meetings and making book suggestions.) • Add the suffix –ly to active and have students read the suffix, read the new word, and then discuss the meaning of the new word. (in an active way) • Ask students to provide sentences using the word actively. (Answers may vary.) • Continue in this manner for the remaining –ly words, using the following chart as a guide. Note: You will not write the information in the shaded columns on the board as that information is intended for use during oral instruction.

Root Word Meaning Affixed Word Meaning Sentence He actively practiced to earn (adjective) relating to (adverb) in an productive productively a spot on the soccer team at making something active way tryouts. (adjective) relating to Sam inventively arranged things making something new (adverb) in an on his desk so he could have inventive inventively that no one else has inventive way space to work and still be able ever made to reach his supplies. (adjective) relating to (adverb) in a My brother and I cooperatively cooperative working with others cooperatively cooperative worked to rake the leaves to the toward a common goal way curb. (adjective) relating to The cast creatively thanked the (adverb) in a creative making or inventing creatively director during the last show of creative way something the play with a short skit. Monica expressively responded (adjective) relating to (adverb) in an to the contest by submitting a expressive showing what you expressively expressive unique entry that represented think or feel way her taste in art. The woman appreciatively (adverb) in an (adjective) relating to shook hands with the driver appreciative appreciatively appreciative being thankful who had stopped to help her way change a flat tire. (adjective) relating to (adverb) in a Allie decoratively hung her decorative making something decoratively decorative framed photographs on the beautiful way wall.

Sam can act like a monkey.

• Ask students, “What can Sam do like a monkey?” They should respond act. Ask them for the part of speech (verb) and draw a wiggly line under act. • Then, display the next sentence:

He is an active boy.

• Ask students, “What kind of boy is he?” (active) Draw a box around active and then draw an arrow to boy, stating that active is an adjective that describes boy. • Now, display the next sentence:

He actively plays with his brother.

• Ask students, “What does the boy do?” (plays) Draw a wiggly line under plays and identify it as a verb. • Then ask students, “How does the boy play?” (actively) Draw a triangle around actively, stating that it is an adverb. Remind students that adverbs ending in –ly describe verbs, telling how. Draw an arrow from actively to plays. • Complete Worksheets 3.3–3.6 in the same manner in which you have completed these worksheets in previous lessons.

Take-Home Material “Loki and the Dwarves”

• Have students take home Worksheet 3.7 to read to a family member.

2 Adjectives 3 of 3 3 of 10 Adjectives 11 Adjectives 20 Adverbs 21 Adverbs 4 of 5 4 of 22 Adverbs 23 Adverbs 24 Adverbs 25 2 of 2 2 of Build Sentences 26 Build Sentences 27 of of 1 1 Conjunction but 18 2 of 2 2 of Irregular Verbs 19 Irregular Verbs of of 1 1 1 Nouns 13 Paragraphs 14 Paragraphs 4 of 5 4 of 15 Paragraphs 16 Paragraphs 17 Paragraphs 28 Quotation Marks 3 of 3 3 of 29 Quotation Marks 30 Quotation Marks

4 Sentences

5 Sentences

6 Sentences 6 of 7 6 of

7 Sentences 8 Sentences 9 Sentences 12 Sentences 3 of of 1 1 Verbs Bench- Overall mark mark 80%

After scoring the assessment, you might find it helpful to determine what kinds of questions students missed that caused them to score below the benchmark for grammar.

Score required to Remediation meet benchmark Pausing Point of 80%: pages: Sentence Writing (items 4–8; 12) Subject/predicate (4, 5) Identify complete sentence (6) 6/7 PP2–8 Identify/change fragment to sentence (7–9) Change run-on sentence (12) Paragraph Writing (items 9; 13–17) Topic/concluding sentence (13, 14) Title for paragraph (15) 4/5 PP9; 13–17 Irrelevant sentence in paragraph (16) Sentence order in paragraph (17) Parts of Speech (items 1–3; 10–11; 18–27) Identify nouns (1) Identify adjectives (2) Identify verbs (3) Adjective describes noun (10, 11) PP1-3; 10-11; Irregular Verbs (18, 19) 12/15 18-27 Adverb definition/Use of adverbs (20, 21) Adverb describes verb (22) Adverb that tells when/where (23, 24) Building sentences (25, 26) Conjunction but (27) Quotation Marks (items 28–30) 3/3 PP28-30 Quotation marks (28–30)

After you have entered all student scores into the Grammar Assessment Scoring Sheet, use the following to assist you in determining students who may need additional instruction. Write the names of students who did not meet the benchmark for each subassessment on the lines. Refer to worksheets in the Pausing Point for remediation in the following areas: Parts of Speech Identify nouns (#1) Identify adjectives (#2) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Identify verbs (#3) Adjectives describes nouns (#10, 11) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Irregular Verbs (#18, 19) Adverbs definition/use of adverbs (#20, 21) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Adverbs describe verbs (#22) Adverbs that tell when (#23) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Adverbs that tell where (#24) Build Sentences (#25, 26) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— —————————

52 Unit 6 | Lesson 3 © 2013 Core Knowledge Foundation Conjunction but (#27) 1. ————————— 2. ————————— 3. ————————— Paragraph Writing Topic/concluding sentences (#13, 14) Title for paragraph (#15) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Irrelevant sentence in paragraph (#16) Sentence order in paragraph (#17) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Sentence Writing Subject/predicate (#4, 5) Identify complete sentences (#6) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Identify/change fragments to sentences (#7, Change run-on sentences (#12) 8, 9) 1. 1. ————————— ————————— 2. 2. ————————— ————————— 3. 3. ————————— ————————— Quotation Marks (#28, 29, 30) 1. ————————— 2. ————————— 3. —————————

Unit 6 | Lesson 3 53 © 2013 Core Knowledge Foundation Lesson 4 Grammar ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit. 99 Ask and answer questions (e.g., who, what, 99 Determine the meaning of general academic where, when, why, how), orally or in writing, words and domain-specific words and requiring literal recall and understanding of phrases relevant to Thor and his stolen the details of “Stolen Thunder” by explicitly hammer in “Stolen Thunder” (RI.3.4) referring to the text (RL.3.1) 99 Describe images, orally or in writing, and how 99 Recount stories read independently, they contribute to what is conveyed by the including myths; determine the central words in “Stolen Thunder” (RI.3.7) message and explain how it is conveyed 99 Independently read “Stolen Thunder” with through key details in the text (RL.3.2) purpose and understanding (RF.3.4a) 9 9 Describe characters in “Stolen Thunder” (e.g., 99 Use linking words, conjunctions, and phrases traits, motivations) and explain how their (e.g., because) to connect ideas within actions contribute to the sequence of events categories of information (W.3.2c) (RL.3.3) 99 Make predictions based on text heard thus 9 9 Explain how specific aspects of the far as to what the gods will do to get Thor’s illustrations in “Stolen Thunder” contribute hammer back (SL.3.1a) to what is conveyed by the words of the story (e.g., create mood, emphasize aspects of a 99 Use coordinating and subordinating character or setting) (RL.3.7) conjunctions (e.g., because) (L.3.1h) 99 Compare and contrast the characters, 99 Produce compound sentences (L.3.1i) settings, and plots of stories read 99 Use a glossary to determine or clarify the independently from different chapters of the precise meaning of key words and phrases same reader (RL.3.9) (L.3.4d)

54 Unit 6 | Lesson 4 © 2013 Core Knowledge Foundation At a Glance Exercise Materials Minutes Assessment Mid-Year Assessment Worksheets 4.1, E.1– E.4 30 Gods, Giants, and Dwarves; Reading Time Whole Group: “Stolen Thunder” Vocabulary Cards; fiction 25 chart; Worksheet 4.2 Answer Comprehension board or chart paper; Questions Using Conjunction 25 Grammar Worksheet 4.3 because “Stolen Thunder”; Practice Take-Home Material Conjunctions and, but, and Worksheets 4.4, 4.5 * because

Advance Preparation Make sure the conjunctions poster is displayed. Conjunctions Conjunctions are words that connect other words or groups of words. • The conjunction and connects words or groups of words. It means plus, along with, or also. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after but. • The conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something.

Assessment 30 minutes wwMid-Year Assessment • Ask students to turn to Worksheet 4.1. • Tell students that today, they will take an assessment on all of the prefixes and suffixes that they have learned so far in third grade. • Remind them that they should do their very best work and work quietly so that others may do their best as well. Worksheets 4.1, E.1–E.4 • When students finish, they may work on additional worksheets provided.

Unit 6 | Lesson 4 55 © 2013 Core Knowledge Foundation • As other students work on the additional worksheets, continue to assess students one-on-one using the Word Reading in Isolation Assessment. Note: Administer the Word Reading in Isolation Assessment to every student to determine any phoneme deficiencies or syllabication difficulties.

Reading Time 25 minutes Whole Group: “Stolen Thunder” Introducing the Chapter • Tell students that the title of today’s chapter is “Stolen Thunder.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Previewing the Vocabulary Chapter 3 • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “Stolen Thunder” 1. boomerang—a curved stick that is thrown and then returns to the person who threw it (28)

Worksheet 4.2 2. journey [‘our’ > /er/ (tournament)]—a trip (32) 3. what a pity—that’s too bad (32) 4. mince words—to speak in an indirect and dishonest way (32) 5. villainy—evil behavior (34) 6. beast—scoundrel (36) 7. wisdom—knowledge and good judgment gained over time (36)

Guided Reading Supports and Purpose for Reading • Remind students that as they are reading, if they do not recall the meaning of a word, they can always look it up in the glossary.

Pages 28–31 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Card for boomerang.

56 Unit 6 | Lesson 4 © 2013 Core Knowledge Foundation • Ask students to read pages 28–31 to themselves to find out what Thor discovered and who he blamed. • When students having finished reading, restate the question and ask students to answer. (Thor discovered that his hammer was missing and he blamed Loki.) • Ask, “What did Thor think about Loki this time?” (He thought Loki may be telling the truth this time.) • Direct students’ attention to the images and captions on pages 29 and 31.

Pages 32–37 • Follow your established procedures to preview the Vocabulary Cards for journey, what a pity, mince words, villainy, beast, and wisdom. • Ask students to read pages 32–37 to themselves to find the answer to the question: “What did Loki find out from Thrym?” • When students have finished reading, restate the question and ask students to answer. (Loki found out that Thrym took Thor’s hammer and admitted doing so. Thrym also said he wouldn’t return the hammer unless Freya agreed to marry him.) • Ask, “What was Freya’s response when Loki told her what Thrym said?” (She said she would never marry that beast.) • Ask students to predict what they think the gods will do to get Thor’s hammer back. • Direct students’ attention to the images and captions on pages 33, 35, and 37. Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: • Characters: Who are the main characters in this chapter? • Setting: Where do the events in this chapter take place? • Plot: What is the problem in this chapter? How do the characters deal with it?

Chapter Characters Setting Plot

Thor discovered that his hammer was missing. He Thor, Loki, suspected Loki took it but Odin, the it was Thrym who took it. “Stolen Asgard, gods, Thrym told Loki he would Thunder” Jotunheim Thrym, give the hammer back if Freya Freya married him. The gods didn’t know how to get the hammer back.

• Have students turn to Worksheet 4.2 and complete it independently.

Grammar 25 minutes Answer Comprehension Questions Using Conjunction because

• Draw students’ attention to the conjunctions poster you prepared for an earlier lesson. Conjunctions Conjunctions are words that connect other words or groups of words. • The conjunction and connects words or groups of words. It Worksheet 4.3 means plus, along with, or also. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after but. • The conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. • Remind students that the conjunction because is used to mean “for this reason” and signals the answer to the question “why.” It also signals the cause of something. • Remind students that the answer to a “why” comprehension question is often answered by a sentence in the text that uses the word because.

58 Unit 6 | Lesson 4 © 2013 Core Knowledge Foundation • Have students turn to Worksheet 4.3 and read the instructions with them. Students will read a short text and answer the comprehension questions that follow. • Have volunteers read the story aloud. • Guide students through the process of finding the answers by looking for the word because in text. Have students write the answers on the lines that follow each question.

Take-Home Material “Stolen Thunder”; Practice Conjunctions and, but, and because

• Have students take home Worksheet 4.4 to read to a family member and Worksheet 4.5 to complete.

Unit 6 | Lesson 4 59 © 2013 Core Knowledge Foundation Morphology Assessment Scoring Sheet Scoring Assessment Morphology Benchmarks (number correct out of number given) number of out correct (number Benchmarks Student Name Number Question Skill

1 Prefix pre–

3 Prefix mis– 8 5 of 6 5 of Prefix un– 10 Prefix non– 12 Prefix re– 14 Prefix dis–

2 Suffixes –ous and –ly

4 Suffix –ist

5 Suffix –y 6 7 of 8 7 of Suffix –ous

7 Suffix –al

9 Suffix –or 11 Suffix –ian 13 Suffix –er Benchmark 80% Overall

After scoring the assessment, you might find it helpful to determine what items students missed that caused them to score below the benchmark for morphology. Category of Score Required to Meet Remediation Pausing Questions Benchmark of 80% Point Pages Prefixes 5/6 PP26–PP34

Suffixes 7/8 PP35–PP45

Morphology Remediation Guide

After you have entered all student scores into the Morphology Assessment Scoring Sheet, use the following to assist you in determining students who need additional instruction. Write the names of students who did not meet the benchmark for each subassessment on the lines. Refer to worksheets in the Pausing Point for remediation in the following areas:

Prefixes (#1, 3, 8, 10, 12, 14) Suffixes (#2, 4, 5, 6, 7, 9, 11, 13)

1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6.

Unit 6 | Lesson 4 61 © 2013 Core Knowledge Foundation Spelling Lesson 5 Assessment ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Ask and answer questions (e.g., who, what, 99 Compare and contrast the characters, where, when, why, how), orally or in writing, settings, and plots of stories, read requiring literal recall and understanding of independently, from different chapters of the the details of “A Plan Is Made” by explicitly same reader (RL.3.9) referring to the text (RL.3.1) 99 Determine the meaning of general academic 99 Recount stories read independently, words and domain-specific words and including myths; determine the central phrases relevant to Thor’s plan to retrieve his message and explain how it is conveyed hammer in “A Plan is Made” (RI.3.4) through key details in the text (RL.3.2) 99 Describe images, orally or in writing, and how 99 Describe characters in a “A Plan Is Made” they contribute to what is conveyed by the (e.g., traits, motivations) and explain how words in “A Plan Is Made” (RI.3.7) their actions contribute to the sequence of 99 Independently read “A Plan Is Made” with events (RL.3.3) purpose and understanding (RF.3.4a) 9 9 Explain how specific aspects of the 99 Make predictions based on text heard thus illustrations in “A Plan Is Made” contribute to far as to how the plan will turn out (SL.3.1a) what is conveyed by the words of the story (e.g., create mood, emphasize aspects of a 99 Use a glossary to determine or clarify the character or setting) (RL.3.7) precise meaning of key words and phrases (L.3.4d)

At a Glance Exercise Materials Minutes Assessment Mid-Year Assessment Worksheets E.1–E4 30 Spelling Spelling Assessment Worksheet 5.1; optional pens 25 Gods, Giants, and Dwarves; Reading Time Whole Group: “A Plan Is Made” Vocabulary Cards; fiction 25 chart; Worksheets 2.1, 5.2

62 Unit 6 | Lesson 5 © 2013 Core Knowledge Foundation Advance Preparation Make sure to erase the spelling table from the board and/or turn the table over so students cannot refer to it during the assessment.

Assessment 30 minutes wwMid-Year Assessment • If there are students who have still not finished the written assessment, ask them to finish it today. • As other students work on the additional worksheets (Worksheets E.1–E.4), continue to assess students one-on-one using the Word Reading in Isolation Assessment.

Worksheets E.1–E.4 Note: Administer the Word Reading in Isolation Assessment to every student to determine any phoneme deficiencies or syllabication difficulties.

Spelling 25 minutes wwSpelling Assessment • Have students turn to Worksheet 5.1 for the spelling assessment. • If you would like for students to have pens, this is the time to pass them out. • Tell students that for this assessment, they will write their words under the header to which they belong. For example, if you call out the word Worksheet 5.1 hook, they would write that word under the header ‘k’ > /k/.

For additional practice, • Tell students that should a spelling word fit under more than one see worksheets in header, they should only write the word under one. Section VII-E of the Assessment and • Tell students that they may not have to use all the lines under each Remediation Guide. header. • Using the following chart, call out the word using the following format: say the word, use it in a sentence, and say the word once more.

Unit 6 | Lesson 5 63 © 2013 Core Knowledge Foundation 1. quickly 12. attack 2. coarse 13. thickness 3. occur 14. character 4. soccer 15. kangaroo 5. calendar 16. anchor 6. accomplish 17. occupy 7. stomach 18. course 8. kindness 19. Challenge Word: example 9. snowflake 20. Challenge Word: mountain 10. lookout Content Word: Loki 11. candle

• After you have called out all of the words including the Challenge Words and the Content Word, go back through the list slowly, reading each word just once more. • Ask students to write the following sentences as you dictate them:

1. The candle flickered and went out. 2. Loki causes a lot of trouble.

• After students have finished, collect pens, if used. • Follow your established procedures to correct the spelling words. Note to Teacher At a later time today, you may find it helpful to use the template provided at the end of this lesson to analyze students’ mistakes. This will help you to understand any patterns that are beginning to develop, or that are persistent among individual students.

64 Unit 6 | Lesson 5 © 2013 Core Knowledge Foundation Reading Time 25 minutes Whole Group: “A Plan Is Made” Introducing the Chapter • Tell students that the title of today’s chapter is “A Plan Is Made.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Previewing the Vocabulary Chapter 4 • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “A Plan Is Made” 1. rogue—a person who playfully causes trouble (40) 2. maid of honor—an unmarried female attendant of a bride (40) Worksheets 2.1, 5.2 3. massive—huge (42) 4. barrel-chested—having a large, round chest (44) 5. corset—a tight, stiff undergarment worn to make a woman’s waist appear smaller (44) 6. dainty—small and pretty, delicate (44) 7. conceal—to hide (concealed) (46) 8. adventure—an exciting or dangerous experience (46)

Guided Reading Supports and Purpose for Reading • Ask students to retell what happened in the chapter “Stolen Thunder,” using the fiction chart. • Remind students that as they are reading, if they do not recall the meaning of a word, they can always look it up in the glossary.

Pages 38–41 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Cards for rogue and maid of honor. • Ask students to read pages 38–41 to themselves to find out what Loki suggested they do to get the hammer back.

Unit 6 | Lesson 5 65 © 2013 Core Knowledge Foundation • When students having finished reading, restate the question and ask students to answer. (Loki suggested someone dress up like Freya to get the hammer back. Loki thought Thor should do it since it is his hammer.) • Direct students’ attention to the images and captions on pages 39 and 41.

Pages 42–47 • Follow your established procedures to preview the Vocabulary Cards for massive, barrel-chested, corset, dainty, conceal, and adventure. Note for students that the word concealed is used in this chapter. • Ask students to read pages 42–47 to themselves to find the answer to the question: “What plan was finally chosen for getting Thor’s hammer back?” • When students have finished reading, restate the question and ask students to answer. (Thor agreed to dress up as Freya and pretend to marry Thrym to get the hammer back. Loki would go as Thor’s maid of honor.) • Ask, “What did Thor do to get ready?” (He was dressed in Freya’s clothing, including a white dress, white shoes, and a veil to cover his face and beard.) • Ask students to predict what they think will happen once Loki and Thor arrive for the wedding. • Direct students’ attention to the images and captions on pages 43, 45, and 47. Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: Characters: Who are the main characters in this chapter? Setting: Where do the events in this chapter take place? Plot: What is the problem in this chapter? How do the characters deal with it?

Chapter Characters Setting Plot Loki suggested Thor dress up the gods, as Freya and pretend to marry Odin, Thrym to get the hammer “A Plan Is Loki, Thor, Asgard back. Finally, Thor agreed Made” Frigga, and the gods dressed him as Freya, Tyr Freya. Loki and Thor set off for the land of the giants. Note to Teacher The information in the next bullet points about days of the week is new information you will provide to students. This information is not in the Reader. • Tell students that they will add two characters to Worksheet 2.1 whose names relate to names for days of the week. • For Friday, have students write Freya and Norse in the appropriate columns. • For Tuesday, have students write Tyr and Norse in the appropriate columns. • To complete Worksheet 2.1, guide students in adding the following information: Day of the week Named for Origin Sunday Sun Roman

Monday Moon Roman

Saturday Saturn Roman

• Have students complete Worksheet 5.2 with a partner.

1. quickly

2. coarse

3. occur

4. soccer

5. calendar

6. accomplish

7. stomach

8. kindness

9. snowflake

10. lookout

11. candle

12. attack

13. thickness

14. character

15. kangaroo

16. anchor

17. occupy

18. course 19. Challenge Word: example 20. Challenge Word: mountain Content Word: Loki

For additional • Students are likely to make the following errors: practice, see worksheets in • For ‘c’, students may write ‘k’, ‘ck’, ‘ch’, or ‘cc’ Section VII-E of the Assessment and • For ‘k’, students may write ‘c’, ‘ck’, ‘ch’ or ‘cc’ Remediation Guide. • For ‘ck’, students may write ‘c’, ‘k’, ‘ch’ or ‘cc’ • For ‘ch’, students may write ‘c’, ‘k’, ‘ck’ or ‘cc’ • For ‘cc’, students may write ‘c’, ‘k’, ‘ck’ or ‘ch’ • While any of the above student-error scenarios may occur, you should be aware that misspellings may be due to many other factors. You may find it helpful to record the actual spelling errors that the student makes in the analysis chart. For example: • Is the student consistently making errors on specific vowels? Which ones? • Is the student consistently making errors at the end of the words? • Is the student consistently making errors on particular beginning consonants? • Did the student write words for each feature correctly? • Also, examine the dictated sentences for errors in capitalization and punctuation.

Unit 6 | Lesson 5 69 © 2013 Core Knowledge Foundation Lesson 6 Spelling ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit. 99 Ask and answer questions (e.g., who, what, 99 Determine the meaning of general academic where, when, why, how), orally or in writing, words and domain-specific words and requiring literal recall and understanding of phrases relevant to the wedding feast in the details of “The Wedding Feast” by explicitly “The Wedding Feast” (RI.3.4) referring to the text (RL.3.1) 99 Describe images, orally or in writing, and 99 Recount stories read independently, including how they contribute to what is conveyed by myths; determine the central message and the words in “The Wedding Feast” (RI.3.7) explain how it is conveyed through key details 99 Independently read grade-appropriate in the text (RL.3.2) irregularly spelled words (RF.3.3d) 9 9 Describe characters in a “The Wedding Feast” 99 Independently read “The Wedding Feast” (e.g., traits, motivations) and explain how their with purpose and understanding (RF.3.4a) actions contribute to the sequence of events (RL.3.3) 99 Use spelling patterns and generalizations (e.g., word families, position-based spelling) 9 9 Explain how specific aspects of the illustrations in writing words with /s/ spelled ‘s’, ‘c’, ‘ss’, in “The Wedding Feast” contribute to what is ‘ce’, ‘se’, ‘st’, and ‘sc’ (L.3.2f) conveyed by the words of the story (e.g., create mood, emphasize aspects of a character or 99 Use a glossary to determine or clarify the setting) (RL.3.7) precise meaning of key words and phrases (L.3.4d) 99 Compare and contrast the characters, settings, and plots of stories read independently from different chapters of the same reader (RL.3.9)

At a Glance Exercise Materials Minutes Gods, Giants, and Dwarves; Whole Group: “The Wedding Vocabulary Cards; fiction 25 Reading Time Feast” chart; Worksheet 6.1 board; Individual Code Chart; Introduce Spelling Words 25 Spelling Worksheet 6.2

Remediation and Remediate and Enrich Student choice of material 30 Enrichment Knowledge Family Letter; “A Plan Is Made”; Worksheets 6.2–6.4 * Take-Home Material “The Wedding Feast”

‘s’ > /s/ ‘c’ > /s/ ‘ss’ > /s/ ‘ce’ > /s/ ‘se’ > /s/ ‘st’ > /s/ ‘sc’ > /s/

Note to Teacher For Lessons 6–10, you will review the sound /s/ spelled ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’. Students should be familiar with these spelling alternatives as they were taught in Grade 2. The following chart is provided for your review:

Spellings for the Sound /s/

100 (75%) Spelled ‘s’ as in sit

60 (10%) Spelled ‘c’ as in cent (8%) Spelled ‘ss’ as in kiss 40 (3%) Spelled ‘ce’ as in prince 20 (2%) Spelled ‘se’ as in rinse

0 (2%) All other spellings

Here are some patterns for you to be aware of: • ‘s’ is used to spell /s/ in initial consonant clusters sk–, sl–, sm–, sp–, spl–, st–, str–, sw–, or sq– (skip, slip, smile, spill, splat, stay, straw, sweet, squint) and final clusters –sk, –sp, or –st (desk, wasp, best). • ‘c’ is used at the beginning of words that start with ce–, ci–, or cy– (cent, cinnamon, Cyprus), but ‘s’ can be used before those letters as well. • ‘ss’, ‘ce’, and ‘se’ are used to spell a final /s/ that is not a plural marker or a verb form (dress, prince, house); none of these spellings are ever used at the beginning of a word. • ‘ss’ is typically used after /a/, /e/, /i/, /o/, or /u/ (mass, mess, miss, moss, muss). • ‘ce’ and ‘se’ are typically used after other vowel sounds (force, choice, horse) and in consonant clusters (prince, rinse).

Unit 6 | Lesson 6 71 © 2013 Core Knowledge Foundation Reading Time 25 minutes Whole Group: “The Wedding Feast” Introducing the Chapter • Tell students that the title of today’s chapter is “The Wedding Feast.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. • Ask students if they have ever been to a wedding and, if so, to Chapter 5 describe what it was like. Previewing the Vocabulary • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “The Wedding Feast” Worksheet 6.1 1. belch—to burp (belched) (50)

Remember to use 2. fast—does not eat for a period of time (fasted) (50) academic vocabulary when appropriate: devise, formulate, and appropriate. Guided Reading Supports and Purpose for Reading • Review the plot of “A Plan Is Made” with students before reading this chapter. Refer to the fiction chart as needed. • Remind students that as they are reading, if they do not recall the meaning of a word, they can always look it up in the glossary.

Pages 48–51 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Cards for belch, fast. Note for students that the words belched and fasted are used in this chapter. • Ask students to read pages 48–51 to themselves to find the answer to the question: “What did Thor, dressed as Freya, do as soon as everyone sat down for the wedding feast?” • When students have finished reading, restate the question and ask students to answer. (He ate a lot of food and belched loudly.) • Ask, “What did Loki tell Thrym was the reason ‘Freya’ ate so much?” (She had fasted for eight days, thinking only of marrying Thrym, so she was very hungry.)

Pages 52–55 • Ask students to read pages 52–55 to themselves to find out what happened when Thrym brought the hammer to “Freya” at Loki’s request. • When students have finished reading, restate the question and ask students to answer. (Thor burst out of his disguise, shouting. He threw his hammer all over the place, killing Thrym and the servants.) • Direct students’ attention to the images and captions on pages 53 and 55. Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: Characters: Who are the main characters in this chapter? Setting: Where do the events in this chapter take place? Plot: What happens in this chapter? Note: Possible responses to the above questions are included in the following chart. Students’ responses may be different.

Chapter Characters Setting Plot Everyone sat down for the wedding feast. “Freya’s” behavior was odd and Thrym asked questions, “The Wedding Loki, Thor, which Loki answered. Jotunheim Feast” Thrym When Thrym brought the hammer out, Thor burst out of his disguise and used his hammer to kill Thrym and the servants. • Have students turn to Worksheet 6.1 and complete it independently.

• Tell students that this week they will review all the spellings of /s/. • As you introduce each of the spelling words, write it on the board, pronouncing each word as you write it.

1. assembly 12. whistle

Worksheet 6.2 2. sunshine 13. subject 3. princess 14. civil For additional practice, see 4. universe 15. promise worksheets in Section II-E of the 5. advice 16. glance Assessment and 6. listen 17. address Remediation Guide. 7. scent 18. fascinate 8. surly 19. Challenge Word: during 9. mince 20. Challenge Word: want 10. central Content Word: scoundrel 11. response

• Go back through the list of words, having students read the words and tell you what letters to circle for /s/.

1. assembly 12. whistle 2. sunshine 13. subject 3. princess 14. civil 4. universe 15. promise 5. advice 16. glance 6. listen 17. address 7. scent 18. fascinate 8. surly 19. Challenge Word: during 9. mince 20. Challenge Word: want 10. central Content Word: scoundrel 11. response

74 Unit 6 | Lesson 6 © 2013 Core Knowledge Foundation • Point to the Challenge Words on the board. Explain to students that the Challenge Words, during and want, are also part of their spelling list and are words used very often. Neither Challenge Word follows the spelling patterns for this week. Use the Challenge Words in sentences as examples for students: “We will play baseball during recess today.” “We want to go outside to play.” • Remind students that this week, they once again have a Content Word. Review with them that the Content Word is a little harder than the other words. (If students try to spell the Content Word on the assessment and don’t get it right, they will not be penalized. Simply correct it as you do the other words and applaud their effort. There should not be a penalty for not trying or misspelling the Content Word. The important thing is that they tried something that was a stretch for them academically.) • Tell students that the Content Word, scoundrel, does follow the spelling patterns for this week as the ‘s’ is pronounced /s/. Note for students that scoundrel does not follow the ‘sc’ spelling of the sound /s/ because the ‘c’ is a spelling for the sound /k/. Scoundrel is a content-related word that describes Loki as a cruel, dishonest person and the trickster in Gods, Giants, and Dwarves. • Now, draw the following table on the board:

‘s’ > /s/ ‘c’ > /s/ ‘ss’ > /s/ ‘ce’ > /s/ ‘se’ > /s/ ‘st’ > /s/ ‘sc’ > /s/

• Ask students to refer to the /s/ spellings on the Individual Code Chart page 2. Ask students to tell you which words to list under each of the headers. Briefly explain the meaning of each word.

‘s’ > /s/ ‘c’ > /s/ ‘ss’ > /s/ ‘ce’ > /s/ ‘se’ > /s/ ‘st’ > /s/ ‘sc’ > /s/ sunshine princess assembly advice universe listen scent surly central princess mince response whistle fascinate response civil address glance promise subject

Unit 6 | Lesson 6 75 © 2013 Core Knowledge Foundation • Ask students to look at the Individual Code Chart for all of the different spellings for /s/. Of the seven spellings, which is used most frequently? (‘s’) Remind students to look at the power bar under the spellings and the order in which they are sequenced to determine frequency. • Point out that this week, students have spelling words that use all seven of the different spellings for /s/. • Ask students to locate the additional spellings for /s/ in this week’s spelling words and determine whether they are frequently used spellings or not. • Practice the words as follows during the remaining time. Call on a student to read any word on the table. Then have the student orally use the word in a meaningful sentence. After the student says the sentence, have him/her ask the class: “Does that sentence make sense?” If the class says, “Yes,” then the student puts a check mark in front of the word and calls on another student to come to the front and take a turn. If the class says, “No,” have the student try again or call on another student to come to the front and use the word in a meaningful sentence. This continues until all the words are used or time has run out. • Tell students this table will remain on display until the assessment so that they may refer to it during the week. • Tell students they will take home Worksheet 6.2 with this week’s spelling words to share with a family member.

76 Unit 6 | Lesson 6 © 2013 Core Knowledge Foundation • The Assessment and Remediation Guide • You may choose to use this to remediate areas of letter-sound correspondences as needed. • Readers from Units 1–5 • You may choose to work with students in small groups to address areas of need such as vocabulary and comprehension. Enrichment • Extension Activities from Units 1–5 • You may choose to have students complete extension activities from previous units. • Writing Prompts from Units 1–5 • You may choose to have students respond to writing prompts from previous units. • Additional Chapters and Worksheets from Units 1–5 • You may choose to have students read additional chapters and complete accompanying worksheets from previous units. • Reader’s Chair • You may choose to have students do this in small groups or with partners using any of the Readers from previous units. • More Classic Tales and Worksheets • You may choose to have students read selections from More Classic Tales and complete the accompanying worksheets.

Take-Home Material Family Letter; “A Plan is Made”; “The Wedding Feast”

• Have students take home Worksheet 6.2 to share with a family member and Worksheets 6.3 and 6.4 to read to a family member.

4 Objectives

The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

4 Ask and answer questions (e.g., who, what, where, 4 Describe images, orally or in writing, and how when, why, how), orally or in writing, requiring they contribute to what is conveyed by the words literal recall and understanding of the details of in “Balder, the Beautiful” (RI.3.7) “Balder, the Beautiful” by explicitly referring to 4 Compare and contrast the most important points the text (RL.3.1) and key details presented in Stories of Ancient 4 Recount stories read independently, including Rome regarding Remus and in Gods, Giants, and myths; determine the central message and Dwarves regarding Balder (RI.3.9) explain how it is conveyed through key details in 4 Independently read “Balder, the Beautiful” with the text (RL.3.2) purpose and understanding (RF.3.4a) 4 Describe characters in a “Balder, the Beautiful” 4 Use linking words, conjunctions, and phrases (e.g., traits, motivations) and explain how (e.g., because) to connect ideas within categories their actions contribute to the sequence of of information (W.3.2c) events (RL.3.3) 4 Make predictions based on text heard thus far as 4 Explain how specific aspects of the illustrations to what will happen to Balder (SL.3.1a) in “Balder, the Beautiful” contribute to what is conveyed by the words of the story (e.g., create 4 Use coordinating and subordinating conjunctions mood, emphasize aspects of a character or (e.g., because) (L.3.1h) setting) (RL.3.7) 4 Produce compound sentences (L.3.1i) 4 Compare and contrast the characters, settings, 4 Use a glossary to determine or clarify the precise and plots of stories read independently from meaning of key words and phrases (L.3.4d) different chapters of the same reader (RL.3.9) 4 Determine the meaning of general academic words and domain-specific words and phrases relevant to Balder in “Balder, the Beautiful” (RI.3.4)

78 Unit 6 | Lesson 7 Unit 6 | Lesson 7 69 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation At a Glance Exercise Materials Minutes Whole Group: “Balder, the Gods, Giants, and Dwarves; Reading Time 25 Beautiful” Worksheet 7.1 Practice Cause and Effect with board; prepared sentence Grammar 25 Conjunction because strips; Worksheet 7.2; tape Remediate and Enrich Student Remediation and Enrichment choice of material 30 Knowledge Take-Home Material “Balder, the Beautiful” Worksheet 7.3 *

Advance Preparation Draw this organizer on the board or chart paper for the Grammar lesson:

Cause and Effect Chart CAUSE EFFECT (signaled by because)

#1 Paula didn’t get out of bed on time.

#1 She missed the bus.

#2 Paula’s mother noticed the bus had left.

#2 She woke Paula up.

#3 Paula didn’t have time to eat breakfast.

#3 She was very hungry.

#4 Paula was late for school.

#4 Class had already begun when she arrived.

#5 Paula knew it was going to be a good day after all.

#5 Mrs. Jones gave her a big smile.

80 Unit 6 | Lesson 7 Unit 6 | Lesson 7 71 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation Make sure the conjunctions poster is still displayed. Conjunctions Conjunctions are words that connect other words or groups of words. • The conjunction and connects words or groups of words. It means plus, along with, or also. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after but. • The conjunction because is used to mean “for this reason” and signals the answer to a why” question. It signals the cause of something.

Reading Time 25 minutes

Whole Group: “Balder, the Beautiful” Introducing the Chapter • Tell students that the title of today’s chapter (Chapter 6) is “Balder, the Beautiful.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Previewing the Vocabulary • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “Balder, the Beautiful” 1. harm—to hurt or damage someone or something (60) 2. disguise—to hide by changing appearance (disguised) (62) 3. rumor—a thing that people say to others about someone or something that may or may not be true (rumors) (62) 4. swear—to make a serious promise (sworn) (64) 5. mistletoe—a plant with thick leaves and white berries; It grows on trees. (64)

72 Unit 6 | Lesson 7 Unit 6 | Lesson 7 81 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation Make sure the conjunctions poster is still displayed. Conjunctions Conjunctions are words that connect other words or groups of words. • The conjunction and connects words or groups of words. It means plus, along with, or also. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after but. • The conjunction because is used to mean “for this reason” and signals the answer to a why” question. It signals the cause of something.

Reading Time 25 minutes

Guided Reading Supports and Purpose for Reading • Remind students that as they are reading, if they do not recall the meaning of a word, they can always look it up in the glossary. Pages 56–61 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Card for harm or write the word on the board. • Ask students to read pages 56–61 to themselves to find the answer to the question: “What was Balder’s dream about?” • When students have finished reading, restate the question and ask students to answer. 72 Unit 6 | Lesson 7 (His dream was about his own death but he wasn’t sure exactly how he would die.) © 2013 Core Knowledge Foundation • Ask, “What happened when Balder told his mother, Frigga, about his dream?” (She told Odin, who sent his ravens out to investigate. They reported that Hel was preparing to receive one of the gods in the underworld. Frigga decided to talk to everything in the world and make each thing promise not to harm Balder.) • Direct students’ attention to the images and captions on pages 57, 59, and 61. Pages 62–65 • Follow your established procedures to preview the Vocabulary Cards for disguise, rumor, swear, and mistletoe or write the word on the board. Note for students that the words disguised, rumors, and sworn are used in this chapter. • Ask students to read pages 62–65 to themselves to find out what thing Frigga did not talk to and why. • When students have finished reading, restate the question and ask students to answer. (She did not talk to mistletoe because she didn’t think it could do any harm.) • Ask, “Did Loki agree with Frigga’s thoughts about mistletoe?” (No, Loki thought mistletoe could do much harm.) • Ask students to predict what will happen with mistletoe and Balder in the next chapter. • Direct students’ attention to the images and captions on pages 63 and 65.

Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: Characters: Who are the main characters in this chapter? Setting: Where do the events in this chapter take place? Plot: What happens in this chapter? Note: Possible responses to the above questions are included in the following chart. Students’ responses may be different.

Chapter Characters Setting Plot Balder had a dream about his death. When he told his Balder, Asgard, mother, Frigga, she found out that Hel was preparing to “Balder, the Frigga, Odin, all over receive one of the gods. Frigga talked to everything in Beautiful” Loki the world the world, except mistletoe, and made them promise not 82 Unit 6 | Lesson 7 to harm Balder. © 2013 Core Knowledge Foundation

• Have students turn to Worksheet 7.1 and complete it independently.

Unit 6 | Lesson 7 73 © 2013 Core Knowledge Foundation • When students have finished reading, restate the question and ask students to answer. (His dream was about his own death but he wasn’t sure exactly how he would die.) • Ask, “What happened when Balder told his mother, Frigga, about his dream?” (She told Odin, who sent his ravens out to investigate. They reported that Hel was preparing to receive one of the gods in the underworld. Frigga decided to talk to everything in the world and make each thing promise not to harm Balder.) • Direct students’ attention to the images and captions on pages 57, 59, and 61. Pages 62–65 • Follow your established procedures to preview the Vocabulary Cards for disguise, rumor, swear, and mistletoe or write the word on the board. Note for students that the words disguised, rumors, and sworn are used in this chapter. • Ask students to read pages 62–65 to themselves to find out what thing Frigga did not talk to and why. • When students have finished reading, restate the question and ask students to answer. (She did not talk to mistletoe because she didn’t think it could do any harm.) • Ask, “Did Loki agree with Frigga’s thoughts about mistletoe?” (No, Loki thought mistletoe could do much harm.) • Ask students to predict what will happen with mistletoe and Balder in the next chapter. • Direct students’ attention to the images and captions on pages 63 and 65.

• Have students turn to Worksheet 7.1 and complete it independently.

• Draw students’ attention to the conjunctions poster. Conjunctions Conjunctions are words that connect other words or groups of words. • The conjunction and connects words or groups of words. It means plus, along with, or also. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after but. • The conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. Note to Teacher: Students have learned about using conjunctions so far only in the context of compound sentences. When the conjunction because is used appropriately in a sentence, the sentence is a complex sentence. A complex sentence is a sentence that contains an independent clause and at least one dependent clause. Students do not need to be aware of these terms at this time. • Remind students that the conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. • Draw students’ attention to the Cause and Effect Chart you drew on the board or chart paper. Tell students they will read a story today and decide which events should be labeled as Cause and which events should be labeled as Effect. • Remind students to look for the event that happened first. This is the cause of the event and will be signaled by the word because. It should be listed under the column headed Cause. The event that happened second is the effect and should be listed under the column headed Effect. • Turn to Worksheet 7. 2 and have volunteers read the paragraphs of the story aloud. • Once the story has been read, remind students that the conjunction because signals that one event has caused another event to happen. • Remind students that the sentence that is the cause (or event that happened first) always begins with the word because. In this case, students will be adding the word because to the Unit 6 | Lesson 7 83 simple sentence that is the cause. © 2013 Core Knowledge Foundation • Divide the class into ten teams and pass out one sentence strip that you prepared in advance to each team. • Point out to students that the sentence strips are numbered 1, 2, 3, 4, or 5, with two strips for each number. • Ask students with sentence strips numbered 1 to come to the front of the class.

Practice Cause and Effect with Conjunction because

• Draw students’ attention to the conjunctions poster. Conjunctions Conjunctions are words that connect other words or groups of words. • The conjunction and connects words or groups of words. It means plus, along with, or also. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after but. • The conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. Note to Teacher: Students have learned about using conjunctions so far only in the context of compound sentences. When the conjunction because is used appropriately in a sentence, the sentence is a complex sentence. A complex sentence is a sentence that contains an independent clause and at least one dependent clause. Students do not need to be aware of these terms at this time. • Remind students that the conjunction because is used to mean “for this reason” and signals the answer to a “why” question. It signals the cause of something. • Draw students’ attention to the Cause and Effect Chart you drew on the board or chart paper. Tell students they will read a story today and decide which events should be labeled as Cause and which events should be labeled as Effect. • Remind students to look for the event that happened first. This is the cause of the event and will be signaled by the word because. It should be listed under the column headed Cause. The event that happened second is the effect and should be listed under the column headed Effect. • Turn to Worksheet 7. 2 and have volunteers read the paragraphs of the story aloud. • Once the story has been read, remind students that the conjunction because signals that one event has caused another event to happen. • Remind students that the sentence that is the cause (or event that happened first) always begins with the word because. In this case, students will be adding the word because to the simple sentence that is the cause. • Divide the class into ten teams and pass out one sentence strip that you prepared in advance to each team. • Point out to students that the sentence strips are numbered 1, 2, 3, 4, or 5, with two strips for each number. • Ask students with sentence strips numbered 1 to come to the front of the class. • Have a student from each team read the sentence strip.

• Ask students which event would have happened first. Ask, “Did Paula miss the bus first or did she not get out of bed in time first? Which event caused the other?” • Tell students that the groups will read their sentence strips once more and the class will vote on whether the sentence is a cause or not. • If the sentence is a cause, students should vote by putting their hand on top of their heads. If the sentence is not a cause, students should do nothing. Tell students you will call out, “1, 2, 3,” point to the class, and then all should vote. • Have a student from the first group read the sentence again. (Paula didn’t get out of bed on time.) • Call out, “1, 2, 3” and point to the class. • All students should have their hands on their heads to show that this sentence (or event) happened first and is a cause. • Now have a student from the second group read the sentence again. (She missed the bus.) • Call out, “1, 2, 3” and point to the class. • All students should have done nothing, showing that this sentence is not a cause. • Ask students to tape their two sentence strips under the appropriate heading, Cause or Effect. • Next, ask students in the first two groups to make a sentence out of the two simple sentences taped to the board by inserting the word because. • Give students a moment or two to confer and ask for a volunteer to say the sentence. (Because Paula didn’t get out of bed on time, she missed the bus.) • Repeat the above procedure with the other four pairs of teams. • Have students turn back to Worksheet 7.2 and complete the remaining portion independently.

Remediation and Enrichment 30 minutes

84 UnitRemediate 6 | Lesson 7 and Enrich Student Knowledge © 2013 Core Knowledge Foundation Note to Teacher This block of time is set aside for you to provide remediation to students who showed areas of need on the Mid-Year Assessment. For students who do not need remediation, you may use this block of time for enrichment.

1. Paula didn’t get out of bed on time. 1. She missed the bus.

Remediation and Enrichment 30 minutes

Remediate and Enrich Student Knowledge Note to Teacher This block of time is set aside for you to provide remediation to students who showed areas of need on the Mid-Year Assessment. For students who do not need remediation, you may use this block of time for enrichment. The following resources will be of great help during this instructional period:

Remediation Unit 6 | Lesson 7 75 • Information found in the Pausing Point © 2013 Core Knowledge Foundation • The Pausing Point in this Teacher Guide lists specific grammar and morphology skills and the lessons during which they were first taught in Grade 3, followed by the Pausing Point worksheet numbers. • The Assessment and Remediation Guide • You may choose to use this to remediate areas of letter-sound correspondences as needed. • Readers from Units 1–5 • You may choose to work with students in small groups to address areas of need such as vocabulary and comprehension.

Enrichment • Extension Activities from Units 1–5 • You may choose to have students complete extension activities from previous units. • Writing Prompts from Units 1–5 • You may choose to have students respond to writing prompts from previous units. • Additional Chapters and Worksheets from Units 1–5 • You may choose to have students read additional chapters and complete accompanying worksheets from previous units. • Reader’s Chair • You may choose to have students do this in small groups or with partners using any of the Readers from previous units. • More Classic Tales and Worksheets • You may choose to have students read selections from More Classic Tales and complete the accompanying worksheets.

Take-Home Material

“Balder, the Beautiful”

Take-Home Material

“Balder, the Beautiful”

• Have students take home Worksheet 7.3 to read to a family member.

86 Unit 6 | Lesson 7 © 2013 Core Knowledge Foundation Lesson 8 Morphology ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Ask and answer questions (e.g., who, what, 99 Describe images, orally or in writing, and how where, when, why, how), orally or in writing, they contribute to what is conveyed by the requiring literal recall and understanding words in “The Death of Balder” (RI.3.7) of the details of “The Death of Balder” by 99 Compare and contrast the most important explicitly referring to the text (RL.3.1) points and key details presented in Stories of 99 Recount stories read independently, Ancient Rome and Gods, Giants, and Dwarves including myths; determine the central regarding the Underworld (RI.3.9) message and explain how it is conveyed 99 Decode words with common Latin suffixes through key details in the text (RL.3.2) –ive and –ly (RF.3.3b) 9 9 Describe characters in a “The Death of 99 Independently read “The Death of Balder” Balder” (e.g., traits, motivations) and explain with purpose and understanding (RF.3.4a) how their actions contribute to the sequence of events (RL.3.3) 99 Make predictions based on text read thus far as to what Loki is up to when he approaches 99 Explain how specific aspects of the Hod (SL.3.1a) illustrations in “The Death of Balder” contribute to what is conveyed by the words 99 Determine the meaning of words formed of the story (e.g., create mood, emphasize when –ive or –ly is added to a known root aspects of a character or setting) (RL.3.7) word (L.3.4b) 99 Compare and contrast the characters, 99 Use a glossary to determine or clarify the settings, and plots of stories read precise meaning of key words and phrases independently from different chapters of the (L.3.4d) same reader (RL.3.9) 99 Identify real-life connections between words 99 Determine the meaning of general academic and their use (e.g., people who are creative, words and domain-specific words and inventive) (L.3.5) phrases relevant to Balder and the dwarves in 99 Change some story events and provide a “The Death of Balder” (RI.3.4) different story ending in writing

Unit 6 | Lesson 8 87 © 2013 Core Knowledge Foundation At a Glance Exercise Materials Minutes Gods, Giants, and Dwarves; Whole Group: “The Death of Vocabulary Cards; fiction 25 Reading Time Balder” chart; Worksheet 8.1 Morphology Practice Suffixes –ive and –ly Worksheet 8.2 25

Remediation and Remediate and Enrich Student choice of material 30 Enrichment Knowledge Take-Home Material “The Death of Balder” Worksheet 8.3 *

Reading Time 25 minutes Whole Group: “The Death of Balder” Introducing the Chapter • Tell students that the title of today’s chapter is “The Death of Balder.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Previewing the Vocabulary Chapter 7 • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “The Death of Balder” 1. despair—a feeling of being hopeless or extremely sad (68) 2. steed—a horse (70) Worksheet 8.1 3. mourn—to feel or show sadness after a death or loss (mourned, mourning) (70)

Remember to use Guided Reading Supports and Purpose for Reading academic vocabulary when appropriate: • Review with students what they learned about Balder from reading devise, formulate, and appropriate. the previous chapter. • Remind students that as they are reading, if they do not recall the meaning of a word, they can always look it up in the glossary.

Pages 66–69 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Card for despair.

88 Unit 6 | Lesson 8 © 2013 Core Knowledge Foundation • Ask students to read pages 66–69 to themselves to find out what Loki convinced Hod to do. • When students have finished reading, restate the question and ask students to answer. (Loki convinced Hod to play along like others and shoot an arrow with mistletoe at Balder. Other things bounced off Balder so Loki told Hod this would be the same thing.) • Ask, “What actually happened when Hod shot the arrow?” (Balder fell to the ground because the arrow did not bounce off of him. He died.) • Direct students’ attention to the images and captions on pages 67 and 69.

Pages 70–73 • Follow your established procedures to preview the Vocabulary Cards for steed and mourn. Note for students that the words mourned and mourning are used in this chapter. • Ask students to read pages 70–73 to themselves to find out what Hel said had to happen for the gods to have Balder back. • When students have finished reading, restate the question and ask students to answer. (Hel said all things had to mourn for Balder and the gods could have him back.) • Ask, “Did this plan work?” (No, Loki dressed up as an old woman and refused to mourn for Balder so the gods could not have Balder back.) • Direct students’ attention to the images and captions on pages 71 and 73. Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: Characters: Who are the main characters in this chapter? Setting: Where do the events in this chapter take place? Plot: What happens in this chapter? Note: Possible responses to the above questions are included in the following chart. Students’ responses may be different.

Unit 6 | Lesson 8 89 © 2013 Core Knowledge Foundation Chapter Characters Setting Plot Loki tricked Hod into shooting an arrow with mistletoe at Balder. Loki, Hod, Asgard, The arrow did not bounce off but “The Death Balder, all over instead killed Balder. Because of Balder” Frigga, Odin, the Loki refused to mourn for Balder, Tyr world the gods could not have him back from the dead. • Have students turn to Worksheet 8.1 and complete it as a teacher- guided activity.

Morphology 25 minutes Practice Suffixes –ive and –ly

• Remind students that in a previous lesson, they learned about the suffixes –ive and –ly. • Remind students that –ive means “relating to” and –ly means “in a way.” • Tell students that you will give them two word choices. The words Worksheet 8.2 will have either the suffix –ive or both the suffixes –ive and –ly. Then, you will read a sentence and students must decide which of the word choices fits in the sentence.

Appreciative or appreciatively? Lori hugged her father and thanked him for helping her with her project. (appreciatively) Decorative or decoratively? She placed a vase of beautiful roses on the dining room table. (decorative) Creative or creatively? Nathan is very and can paint all kinds of images without looking at anything for a guide. (creative) Cooperative or cooperatively? My cousins and I worked to remove the boxes of junk from our grandma’s basement. (cooperatively) Expressive or expressively? The mayor spoke at the press conference about the damage done by the hurricane. (expressively) Inventive or inventively? Peter arranged the materials he collected in an way to make an image of a tree. (inventive)

90 Unit 6 | Lesson 8 © 2013 Core Knowledge Foundation • Ask students to turn to Worksheet 8.2 and complete it as a teacher- guided activity. After completing the first puzzle together, have students complete the second puzzle independently.

Remediation and Enrichment 30 minutes Remediate and Enrich Student Knowledge Note to Teacher This block of time is set aside for you to provide remediation to students who showed areas of need on the Mid-Year Assessment. For students who do not need remediation, you may use this block of time for enrichment. The following resources will be of great help during this instructional period: Remediation • Information found in the Pausing Point • The Pausing Point in this Teacher Guide lists specific grammar and morphology skills and the lessons during which they were first taught in Grade 3, followed by the Pausing Point worksheet numbers. • The Assessment and Remediation Guide • You may choose to use this to remediate areas of letter-sound correspondences as needed. • Readers from Units 1–5 • You may choose to work with students in small groups to address areas of need such as vocabulary and comprehension. Enrichment • Extension Activities from Units 1–5 • You may choose to have students complete extension activities from previous units. • Writing Prompts from Units 1–5 • You may choose to have students respond to writing prompts from previous units.

Unit 6 | Lesson 8 91 © 2013 Core Knowledge Foundation • Additional Chapters and Worksheets from Units 1–5 • You may choose to have students read additional chapters and complete accompanying worksheets from previous units. • Reader’s Chair • You may choose to have students do this in small groups or with partners using any of the Readers from previous units. • More Classic Tales and Worksheets • You may choose to have students read selections from More Classic Tales and complete the accompanying worksheets.

Take-Home Material “The Death of Balder”

Have students take home Worksheet 8.3 to read to a family member.

92 Unit 6 | Lesson 8 © 2013 Core Knowledge Foundation Lesson 9 Grammar ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Ask and answer questions (e.g., who, what, 99 Describe images, orally or in writing, and how where, when, why, how), orally or in writing, they contribute to what is conveyed by the requiring literal recall and understanding words in “Loki’s Punishment” (RI.3.7) of the details of “Loki’s Punishment” by 99 Independently read “Loki’s Punishment” with explicitly referring to the text (RL.3.1) purpose and understanding (RF.3.4a) 9 9 Recount stories read independently, 99 Use linking words, conjunctions, and phrases including myths; determine the central (e.g., because) to connect ideas within message and explain how it is conveyed categories of information (W.3.2c) through key details in the text (RL.3.2) 99 Use adjectives and explain their function in 99 Describe characters in a “Loki’s Punishment” sentences (L.3.1a) (e.g., traits, motivations) and explain how their actions contribute to the sequence of 99 Use adverbs and explain their function in events (RL.3.3) sentences (L.3.1a) 99 Explain how specific aspects of the 99 Use coordinating and subordinating illustrations in “Loki’s Punishment” conjunctions (e.g., because) (L.3.1h) contribute to what is conveyed by the words 99 Produce compound sentences (L.3.1i) of the story (e.g. create mood, emphasize 99 Produce complex sentences (L.3.1i) aspects of a character or setting) (RL.3.7) 9 99 Compare and contrast the characters, 9 Use a glossary to determine or clarify the settings, and plots of stories read precise meaning of key words and phrases independently from different chapters of the (L.3.4d) same reader (RL.3.9) 99 Change some story events and provide a 99 Determine the meaning of general different story ending in writing academic words and domain-specific words and phrases relevant to Loki in “Loki’s Punishment” (RI.3.4)

Unit 6 | Lesson 9 93 © 2013 Core Knowledge Foundation At a Glance Exercise Materials Minutes Gods, Giants, and Dwarves; Whole Group: “Loki’s Vocabulary Cards; fiction 25 Reading Time Punishment” chart; Worksheet 9.1 Build Sentences with the board or chart paper; 25 Grammar Conjunction because Worksheet 9.2

Remediation and Remediate and Enrich Student choice of material 30 Enrichment Knowledge Take-Home Material “Loki’s Punishment” Worksheet 9.3 *

Reading Time 25 minutes Whole Group: “Loki’s Punishment” Introducing the Chapter • Tell students that the title of today’s chapter is “Loki’s Punishment.” • Ask students to turn to the Table of Contents, locate the chapter, and then turn to the first page of the chapter. Previewing the Vocabulary Chapter 8 • Following your established procedures, preview the vocabulary as well as assist students who need help with decoding.

Vocabulary for “Loki’s Punishment” 1. patience—able to put up with problems without getting upset (74)

Worksheet 9.1 2. vow—to make an important and serious promise (vowed) (74) 3. serpent*—a snake (76) 4. wound—an injury caused when something cuts or breaks the skin (76) 5. writhe—to twist and turn in pain (writhed) (76) 6. agony—severe pain (76) 7. prophecy—a prediction of what will happen in the future (prophecies) (78) 8. triumph—victory (78) 9. fate—the things that will happen to a person, destiny, fortune (80)

94 Unit 6 | Lesson 9 © 2013 Core Knowledge Foundation Guided Reading Supports and Purpose for Reading • Review with students all that happened to Balder and how Loki was involved. You may choose to use the fiction chart in your discussion. • Remind students that as they are reading, if they do not recall the meaning of a word, they can always look it up in the glossary.

Pages 74–77 • Follow your established procedures to display the image for this chapter and preview the Vocabulary Cards for patience, vow, serpent, wound, writhe, and agony. Note for students that the words vowed and writhed are used in this chapter. • Ask students to read pages 74–77 to themselves to find out what Loki did to hide after Balder’s death. • When students have finished reading, restate the question and ask students to answer. (He disguised himself as a salmon and swam in the rivers.) • Ask, “How did the gods catch Loki?” (Loki kept jumping out of nets but finally Thor caught him with his bare hands.) • Then, ask, “What did the gods do with Loki?” (They took him to a cavern deep underground, chained him to the rocks, and fastened a serpent above him so its poison dripped on him.) • Direct students’ attention to the images and captions on pages 75 and 77.

Pages 78–81 • Follow your established procedures to preview the Vocabulary Cards for prophecy, triumph, and fate. Note for students that the word prophecies is used in this chapter. • Ask students to read pages 78–81 to themselves to find the answer to the question: “How did Siguna help soothe Loki?” • When students have finished reading, restate the question and ask students to answer. (As she caught the poison in a cup, she reminded Loki of the prophecies about the fall of the gods.) • Direct students’ attention to the images and captions on pages 79 and 81.

Unit 6 | Lesson 9 95 © 2013 Core Knowledge Foundation Wrap-up • Have students help you fill in the fiction chart for this chapter. Use details from the chapter and images. Compare and contrast with previously read chapters. You may wish to use the following questions to generate student ideas: Characters: Who are the main characters in this chapter? Setting: Where do the events in this chapter take place? Plot: What happens in this chapter? Note: Possible responses to the above questions are included in the following chart. Students’ responses may be different.

Chapter Characters Setting Plot Loki disguised himself as a salmon and swam in rivers. Thor caught him the gods, “Loki’s rivers, cavern and the gods put him in Loki, Thor, Punishment” underground an underground cavern. A Siguna serpent dripped poison on him while his wife, Siguna, tried to soothe him. • Have students turn to Worksheet 9.1 and complete it independently.

Grammar 25 minutes Build Sentences with the Conjunction because

• Read the following sentence to students:

The furry, black cat scampered quickly up the winding staircase early in the morning because she was hungry.

Worksheet 9.2 • Ask students if they think the sentence is interesting and informative and why. (The sentence has adjectives, adverbs, and the conjunction because, which adds another simple sentence, all of which help make it interesting and informative.) • Tell students that in writing, sentences should be long enough to be interesting to readers. Interesting and informative sentences also include descriptive words and phrases.

96 Unit 6 | Lesson 9 © 2013 Core Knowledge Foundation • Remind students they have practiced writing, or building, more interesting sentences by including adjectives, adverbs, and other interesting words in sentences. • Remind students that adjectives describe nouns and adverbs describe verbs. • Write the following sentence on chart paper or the board, asking students to read the sentence aloud:

The child danced.

• Tell students that while this sentence is a complete sentence, it is not a very interesting sentence and does not provide much information. • Continue by saying that you will show students how they can make a more interesting sentence by adding adjectives and adverbs. • One way to make the sentence more interesting would be to add an adjective or two to describe the child. Ask students to brainstorm words that could be used to describe the child, prompting them to think of words to answer the question, “What did the child look or sound like?” Write down the suggested adjectives in a list on the board or chart paper. (Examples could be: graceful, lovely, talented, athletic) • Another way to improve this sentence would be to add adverbs to describe the verb. Ask students to brainstorm words that could be used to answer the question. “How did the child dance?” Write these adverbs in a separate list. (Examples could be: nonstop, softly, happily) • Now, ask students to brainstorm words that could be used to answer the question, “When did the child dance?” Write these adverbs and/ or phrases in a separate list. (Examples could be: all morning, for days and days, always) • Now, ask students to brainstorm words that could be used to answer the question, “Where did the child dance?” Write these adverbs and/ or phrases in a separate list. (Examples could be: on stage, at school, in the park) • Finally, ask students to brainstorm words that could be used to answer the question, “Why did the child dance?” (Examples could be: because she was happy, joyful, thrilled)

Unit 6 | Lesson 9 97 © 2013 Core Knowledge Foundation • Remind students of cause and effect and the usage of the conjunction because. (The cause is the event that happens first in time and the effect is the event that happens second in time. The conjunction because precedes the cause.) Write their ideas for how to use because in a separate list. • Remind students that a simple sentence is needed to show the cause of an event. (Examples could be: she was very happy, she felt wonderful, something great had happened) Examples of more interesting sentences could be: • The happy, talented child danced nonstop because she was very thrilled. • The lovely child danced on stage all morning because something great had just happened. • The athletic child danced for days and days because she was feeling joyful. • Ask students to turn to Worksheet 9.2, explaining that they are to use the same process to make more interesting sentences by adding adjectives, adverbs, and the conjunction because on the worksheet.

98 Unit 6 | Lesson 9 © 2013 Core Knowledge Foundation • The Assessment and Remediation Guide • You may choose to use this to remediate areas of letter-sound correspondences as needed. • Readers from Units 1–5 • You may choose to work with students in small groups to address areas of need such as vocabulary and comprehension. Enrichment • Extension Activities from Units 1–5 • You may choose to have students complete extension activities from previous units. • Writing Prompts from Units 1–5 • You may choose to have students respond to writing prompts from previous units. • Additional Chapters and Worksheets from Units 1–5 • You may choose to have students read additional chapters and complete accompanying worksheets from previous units. • Reader’s Chair • You may choose to have students do this in small groups or with partners using any of the Readers from previous units. • More Classic Tales and Worksheets • You may choose to have students read selections from More Classic Tales and complete the accompanying worksheets.

Take-Home Material “Loki’s Punishment”

• Have students take home Worksheet 9.3 to read to a family member.

Unit 6 | Lesson 9 99 © 2013 Core Knowledge Foundation Spelling Lesson 10 Assessment ;; Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.

99 Use linking words, conjunctions, and phrases 99 Use coordinating and subordinating (e.g., because) to connect ideas within conjunctions (e.g., because) (L.3.1h) categories of information (W.3.2c) 99 Produce compound sentences (L.3.1i) 99 Use adjectives and explain their function in 99 Produce complex sentences (L.3.1i) sentences (L.3.1a) 99 Use adverbs and explain their function in sentences (L.3.1a)

At a Glance Exercise Materials Minutes Spelling Spelling Assessment Worksheet 10.1; optional pens 25 Cause and Effect: Worksheet 10.2 25 Grammar Conjunction because

Remediation and Remediate and Enrich Student choice of material 30 Enrichment Knowledge

Advance Preparation

Make sure to erase the spelling table from the board and/or turn the table over so that students cannot refer to it during the assessment.

100 Unit 6 | Lesson 10 © 2013 Core Knowledge Foundation Spelling 25 minutes wwSpelling Assessment • Have students turn to Worksheet 10.1 for the spelling assessment. • If you would like for students to have pens, this is the time to pass them out. • Tell students that for this assessment, they will write their words under the header to which they belong. For example, if you call out the word Worksheet 10.1 send, they would write that word under the header ‘s’ > /s/.

For additional • Tell students that should a spelling word fit under more than one practice, see header, they should only write the word under one. worksheets in Section II-E of the • Tell students that they may not have to use all the lines under each Assessment and Remediation Guide. header. • Using the chart below, call out the word using the following format: say the word, use it in a sentence, and say the word once more.

1. promise 12. civil 2. sunshine 13. central 3. whistle 14. fascinate 4. princess 15. advice 5. listen 16. universe 6. response 17. glance 7. scent 18. address 8. surly 19. Challenge Word: during 9. assembly 20. Challenge Word: want 10. mince Content Word: scoundrel 11. subject

Grammar 25 minutes Cause and Effect: Conjunction because

• Have students turn to Worksheet 10.2 and complete it independently.

Worksheet 10.2

Remediation • Information found in the Pausing Point • The Pausing Point in this Teacher Guide lists specific grammar and morphology skills and the lessons during which they were first taught in Grade 3, followed by the Pausing Point worksheet numbers. • The Assessment and Remediation Guide • You may choose to use this to remediate areas of letter-sound correspondences as needed. • Readers from Units 1–5 • You may choose to work with students in small groups to address areas of need such as vocabulary and comprehension. Enrichment • Extension Activities from Units 1–5 • You may choose to have students complete extension activities from previous units. • Writing Prompts from Units 1–5 • You may choose to have students respond to writing prompts from previous units. • Additional Chapters and Worksheets from Units 1–5 • You may choose to have students read additional chapters and complete accompanying worksheets from previous units. • Reader’s Chair • You may choose to have students do this in small groups or with partners using any of the Readers from previous units. • More Classic Tales and Worksheets • You may choose to have students read selections from More Classic Tales and complete the accompanying worksheets.

1. promise 2. sunshine 3. whistle 4. princess 5. listen 6. response 7. scent 8. surly 9. assembly 10. mince 11. subject 12. civil 13. central 14. fascinate 15. advice 16. universe 17. glance 18. address 19. Challenge Word: during 20. Challenge Word: want Content Word: scoundrel

For additional • Students are likely to make the following errors: practice, see worksheets in Section • For ‘s’, students may write ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, or ‘sc’ II-E of the Assessment and Remediation • For ‘c’, students may write ‘s’, ‘ss’, ‘ce’, ‘se’, ‘st’, or ‘sc’ Guide. • For ‘ss’, students may write ‘s’, ‘c’, ‘ce’, ‘se’, ‘st’, or ‘sc’ • For ‘ce’, students may write ‘s’, ‘c’, ‘ss’, ‘se’, ‘st’, or ‘sc’ • For ‘se’, students may write ‘s’, ‘c’, ‘ss’, ‘ce’, ‘st’, or ‘sc’ • For ‘st’, students may write ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, or ‘sc’ • For ‘sc’ students may write ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, or ‘st’ • While any of the above student-error scenarios may occur, you should still be aware that misspellings may be due to many other factors. You may find it helpful to record the actual spelling errors that the student makes in the analysis chart. For example: • Is the student consistently making errors on specific vowels? Which ones? • Is the student consistently making errors on double consonants? • Is the student consistently making errors at the end of the words? • Is the student consistently making errors on particular beginning consonants? • Did the student write words for each feature correctly? • Also, examine the dictated sentences for errors in capitalization and punctuation.

We have provided additional worksheets to aid you in remediating students in areas of weakness. We strongly recommend that you do not merely rely on the worksheets to reteach the concepts but rather take time to review with students those skills not mastered. We have included the unit and lesson numbers where the skills were first taught for your convenience. Please do look back at prior Teacher Guides for reminders of how lessons were taught. Remember to refer to the Assessment and Remediation Guide for guidance in remediating weaknesses in decoding skills.

Grammar Nouns, Verbs, and Adjectives

• Worksheet PP1 • See Unit 2, Lesson 2 • Identify nouns, verbs, and adjectives in sentences Subjects and Predicates

• Worksheet PP2 • See Unit 2, Lesson 4 • Separate subject and predicate Practice Parts of Speech, Subjects and Predicates

• Worksheet PP3 • See Unit 2, Lesson 5 • Separate subjects and predicates and identify nouns, verbs, and adjectives in sentences

• Worksheet PP4 • See Unit 2, Lesson 7 • Identify sentences and fragments and correct fragments by adding subjects or predicates Sentences vs. Fragments

• Worksheet PP5 • See Unit 2, Lesson 7 • Identify sentences and fragments and correct fragments by adding subjects or predicates Change Fragments and Run-On Sentences into Simple Sentences

• Worksheet PP6 • See Unit 2, Lesson 8 • Add subjects or predicates to make simple sentences and split run-on sentences into simple sentences Grammar Review

• Worksheet PP7 • See Unit 2 • Review prior grammar concepts Write Compound Sentences

• Worksheet PP8 • See Unit 2, Lesson 14 • Add subjects or predicates to make compound sentences Identify Topic and Concluding Sentences

• Worksheet PP9 • See Unit 3, Lesson 2 • Identify topic and concluding sentences in paragraphs

• Worksheet PP10 • See Unit 3, Lesson 3 • Sequence sentences into a paragraph Write Topic and Concluding Sentences

• Worksheet PP11 • See Unit 3, Lesson 5 • Create a topic and concluding sentence for groups of sentences to form paragraphs Irrelevant Sentences in Paragraphs

• Worksheet PP12 • See Unit 3, Lesson 7 • Identify irrelevant sentences in paragraphs and write a paragraph that includes an irrelevant sentence Irrelevant Sentences

• Worksheet PP13 • See Unit 3, Lesson 7 • Identify irrelevant sentences in paragraphs Sentence Order and Titles in Paragraphs

• Worksheet PP14 • See Unit 3, Lesson 8 • Sequence sentences into paragraphs and add titles Paragraph Writing

• Worksheet PP15 • See Unit 3, Lesson 9 • Identify topic and concluding sentences in paragraphs

• Worksheet PP16 • See Unit 3, Lesson 9 • Write a paragraph and add a title Write a Paragraph

• Worksheet PP17 • See Unit 3, Lesson 9 • Write a paragraph including a good topic sentence and concluding sentence Past, Present, and Future Tenses

• Worksheet PP18 • See Unit 4, Lesson 2 • Identify and write the correct verb tense in a sentence Practice the Verb to have

• Worksheet PP19 • See Unit 4, Lesson 7 • Write the correct form of the verb to have in sentences Irregular Verbs (say, make, go, take, and come)

• Worksheet PP20 • See Unit 4, Lesson 12 • Write sentences using the correct form of the irregular verb Irregular Verbs (see, bring, mean, speak, and draw)

• Worksheet PP21 • See Unit 4, Lesson 14 • Write sentences using the correct form of the irregular verb

• Worksheet PP22 • See Unit 4, Lessons 17 and 19 • Rewrite sentences using quotation marks Adverbs that Tell when and where

• Worksheet PP23 • See Unit 5, Lesson 4 • Identify adverbs and use them in sentences Build Sentences

• Worksheet PP24 • See Unit 5, Lessons 7 and 8 • Add adjectives, adverbs, and synonyms to create longer, more interesting sentences Conjunction but

• Worksheet PP25 • See Unit 5, Lesson 14 • Apply knowledge of conjunction but

Morphology Prefix un–

• Worksheet PP26 • See Unit 2, Lesson 3 • Choose from the root word and affixed word to complete the sentence; add prefix to root word to make a new word Prefix non–

• Worksheet PP27 • See Unit 2, Lesson 3 • Choose from the root word and affixed word to complete the sentence; add prefix to root word to make a new word

• Worksheet PP28 • See Unit 2, Lesson 4 • Write sentences using affixed words Prefix re–

• Worksheet PP29 • See Unit 2, Lesson 8 • Match the affixed word to its meaning; choose the correct affixed word to complete the sentence Prefix pre–

• Worksheet PP30 • See Unit 2, Lesson 8 • Use clues to choose the correct affixed words to complete the crossword puzzle Prefixes re– and pre–

• Worksheet PP31 • See Unit 2, Lesson 9 • Choose from the root word and affixed word or two affixed words to complete the sentence; write a sentence using the affixed word Prefix dis–

• Worksheet PP32 • See Unit 3, Lesson 3 • Determine if the sentence using the affixed word shows an example of the correct meaning of the word; write your own example showing the correct meaning of the affixed word Prefix mis–

• Worksheet PP33 • See Unit 3, Lesson 3 • Replace the meaning with the affixed word in a sentence and write the word, part of speech, and prefix

• Worksheet PP34 • See Unit 3, Lesson 4 • Choose between root word and affixed word or two affixed words to complete the sentence; write the part of speech, root word, and meaning for the affixed word Suffix –er

• Worksheet PP35 • See Unit 4, Lesson 3 • Match the affixed word to its meaning; write a sentence using the affixed word Suffix –or

• Worksheet PP36 • See Unit 4, Lesson 3 • Use clues to choose the correct affixed words to complete the crossword puzzle Suffixes –er and –or

• Worksheet PP37 • See Unit 4, Lesson 4 • Add the appropriate suffix to the root word to complete the sentence; write the affixed word Suffix –ist

• Worksheet PP38 • See Unit 4, Lesson 8 • Choose from the root word and affixed word to complete the sentence; add prefix to root word to make a new word Suffix –ian

• Worksheet PP39 • See Unit 4, Lesson 8 • Choose the root word or affixed word to complete the sentence; write a sentence using the affixed word

• Worksheet PP40 • See Unit 4, Lesson 9 • Answer questions by choosing the correct affixed word Suffix –y

• Worksheet PP41 • See Unit 4, Lesson 13 • Match the affixed word to its meaning; choose the correct affixed word to complete the sentence Suffix –al

• Worksheet PP41 • Determine if the sentence using the affixed word shows an example of the correct meaning of the word; write your own example showing the correct meaning of the affixed word Suffixes –y and –al

• Worksheet PP42 • See Unit 4, Lesson 14 • Write sentences using affixed words Suffix –ous

• Worksheet PP43 • See Unit 5, Lesson 8 • Choose between root word and affixed word or two affixed words to complete the sentence; write the part of speech, root word, and meaning for the affixed word Suffix –ly

• Worksheet PP44 • See Unit 5, Lesson 8 • Add suffix to a word to create a new word to complete the sentence; write a sentence using the verb and affixed word given

• Worksheet PP45 • See Unit 5, Lesson 9 • Choose the best example that demonstrates the affixed word; write your own examples demonstrating affixed words

Reading Time Introducing the Comic Book Organizer

In an effort to provide additional optional activities, we have created the Comic Book Organizer. As students read or reread the chapters in this Reader, you may choose to guide them through drawing and labeling pictures in the Comic Book Organizer using the directions in this Pausing Point. This organizer is included as an additional way for students to keep track of characters, settings, plots, and other fictional features of the selections. There are comic book pages that align with each chapter. After students fill in the Comic Book Organizer pages, you may choose to assist students in assembling all the pages, including a cover page, to create a finished comic book. • Ask students to turn to PP46. Tell students that this will be the cover for the Comic Book Organizer that they may complete during this unit. The pages of the organizer that follow the cover page will help them remember details about what they read in the myths. • Ask students to look over the comic book pages. • Tell students that as they read or reread the chapters in this unit about Norse myths, you will help them fill in the organizer. The organizer will help them remember the who, what, when, where, and why of the myths they read. • Tell them that when they have read all the myths, they will complete the organizer by assembling the pages and adding the cover page.

114 Unit 6 | Pausing Point © 2013 Core Knowledge Foundation Guided Directions for the Comic Book Organizer Chapter 1: “Sif’s Golden Hair” • Worksheet PP47 • Have students turn to page 10 in the Reader. • Tell students that in box 1, they should sketch Odin sitting at the table and the two ravens with him. Students should then label the sketches of Odin, Thought, and Memory. Students may want to reread page 10 in the Reader. Have students create a speech bubble and insert a line or two of text for the main character of the sketch. • Ask students to turn to page 12. Then, ask students to sketch Thor in box 2 and label the sketch with his name. Students may want to reread page 12. Have students insert a speech bubble. • Next, ask students to turn to page 14. Students may want to reread page 14. Students should then sketch and label Sif with her veil and shorn head in box 3. Have students insert a speech bubble. • Last, ask students to turn to page 16. Students may want to reread page 16. Students should then sketch Loki in box 4. Have students insert a speech bubble. Chapter 2: “Loki and the Dwarves” • Worksheet PP48 • Have students turn to page 18 in the Reader. • Tell students that in box 1, they should sketch and label Loki arriving at the dwarves’ workshop. Students may want to reread page 18. Have students insert a speech bubble in this and each successive drawing. • Ask students to turn to page 20. Then, ask students to sketch a dwarf pounding a bar of gold with a hammer next to the forge in box 2. Students may want to reread page 20. • Next, ask students to turn to page 22. Students may want to reread page 22. Students should then sketch and label Loki thinking, with a speech bubble that says, “What else can they make?” in box 3. • Ask students to turn to page 24. Students may want to reread page 24. Students should then sketch Loki holding the hair, the spear, and the boat in box 4.

Unit 6 | Pausing Point 115 © 2013 Core Knowledge Foundation • Last, ask students to turn to page 26. Students may want to reread page 26. Students should then sketch Odin with his spear, Thor with his boat, and Loki smiling in box 5. • Have students turn to a partner and without looking in the reader, retell what happened to make Loki ask the dwarves to make things for him using the pictures they have drawn. Chapter 3: “Stolen Thunder” • Worksheet PP49 • Have students turn to page 28 in the Reader. • Tell students that in box 1, they should sketch Mjöllnir in Thor’s hand, labeling Thor and Mjöllnir. Students may want to reread page 28. Remind students to insert speech bubbles for each pane of the comic book. • Ask students to turn to page 30. Then, in box 2, ask students to sketch in a speech bubble for when Thor lifts Loki up by the neck as he accuses him of taking Mjöllnir. Students may want to reread page 30. • Next, ask students to turn to page 32. Students may want to reread page 32. Students should then sketch Thrym greeting Loki when he arrived in the world of the giants in box 3. • Then, ask students to turn to page 34. In box 4, students should sketch Thrym telling Thor, with a speech bubble, “No Freya, no hammer!” when Loki asked how Thor can get his hammer back from Thrym. • Last, ask students to turn to page 36. Students may want to reread page 36. Students should then sketch Loki telling the gods what Thrym said in box 5. Chapter 4: “A Plan Is Made” • Worksheet PP50 • Have students turn to page 38 in the Reader. • Tell students that in box 1, they should sketch Odin and Loki talking, with Loki pointing at Thor. Students should then label the sketches of Odin, Thor, and Loki. Remind students to insert speech bubbles in each pane. Students may want to reread page 38.

116 Unit 6 | Pausing Point © 2013 Core Knowledge Foundation • Ask students to turn to page 40. Then, in box 2, ask students to sketch Thor shouting and a speech bubble that says, “Never!” Students may want to reread page 40. • Next, ask students to turn to page 42. Students may want to reread page 42. Students should then sketch Thor frowning with Frigga’s small hand on his massive shoulder in box 3. • Then, ask students to turn to page 44. In box 4, students should sketch Tyr and Loki pulling on corset strings with Tyr saying in a speech bubble, “It’s no use!” • Last, ask students to turn to page 46. Students may want to reread page 46. Students should then sketch a chariot with Thor and Loki dressed for the wedding in box 5. • Have students turn to a partner and without looking in the Reader, retell what has happened so far to get Thor’s hammer back using the pictures they have drawn. Chapter 5: “The Wedding Feast” • Worksheet PP51 • Have students turn to page 48 in the Reader. • Tell students that in box 1, they should sketch Thor dressed as Freya in a wedding dress stepping out of the chariot. Have students label Freya (Thor). Remind students to insert speech bubbles in each pane. Students may want to reread page 48. • Ask students to turn to page 50. Then, in box 2, ask students to sketch Freya/Thor eating all that food at the wedding feast. Students may want to reread page 50. • Next, ask students to turn to page 52. Students may want to reread page 52. Students should then sketch Freya/Thor with the veil partially lifted, showing eyes burning like raging fires in box 3. • Then, ask students to turn to page 54. Students may want to reread page 54. In box 4, students should then sketch Thor bursting out of the wedding dress and throwing his hammer.

Unit 6 | Pausing Point 117 © 2013 Core Knowledge Foundation Chapter 6: “Balder, the Beautiful” • Worksheet PP52 • Have students turn to page 56 in the Reader. • Tell students that in box 1, they should sketch Balder smiling and Loki staring at him with an angry look on his face. Students should then label the sketches of Balder and Loki. Remind students to insert speech bubbles in each pane. Students may wish to reread page 56. • Ask students to turn to page 58. Then, in box 2, ask students to sketch Balder telling his mother, Frigga, about his dream with Frigga looking worried. Students may want to reread page 58. • Next, ask students to turn to page 60. Students may want to reread page 60. Students should then sketch rocks and water with a speech bubble that says, “I promise!” in box 3. • Then, ask students to turn to page 62. In box 4, students should sketch Balder smiling while others throw rocks and arrows at him that bounce off and land on the ground. • Last, ask students to turn to page 64. In box 5, students should sketch a picture of mistletoe. Chapter 7: “The Death of Balder” • Worksheet PP53 • Have students turn to page 66 in the Reader. • Tell students that in box 1, they should sketch things bouncing off of Balder as the gods threw them at him. Remind students to insert speech bubbles in each pane. Students may want to reread page 66. • Ask students to turn to page 68. Then, in box 2, ask students to sketch Frigga crying when she found out Balder was dead. Students may want to reread page 68. • Next, ask students to turn to page 70. Students may want to reread page 70. Students should then sketch Hel, the goddess of the underworld in box 3. • Last, ask students to turn to page 72. Students may want to reread page 72. In box 4, students should sketch Frigga crying again. • Have students turn to a partner and without looking in the Reader, retell what has happened to lead to the death of Balder using the pictures they have drawn.

118 Unit 6 | Pausing Point © 2013 Core Knowledge Foundation Chapter 8: “Loki’s Punishment” • Worksheet PP54 • Have students turn to page 74 in the Reader. • Tell students that in box 1, they should sketch Thor holding a salmon (Loki) overhead, looking triumphant. Students should then label the sketches of Thor and Loki. Remind students to insert speech bubbles in each pane. Students may want to reread page 74. • Ask students to turn to page 76. Then, in box 2, ask students to sketch Siguna holding a cup under a dripping snake. Students may want to reread page 76. • Next, ask students to turn to page 78. Students may want to reread page 78. Students should then sketch Siguna caring for Loki and a speech bubble that says, “The day is coming!” in box 3. • Last, ask students to turn to page 80. In box 4, students should sketch Siguna’s triumphant face. Cover for Comic Book Organizer and Assembly of the Comic Book • Worksheet PP46 • Ask students to turn to Worksheet PP46. This is the cover for their comic book. They may draw on and color this. • Tell students to gently tear out Worksheets PP46–PP54. • Staple, bind, or fasten these pages together.

Reading Resource Glossary for Gods, Giants, and Dwarves

• Worksheet PP55 • Use this as a reference during this unit

Teacher Resources

10.

122 Unit 6 | Teacher Resources © 2013 Core Knowledge Foundation This template is for recording anecdotal notes about your students’ reading abilities. You can record things such as: (1) repeated trouble with specific sound-spelling correspondences; (2) difficulty with certain digraphs/letter teams; (3) inability to segment isolated words; and (4) progress with specific skills. Anecdotal Reading Record Week of: ______

Name: Name: Name: Name:

Name Tens Conversion Chart Number Correct 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 0 10 2 0 5 10 3 0 3 7 10 4 0 3 5 8 10 5 0 2 4 6 8 10 6 0 2 3 5 7 8 10 7 0 1 3 4 6 7 9 10 8 0 1 3 4 5 6 8 9 10 9 0 1 2 3 4 6 7 8 9 10 10 0 1 2 3 4 5 6 7 8 9 10 11 0 1 2 3 4 5 5 6 7 8 9 10 12 0 1 2 3 3 4 5 6 7 8 8 9 10 13 0 1 2 2 3 4 5 5 6 7 8 8 9 10

Number of Questions 14 0 1 1 2 3 4 4 5 6 6 7 8 9 9 10 15 0 1 1 2 3 3 4 5 5 6 7 7 8 9 9 10 16 0 1 1 2 3 3 4 4 5 6 6 7 8 8 9 9 10 17 0 1 1 2 2 3 4 4 5 6 6 7 7 8 8 9 9 10 18 0 1 1 2 2 3 3 4 4 5 6 6 7 7 8 8 9 9 10 19 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 20 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10

Simply find the number of correct answers the student produced along the top of the chart and the number of total questions on the worksheet or activity along the left side. Then find the cell where the column and the row converge. This indicates the Tens score. By using the Tens Conversion Chart, you can easily convert any raw score, from 0 to 20, into a Tens score. Please note that the Tens Conversion Chart was created to be used with assessments that have a defined number of items (such as written assessments). However, teachers are encouraged to use the Tens system to record informal observations as well. Observational Tens scores are based on your observations during class. It is suggested that you use the following basic rubric for recording observational Tens scores.

9–10 Student appears to have excellent understanding 7–8 Student appears to have good understanding 5–6 Student appears to have basic understanding 3–4 Student appears to be having difficulty understanding 1–2 Student appears to be having great difficulty understanding 0 Student appears to have no understanding/does not participate Writing Prompts

Unit 6: 10. How does the title fit the story or chapter? Suggest 1. Write a paragraph outlining Loki’s behavior in the another title. reader and whether it was appropriate or not. 11. Write down three new words you learned while reading 2. Devise a different way for Thor to retrieve his hammer and tell what they mean. Use each word in a new from Thrym. sentence. 3. Formulate a plan for all the characters in the reader to 12. Name three questions you would ask the author of the live together peacefully. story or chapter. 4. Devise a plan for someone to “save the day” so Balder Fiction: does not die. 1. Tell about the setting. 5. Invent new machines that the dwarves could build that 2. Tell about the plot. would change the outcome of one of the chapters in the 3. Tell about your favorite character. Write three reasons reader. why you chose that character. 6. Writing as Odin, give instructions for Loki to change 4. Which character is your least favorite? Write three his ways. reasons why you chose that character. Either fiction or nonfiction: 5. Give examples of personification from the story. 1. Summarize the story or chapter you read in three to five 6. Draw a line down the center of your paper. On one side sentences. write the title of your favorite story. On the other side 2. After reading this story or chapter, I wonder... write the title of whatever you read today. Compare and 3. Name three things you liked about the story or chapter. contrast the main characters, the settings, and the plots. 4. Make a timeline of three to five events in your reading 7. Write a different ending for the story. today. 8. If you could be any character in the story or chapter you 5. Pretend you are a TV reporter who has to interview the read today, who would you be? Give three reasons why. main character or person in the story or chapter you 9. Invent a conversation or dialogue between two read, and write down five questions you would ask. characters or people in the story or chapter that you 6. Make a prediction about what will happen next in the read. Write what each character says and don’t forget to story or chapter you just read. Explain why you think use quotation marks. this will happen. 10. Describe a character, setting, or plot that surprised you. 7. Pretend you are the main character or a person in the Explain what it was and why it surprised you. story or chapter you read today and write a diary entry 11. Tell about a problem that someone in the story or for that person. chapter had and what he or she did about it. 8. Tell about something in the story or chapter you read Nonfiction: today that is similar to something you have already read. 1. Describe something that you learned from what you 9. Draw a Venn diagram to show what is alike and/or read today. different between two characters or people in the story 2. Write at least three questions you have after reading the or chapter you read. chapter about the topic in the chapter.

126 Unit 6 | Teacher Resources © 2013 Core Knowledge Foundation Glossary for Gods, Giants, and Dwarves A adventure—an exciting or dangerous experience agony—severe pain anvil—a large, iron block used by blacksmiths on which heated metal is hit to shape it (anvils) assembly—a meeting awry—wrong, happening in an unexpected way B barrel-chested—having a large, round chest beast—scoundrel belch—to burp (belched) boomerang—a curved stick that is thrown and then returns to the person who threw it C conceal—to hide (concealed) corset—a tight, stiff undergarment worn to make a woman’s waist appear smaller

Unit 6 | Glossary 127 © 2013 Core Knowledge Foundation craftsman—a person who is skilled in making things, especially by hand (craftsmen) creature—a living thing, specifically an animal (creatures) D dainty—small and pretty, delicate despair—a feeling of being hopeless or extremely sad disguise—to hide by changing appearance (disguised) dwarf—a mythical, human-like creature that lives underground (dwarves) F fast—does not eat for a period of time (fasted) fate—the things that will happen to a person, destiny, fortune flatter—to praise too much in a way that is not sincere or genuine (flattered, flattery) forge—the furnace in a blacksmith shop used for heating metal G guardian—a person who watches and/or protects something or someone

128 Unit 6 | Glossary © 2013 Core Knowledge Foundation H harm—to hurt or damage someone or something hideous—very ugly J journey—a trip M maid of honor—an unmarried female attendant of a bride massive—huge master—an expert (masters) mead—a drink made by mixing water, honey, malt, and yeast mince words—to speak in an indirect and dishonest way mistletoe—a plant with thick leaves and white berries; It grows on trees. mourn—to feel or show sadness after a death or loss (mourned, mourning) P patience—able to put up with problems without getting upset prophecy—a prediction of what will happen in the future (prophecies)

Unit 6 | Glossary 129 © 2013 Core Knowledge Foundation R raven—a large, black bird that was one of many flying spies for Odin (ravens) realm—a kingdom rogue—a person who playfully causes trouble rumor—a thing that people say to others about someone or something that may or may not be true (rumors) S scoundrel—a cruel, dishonest person serpent—a snake steed—a horse summon—to call for (summoned) surly—rude, mean, unfriendly swear—to make a serious promise (sworn) T triumph—victory

130 Unit 6 | Glossary © 2013 Core Knowledge Foundation V veil—material worn on the head to cover the face vein—a vessel like a tube that carries blood to the heart from other parts of the body (veins) villainy—evil behavior vow—to make an important and serious promise (vowed) W what a pity—that’s too bad wisdom—knowledge and good judgment gained over time wound—an injury caused when something cuts or breaks the skin writhe—to twist and turn in pain (writhed)

Name: 1.1 Name:Name: 1.1continued1.1 Name: continuedcontinuedcontinued 1. What was the setting of the selection? 1.1.1. What What What waswas was thethe the settingsetting setting ofof of thethe the selection?selection? selection? A. Canada 4.4. Why Why it it is is important important to to know know that that Vikings Vikings explored explored and and settled settled land land in in North North A.A.A. CanadaCanadaCanada 4. Why it is important to know that Vikings explored and settled land in North AmericaAmerica almost almost 500 500 years years before before Christopher Christopher Columbus? Columbus? B. Norway America almost 500 years before Christopher Columbus? B.B.B. NorwayNorwayNorway A. because the Vikings were thought to be a group of people who didn’t A.A.A. because because because thethe the VikingsVikings Vikings werewere were thoughtthought thought toto to bebe be aa a groupgroup group ofof of peoplepeople people whowho who didn’tdidn’t didn’t C. North America explore C.C.C. North North North AmericaAmerica America exploreexploreexplore D. all of the above B. because the Vikings were thought to have explored North America after D.D.D. all all all ofof of thethe the aboveabove above B.B.B. because because because thethe the VikingsVikings Vikings werewere were thoughtthought thought toto to havehave have exploredexplored explored NorthNorth North AmericaAmerica America afterafter after Christopher Columbus ChristopherChristopherChristopher ColumbusColumbus Columbus 2.2. What What does does the the word word convinced convincedconvinced mean meanmean in inin the thethe following followingfollowing sentence sentencesentence from fromfrom the thethe C. because Christopher Columbus has long been thought of as the person 2. What does the word convinced mean in the following sentence from the C.C.C. because because because ChristopherChristopher Christopher ColumbusColumbus Columbus hashas has longlong long beenbeen been thoughtthought thought ofof of asas as thethe the personperson person selection?selection?selection? who first came to North America selection? whowhowho firstfirst first camecame came toto to NorthNorth North AmericaAmerica America ManyMany others others were were not not convinced convincedconvinced... D. because Christopher Columbus is thought to have sailed with the Many others were not convinced. D.D.D. because because because ChristopherChristopher Christopher ColumbusColumbus Columbus isis is thoughtthought thought toto to havehave have sailedsailed sailed withwith with thethe the VikingsVikings A. sane Vikings A.A.A. sanesanesane B. reminded 5. What did the Ingstads find in the archaeological dig that proved women had B.B.B. remindedremindedreminded 5.5.5. What What What diddid did thethe the IngstadsIngstads Ingstads findfind find inin in thethe the archaeologicalarchaeological archaeological digdig dig thatthat that provedproved proved womenwomen women hadhad had been present in the settlement? beenbeenbeen presentpresent present inin in thethe the settlement?settlement? settlement? C.C. suresure C. sure A. pins A.A.A. pinspinspins D.D. removedremoved D. removed B. cooking utensils B.B.B. cooking cooking cooking utensilsutensils utensils 3. Why did Ingstad think the houses at L’Anse aux Meadows were Viking houses? C. a spindle whorl 3.3.3. Why Why Why diddid did IngstadIngstad Ingstad thinkthink think thethe the houseshouses houses atat at L’AnseL’Anse L’Anse auxaux aux MeadowsMeadows Meadows werewere were VikingViking Viking houses?houses? houses? C.C.C. a a a spindlespindle spindle whorlwhorl whorl D. houses ______The Ingstadts had seen similar Viking houses D.D.D. houseshouseshouses ______The______The Ingstadts Ingstadts had had seen seen similar similar Viking Viking houses houses ______in Iceland and Greenland that looked the same. 6. What does the word excavate mean in the following sentence from the ______inin______in Iceland IcelandIceland and andand Greenland GreenlandGreenland that thatthat looked lookedlooked the thethe same. same.same. 6.6.6. What What What doesdoes does thethe the wordword word excavateexcavate excavate meanmean mean inin in thethe the followingfollowing following sentencesentence sentence fromfrom from thethe the selection? selection?selection?selection? Then, they began to excavate the site. Then,Then,Then, theythey they beganbegan began toto to excavateexcavate excavate thethe the site.site. site. A. dig up A.A.A. dig dig dig upup up B. fill up B.B.B. fill fill fill upup up C. look up C.C.C. look look look upup up D.D. make make up up 4 Unit 6 D. make up Unit 6 5 44 4UnitUnitUnit 6 6 6 UnitUnitUnit 6 6 6 555 4 Unit© 2013 6 Core Knowledge Foundation © 2013 Core KnowledgeUnit Foundation 6 5 © ©2013 ©2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation Foundation ©© ©2013 2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation FoundationFoundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

6 9 666 999

Name: 1.1 Name:Name: 1.1continued1.1 Name: continuedcontinuedcontinued 7. Number the events in the selection in order from 1–5. 7.7.7. Number Number Number thethe the eventsevents events inin in thethe the selectionselection selection inin in orderorder order fromfrom from 1–5.1–5. 1–5. _____5 Almost all historians agree that the houses dug up by the Ingstads were 10. Number the events from the selection in order from 1–4. ______555 AlmostAlmost Almost allall all historianshistorians historians agreeagree agree thatthat that thethe the houseshouses houses dugdug dug upup up byby by thethe the IngstadsIngstads Ingstads werewere were 10.10.10. Number Number Number thethe the eventsevents events fromfrom from thethe the selectionselection selection inin in orderorder order fromfrom from 1–4.1–4. 1–4. built builtbuilt by byby Vikings. Vikings.Vikings. built by Vikings. ______11 Leif Leif Erikkson Erikkson sailed sailed across across the the ocean. ocean. _____2 Helge began visiting various villages along the coast. _____1 Leif Erikkson sailed across the ocean. ______222 HelgeHelge Helge beganbegan began visitingvisiting visiting variousvarious various villagesvillages villages alongalong along thethe the coast.coast. coast. _____2 Gustavson had a visit from a farmer who had made a great discovery. ______222 GustavsonGustavson Gustavson hadhad had aa a visitvisit visit fromfrom from aa a farmerfarmer farmer whowho who hadhad had mademade made aa a greatgreat great discovery.discovery. discovery. ______33 The The team team found found great great evidence evidence of of Vikings Vikings having having lived lived at at L’Anse L’Anse aux aux _____ 3 The Meadows, team found like a great pin andevidence a spindle of Vikings whorl. having lived at L’Anse aux ______44 Craftsmen Craftsmen built built a a full-size full-size replica replica of of the the Oseberg Oseberg ship. ship. Meadows, Meadows, Meadows, likelike like aa a pinpin pin andand and aa a spindlespindle spindle whorl.whorl. whorl. _____44 Craftsmen built a full-size replica of the Oseberg ship. _____1 Helge and Anne read the Viking sagas. ______33 The The Oseberg Oseberg burial burial mound mound revealed revealed the the bodies bodies of of two two women. women. ______111 HelgeHelge Helge andand and AnneAnne Anne readread read thethe the VikingViking Viking sagas.sagas. sagas. _____33 The Oseberg burial mound revealed the bodies of two women. ______4 The The team team used used carbon carbon dating dating to to find find out out how how old old the the houses houses were. were. ______444 The The team team used used carbon carbon dating dating to to find find out out how how old old the the houses houses were. were. 11. What does the word stunned mean in the following sentence from the 11.11.11. What What What doesdoes does thethe the wordword word stunnedstunned stunned meanmean mean inin in thethe the followingfollowing following sentencesentence sentence fromfrom from thethe the selection? 8. Write true or false on the blank following the sentence. selection?selection?selection? 8.8.8. WriteWriteWrite truetrue true oror or falsefalse false onon on thethe the blankblank blank followingfollowing following thethe the sentence.sentence. sentence. AA lot lot of of carbon-14 carbon-14 left left in in an an animal animal bone bone means means the the animal animal died died a a long long time time WhatWhat he he saw saw stunned stunnedstunned him. him.him. Aago.A lot lot of______of carbon-14 carbon-14 left left in in an an animal animal bone bone means means the the animal animal died died a along long time time What he saw stunned him. ago.ago.ago. ______false falsefalsefalse A. calmed A.A.A. calmedcalmedcalmed 9.9. Why Why did did the the author author write write this this selection? selection? B. shocked 9. Why did the author write this selection? B.B.B. shockedshockedshocked A. to inform readers about the theory that Vikings explored North A.A.A. to to to informinform inform readersreaders readers aboutabout about thethe the theorytheory theory thatthat that VikingsVikings Vikings exploredexplored explored NorthNorth North C. disturbed America C.C.C. disturbeddisturbeddisturbed AmericaAmericaAmerica D. cooled B. to inform readers about the theory that Vikings explored Norway D.D.D. cooledcooledcooled B.B.B. to to to informinform inform readersreaders readers aboutabout about thethe the theorytheory theory thatthat that VikingsVikings Vikings exploredexplored explored NorwayNorway Norway C. to inform readers about the theory that Vikings explored Greenland 12. Why was a ship placed in the large burial mound? C.C.C. to to to informinform inform readersreaders readers aboutabout about thethe the theorytheory theory thatthat that VikingsVikings Vikings exploredexplored explored GreenlandGreenland Greenland 12.12.12. Why Why Why waswas was aa a shipship ship placedplaced placed inin in thethe the largelarge large burialburial burial mound?mound? mound? D. to inform readers about the theory that Vikings explored South America A. The ship was no longer seaworthy. D.D.D. to to to informinform inform readersreaders readers aboutabout about thethe the theorytheory theory thatthat that VikingsVikings Vikings exploredexplored explored SouthSouth South AmericaAmerica America A.A.A. The The The shipship ship waswas was nono no longerlonger longer seaworthy.seaworthy. seaworthy. B. The ship belonged to the king of Norway. B.B.B. The The The shipship ship belongedbelonged belonged toto to thethe the kingking king ofof of Norway.Norway. Norway. C. The ship could be used to sail to the land of the dead. C.C.C. The The The shipship ship couldcould could bebe be usedused used toto to sailsail sail toto to thethe the landland land ofof of thethe the dead.dead. dead. D. The ship was beautifully decorated with wood carvings. D.D.D. The The The shipship ship waswas was beautifullybeautifully beautifully decorateddecorated decorated withwith with woodwood wood carvings.carvings. carvings.

6 Unit 6 Unit 6 9 66 UnitUnit 6 6 UnitUnit 6 6 99 6 UnitUnit© 62013 6 Core Knowledge Foundation © 2013 Core KnowledgeUnit FoundationUnit 6 6 99 © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge FoundationFoundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation

132 Unit 6 | Workbook Answer Key © 2013 Core Knowledge Foundation 10 11 101010 111111 1.11.1 Name:Name: continued1.1continued1.1 Name:Name: continuedcontinued 13. What did Gustavson and his team do with the ship pieces after they had been Mid-YearMid-Year AssessmentAssessment 13.13.13. What What What did diddid Gustavson GustavsonGustavson and andand his hishis team teamteam do dodo with withwith the thethe ship shipship pieces piecespieces after afterafter they theythey had hadhad been beenbeen Mid-Year Assessment sentsent to to Oslo? Oslo? 17. What does the wordperfected perfected mean in the following sentence from the sentsent to to Oslo? Oslo? 17.17.17. What What What does doesdoes the thethe word wordword perfected perfected mean meanmean in inin the thethe following followingfollowing sentence sentencesentence from fromfrom the thethe A. They used them to build a Viking house. selection?selection? A.A.A. They They They used usedused them themthem to toto build buildbuild a aa Viking VikingViking house. house.house. selection?selection? ScientistsScientists think think that that the the Oseberg Oseberg ship ship was was built built before before the the Vikings Vikings perfected perfected their their B.B. They They checked checked the the carbon-14 carbon-14 level level in in the the wood. wood. ScientistsScientists think think that that the the Oseberg Oseberg ship ship was was built built before before the the Vikings Vikings perfected perfected their their B.B. They They checked checked the the carbon-14 carbon-14 level level in in the the wood. wood. shipbuildingshipbuilding skills. skills. shipbuildingshipbuilding skills. skills. C. They put the ship pieces back together in their original position. C.C.C. They They They put putput the thethe ship shipship pieces piecespieces back backback together togethertogether in inin their theirtheir original originaloriginal position. position.position. A. destroyed A.A.A. destroyeddestroyeddestroyed D. They put them in a pile in a museum. D.D.D. They They They put putput them themthem in inin a aa pile pilepile in inin a aa museum. museum.museum. B. improved B.B.B. improvedimprovedimproved 14. Why was the older woman who was found in the burial mound thought to be C.C. delayeddelayed 14.14.14. Why Why Why was waswas the thethe older olderolder woman womanwoman who whowho was waswas found foundfound in inin the thethe burial burialburial mound moundmound thought thoughtthought to toto be bebe C.C. delayeddelayed anan importantimportant person?person? D. managed an important person? D.D.D. managedmanagedmanaged

She______She______hadhad beenbeen givengiven aa fancyfancy burial.burial. 18. Why might craftsmen have taken the full-size replica they built of the Oseberg She______had been given a fancy burial. 18.18.18. Why Why Why might mightmight craftsmen craftsmencraftsmen have havehave taken takentaken the thethe full-size full-sizefull-size replica replicareplica they theythey built builtbuilt of ofof the thethe Oseberg OsebergOseberg ______shipship out out for for a a test test voyage? voyage? ______shipship out out for for a a test test voyage? voyage? A. to see if they knew how to sail A.A.A. to to to see seesee if ifif they theythey knew knewknew how howhow to toto sail sailsail 15. What was the setting of the selection? 15.15.15. What What What was waswas the thethe setting settingsetting of ofof the thethe selection? selection?selection? B. to see if they knew how to build a full-size replica B.B.B. to to to see seesee if ifif they theythey knew knewknew how howhow to toto build buildbuild a aa full-size full-sizefull-size replica replicareplica A.A. OsloOslo A.A. OsloOslo C. to see if they should build more ships C.C.C. to to to see seesee if ifif they theythey should shouldshould build buildbuild more moremore ships shipsships B.B. OsebergOseberg B.B. OsebergOseberg D. to see if the ship was seaworthy and could travel in water D.D.D. to to to see seesee if ifif the thethe ship shipship was waswas seaworthy seaworthyseaworthy and andand could couldcould travel traveltravel in inin water waterwater C. Norway C.C.C. NorwayNorwayNorway D. all of the above D.D.D. all all all of ofof the thethe above aboveabove

16. Why did the author write this selection? 16.16.16. Why Why Why did diddid the thethe author authorauthor write writewrite this thisthis selection? selection?selection? A. to inform the reader that Vikings may have explored North America A.A.A. to to to inform informinform the thethe reader readerreader that thatthat Vikings VikingsVikings may maymay have havehave explored exploredexplored North NorthNorth America AmericaAmerica before Columbus beforebeforebefore Columbus ColumbusColumbus B. to inform the reader that grave goods were buried with the dead B.B.B. to to to inform informinform the thethe reader readerreader that thatthat grave gravegrave goods goodsgoods were werewere buried buriedburied with withwith the thethe dead deaddead C. to inform the reader that Viking ships sink C.C.C. to to to inform informinform the thethe reader readerreader that thatthat Viking VikingViking ships shipsships sink sinksink D. to inform readers why the Oseberg ship was an important discovery D.D.D. to to to inform informinform readers readersreaders why whywhy the thethe Oseberg OsebergOseberg ship shipship was waswas an anan important importantimportant discovery discoverydiscovery

101010 UnitUnitUnit 6 6 6 UnitUnitUnit 6 66 1111 1010 UnitUnit 6 6 UnitUnit 6 6 1111 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013© 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge FoundationFoundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

16 17 161616 171717 1.11.1 Name:Name: continuedX.X1.1continuedX.X1.1 Name:Name: continuedX.XcontinuedX.X 19. Number the events from the selection in order from 1–3. Mid-YearMid-Year AssessmentAssessment 19.19.19. Number Number Number the thethe events eventsevents from fromfrom the thethe selection selectionselection in inin order orderorder from fromfrom 1–3. 1–3.1–3. Mid-Year Assessment ____3 Odin put Fenris on a deserted island. 23. Why did Odin think Fenris would never agree to wear the chain? ______333 Odin OdinOdin put putput Fenris FenrisFenris on onon a aa deserted deserteddeserted island. island.island. 23.23.23. Why Why Why did diddid Odin OdinOdin think thinkthink Fenris FenrisFenris would wouldwould never nevernever agree agreeagree to toto wear wearwear the thethe chain? chain?chain? ______11 Odin Odin cast cast the the writhing writhing serpent serpent into into the the sea. sea. A. Odin thought Fenris would know he was trying to keep him in a ______11 Odin Odin cast cast the the writhing writhing serpent serpent into into the the sea. sea. A.A.A. Odin Odin Odin thought thoughtthought Fenris FenrisFenris would wouldwould know knowknow he hehe was waswas trying tryingtrying to toto keep keepkeep him himhim in inin a aa ____2 Odin sent the old hag to the underworld. farawayfarawayfaraway place. place.place. ______222 Odin OdinOdin sent sentsent the thethe old oldold hag haghag to toto the thethe underworld. underworld.underworld. faraway place. B. Odin thought Fenris would want something else around his neck. B.B.B. Odin Odin Odin thought thoughtthought Fenris FenrisFenris would wouldwould want wantwant something somethingsomething else elseelse around aroundaround his hishis neck. neck.neck. 20.20. Odin Odin decided decided the the best best thing thing to to do do with with Loki’s Loki’s children children would would be be to to 20.20. Odin Odin decided decided the the best best thing thing to to do do with with Loki’s Loki’s children children would would be be to to C. Odin though Fenris would hurt himself if he wore the chain. C.C.C. Odin Odin Odin though thoughthough Fenris FenrisFenris would wouldwould hurt hurthurt himself himselfhimself if ifif he hehe wore worewore the thethe chain. chain.chain. ______put them in faraway places where they could do D.D. Odin Odin though though Fenris Fenris would would go go to to Hel Hel and and complain. complain. ______put______put themthem inin farawayfaraway placesplaces wherewhere theythey couldcould dodo D.D. Odin Odin though though Fenris Fenris would would go go to to Hel Hel and and complain. complain. ______.no______.no harm.harm. ______.no______.no harm.harm. 24. What did Fenris mean when he asked for “a sign of good faith?” 24.24.24. What What What did diddid Fenris FenrisFenris mean meanmean when whenwhen he hehe asked askedasked for forfor “a “a“a sign signsign of ofof good goodgood faith?” faith?”faith?” 21. Why did Odin think it wasn’t enough to just keep Fenris on the island? A.A. He He wantedwanted aa signsign thatthat thethe godsgods werewere beingbeing honest.honest. 21.21.21. Why Why Why did diddid Odin OdinOdin think thinkthink it itit wasn’t wasn’twasn’t enough enoughenough to toto just justjust keep keepkeep Fenris FenrisFenris on onon the thethe island? island?island? A. He wanted a sign that the gods were being honest. A. Fenris continued to fight and kill people. B.B. He He wanted wanted a a sign sign that that the the gods gods were were not not ready ready to to leave. leave. A.A.A. Fenris Fenris Fenris continued continuedcontinued to toto fight fightfight and andand kill killkill people. people.people. B.B. He He wanted wanted a a sign sign that that the the gods gods were were not not ready ready to to leave. leave. B. Fenris continued to scare people and could get to Asgard. C.C. He He wanted wanted a a sign sign that that the the gods gods were were trying trying to to trick trick him. him. B.B.B. Fenris Fenris Fenris continued continuedcontinued to toto scare scarescare people peoplepeople and andand could couldcould get getget to toto Asgard. Asgard.Asgard. C.C. He He wanted wanted a a sign sign that that the the gods gods were were trying trying to to trick trick him. him. C. Fenris continued to grow larger and could try to escape. D.D. He He wanted wanted a a sign sign that that the the gods gods were were keeping keeping secrets. secrets. C.C.C. Fenris Fenris Fenris continued continuedcontinued to toto grow growgrow larger largerlarger and andand could couldcould try trytry to toto escape. escape.escape. D.D. He He wanted wanted a a sign sign that that the the gods gods were were keeping keeping secrets. secrets. D.D. Fenris Fenris continued continued to to grow grow smaller smaller and and lose lose his his strength. strength. D.D. Fenris Fenris continued continued to to grow grow smaller smaller and and lose lose his his strength. strength. 25. Write true or false on the blank that follows the sentence. 25.25.25. WriteWriteWrite true truetrue or oror false falsefalse on onon the thethe blank blankblank that thatthat follows followsfollows the thethe sentence. sentence.sentence. 22. What does the word might mean in the following sentence from the selection? FenrisFenris waswas ableable toto breakbreak thethe chainchain thethe godsgods loopedlooped aroundaround hishis 22.22. What What doesdoes thethe wordword mightmight meanmean inin thethe followingfollowing sentencesentence fromfrom thethe selection?selection? Fenrisneck.______neck.______was able to break the chain the gods looped around his 22. What does the word might mean in the following sentence from the selection? neck.______neck.______falsefalsefalse HeHe tugged tugged on on the the chain chain with with all all his his might might.. HeHe tugged tugged on on the the chain chain with with all all his his might might. . 26. Why would the serpent be writhing, or twisting from side to side in pain, when 26.26.26. Why Why Why would wouldwould the thethe serpent serpentserpent be bebe writhing, writhing,writhing, or oror twisting twistingtwisting from fromfrom side sideside to toto side sideside in inin pain, pain,pain, when whenwhen A.A. He He tugged tugged on on the the chain chain with with all all his his wit. wit. Odin threw it into the sea? A.A. He He tugged tugged on on the the chain chain with with all all his his wit. wit. OdinOdin threw threw it it into into the the sea? sea? B.B. He He tugged tugged on on the the chain chain with with all all his his terror. terror. A. Odin was holding it by the tail. B.B. He He tugged tugged on on the the chain chain with with all all his his terror. terror. A.A.A. Odin Odin Odin was waswas holding holdingholding it itit by byby the thethe tail. tail.tail. C.C. He He tugged tugged on on the the chain chain with with all all his his fear. fear. B. Odin gently placed it in the sea. C.C. He He tugged tugged on on the the chain chain with with all all his his fear. fear. B.B.B. Odin Odin Odin gently gentlygently placed placedplaced it itit in inin the thethe sea. sea.sea. D.D. He He tugged tugged on on the the chain chain with with all all his his strength. strength. C. It wanted to bite Odin for grabbing it. D.D. He He tugged tugged on on the the chain chain with with all all his his strength. strength. C.C.C. It It It wanted wantedwanted to toto bite bitebite Odin OdinOdin for forfor grabbing grabbinggrabbing it. it.it. D. It wanted to swim in the sea. D.D.D. It It It wanted wantedwanted to toto swim swimswim in inin the thethe sea. sea.sea.

1616 UnitUnit 6 6 UnitUnit 6 6 1717 1616 UnitUnit 6 6 UnitUnit 6 6 1717 16 Unit©© 2013 2013 6 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 17 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge FoundationFoundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation

27.27. Why Why diddid thethe authorauthor writewrite thisthis selection?selection? 30.30. Which Which ofof thethe followingfollowing wordswords wouldwould bebe onon aa dictionarydictionary pagepage withwith thethe A.A. to to informinform thethe readerreader aboutabout childrenchildren 30.30. Which Which ofof thethe followingfollowing wordswords wouldwould bebe onon aa dictionarydictionary pagepage withwith thethe followingfollowing guideguide words?words? B.B. to to telltell aa storystory aboutabout takingtaking carecare ofof OdinOdin andand thethe otherother godsgods C. to inform the reader about monsters mind monster C.C. to to informinform thethe readerreader aboutabout monstersmonsters mindmind monstermonster D. to tell a story about keeping the world safe from harm D.D. to to telltell aa storystory aboutabout keepingkeeping thethe worldworld safesafe fromfrom harmharm A.A. middlemiddle B.B. monstrousmonstrous 28.28. Which Which ofof thethe followingfollowing wordswords wouldwould bebe onon aa dictionarydictionary pagepage withwith thethe C. miffed followingfollowing guideguide words?words? C.C. miffedmiffed cling cluck D.D. minionminion clingcling cluckcluck D.D. minionminion

A.A. clottingclotting B.B. clickclick C.C. clustercluster D.D. clumpclump STOPSTOP

29.29. Which Which ofof thethe followingfollowing wordswords wouldwould bebe onon aa dictionarydictionary pagepage withwith thethe followingfollowing guideguide words?words? afterlife ample afterlifeafterlife ampleample

A.A. aftaft B.B. amplifyamplify C.C. affableaffable D.D. ampersandampersand

1818 UnitUnit 66 UnitUnit 66 1919 181818 UnitUnitUnit 6 6 6 UnitUnitUnit 6 66 1919 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013© 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation

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Name: E.1 Name: E.2 Name:Name: E.1E.1 Name:Name: E.2E.2

WordsWords withwith thethe /k//k/ SoundSound DictionaryDictionary PracticePractice

Use the clues to fill in the crossword puzzle with this week’s spelling words, listed in the box. Use the sample dictionary page to answer the questions. UseUse thethe cluesclues toto fillfill inin thethe crosswordcrossword puzzlepuzzle withwith thisthis week’sweek’s spellingspelling words,words, listedlisted inin thethe box.box. UseUse thethe samplesample dictionarydictionary pagepage toto answeranswer thethe questions.questions.

coalition courtship quicklyquickly kindness kindness calendar calendar character character LokiLoki coalitioncoalition courtshipcourtship

coursecourse coarse coarse kangaroo kangaroo soccer soccer lookout lookout coarse course coarse kangaroo soccer lookout coarsecoarse adjectiveadjective 1.1. HavingHaving aa roughrough surfacesurface oror texture.texture. 2.2. RudeRude andand offensive,offensive, asas inin 11 coarse behavior. 3. Having large particles, as in coarse salt. 11 coarsecoarse behavior.behavior. 3.3. HavingHaving largelarge particles,particles, asas inin coarsecoarse salt.salt. CC HH coursecourse nounnoun 1.1. AA partpart ofof aa mealmeal servedserved byby itself:itself: TheThe mainmain coursecourse waswas aa pastapasta AA course nounnoun 1.1. AA partpart ofof aa mealmeal servedserved byby itself:itself: TheThe mainmain coursecourse waswas aa pastapasta dish.dish. 2.2. AA seriesseries ofof lessonslessons oror classes.classes. 3.3. AnAn areaarea wherewhere certaincertain sportssports areare played,played, 2323 RR 2323 RR asas inin aa golfgolf course.course. 4.4. AA route:route: TheThe shipship followedfollowed aa straightstraight coursecourse fromfrom FloridaFlorida toto Q U II CC K LL YY AA asas inin aa golfgolf course.course. 4.4. AA route:route: TheThe shipship followedfollowed aa straightstraight coursecourse fromfrom FloridaFlorida toto QQUU II CC KK LL YY AA Bermuda.Bermuda. OO CC AA TT AA TT 1.1. What What areare thethe twotwo guideguide wordswords onon thethe page?page? coalition______coalition______courtship courtship RR 55 EE 1.1. What What areare thethe twotwo guideguide wordswords onon thethe page?page? coalition______coalition______courtship courtship 44 RR 55 EE 44 SS OO CC CC EE RR 2. What are the two entry words on the page? ______coarse course EE OO 2.2. What What areare thethe twotwo entryentry wordswords onon thethe page?page? ______coarse______coarse course course UU RR RR 3.3. How How manymany definitionsdefinitions areare therethere forfor coursecourse?? ______44 SS 66 SS 66 KK II NNDDNN EE SSSS 4.4. Which Which ofof thethe twotwo entryentry wordswords hashas aa samplesample sentence?sentence? WhatWhat isis it?it? AA NN G course:______course: TheThe shipship followedfollowed aa straightstraight coursecourse fromfrom 77 GG ______course:course: TheThe shipship followedfollowed aa straightstraight coursecourse fromfrom 77 ______CC AAAALL EE NNDD RR ______Florida______to Bermuda. or The main course was a R 99 ______Florida______Florida toto Bermuda.Bermuda. oror TheThe mainmain coursecourse waswas aa RR 99 O LL 88 OO LL ______pasta dish. 88 ______pasta______pasta dish.dish. LL OOOOKKOOUU TT KK 5.5. Which Which ofof thethe twotwo entryentry wordswords hashas moremore definitions?definitions? ______coursecourse II 5.5. Which Which ofof thethe twotwo entryentry wordswords hashas moremore definitions?definitions? ______UnitUnit 66 2525 UnitUnit 66 2727 UnitUnit 6 6 2525 UnitUnit 6 6 2727 ©© 2013 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 25 ©© 2013 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 27 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: 2.2 Name: 2.2 6. Are both entry words the same part of speech? If so, what is it? If not, 6. Are both entry words the same part of speech? If so, what is it? If not, Sif’s Golden Hair what are they?______No,______coarse is an adjective and course Sif’s Golden Hair what are they? No,______coarse is an adjective and course ______is a noun. 1.1. Who Who are are the the main main characters characters in in this this chapter? chapter? ______is______a noun. 1. Who are the main characters in this chapter? The______The______main main characters characters are are Odin, Odin, Thor, Thor, Sif, Sif, and and 7. Would the word cowboy be on this page? ______no The______main characters are Odin, Thor, Sif, and 7. Would the word cowboycowboy bebe onon thisthis page?page? ______no Loki.______Loki.______8.8. Which Which of of these these words words would would come come before before coalition coalition?? ______8. Which of these words would come before coalition? ______cobwebcobweb coachcoach coastcoast cobweb coach coast 2. Where does this chapter take place? 2. Where does this chapter take place? 9.9. Which Which of of these these words words would would come come after after courtship courtship?? The______chapter takes place in Asgard. 9. Which of these words would come after courtship? The______chapter takes place in Asgard. coverupcoverup courthousecourthouse countcount ______coverup courthouse count ______

______10. Which entry word would describe Thor? ______coarse ______10. Which entry word would describe Thor? ______coarse 3.3. What What is is the the meaning meaning of of the the word word enraged enraged in in this this sentence sentence from from the the chapter? chapter? 11. Which entry word would describe dessert? ______course 3. What is the meaning of the word enraged in this sentence from the chapter? 11. Which entry word would describe dessert? ______course Thor was enraged. Thor was enragedenraged.. A. very fiery A. very fiery B. very red B. very red C. very angry C. very angry D. very bulged D. very bulged Page _____12 Page _____12

2828 UnitUnitUnit 66 6 UnitUnitUnit 6 66 3131 28 Unit© 2013 6 Core Knowledge Foundation © 2013 Core Knowledge UnitFoundation 6 31 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

32 33 32 33

Name: 2.3 Name: 2.3 4. Using the numbers 1–4, put these chapter events in order: 4. Using the numbers 1–4, put these chapter events in order: Cause and Effect: Conjunction because _____2 Thor arrives in his goat cart. Cause and Effect: Conjunction because ______2 ThorThor arrivesarrives inin hishis goatgoat cart.cart. Draw two lines under the word because to show it is a conjunction. Decide which of the two Draw two lines under the word because toto showshow itit isis aa conjunction.conjunction. DecideDecide whichwhich ofof thethe twotwo ______44 Loki Loki arrives. arrives. simple sentences happened firstbecause and write the word Cause over top of it. Decide which simple _____4 Loki arrives. simplesimple sentencessentences happenedhappened firstfirst andand writewrite thethe wordword Cause overover toptop ofof it.it. DecideDecide whichwhich simplesimple sentence happened second and write the word EffectCause over top of it. Answer the questions in sentencesentence happenedhappened secondsecond andand writewrite thethe wordword Effect overover toptop ofof it.it. AnswerAnswer thethe questionsquestions inin _____3 Sif pulls off the veil. completecomplete sentences. sentences. ______3 SifSif pullspulls offoff thethe veil.veil. complete sentences.

______11 Thought Thought and and Memory Memory return return to to Odin. Odin. CauseCause EffectEffect _____1 Thought and Memory return to Odin. Because my Causefriend looked so sad, we all tried Effectto cheer him up. Because Because mymy friendfriend lookedlooked soso sad,sad, wewe allall triedtried toto cheercheer himhim up.up. 5.5. Why Why does does Odin Odin blame blame himself himself for for the the problems problems with with Loki? Loki? 5. Why does Odin blame himself for the problems with Loki? Why Why did did we we try try to to cheer cheer up up my my friend? friend? We We all all tried tried to to cheer cheer him him up up because because he he looked looked Why so sad. did we try to cheer up my friend? We all tried to cheer him up because he looked ______Odin had invited Loki to join the gods in so so sad.sad. ______Odin had invited Loki to join the gods in EffectEffect CauseCause 1.1. Susan Susan read read that that book book three three times times because because it it was was so so thrilling. thrilling. ______Asgard______Asgard even even though though he he was was a a giant, giant, not not a a god. god. 1. Susan read that book three times because it was so thrilling. ______Asgard even though he was a giant, not a god. WhyWhy did did Susan Susan read read that that book book three three times? times? Page _____16 Why did Susan read that book three times? Page _____16 ______Susan read the book three times because it was ______Susan read the book three times because it was 6. Compare and contrast Mount Olympus and Asgard. 6. Compare and contrast Mount Olympus and Asgard. ______so thrilling. ______so thrilling. EffectEffect CauseCause MountMount Olympus Olympus AsgardAsgard 2. Mom pickedEffect up my baby brother because he was cryingCause and crying. Mount Olympus Asgard 2. Mom picked up my baby brother because he was crying and crying. What is important about home of the Why did Mom pick up my baby brother? What is important about home of the Why did Mom pick up my baby brother? homehome of of gods gods this place? home of the home of gods thisthis place?place? VikingViking gods gods Viking gods ______Mom______Mom picked picked up up my my baby baby brother brother because because he he was was Who lives there? ______Mom picked up my baby brother because he was ZeusZeus Who lives there? OdinOdin & & gods gods ______crying______crying and and crying. crying. Who is the leader of the ______crying and crying. Zeus Who is the leader of the Odin Cause Effect Zeus gods?gods? Odin 3. Because Causehis pen ran out of ink, Ben neededEffect to get another one. gods? 3. Because his pen ran out of ink, Ben needed to get another one. Why did Ben need to get another pen? Why did Ben need to get another pen? ______Ben needed a new pen because his pen ran out of ______Ben needed a new pen because his pen ran out of ______ink. ______ink.

3232 UnitUnit 6 6 UnitUnit 6 6 3333 3232 UnitUnit© 2013 6 6 Core Knowledge Foundation © 2013 Core Knowledge UnitFoundationUnit 6 6 3333 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation

Name: 3.1 Name:Name: 3.13.1 Decide which simple sentence happened first and write the word Cause over top of it. DecideDecide which which simple simple sentence sentence happened happened first first and and write write the the word word Cause over over top top of of it. it. Decide which simple sentence happened second and write the wordCause Effect over top of it. DecideDecide which which simple simple sentence sentence happened happened second second and and write write the the word word Effect Effect over over top top of of it. it. Add the word becausebecause beforebefore thethe simplesimple sentencesentence thatthat happenshappens firstfirst andand isis thethe causecause;; joinjoin Mid-Year Grammar Assessment Addthe twothe wordsentences because and beforewrite them the simple as a compound sentence thatsentence happens including first and the is word the cause because; join. Mid-Year Grammar Assessment thethe two two sentences sentences and and write write them them as as a a compound compound sentence sentence including including the the word word because because.. 1. Read the sentence carefully and choose the words that are nouns. 1.1. Read Read the the sentence sentence carefully carefully and and choose choose the the words words that that are are nouns. nouns. Cause Effect CauseCause EffectEffect I forgot to clean up my room. I wasn’t allowed to go out to play. The plate of steaming pasta and meatballs smells wonderful. I I forgot forgot to to clean clean up up my my room. room. I I wasn’t wasn’t allowed allowed to to go go out out to to play. play. TheThe plate plate of of steaming steaming pasta pasta and and meatballs meatballs smells smells wonderful. wonderful. Because Because II forgotforgot toto cleanclean upup mymy room,room, II wasn’twasn’t allowedallowed toto gogo outout toto play.play. Because I forgot to clean up my room, I wasn’t allowed to go out to play. A. teaming, meatballs, wonderful Cause Effect A.A. teaming, teaming, meatballs, meatballs, wonderful wonderful 1. Peaches areCauseCause my favorite fruit. I asked forEffectEffect them for supper. 1.1. Peaches Peaches are are my my favorite favorite fruit. fruit. I I asked asked for for them them for for supper. supper. B. plate, pasta, meatballs B.B. plate, plate, pasta, pasta, meatballs meatballs ______Because peaches are my favorite fruit I asked for C. plate, smells, wonderful ______BecauseBecause peachespeaches areare mymy favoritefavorite fruitfruit II askedasked forfor C.C. plate, plate, smells, smells, wonderful wonderful ______them for supper. D. steaming, plate, meatballs ______themthem forfor supper.supper. D.D. steaming, steaming, plate, plate, meatballs meatballs Effect Cause 2. I asked to haveEffect my room painted purple. Purple isCause my favorite color. 2. Read the sentence carefully and choose the words that are adjectives. 2.2. I Iasked asked to to have have my my room room painted painted purple. purple. Purple Purple is is my my favorite favorite color. color. 2.2. Read Read the the sentence sentence carefully carefully and and choose choose the the words words that that are are adjectives. adjectives. ______I asked to have my room painted purple because ______I asked to have my room painted purple because The pink donuts taste sweet and yummy. I asked to have my room painted purple because TheThe pink pink donuts donuts taste taste sweet sweet and and yummy. yummy. ______purple is my favorite color. A. donuts, sweet, yummy ______purplepurple isis mymy favoritefavorite color.color. A. donuts, sweet, yummy Effect Cause A. donuts, sweet, yummy 3. I leaned overEffectEffect to pick my pencil up. I droppedCauseCause my pencil. B. pink, taste, yummy 3.3. I Ileaned leaned over over to to pick pick my my pencil pencil up. up. I I dropped dropped my my pencil. pencil. B. pink, taste, yummy C. pink, sweet, yummy ______I leaned over to pick up my pencil because I C.C. pink, pink, sweet, sweet, yummy yummy ______II leanedleaned overover toto pickpick upup mymy pencilpencil becausebecause II D. donuts, taste, yummy D.D. donuts, donuts, taste, taste, yummy yummy ______dropped my pencil. ______droppeddropped mymy pencil.pencil. 3. Read the sentences carefully and choose the words that are verbs. 3.3. Read Read the the sentences sentences carefully carefully and and choose choose the the words words that that are are verbs. verbs.

My family watches the speedy jets at the airport. We stroll up and down the corridors Mybefore family our watchesflight. Finally, the speedy we board jets at the the airplane. airport. We stroll up and down the corridors beforebefore our our flight. flight. Finally, Finally, we we board board the the airplane. airplane. A. speedy, stroll, flight A.A. speedy, speedy, stroll, stroll, flight flight B. watches, stroll, board B.B. watches, watches, stroll, stroll, board board C. family, airport, airplane C.C. family, family, airport, airport, airplane airplane 34 Unit 6 Unit 6 37 3434 UnitUnit 6 6 D. airport, corridors, board Unit 6 3737 34 Unit© 2013 6 Core Knowledge Foundation D. airport, corridors, board © 2013 Core Knowledge FoundationUnit 6 37 © 2013© 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

38 39 3838 3939 3.1 Name: continued3.13.1 Name: continuedcontinued 4. Choose the sentence that has the vertical line correctly placed between the 4.4. Choose Choose the the sentence sentence that that has has the the vertical vertical line line correctly correctly placed placed between between the the subjectsubject andand thethe predicate.predicate. 7. Choose the group of words that is a fragment. subject and the predicate. 7.7. Choose Choose the the group group of of words words that that is is a a fragment. fragment. A. Emily and Pedro | play video games together. A. Sammy is my best friend in the whole world. A. Emily and Pedro | play video games together. A.A. Sammy Sammy is is my my best best friend friend in in the the whole whole world. world. B. Emily | and Pedro play video games together. B. My pet goldfish is bright orange. B. Emily | and Pedro play video games together. B.B. My My pet pet goldfish goldfish is is bright bright orange. orange. C. Emily and Pedro play | video games together. C. Adventures in Light and Sound is a great book! C. Emily and Pedro play | video games together. C.C. AdventuresAdventures in in Light Light and and Sound Sound is is a a great great book! book! D. Emily and Pedro play video | games together. D. Sang all day. D.D. Emily Emily and and Pedro Pedro play play video video | |games games together. together. D.D. Sang Sang all all day. day. 5. Choose the sentence that has the vertical line correctly placed between the 5.5. Choose Choose the the sentence sentence that that has has the the vertical vertical line line correctly correctly placed placed between between the the Change these fragments into complete sentences: subject and the predicate. Change these fragments into complete sentences: subjectsubject and and the the predicate. predicate. A. The colorful kite flew | high in the bright, blue sky. 8. ran around the block A.A. The The colorful colorful kite kite flew flew | |high high in in the the bright, bright, blue blue sky. sky. 8. ran around the block B. The colorful kite flew high | in the bright, blue sky. ______Answers may vary. B.B. The The colorful colorful kite kite flew flew high high | |in in the the bright, bright, blue blue sky. sky. ______Answers______Answers maymay vary.vary. C. The colorful kite | flew high in the bright, blue sky. ______C. The colorful kite | flew high in the bright, blue sky. ______D. The colorful | kite flew high in the bright, blue sky. D. The colorful | kite flew high in the bright, blue sky. 9. my sister and her friend 9.9. my my sister sister and and her her friend friend 6. Choose the group of words that is a complete sentence. 6.6. Choose Choose the the group group of of words words that that is is a a complete complete sentence. sentence. ______Answers may vary. ______Answers______Answers maymay vary.vary. A. Humans are vertebrates. A.A. Humans Humans are are vertebrates. vertebrates. ______B. Jason and John. ______B.B. Jason Jason and and John. John. C. Is sweet and tasty. 10. Read the sentence carefully and choose the adjective that describes a noun. C.C. Is Is sweet sweet and and tasty. tasty. 10. Read the sentence carefully and choose the adjective that describes a noun. D. The dark, looming clouds. Jack collects stamps for his huge collection. D. The dark, looming clouds. JackJack collects collects stamps stamps for for his his huge huge collection. collection. A. collects A.A. collectscollects B. huge B.B. hugehuge C. collection C.C. collectioncollection D. stamps D.D. stampsstamps

38 Unit 6 Unit 6 39 38 Unit 6 Unit 6 39 3838 UnitUnit© 2013 6 6 Core Knowledge Foundation © 2013 Core Knowledge FoundationUnitUnit 6 6 3939 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013© 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation

Unit 6 | Workbook Answer Key 136 Unit 6 | Workbook Answer Key © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 40 41 404040 414141 3.1 Name:Name: 3.1continued3.1 Name:Name: continuedcontinuedcontinued 11. Read the sentence carefully and choose the adjective that describes a noun. 11.11.11. Read Read Read the thethe sentence sentencesentence carefully carefullycarefully and andand choose choosechoose the thethe adjective adjectiveadjective that thatthat describes describesdescribes a aa noun. noun.noun. 13.13. Of Of these these four four sentences, sentences, which which would would be be the the topic topic sentence sentence of of the the paragraph? paragraph? There are five members in the family. 13. Of these four sentences, which would be the topic sentence of the paragraph? ThereThereThere are areare five fivefive members membersmembers in inin the thethe family. family.family. A. The leaves are turning beautiful colors. A.A.A. The The The leaves leavesleaves are areare turning turningturning beautiful beautifulbeautiful colors. colors.colors. A. five A.A.A. fivefivefive B. Fall is the prettiest season of the year. B.B.B. Fall Fall Fall is isis the thethe prettiest prettiestprettiest season seasonseason of ofof the thethe year. year.year. B. family B.B.B. familyfamilyfamily C. Don’t you love fall, too? C.C.C. Don’t Don’t Don’t you youyou love lovelove fall, fall,fall, too? too?too? C. members C.C.C. membersmembersmembers D. I love to jump in the leaves that are in piles in my yard. D.D.D. I I I love lovelove to toto jump jumpjump in inin the thethe leaves leavesleaves that thatthat are areare in inin piles pilespiles in inin my mymy yard. yard.yard. D. are D.D.D. areareare 14. Of these four sentences, which would be the concluding sentence of the 14.14.14. Of Of Of these thesethese four fourfour sentences, sentences,sentences, which whichwhich would wouldwould be bebe the thethe concluding concludingconcluding sentence sentencesentence of ofof the thethe 12. Read the run-on sentence carefully and choose the example that shows the paragraph? 12.12.12. Read Read Read the thethe run-on run-onrun-on sentence sentencesentence carefully carefullycarefully and andand choose choosechoose the thethe example exampleexample that thatthat shows showsshows the thethe paragraph?paragraph?paragraph? sentencesentencesentence divided divideddivided correctly. correctly.correctly. A. The leaves are turning beautiful colors. sentence divided correctly. A.A.A. The The The leaves leavesleaves are areare turning turningturning beautiful beautifulbeautiful colors. colors.colors. Mark rode his bicycle all over the park he loves to ride all day. B.B. The The reds, reds, yellows, yellows, and and oranges oranges are are so so vibrant. vibrant. MarkMark rode rode his his bicycle bicycle all all over over the the park park he he loves loves to to ride ride all all day. day. B.B. The The reds,reds, yellows,yellows, andand orangesoranges areare soso vibrant.vibrant. A. Mark rode his bicycle all over. The park he loves to ride all day. C.C. Don’t Don’t you you love love fall, fall, too? too? A.A.A. Mark Mark Mark rode roderode his hishis bicycle bicyclebicycle all allall over. over.over. The TheThe park parkpark he hehe loves lovesloves to toto ride rideride all allall day. day.day. C.C. Don’t Don’t youyou lovelove fall,fall, too?too? B. Mark rode his bicycle. All over the park he loves to ride all day. D.D. I Ilove love to to jump jump in in the the leaves leaves that that are are in in piles piles in in my my yard. yard. B.B.B. Mark Mark Mark rode roderode his hishis bicycle. bicycle.bicycle. All AllAll over overover the thethe park parkpark he hehe loves lovesloves to toto ride rideride all allall day. day.day. D.D. I I lovelove toto jumpjump inin thethe leavesleaves thatthat areare inin pilespiles inin mymy yard.yard. C. Mark rode his bicycle all over the park he loves. To ride all day. C.C.C. Mark Mark Mark rode roderode his hishis bicycle bicyclebicycle all allall over overover the thethe park parkpark he hehe loves. loves.loves. To ToTo ride rideride all allall day. day.day. 15. Choose the best title for the paragraph. 15.15.15. Choose Choose Choose the thethe best bestbest title titletitle for forfor the thethe paragraph. paragraph.paragraph. D.D. Mark Mark rode rode his his bicycle bicycle all all over over the the park. park. He He loves loves to to ride ride all all day. day. A. Leaves Change Color D.D. Mark Mark roderode hishis bicyclebicycle allall overover thethe park.park. HeHe lovesloves toto rideride allall day.day. A.A.A. Leaves Leaves Leaves Change ChangeChange Color ColorColor B. Jumping is Fun Read the following paragraph carefully and then answer questions 13–15. B.B.B. Jumping Jumping Jumping is isis Fun FunFun ReadReadRead the thethe following followingfollowing paragraph paragraphparagraph carefully carefullycarefully and andand then thenthen answer answeranswer questions questionsquestions 13–15. 13–15.13–15. C.C. Raking Raking Leaves Leaves in in Fall Fall is is Hard Hard Work Work Fall is the prettiest season of the year. The leaves are turning beautiful colors. The C. Raking Leaves in Fall is Hard Work FallFall is is the the prettiest prettiest season season of of the the year. year. The The leaves leaves are are turning turning beautiful beautiful colors. colors. The The reds,Fall yellows,is the prettiest and oranges season are of theso vibrant. year. The I love leaves to jumpare turning in the beautifulleaves that colors. are in The piles in D. Fall is Beautiful reds,reds, yellows, yellows, and and oranges oranges are are so so vibrant. vibrant. I Ilove love to to jump jump in in the the leaves leaves that that are are in in piles piles in in D.D.D. Fall Fall Fall is isis Beautiful BeautifulBeautiful reds,my yard. yellows, It is andso much oranges fun. are Don’t so vibrant. you love I lovefall, totoo? jump in the leaves that are in piles in mymymy yard. yard.yard. It ItIt is isis so soso much muchmuch fun. fun.fun. Don’t Don’tDon’t you youyou love lovelove fall, fall,fall, too? too?too?

40 Unit 6 Unit 6 41 404040 UnitUnitUnit 6 6 6 UnitUnit 6 6 414141 40 Unit© 2013 6 Core Knowledge Foundation © 2013 Core Knowledge FoundationUnit 6 41 © ©2013 ©2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation Foundation ©© ©2013 2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

42 43 424242 434343 3.1 Name:Name: 3.1continued3.1 Name:Name: continuedcontinuedcontinued 16. Read the following paragraph and choose the irrelevant sentence. 16.16.16. Read Read Read the thethe following followingfollowing paragraph paragraphparagraph and andand choose choosechoose the thethe irrelevant irrelevantirrelevant sentence. sentence.sentence. 19.19. subject subjectsubject: :my my neighbors neighbors When I wake up with a fever, Mother keeps me at home for the day. She feeds me 19.19. subject:: mymy neighborsneighbors WhenWhen I Iwake wake up up with with a a fever, fever, Mother Mother keeps keeps me me at at home home for for the the day. day. She She feeds feeds me me mealsWhen that I wake I like up and with brings a fever, me Mother lots of water keeps tome drink. at home I sleep for mostthe day. of theShe day, feeds trying me to mealsmeals that that I Ilike like and and brings brings me me lots lots of of water water to to drink. drink. I Isleep sleep most most of of the the day, day, trying trying to to verbverb: bring, past tense______mealsget better. that I likedo my and homework brings me right lots ofafter water school. to drink. Sometimes I sleep Imost need of to the go day,to the trying doctor to verbverb:: : bring bringbring,, , past pastpast tense tensetense ______getget better. better. I Ido do my my homework homework right right after after school. school. Sometimes Sometimes I Ineed need to to go go to to the the doctor doctor getas well. better. My I domom my takes homework great care right of afterme! school. Sometimes I need to go to the doctor asasas well. well.well. My MyMy mom mommom takes takestakes great greatgreat care carecare of ofof me! me!me! ______Answers may vary but should include the word ______Answers______Answers maymay varyvary butbut shouldshould includeinclude thethe wordword A.A. I Isleep sleep most most of of the the day, day, trying trying to to get get better. better. A.A. I I sleepsleep mostmost ofof thethe day,day, tryingtrying toto getget better.better. ______brought______brought.. B. My mom takes great care of me! ______broughtbrought.. B.B.B. My My My mom mommom takes takestakes great greatgreat care carecare of ofof me! me!me! C. I do my homework right after school. 20.20. Adverbs Adverbs are are words words that that describe describe ______. ______. C.C.C. I I I do dodo my mymy homework homeworkhomework right rightright after afterafter school. school.school. 20. Adverbs are words that describe ______. A. nouns D. She feeds me meals that I like and brings me lots of water to drink. A.A.A. nounsnounsnouns D.D.D. She She She feeds feedsfeeds me meme meals mealsmeals that thatthat I I I like likelike and andand brings bringsbrings me meme lots lotslots of ofof water waterwater to toto drink. drink.drink. B. verbs B.B.B. verbsverbsverbs 17. Number the following sentences in the correct order they should appear in a 17.17.17. Number Number Number the thethe following followingfollowing sentences sentencessentences in inin the thethe correct correctcorrect order orderorder they theythey should shouldshould appear appearappear in inin a aa C. adjectives paragraph: C.C.C. adjectivesadjectivesadjectives paragraph:paragraph:paragraph: D. conjunctions ______2 Spread Spread the the peanut peanut butter butter on on one one piece piece of of bread bread and and the the jelly jelly on on the the D.D. conjunctionsconjunctions ______222 Spreadother.Spread thethe peanutpeanut butterbutter onon oneone piecepiece ofof breadbread andand thethe jellyjelly onon thethe D. conjunctions other. other.other. ______1 Get out the bread, peanut butter, and jelly to make a sandwich. 21. Choose the sentence that correctly uses an adverb. ______111 Get GetGet out outout the thethe bread, bread,bread, peanut peanutpeanut butter, butter,butter, and andand jelly jellyjelly to toto make makemake a aa sandwich. sandwich.sandwich. 21.21.21. Choose ChooseChoose the thethe sentence sentencesentence that thatthat correctly correctlycorrectly uses usesuses an anan adverb. adverb.adverb. ______4 Enjoy Enjoy your your sandwich! sandwich! A. The tight belt pinched my skin. ______444 EnjoyEnjoy youryour sandwich!sandwich! A.A.A. The The The tight tighttight belt beltbelt pinched pinchedpinched my mymy skin. skin.skin. ______33 Carefully Carefully put put your your two two pieces pieces of of bread bread together. together. B. My brother carefully wrapped the birthday present. ______3 Carefully put your two pieces of bread together. B.B.B. My My My brother brotherbrother carefully carefullycarefully wrapped wrappedwrapped the thethe birthday birthdaybirthday present. present.present. Create sentences. C.C. Our Our teacher teacher asked asked us us to to read read our our books. books. CreateCreateCreate sentences. sentences.sentences. C. Our teacher asked us to read our books. D.D. I Iam am so so glad glad you you came came to to my my house. house. 18. subject: Bob D.D. I I amam soso gladglad youyou camecame toto mymy house.house. 18.18.18. subject subjectsubject:: : Bob BobBob verb: go, future tense ______verbverbverb:: : go gogo,, , future futurefuture tense tensetense ______Answers may vary but should include the words ______Answers______Answers maymay varyvary butbut shouldshould includeinclude thethe wordswords ______will go. ______will______will gogo...

42 Unit 6 Unit 6 43 4242 UnitUnit 6 6 UnitUnit 6 6 4343 4242 UnitUnit© 2013 6 6 Core Knowledge Foundation © 2013 Core Knowledge FoundationUnitUnit 6 6 43 © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013© 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation Foundation

22.22.22. Read ReadRead the thethe sentence sentencesentence carefully carefullycarefully and andand choose choosechoose the thethe word wordword that thatthat the thethe adverb adverbadverb describes. describes.describes. 25.25.25. and andand 26. 26.26. Read ReadRead each eacheach simple simplesimple sentence. sentence.sentence. Add AddAdd adjectives, adjectives,adjectives, adverbs, adverbs,adverbs, and andand synonyms synonymssynonyms to toto TheThe frantic frantic squirrel squirrel quickly quickly scampered scampered up up the the tree. tree. TheThe franticfrantic squirrelsquirrel quicklyquickly scamperedscampered upup thethe tree.tree. thethethe sentences, sentences,sentences, using usingusing the thethe boxes boxesboxes provided. provided.provided. Then, Then,Then, write writewrite new, new,new, more moremore interesting interestinginteresting sentences.sentences.sentences. A.A.A. squirrelsquirrelsquirrel The The child child played played the the game. game. StarterStarterStarter Sentence: Sentence:Sentence: TheThe childchild playedplayed thethe game.game. B.B.B. scamperedscamperedscampered AdjectivesAdjectivesAdjectives to toto AdjectivesAdjectivesAdjectives to toto AdverbsAdverbsAdverbs to toto describe describedescribe AdverbsAdverbsAdverbs to toto describe describedescribe C.C. franticfrantic thethe game game whenwhen wherewhere C.C. franticfrantic describedescribedescribe describedescribedescribe thethe gamegame whenwhen wherewhere thethethe child childchild D.D.D. treetreetree AnswersAnswers AnswersAnswers AnswersAnswers AnswersAnswers ReadRead the the sentence sentence carefully, carefully, underline underline the the adverb, adverb, and and tell tell whether whether the the adverb adverb tells tells when when, , maymay varyvary maymay varyvary maymay varyvary maymay varyvary ReadRead thethe sentencesentence carefully,carefully, underlineunderline thethe adverb,adverb, andand telltell whetherwhether thethe adverbadverb tellstells whenwhen,, may vary may vary may vary may vary wherewhere, ,or or how how. .Then, Then, answer answer the the question. question. wherewhere,, oror howhow.. Then,Then, answeranswer thethe question.question. playedplayed SynonymsSynonymsSynonyms for forfor playedplayed 23.23.23. John JohnJohn has hashas never nevernever ridden riddenridden a aa horse horsehorse in inin is isis life. life.life. ______whenwhen WhatWhat word word does does the the adverb adverb describe? describe? ______hashas riddenridden

24.24. The The furry, furry, white white cat cat slept slept outside outside on on the the picnic picnic table. table. ______wherewhere 24. The furry, white cat slept outside on the picnic table. ______where NewNew sentence: sentence: ______Answers______Answers maymay vary.vary. NewNew sentence:sentence: ______Answers______may vary. WhatWhat word word does does the the adverb adverb describe? describe? ______sleptsleptslept ______

______

4444 UnitUnit 6 6 UnitUnit 6 6 4545 444444 UnitUnitUnit 6 66 UnitUnitUnit 66 6 454545 © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation

464646 474747 3.13.1 Name:Name: continuedcontinued3.1 Name:Name: continuedcontinued

StarterStarter Sentence: Sentence: Roses Roses bloom bloom in in my my yard. yard. StarterStarter Sentence:Sentence: RosesRoses bloombloom inin mymy yard.yard. ChooseChoose the the sentence sentence that that is is punctuated punctuated correctly. correctly. ChooseChoose thethe sentencesentence thatthat isis punctuatedpunctuated correctly.correctly. AdjectivesAdjectivesAdjectives to toto AdjectivesAdjectivesAdjectives to toto AdverbsAdverbsAdverbs to toto describe describedescribe AdverbsAdverbsAdverbs to toto describe describedescribe yardyard whenwhen howhow describedescribedescribe the thethe describedescribedescribe the thethe yardyard whenwhen howhow 28.28.28. A. A.A. “Do “Do“Do you youyou like likelike to toto play playplay football,” football,”football,” asked askedasked Mr. Mr.Mr. Sanders? Sanders?Sanders? rosesrosesroses B.B.B. “Do “Do“Do you youyou like likelike to toto play playplay football.” football.”football.” asked askedasked Mr. Mr.Mr. Sanders? Sanders?Sanders? AnswersAnswers AnswersAnswers AnswersAnswers AnswersAnswers C.C.C. “Do “Do“Do you youyou like likelike to toto play playplay football,” football,”football,” asked askedasked Mr. Mr.Mr. Sanders. Sanders.Sanders. maymay varyvary maymay varyvary maymay varyvary maymay varyvary D.D.D. “Do “Do“Do you youyou like likelike to toto play playplay football?” football?”football?” asked askedasked Mr. Mr.Mr. Sanders. Sanders.Sanders.

SynonymsSynonyms for for bloom bloom RewriteRewrite the the sentences sentences using using correct correct capitalization capitalization and and punctuation. punctuation. SynonymsSynonyms forfor bloombloom RewriteRewrite thethe sentencessentences usingusing correctcorrect capitalizationcapitalization andand punctuation.punctuation.

29.29.29. timmy timmy timmy screamed screamedscreamed someone someonesomeone help helphelp me meme

______Timmy______Timmy screamed,screamed, “Someone“Someone helphelp me!”me!” ______Timmy screamed, “Someone help me!” NewNew sentence: sentence: ______Answers______Answers maymay vary.vary. NewNew sentence:sentence: ______Answers______may vary. ______30.30. my my mother mother said said please please finish finish your your homework homework so so we we can can play play a a game game ______30.30. my my mothermother saidsaid pleaseplease finishfinish youryour homeworkhomework soso wewe cancan playplay aa gamegame ______My______My mothermother said,said, “Please“Please finishfinish youryour homeworkhomework 27.27.27. Choose Choose Choose the thethe ending endingending of ofof the thethe sentence sentencesentence to toto use useuse the thethe conjunction conjunctionconjunction but butbut correctly. correctly.correctly. ______My mother said, “Please finish your homework ______so______so wewe cancan playplay aa game.”game.” ChipmunksChipmunks like like nuts nuts but but ______. ______. ______soso wewe cancan playplay aa game.”game.” ChipmunksChipmunks likelike nutsnuts butbut ______.______.

A.A.A. nuts nuts nuts are areare good goodgood to toto eat eateat B.B.B. robins robins robins like likelike worms wormsworms instead insteadinstead C.C.C. squirrels squirrels squirrels live livelive in inin trees treestrees D.D.D. chipmunks chipmunks chipmunks eat eateat them themthem everyday everydayeveryday

4646 UnitUnit 6 6 UnitUnit 6 6 4747 4646 UnitUnit 66 UnitUnit 66 4747 46 Unit© ©2013 2013 6 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 47 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name:Name:Name: E.3E.3

PretendPretendPretend you youyou are areare Odin, Odin,Odin, the thethe father fatherfather of ofof the thethe Norse NorseNorse gods, gods,gods, and andand write writewrite the thethe conversation conversationconversation you youyou would wouldwould havehavehave had hadhad with withwith Loki LokiLoki after afterafter hearing hearinghearing Thor’s Thor’sThor’s complaint. complaint.complaint. Your YourYour ideas ideasideas may maymay be bebe very veryvery different differentdifferent from fromfrom what whatwhat Sif’sSif’sSif’s GoldenGoldenGolden HairHairHair happenedhappenedhappened in inin the thethe myth. myth.myth.

Without looking at your Reader, put the following sentences in the correct order. Look WithoutWithout looking looking at at your your Reader, Reader, put put the the following following sentences sentences in in the the correct correct order. order. Look Look BeginBeginBegin with withwith this thisthis statement: statement:statement: carefullycarefullycarefully as asas one oneone of ofof the thethe sentences sentencessentences did diddid not notnot happen happenhappen in inin the thethe story. story.story. Put PutPut an anan X XX in inin the thethe blank blankblank before beforebefore that thatthat sentence.sentence.sentence. When WhenWhen finished, finished,finished, look looklook back backback at atat “Sif’s “Sif’s“Sif’s Golden GoldenGolden Hair” Hair”Hair” in inin your youryour Reader ReaderReader and andand check checkcheck your youryour “Oh,“Oh,“Oh, Loki!” Loki!”Loki!” said saidsaid Odin. Odin.Odin. “What “What“What am amam I II going goinggoing to toto do dodo with withwith you?” you?”you?” work.work.work. 111 ______Answers______Answers maymay vary.vary. ______The The The Valkyries ValkyriesValkyries cleared clearedcleared the thethe table. table.table. 777 ______“You “You willwill restorerestore Sif’sSif’s hair!”hair!” saidsaid Odin.Odin. ______“You “You will will restore restore Sif’s Sif’s hair!” hair!” said said Odin. Odin. ______444 ______Thor Thor blamedblamed LokiLoki forfor cuttingcutting Sif’sSif’s hair.hair. ______Thor Thor blamed blamed Loki Loki for for cutting cutting Sif’s Sif’s hair. hair. ______555 ______Everyone Everyone Everyone knew knewknew that thatthat whenever wheneverwhenever something somethingsomething was waswas broken, broken,broken, Loki LokiLoki was waswas guilty. guilty.guilty. ______X XX ______Odin Odin Odin ate ateate pieces piecespieces of ofof meat meatmeat with withwith his hishis ravens. ravens.ravens. ______2 22 ______Thor Thor Thor and andand Sif SifSif arrived arrivedarrived to toto speak speakspeak with withwith Odin. Odin.Odin.

666 ______Odin Odin Odin called calledcalled an anan assembly assemblyassembly of ofof the thethe gods. gods.gods. 333 ______Sif’s Sif’s Sif’s veil veilveil fell fellfell to toto her herher shoulders shouldersshoulders to toto show showshow her herher yellow yellowyellow stubble stubblestubble instead insteadinstead of ofof hair. hair.hair. ______

______

______UnitUnit 66 4949 5050 UnitUnit 66 UnitUnit 6 6 494949 505050 UnitUnitUnit 6 6 6 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 ©2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation © ©2013 ©2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation Foundation

515151 525252

Name:Name:Name: 3.23.2

4.4.4. The The The chapter chapterchapter says sayssays Sif’s Sif’sSif’s golden goldengolden hair hairhair is isis “a “a“a wonder wonderwonder to toto behold beholdbehold.”.”.” What WhatWhat does doesdoes the thethe word wordword beholdbehold mean?mean? LokiLoki andand thethe DwarvesDwarves beholdbehold mean? mean? A.A.A. touchtouchtouch 1.1.1. The The The dwarves dwarvesdwarves are areare described describeddescribed in inin the thethe chapter chapterchapter as asas “grouchy, “grouchy,“grouchy, surly, surly,surly, and andand unpleasant.” unpleasant.”unpleasant.” B.B.B. carrycarrycarry UseUseUse your youryour own ownown words wordswords to toto describe describedescribe the thethe dwarves. dwarves.dwarves. C.C.C. seeseesee ______Answers______Answers maymay vary.vary. D.D.D. shineshineshine ______5.5.5. Why Why Why would wouldwould a aa spear spearspear be bebe a aa good goodgood gift giftgift for forfor Odin? Odin?Odin? ______Odin______Odin waswas thethe fatherfather ofof thethe NorseNorse gods,gods, aa ruler.ruler. 2.2.2. Loki Loki Loki is isis called calledcalled a aa “smooth “smooth“smooth talker.” talker.”talker.” What WhatWhat does doesdoes that thatthat mean? mean?mean? What WhatWhat was waswas he hehe able ableable to toto do dodo simplysimplysimply by byby speaking? speaking?speaking? ______

______BeingBeing aa “smooth“smooth talker”talker” meansmeans hehe cancan flatterflatter ______

______someonesomeone intointo doingdoing whatwhat hehe wants.wants. HeHe talkedtalked ______someonesomeone intointo doingdoing whatwhat hehe wants.wants. HeHe talkedtalked 6.6.6. The The The last lastlast sentence sentencesentence in inin the thethe chapter chapterchapter says sayssays that thatthat all allall was waswas well wellwell in inin Asgard AsgardAsgard – –– “at “at“at least leastleast for forfor thethethe moment.” moment.”moment.” Predict PredictPredict what whatwhat might mightmight happen happenhappen next. next.next. Do DoDo you youyou think thinkthink that thatthat peace peacepeace will willwill ______thethethe dwarvesdwarvesdwarves intointointo makingmakingmaking thingsthingsthings forforfor him.him.him. last?last?last? Why WhyWhy or oror why whywhy not? not?not? 3.3. Why Why diddid LokiLoki talktalk thethe dwarvesdwarves intointo makingmaking aa spearspear andand aa boat?boat? 3.3. Why Why did did Loki Loki talk talk the the dwarves dwarves into into making making a a spear spear and and a a boat? boat? ______Answers______Answers maymay vary.vary. ______Loki tricked the dwarves into making presents ______LokiLoki trickedtricked thethe dwarvesdwarves intointo makingmaking presentspresents ______

______forfor OdinOdin andand ThorThor (the(the spearspear andand thethe boat)boat) ______forfor OdinOdin andand ThorThor (the(the spearspear andand thethe boat)boat) ______

______becausebecause theythey werewere angryangry withwith him.him. PagePagePage ______222222

UnitUnit 66 5151 5252 UnitUnit 66 UnitUnit 6 6 5151 5252 UnitUnit 6 6 ©© 2013 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 51 52 Unit©© 2013 2013 6 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: 3.4 Name:Name: 3.4

5.5. Thomas Thomas isis ______activeactive inin schoolschool clubsclubs likelike thethe BookBook Club,Club, –ive:: SuffixSuffix MeaningMeaning “relating“relating to”to” StudentStudent Safety,Safety, andand MathMath Masters.Masters.

creative—(adjective)creative—(adjective) relatingrelating toto makingmaking oror Answers may vary. 6.6. Write Write youryour ownown sentencesentence usingusing thethe oneone wordword leftleft inin thethe box.box. inventinginventing somethingsomething Answers may vary. cooperative—(adjective) relating to working ______cooperative—(adjective)cooperative—(adjective) relatingrelating toto workingworking ______Answers may vary but should include the word withwith othersothers towardtoward aa commoncommon goalgoal Answers may vary. expressive—(adjective) relating to showing ______expressive—(adjective)expressive—(adjective) relatingrelating toto showingshowing Answers may vary. ______cooperativecooperative.. whatwhat youyou thinkthink oror feelfeel Answers may vary. decorative—(adjective) relating to making ______decorative—(adjective) relating to making Answers may vary. ______somethingsomething beautifulbeautiful Answers may vary. ______Write the correct word to complete each sentence.

expressiveexpressive activeactive creativecreative

cooperativecooperative productiveproductive decorativedecorative

1.1. She She hashas aa ______creativecreative mindmind andand cancan makemake manymany uniqueunique piecespieces ofof jewelry.jewelry.

2.2. Dad Dad saidsaid hehe hadhad suchsuch aa ______productive dayday atat workwork thatthat hehe might go in late tomorrow and relax in the morning for a change.

3.3. Dawn Dawn addedadded aa ______decorative blueblue vasevase toto thethe shelfshelf toto fillfill inin anan emptyempty spotspot inin thethe bookcase.bookcase.

4.4. The The lyricslyrics ofof aa newnew songsong II heardheard onon thethe radioradio areare veryvery ______expressiveexpressive andand telltell aboutabout anan experienceexperience thethe singersinger hadhad asas aa child.child.

Unit 6 55 56 Unit 6 UnitUnit 66 555555 565656 UnitUnitUnit 6 66 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©©© 20132013 2013 CoreCore Core KnowledgeKnowledge Knowledge Foundation Foundation ©© ©2013 2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation Foundation

5959 6060

Name: 3.6 Name:Name: 3.6

5.5. The The classclass ______activelyactively trackedtracked thethe progressprogress ofof thethe hurricanehurricane –ly:: SuffixSuffix Meaning“inMeaning“in aa ______way”way” asas partpart ofof theirtheir sciencescience unitunit aboutabout weather.weather.

appreciatively—(adverb)appreciatively—(adverb) inin anan appreciativeappreciative Answers may vary. 6.6. Write Write youryour ownown sentencesentence usingusing thethe oneone wordword leftleft inin thethe box.box. wayway Answers may vary. ______Answers may vary but should include the word inventively—(adverb)inventively—(adverb) inin anan inventiveinventive wayway Answers may vary. ______Answers may vary but should include the word cooperatively—(adverb) in a cooperative way ______inventively. cooperatively—(adverb)cooperatively—(adverb) inin aa cooperativecooperative wayway Answers may vary. ______inventivelyinventively.. creatively—(adverb) in a creative way ______creatively—(adverb)creatively—(adverb) inin aa creativecreative wayway Answers may vary. ______

______Write the correct word to complete each sentence.

appreciativelyappreciatively creativelycreatively decorativelydecoratively

activelyactively inventivelyinventively cooperativelycooperatively

1.1. We We workedworked ______cooperativelycooperatively asas aa teamteam toto clearclear snowsnow offoff ourour neighbor’sneighbor’s sidewalksidewalk soso hehe couldcould safelysafely gogo outside.outside.

2.2. My My coachcoach noddednodded ______appreciativelyappreciatively toto meme forfor comingcoming outout ofof thethe gamegame andand lettingletting anotheranother playerplayer havehave somesome playingplaying time.time.

3.3. Megan Megan ______creativelycreatively designeddesigned whatwhat sheshe wantedwanted herher bedroombedroom toto looklook likelike withwith newnew paint,paint, furniture,furniture, andand somesome ofof herher artworkartwork displayed.displayed.

4.4. The The sculptorsculptor ______decoratively displayeddisplayed hishis workwork inin aa wayway thatthat nono oneone hadhad everever donedone atat thethe gallerygallery before.before.

Unit 6 59 60 Unit 6 UnitUnit 66 5959 6060 UnitUnit 66 © 2013 Core Knowledge FoundationUnit 6 59 60 Unit© 2013 6 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name:Name: 4.14.1 Name: 4.1 5. What word with the suffix –y means “full of holes that let something in or 5. What word with the suffix –y meansmeans “full“full ofof holesholes thatthat letlet somethingsomething inin oror allowallow something something to to escape?” escape?” Mid-YearMid-Year Morphology Morphology Assessment Assessment allow something to escape?” 1. We went to a special reception with an artist to ______her ______leakyleaky 1. We went to a special reception with an artist to ______her ______leaky workwork before before the the gallery gallery with with her her art art opened opened to to the the public. public. work before the gallery with her art opened to the public. 6.6. Circle Circle the the correct correct suffix suffix to to add add to to the the root root word word in in the the sentence. sentence. A. viewed 6. Circle the correct suffix to add to the root word in the sentence. A. viewed B. preview Jessie saw several poison___ snakes in the reptile house at the zoo. B. preview JessieJessie sawsaw severalseveral poison___poison___ snakessnakes inin thethe reptilereptile househouse atat thethe zoo.zoo. C.C. reviewreview A. –ist C. review A. –ist B. –ous 2. Circle the word that best fits in the blank. B. –ous 2. Circle the word that best fits in the blank. C. –er C. –er Our neighbor called to ______announce the birth of his son. Our neighbor called to ______announce the birth of his son. 7. Dad said we need to eat a ______snack instead of having junk 7. Dad said we need to eat a ______snack instead of having junk A.A. joyousjoyous food so we chose bananas. A. joyous foodfood soso wewe chosechose bananas.bananas. B.B. joyouslyjoyously A. nutritional B. joyously A. nutritional B. nutrition 3. If you have misplaced your keys, you have ______B. nutrition 3. If you have misplaced youryour keys,keys, youyou havehave ______C. nutritionally C. nutritionally ______placed______them wrong, or you have lost them ______placed them wrong, or you have lost them 8. If Nina is unable to attend your birthday party, what does that mean? ______.______. 8. If Nina is unable to attend your birthday party, what does that mean? ______.______. 8. If Nina is unable to attend your birthday party, what does that mean?

4. Mom asked an ______whose work she liked if he would create ______Nina______Nina is is not not able able to to come. come. 4. Mom asked an ______artistartist whose work she liked if he would create ______Nina is not able to come. somesome pieces pieces to to hang hang in in our our house. house. some pieces to hang in our house. 9. An ______came to our school to check for damage to the roof 9. An ______came to our school to check for damage to the roof A.A. actoractor after the storm. A. actor after the storm. B.B. artistartist A. inspect B. artist A. inspect C.C. organistorganist B. inspector C. organist B. inspector C. inspection C. inspection

Unit 6 63 64 Unit 6 UnitUnit 66 63 64 UnitUnit 66 © 2013 Core Knowledge FoundationUnit 6 63 64 © 2013Unit Core 6 Knowledge Foundation © 2013 Core Knowledge FoundationFoundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 20132013 CoreCore KnowledgeKnowledge FoundationFoundation ©© 20132013 CoreCore KnowledgeKnowledge FoundationFoundation

6565 6666 4.14.1 Name:Name: continuedcontinued4.1 Name: continuedcontinued

14.14. Circle Circle the the correct correct prefix prefix to to add add to to the the root root word word in in the the sentence. sentence. nondairy 10.10. Robert Robert can can only only drink drink nondairy milk. milk.milk. This ThisThis means meansmeans he hehe can cancan drink drinkdrink milk milkmilk that thatthat is isis I I___like ___like cabbage cabbage and and don’t don’t enjoy enjoy when when Mom Mom serves serves it it with with dinner. dinner. ______.not______.not made made with with milk milk II ___like___like cabbagecabbage andand don’tdon’t enjoyenjoy whenwhen MomMom servesserves itit withwith dinner.dinner. A. mis– A. mis– 11.11. Circle Circle the the correct correct suffix suffix to to add add to to the the root root word word in in the the sentence. sentence. 11. Circle the correct suffix to add to the root word in the sentence. B. dis– B. dis– We watched as the magic___ pulled all sorts of things out of his hat. C. un–un– We watched as the magic___ pulled all sorts of things out of his hat. C. un– A. none A. none B. –al B. –al C. –ian C. –ian

reload 12.12. What What does does reloadreload mean meanmean in inin the thethe following followingfollowing sentence? sentence?sentence?

Dad has to reload the car because he forgot to put the folding table in first on the bottom. Dad has to reloadreload thethe carcar becausebecause hehe forgotforgot toto putput thethe foldingfolding tabletable inin firstfirst onon thethe bottom.bottom. Answer: ______Answer: Answer:to ______to load load again again

13.13. That That soccer soccer ______just just scored scored an an amazing amazing goal goal by by heading heading heading the thethe ball ballball in inin the thethe net! net!net! A. playing A. playing B. player B. player C. play C. play

UnitUnit 6 6 6565 6666 UnitUnit 6 6 Unit 6 6565 6666 Unit 6 © 2013© 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 65 66 ©Unit 2013© 2013 Core6 Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation

Name: E.4 Name:Name: E.4E.4

4.4.4. Derek Derek Derek came camecame up upup with withwith an anan inventive inventiveinventive way wayway to toto display displaydisplay the thethe results resultsresults of ofof his hishis science sciencescience experiment.experiment. SuffixesSuffixes –ive–ive andandand –ly–ly–ly experiment.experiment. Word:Word: II NN V E T II V E Read each sentence and circle the word with either the suffix –ive–ive oror bothboth suffixessuffixes –ive–ive andand Word:Word: I 1NN1 V E 1313 T I V E ReadRead each each sentence sentence and and circle circle the the word word with with either either the the suffix suffix –ive –ive or or both both suffixes suffixes –ive –ive and and 1 1 13 13 –ly–ly.. Then,Then, writewrite thethe word,word, puttingputting oneone letterletter onon eacheach blank,blank, andand writewrite thethe partpart ofof speechspeech andand –ly–ly. .Then, Then, write write the the word, word, putting putting one one letter letter on on each each blank, blank, and and write write the the part part of of speech speech and and meaning of the word. Part Part ofof Speech:Speech: ______adjective meaningmeaning of of the the word. word. Part Part of of Speech: Speech: ______adjectiveadjective Meaning: ______relating to making something new that no 1.1.1. The TheThe group groupgroup had hadhad a aa productive productiveproductive meeting, meeting,meeting, getting gettinggetting through throughthrough all allall items itemsitems on onon the thethe agenda. agenda.agenda. Meaning:Meaning: ______relating______relating toto makingmaking somethingsomething newnew thatthat nono oneone elseelse hashas everever mademade Word:Word: P R O D UC T I V E 5.5. I I amam appreciativeappreciative ofof allall thatthat mymy teacherteacher doesdoes toto helphelp meme learn!learn! Word:Word: P P R R OO 2 2 D D UC 12 12UC T T II V V E E 5. I am appreciative of all that my teacher does to help me learn! 2 2 12 12 Word:Word: A P PR E C II A T V E Part Part ofof Speech:Speech: ______adjective Word:Word: AA PP PR PR E 5E5 CC IIII AA T T77 VV EE Part of Speech: ______adjectiveadjective 5 5 7 7 Meaning: ______a______meeting where much was produced Part Part ofof Speech:Speech: ______Meaning:Meaning: ______a ______a meetingmeeting wherewhere muchmuch waswas producedproduced Part Part of of Speech: Speech: ______adjectiveadjectiveadjective Meaning: ______relating to being thankful 2.2.2. She She She decoratively decorativelydecoratively arranged arrangedarranged the thethe flowers flowersflowers in inin two twotwo vases vasesvases before beforebefore putting puttingputting them themthem on onon the thethe Meaning:Meaning: ______relating______relating toto beingbeing thankfulthankful table.table.table. 6.6.6. Kate Kate Kate creatively creativelycreatively designed designeddesigned a aa new newnew cover covercover for forfor her herher writing writingwriting project. project.project. Word:Word: D E C O R A T I V E L Y Word:Word: DD E E CC OO R 10R 10 A A TT I I VV E E L L Y Y 10 10 Word:Word: C R E A T I V E LY Word:Word: C C R 3R 3 E E A A T T I I V V EE LY LY 3 3 Part Part Part of ofof Speech: Speech:Speech: ______adverbadverbadverb Part Part Part of ofof Speech: Speech:Speech: ______adverbadverbadverb Meaning: ______in______in aa decorativedecorative wayway Meaning:Meaning: ______in ______in aa decorativedecorative wayway Meaning: relating______to making or inventing something Meaning:Meaning: relating______relating______toto makingmaking oror inventinginventing somethingsomething 3.3.3. My My My sister sistersister and andand I II worked workedworked cooperatively cooperativelycooperatively to toto clean cleanclean out outout the thethe playroom playroomplayroom and andand make makemake a aa pile pilepile 7. He is an active person and likes to ride his bike, swim, hike, and run. ofofof things thingsthings we wewe don’t don’tdon’t used usedused anymore anymoreanymore to toto donate donatedonate to toto charity. charity.charity. 7.7. He He is is an an active active person person and and likes likes to to ride ride his his bike, bike, swim, swim, hike, hike, and and run. run. Word:Word: C OO P E R A T I V E L Y Word:Word: AA CC TT III VV EE Word:Word: CC OOOO PP 11E11E RR AA TT I I VV EE L L Y Y 66 Word:Word: 9 9 11 11 6 6 9 9 Part Part ofof Speech:Speech: ______adjective Part Part Part of ofof Speech: Speech:Speech: ______adverbadverbadverb Part Part of of Speech: Speech: ______adjectiveadjective Meaning: ______in______in aa wayway thatthat isis cooperativecooperative Meaning: ______energetic Meaning:Meaning: ______in ______in aa wayway thatthat isis cooperativecooperative Meaning:Meaning: ______energetic______energetic

UnitUnit 66 6767 6868 UnitUnit 66 UnitUnitUnit 6 66 6767 6868 UnitUnitUnit 66 6 ©© 20132013 CoreCore KnowledgeKnowledge FoundationFoundation ©© 20132013 CoreCore KnowledgeKnowledge FoundationFoundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation

696969 717171 E.4 continuedE.4continuedE.4 Name: 4.2 continuedcontinued Name:Name: 4.24.2

8.8.8. The The The artist artistartist expressively expressivelyexpressively presented presentedpresented his hishis work workwork at atat the thethe gallery gallerygallery opening, opening,opening, describing describingdescribing StolenStolen Thunder Thunder howhowhow emotional emotionalemotional it itit was waswas to toto create createcreate the thethe pieces. pieces.pieces. 1.1.1. Why Why Why might mightmight Thor ThorThor have havehave thought thoughtthought that thatthat Loki LokiLoki had hadhad stolen stolenstolen Mjöllnir? Mjöllnir?Mjöllnir? Word:Word: E XS PR E S IV ELY Word:Word: EE XSXS PRPR EE S S44 88 IV IV ELYELY 4 4 8 8 ______Answers______may vary. ______Answers______Answers maymay vary.vary. Part Part ofof Speech:Speech: ______adverb Part of Speech: ______adverbadverb ______Meaning: ______Meaning: ______relatingrelating______toto showingshowing whatwhat youyou thinkthink oror feelfeel Meaning: relating to showing what you think or feel ______Now,Now, match match the the letters letters you you wrote wrote in in numbered numbered blanks blanks to to the the following following message message that that 2.2. What What isis thethe meaningmeaning ofof thethe wordword cacklecackle inin thethe followingfollowing sentencesentence fromfrom thethe needsneedsneeds decoding. decoding.decoding. 2. What is the meaning of the word cackle in the following sentence from the chapter?chapter?chapter?

ThrymThrym pausedpaused brieflybriefly toto cacklecackle andandand enjoyenjoyenjoy hishishis ownownown villainy.villainy.villainy. N O R S E Y T S Thrym paused briefly to cackle and enjoy his own villainy. NN 1 1 OO 2 2 R 3R 3 S 4S 4 EE 5 5 m YY 6 6 T 7T 7 h S 8S 8 1 1 2 2 3 3 4 4 5 5 m 6 6 7 7 h 8 8 A.A.A. cry cry cry softly softlysoftly A R E U N A 9A9 R 1010R E 11 11E ff U 12 12U N 13 13N !! B. laugh noisily 9 9 10 10 11 11 f 12 12 13 13 ! B.B. laugh laugh noisily noisily C.C.C. yell yell yell angrily angrilyangrily D.D. sing sing beautifully beautifully

3.3.3. Compare Compare Compare and andand contrast contrastcontrast Loki LokiLoki and andand Thrym. Thrym.Thrym.

LokiLokiLoki ThrymThrymThrym changeschanges –– usuallyusually changes – usually Appearance?Appearance?Appearance? aa giantgiant godgod sizedsized a giant honest,honest, happyhappy withwith trickytricky Behavior?Behavior?Behavior? tricky hishis villainyvillainy WhatWhat do do the the gods gods think think of of notnot muchmuch goodgood don’t trust him him? don’t trust him him?him? becausebecause he’she’s aa giantgiant

UnitUnit 66 6969 UnitUnit 66 7171 UnitUnit 6 6 6969 UnitUnit 6 6 7171 ©© 20132013 CoreCore KnowledgeKnowledge FoundationFoundationUnit 6 69 ©© 20132013 CoreCore KnowledgeKnowledge FoundationFoundationUnit 6 71 © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name:Name: X.X4.3X.X4.3 Name: X.X4.3

4.4. What What do do you you think think Thor Thor will will do do to to get get his his hammer, hammer, Mjöllnir, Mjöllnir, back? back?

Answers______Answers______maymay vary.vary. AnswerAnswer ComprehensionComprehension QuestionsQuestions Answers______may vary. Answer Comprehension Questions UsingUsing ConjunctionConjunction becausebecause ______Using Conjunction because ______ReadRead the the following following story story and and look look carefully carefully for for answers answers to to the the comprehension comprehension questions questions that that ______Read the following story and look carefully for answers to the comprehension questions that ______follow.follow. Make Make sure sure you you restate restate the the question question when when you you write write the the beginning beginning of of your your answer. answer. follow. Make sure you restate the question when you write the beginning of your answer. ______TheThe SurpriseSurprise PartyParty ______MotherMother and and I I had had planned planned and and prepared prepared all all day, day, making making sure sure that that everything everything ______Mother and I had planned and prepared all day, making sure that everything waswas ready ready for for a a special special supper supper because because it it was was Grandma’s Grandma’s birthday birthday today. today. Grandma Grandma ______waswas coming coming for for supper supper because because she she always always came came for for supper supper on on Sundays Sundays and and it it was was ______was coming for supper because she always came for supper on Sundays and it was Sunday.Sunday. What What she she didn’t didn’t know know was was that that it it was was going going to to be be a a special special Sunday Sunday because because MotherMother and and I I had had kept kept the the party party a a big big secret! secret! I I can’t can’t wait wait to to see see the the look look on on her her faceface when when she she arrives arrives and and we we all all shout, shout, “Surprise!” “Surprise!” Because Because I I love love her her so so very very much, much, seeingseeing her her happy happy will will make make my my day! day! I I just just know know this this will will be be the the best best Sunday Sunday ever ever becausebecause Grandma Grandma will will be be surprised surprised and and will will open open her her presents. presents. Because Because she she is is fifty fifty yearsyears old old today, today, I I wrapped wrapped up up fifty fifty small small pictures pictures I I had had drawn drawn for for her, her, one one for for each each yearyear she she has has been been alive! alive!

Example:Example: Why Why were were Mother Mother and and I Iplanning planning and and preparing preparing all all day? day? Example: Why were Mother and I planning and preparing all day? MotherMother and and I Iwere were planning planning and and preparing preparing all all day day because because it it was was Grandma’s Grandma’s birthday. birthday. Mother and I were planning and preparing all day because it was Grandma’s birthday.

1.1. How How do do you you know know that that Grandma Grandma is is coming coming for for supper? supper?

______I______I know know Grandma Grandma is is coming coming for for supper supper because because she she always always comes comes ______I know Grandma is coming for supper because she always comes

______for______for supper supper on on Sunday Sunday and and it it is is Sunday. Sunday. ______for supper on Sunday and it is Sunday.

2.2. Why Why doesn’t doesn’t Grandma Grandma know know that that this this Sunday Sunday will will be be special special with with a a party? party?

______Grandma______Grandma doesn’t doesn’t know know that that this this Sunday Sunday will will be be special special because because ______Grandma doesn’t know that this Sunday will be special because

______Mother______Mother and and I I have have kept kept it it a a secret. secret. ______Mother and I have kept it a secret. 7272 UnitUnit 6 6 UnitUnit 6 6 7373 7272 UnitUnit 6 6 UnitUnit 6 6 73 © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

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Name:Name: X.X4.5X.X4.5 Name: X.X4.5

Take-HomeTake-Home Worksheet Worksheet 3.3. Why Why does does the the writer writer think think this this will will be be the the best best Sunday Sunday ever? ever? Take-Home Worksheet

______The______The writer writer thinks thinks this this will will be be the the best best Sunday Sunday ever ever because because PracticePractice ConjunctionsConjunctions andand,, butbut,, andand becausebecause ______The writer thinks this will be the best Sunday ever because Practice Conjunctions and, but, and because

______Grandma______Grandma will will be be surprised surprised and and will will open open her her presents. presents. ChooseChoose the the conjunction conjunction that that belongs belongs in in each each blank blank and and write write it it on on the the line. line. ______Grandma will be surprised and will open her presents. Choose the conjunction that belongs in each blank and write it on the line. 1.1. Eric Eric had had the the lead lead part part in in the the play, play, “Androcles “Androcles and and the the Lion,” Lion,” 4.4. What What gift gift does does the the writer writer have have for for her her Grandma Grandma and and why why did did she she choose choose this this 1. Eric had the lead part in the play, “Androcles and the Lion,” ______andand did did a a wonderful wonderful job! job! gift?gift? ______and did a wonderful job!

______The______The writer writer has has fifty fifty small small pictures pictures for for Grandma Grandma because because ______The writer has fifty small pictures for Grandma because 2.2. My My brother’s brother’s car car is is a a beautiful beautiful shade shade of of silver, silver, ______butbut it’s it’s so so coveredcovered with with mud, mud, it’s it’s hard hard to to tell! tell! ______Grandma______Grandma is is celebrating celebrating her her fiftieth fiftieth birthday. birthday. covered with mud, it’s hard to tell! ______Grandma is celebrating her fiftieth birthday.

3.3. My My friend, friend, Alan, Alan, ______andand I I go go fishing fishing together together each each Saturday. Saturday.

4.4. ______BecauseBecause the the sky sky is is so so blue, blue, I I wanted wanted to to get get my my watercolors watercolors and and paintpaint a a picture picture of of it. it.

5.5. I Ireread reread Stories Stories of of Ancient Ancient Rome Rome five five times times ______becausebecause it it was was full full of of greatgreat stories. stories.

6.6. Why Why does does the the bunny bunny wiggle wiggle his his nose nose ______andand hop hop all all over over his his cage? cage?

7.7. Hot Hot dogs dogs are are my my favorite favorite food food ______butbut I I don’t don’t like like ketchup ketchup on on them!them!

8.8. I Ilike like to to go go swimming swimming in in the the summer summer ______becausebecause it it is is very very hot hot outside.outside.

7474 UnitUnit 6 6 UnitUnit 6 6 7777 74 Unit 6 Unit 6 77 74 Unit© ©2013 2013 6 Core Core Knowledge Knowledge Foundation Foundation © ©2013 2013 Core Core Knowledge Knowledge Foundation FoundationUnit 6 77 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name:Name: 5.2

2.2. Which Which wordword bestbest describesdescribes ThorThor atat thethe beginningbeginning ofof thethe chapter?chapter? A Plan Is Made A.A. happyhappy B.B. sadsad CircleCircle truetrue oror falsefalse andand writewrite thethe pagepage numbernumber wherewhere youyou foundfound thethe answer.answer. C.C. angryangry CircleCircle TrueTrue oror FalseFalse PagePage CircleCircle TrueTrue oror FalseFalse PagePage D.D. jollyjolly OdinOdin hadhad thethe ideaidea thatthat ThorThor shouldshould gogo getget hishis hammerhammer himself.himself. True True False False 3838 3.3. What What isis thethe planplan forfor gettinggetting backback Thor’sThor’s hammer?hammer? ThorThor waswas eagereager toto grabgrab Loki.Loki. TrueTrue False False 4040 ______Thor______and Loki dress as Freya and her maid of Odin’sOdin’s wife,wife, Frigga,Frigga, talkedtalked ThorThor intointo thethe plan.plan. TrueTrue False False 4242 ______honor______to trick Thrym. TenTen daysdays later,later, thethe godsgods werewere hardhard atat workwork gettinggetting ThorThor ready.ready. True True False False 4242 ______ThorThor hadhad troubletrouble gettinggetting intointo thethe corset.corset. TrueTrue False False 4444 4.4. The The endend ofof thethe chapterchapter statesstates thatthat ThorThor andand LokiLoki setset offoff onon theirtheir excellentexcellent FreyaFreya allowedallowed ThorThor toto wearwear herher famousfamous goldengolden necklace.necklace. True True False False 4646 4.4. The The endend ofof thethe chapterchapter statesstates thatthat ThorThor andand LokiLoki setset offoff onon theirtheir excellentexcellent adventure.adventure. WhatWhat isis anan excellentexcellent adventure?adventure? TheyThey leftleft inin aa chariotchariot pulledpulled byby lions.lions. TrueTrue False False 4646 ______Answers______may vary. 1.1. In In thethe chapter,chapter, ThorThor callscalls LokiLoki aa roguerogue.. WhatWhat doesdoes thethe wordword roguerogue mean?mean? 1.1. In In thethe chapter,chapter, ThorThor callscalls LokiLoki aa roguerogue.. WhatWhat doesdoes thethe wordword roguerogue mean?mean? ______A.A. peacekeeperpeacekeeper ______B.B. troublemakertroublemaker 5.5. Predict Predict howhow thisthis planplan willwill turnturn out.out. C.C. Norse Norse godgod ______Answers______may vary. D.D. person person inin disguisedisguise ______Answers______may vary.

______

UnitUnit 66 8181 8282 UnitUnit 66 UnitUnit 6 6 818181 828282 UnitUnitUnit 6 66 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© ©2013 2013 2013 Core Core Core Knowledge Knowledge Knowledge FoundationFoundation Foundation © ©2013© 2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation Foundation

8383 8484

Name:Name: 6.1

3.3. Loki Loki sawsaw thethe dangerdanger whenwhen ThrymThrym commentedcommented onon howhow muchmuch FreyaFreya hadhad eaten.eaten. What danger did Loki see? The Wedding Feast What danger did Loki see? A.A. Loki Loki sawsaw thethe dangerdanger ofof FreyaFreya findingfinding outout thatthat ThorThor waswas disguiseddisguised asas her.her. 1.1. List List allall thethe foodfood andand drinkdrink thatthat Thor,Thor, dresseddressed asas Freya,Freya, hadhad atat thethe weddingwedding feast.feast. 1.1. List List allall thethe foodfood andand drinkdrink thatthat Thor,Thor, dresseddressed asas Freya,Freya, hadhad atat thethe weddingwedding feast.feast. B.B. Loki Loki sawsaw thethe dangerdanger ofof OdinOdin findingfinding outout thatthat ThorThor waswas disguiseddisguised asas What did he do after eating and drinking all of this? B.B. Loki Loki sawsaw thethe dangerdanger ofof OdinOdin findingfinding outout thatthat ThorThor waswas disguiseddisguised asas What did he do after eating and drinking all of this? Freya.Freya.

______tray______tray ofof snackssnacks After he finished C.C. Loki Loki sawsaw thethe dangerdanger ofof ThrymThrym findingfinding outout thatthat ThorThor waswas disguiseddisguised asas Freya.Freya. ______8______8 bigbig salmonsalmon eating,eating, hehe belchedbelched D.D. Loki Loki sawsaw thethe dangerdanger ofof ThorThor findingfinding outout thatthat ThrymThrym waswas disguiseddisguised asas him.him. ______half______an ox loudly.loudly. PagePage ______5050 ______3______3 barrelsbarrels ofof meadmead PagePage ______5050 5.5. What What diddid LokiLoki telltell ThrymThrym waswas thethe reasonreason thatthat Freya’sFreya’s eyeseyes werewere burningburning likelike ragingraging fires?fires? 2.2. Thrym Thrym triedtried toto “steal“steal aa kiss”kiss” fromfrom FreyaFreya (Thor(Thor inin disguise).disguise). WhatWhat doesdoes itit meanmean ______Loki told Thrym that Freya (Thor) hadn’t slept toto “steal“steal aa kiss?”kiss?” ______Loki told Thrym that Freya (Thor) hadn’t slept ______forfor 88 nightsnights butbut hadhad satsat upup thinkingthinking ofof Thrym.Thrym. ______Answers______may vary.

______

______PagePage ______5252 ______6.6. What What isis thethe realreal reasonreason thatthat Freya’sFreya’s eyeseyes werewere burningburning likelike ragingraging fires?fires?

______Freya (Thor) was furious that Thrym had stolen

______his hammer.

______

UnitUnit 66 8383 8484 UnitUnit 66 UnitUnit 66 8383 8484 UnitUnit 66 ©© 2013 2013 Core Core Knowledge Knowledge Foundation UnitFoundation 6 83 84 Unit©© 2013 2013 6 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: 7.1 Name: 7.1

3. What does the word harm mean in this sentence? 3. What does the word harm mean in this sentence? Balder, the Beautiful Balder, the Beautiful He knew there was almost nothing that could harm Balder. He knew there was almost nothing that could harm Balder.

Circle true or false. Then, write the page number where you found the answer. Circle trueA. or wantfalse. Then, write the page number where you found the answer. A. want B. hurt B. hurt Circle True or False Page Circle True or False Page C. help Loki was jealous of Balder because everyone was paying too Loki was jealous of Balder because everyone was paying too C. help True False True False much attention to him. 56 much attention to him. 56 D. warn D. warn Balder had a nightmare about his death. True False 56 Balder had a nightmare about his death. True False 56 Odin sent out two doves to see if Balder was in danger. True False 58 4. Odin What sent outdo twoyou doves think to will see ifhappen Balder wasnext? in danger. True False 58 4. What do you think will happen next? Balder’s mother Frigga set out with a plan to protect him. True False 60 Balder’s mother Frigga set out with a plan to protect him. True False Answers______may vary. 60 Answers______may vary. Loki disguised himself as an old man and spoke to Frigga. True False 62 Loki disguised himself as an old man and spoke to Frigga. True False 62 ______Frigga decided the mistletoe was harmless because it didn’t even Frigga decided the mistletoe was harmless because it didn’t even True False True False have roots of its own. 64 have roots of its own. 64 ______Loki knew that mistletoe could hurt Balder. True False 64 Loki knew that mistletoe could hurt Balder. True False 64 ______

1. Why did Frigga want so much to protect her son? ______5.1. Compare Why did Remus Frigga andwant Balder. so much to protect her son? ______5. Compare Remus and Balder.

______Frigga loved her son. ______Frigga loved her son. Remus Balder Remus Balder ______Where did he live Where did he live Rome (setting)? Asgard Rome Asgard Page _____58 Page _____58 (setting)? argumentative, List some characteristics of good, kind, argumentative, List some characteristics of good, kind, jealous each. beautiful jealous each. beautiful 2. Who was Hel and what was she doing? ______Hel was the goddess of 2. Who was Hel and what was she doing? ______Hel was the goddess of Romulus Name of his brother(s)? Hod, Hermod Romulus Name of his brother(s)? Hod, Hermod ______the underworld and she was preparing to receive ______the underworld and she was preparing to receive

______one of the gods in the kingdom of the dead. ______one of the gods in the kingdom of the dead. Page _____58 Page _____58 Unit 6 91 92 Unit 6 Unit 6 91 92 Unit 6 Unit 6 91 92 Unit 6 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

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Name: 8.1 Name: 8.1

Part 2: For each pair of sentences below, decide which part you need to write the conjunction Part 2: For each pair of sentences below, decide which part you need to write the conjunction because and then, write it on the appropriate blank. Use the word because in each pair just one because and then, write it on the appropriate blank. Use the word because in each pair just one time. Draw an X in the blank that doesn’t need the word because. Remember to capitalize the time. Draw an X in the blankThe that doesn’t Death need theof word Balder because. Remember to capitalize the The Death of Balder first word in a sentence. first word in a sentence. 1. What things did the gods throw at Balder that bounced off him? 1. What things did the gods throw at Balder that bounced off him? 1. ______Because light and sound are such interesting topics to learn about 1. ______Because light and sound are such interesting topics to learn about ______X I can’t wait to come to school to learn more! ______The______X gods I threwcan’t wait rocksto come toat school Balder to learn that more! bounced ______The gods threw rocks at Balder that bounced W W ______off him. 2. ______X we can’t go outside to play today 2. ______X we can’t go outside to play today ______off him. ______because it is raining too hard. ______becausePage _____67 it is raining too hard. Page _____67 3. ______Because the mirror in my bathroom has a big crack in it 2.3. What ______Because does the theword mirror raved in mean my bathroom in the following has a big sentence crack in from it the chapter? 2. What does the word raved mean in the following sentence from the chapter? ______X the reflection of my face looks funny. ______X the reflection of my face looks funny. I When Frigga heard,I she was in despair. She cried and raved. When Frigga heard, she was in despair. She cried and raved. 4. ______X it’s very cold in my room today 4. ______X it’s very cold in my room today ______because the heater is broken. ______becauseA. clapped the slowly heater to isherself broken. A. clapped slowly to herself B. sang loudly for all to hear 5. ______X I couldn’t play soccer this season 5. ______X I couldn’t play soccer this season B. sang loudly for all to hear ______I broke my ankle and am wearing a cast. because ______becauseC. talked wildlyI broke without my ankle making and am sense wearing a cast. C. talked wildly without making sense D. ran quietly by herself D. ran quietly by herself

3. How did Loki trick Balder’s brother, Hod, into shooting an arrow at Balder? 3. How did Loki trick Balder’s brother, Hod, into shooting an arrow at Balder?

______Loki pretended to be concerned that Hod wasn’t ______Loki pretended to be concerned that Hod wasn’t

______joining in the fun and told Hod he’d help him. ______joining in the fun and told Hod he’d help him.

______

______Page _____66, 68 Page _____66, 68

94 Unit 6 94 Unit 6 Unit 6 97 Unit 6 97 © 2013 Core Knowledge Foundation Unit 6 93 94 Unit 6 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: 7.1

3. What does the word harm mean in this sentence? Balder, the Beautiful He knew there was almost nothing that could harm Balder.

Circle true or false. Then, write the page number where you found the answer. A. want B. hurt Circle True or False Page Loki was jealous of Balder because everyone was paying too C. help True False much attention to him. 56 D. warn Balder had a nightmare about his death. True False 56 Odin sent out two doves to see if Balder was in danger. True False 58 4. What do you think will happen next? Balder’s mother Frigga set out with a plan to protect him. True False 60 Answers______may vary. Loki disguised himself as an old man and spoke to Frigga. True False 62 ______Frigga decided the mistletoe was harmless because it didn’t even True False have roots of its own. 64 ______Loki knew that mistletoe could hurt Balder. True False 64 ______

1. Why did Frigga want so much to protect her son? ______5. Compare Remus and Balder.

______Frigga loved her son. Remus Balder ______Rome Where did he live Asgard Page _____58 (setting)? argumentative, List some characteristics of good, kind, jealous each. beautiful 2. Who was Hel and what was she doing? ______Hel was the goddess of Romulus Name of his brother(s)? Hod, Hermod ______the underworld and she was preparing to receive

94 97 98 99

Name: 8.1 Name: 8.2 Name: 8.2 Part 2: For each pair of sentences below, decide which part you need to write the conjunction 4. Write a new ending for the story in which Balder does not die when struck by because and then, write it on the appropriate blank. Use the word because in each pair just one the mistletoe arrow. time. Draw an X in the blank that doesn’t need the word because. Remember to capitalize the The Death of Balder the mistletoe arrow. Suffix Puzzles first word in a sentence. Answers______may vary. Choose the best word to fit in the blank from the choices below it. Write the word in the blank. 1. What things did the gods throw at Balder that bounced off him? Answers______may vary. Choose the best word to fit in the blank from the choices below it. Write the word in the blank. 1. ______Because light and sound are such interesting topics to learn about ______Puzzle #1 ______Puzzle #1 ______X I can’t wait to come to school to learn more! ______The gods threw rocks at Balder that bounced W ______Learning about Viking myths is interesting. I am so appreciative ______Learning about Viking myths is interesting. I am so (appreciative,appreciative 2. ______X we can’t go outside to play today ______off him. (appreciative, ______because it is raining too hard. Page ______that our teacher is guiding us through these stories. Odin had 67 appreciatively) that our teacher is guiding us through these stories. Odin had appreciatively) ______3. ______Because the mirror in my bathroom has a big crack in it ______tried to actively help Loki in the past, but Loki finally went too far. He 2. What does the word raved mean in the following sentence from the chapter? tried to (active,actively actively) help Loki in the past, but Loki finally went too far. He ______the reflection of my face looks funny. (active, actively) X ______cut off Sif’s hair. Odin sent Loki to ask the dwarves to make more golden I When Frigga heard, she was in despair. She cried and raved. cut off Sif’s hair. Odin sent Loki to ask the dwarves to make more golden 4. ______X it’s very cold in my room today ______because the heater is broken. hair for Sif. The dwarves were very creative and because Loki came A. clapped slowly to herself hair for Sif. The dwarves were very (creative,creative creatively) and because Loki came 5. Compare the underworld in Gods, Giants, and Dwarves to the underworld in (creative, creatively) B. sang loudly for all to hear 5. Compare the underworld in Gods, Giants, and Dwarves to the underworld in 5. ______X I couldn’t play soccer this season Stories of Ancient Rome. up with an inventive way to flatter the dwarves, they made other gifts Stories of Ancient Rome. up with an (inventive,inventive inventively) way to flatter the dwarves, they made other gifts ______because I broke my ankle and am wearing a cast. C. talked wildly without making sense (inventive, inventively) for Loki to take to the gods to make up for his bad deed. D. ran quietly by herself Gods, Giants, and Underworld Stories of Ancient Rome Dwarves When Thor’s hammer was stolen, the gods convinced Thor to work 3. How did Loki trick Balder’s brother, Hod, into shooting an arrow at Balder? Goddess of the When Thor’s hammer was stolen, the gods convinced Thor to work Hel underworld? Proserpina underworld? cooperatively with Loki to get the hammer back. Their plan involved ______Loki pretended to be concerned that Hod wasn’t (cooperative,cooperatively cooperatively) with Loki to get the hammer back. Their plan involved (cooperative, cooperatively) Who went to see the Hermod goddess? Psyche ______joining in the fun and told Hod he’d help him. Hermod goddess? Psyche disguises and a fake wedding. When Thrym the giant brought the hammer on Sleipner, Odin’s How did this person travel ______on Sleipner, Odin’s How did this person travel out at the wedding feast, Thor expressively answered Thrym’s question to the underworld? on a boat out at the wedding feast, Thor expressively(expressive, expressively) answered Thrym’s question 8 legged steed to the underworld? (expressive, expressively) ______“All things must What did the goddess say “Do not open and burst out of his disguise, showing how angry he was that the hammer Page _____66, 68 “All things must What did the goddess say “Do not open mourn Balder.” or do? the box.” mourn Balder.” had been stolen. Thor went back to Asgard and celebrated with the gods that he had his hammer back. 94 Unit 6 UnitUnit 6 6 97 98 UnitUnit 66 Unit 6 99 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 98 Unit 6 Unit 6 99 © 2013 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge FoundationFoundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

98 99 100 105

Name: 9.1 Name: 8.2 Name: 9.1

4. Write a new ending for the story in which Balder does not die when struck by Puzzle #2 the mistletoe arrow. Suffix Puzzles Loki’s Punishment I love going to the state fair. People find creative ways to make Answers______may vary. Choose the best word to fit in the blank from the choices below it. Write the word in the blank. I love going to the state fair. People find (creative,creative creatively) ways to make (creative, creatively) 1. Why did the gods vow to hunt Loki down and punish him? ______Puzzle #1 different kinds of pies, jams, and other food. There are so many animals The______gods vowed to hunt Loki down and punish The______gods vowed to hunt Loki down and punish ______Learning about Viking myths is interesting. I am so appreciative with their owner’s actively showing them. The decorative ribbons (appreciative, with their owner’s actively(active, actively) showing them. The decorative(decorative, decoratively) ribbons him______because he had done so much evil the gods (active, actively) (decorative, decoratively) him______because he had done so much evil the gods ______that our teacher is guiding us through these stories. Odin had are placed on items entered into a variety of contests. The rides are so much had______lost patience with him. appreciatively) are placed on items entered into a variety of contests. The rides are so much had______lost patience with him. ______Page _____74 tried to actively help Loki in the past, but Loki finally went too far. He fun too! It takes so many people working cooperatively to make the Page _____74 (active, actively) fun too! It takes so many people working cooperatively(cooperative, cooperatively) to make the (cooperative, cooperatively) ______2. Why do you think Odin had defended Loki for so long? cut off Sif’s hair. Odin sent Loki to ask the dwarves to make more golden fair run smoothly. 2. Why do you think Odin had defended Loki for so long? ______Answers______may vary. hair for Sif. The dwarves were very creative and because Loki came Answers______may vary. (creative, creatively) 5. Compare the underworld in Gods, Giants, and Dwarves to the underworld in ______up with an inventive way to flatter the dwarves, they made other gifts ______Stories of Ancient Rome. (inventive, inventively) ______for Loki to take to the gods to make up for his bad deed. ______Gods, Giants, and Underworld Stories of Ancient Rome Dwarves 3. Describe the setting where the gods took Loki to punish him and tell why that Goddess of the When Thor’s hammer was stolen, the gods convinced Thor to work setting is important to the chapter. Hel underworld? Proserpina ______cooperatively with Loki to get the hammer back. Their plan involved ______The cavern was deep underground. The gods (cooperative, cooperatively) The cavern was deep underground. The gods Who went to see the strapped______a poisonous serpent to the roof so its Hermod goddess? Psyche disguises and a fake wedding. When Thrym the giant brought the hammer strapped______a poisonous serpent to the roof so its on Sleipner, Odin’s poison______could drip on Loki. Answers may vary for How did this person travel out at the wedding feast, Thor expressively answered Thrym’s question poison______could drip on Loki. Answers may vary for on a boat (expressive, expressively) Page _____76 8 legged steed to the underworld? Page _____76 why setting is important. “All things must What did the goddess say “Do not open and burst out of his disguise, showing how angry he was that the hammer or do? the box.” mourn Balder.” had been stolen. Thor went back to Asgard and celebrated with the gods that he had his hammer back. 100 Unit 6 Unit 6 105 98 Unit 6 Unit 6 99 100 Unit 6 Unit 6 105 Unit 6 99 100 ©Unit 2013 Core6 Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge FoundationFoundation © 2013 Core Knowledge Foundation

Puzzle #2 Loki’s Punishment I love going to the state fair. People find creative ways to make (creative, creatively) 1. Why did the gods vow to hunt Loki down and punish him? different kinds of pies, jams, and other food. There are so many animals The______gods vowed to hunt Loki down and punish with their owner’s actively showing them. The decorative ribbons (active, actively) (decorative, decoratively) him______because he had done so much evil the gods are placed on items entered into a variety of contests. The rides are so much had______lost patience with him. Page _____74 fun too! It takes so many people working cooperatively to make the (cooperative, cooperatively) fair run smoothly. 2. Why do you think Odin had defended Loki for so long?

Answers______may vary.

______

3. Describe the setting where the gods took Loki to punish him and tell why that setting is important to the chapter.

The______cavern was deep underground. The gods

strapped______a poisonous serpent to the roof so its

poison______could drip on Loki. Answers may vary for Page _____76 why setting is important.

Name: 8.2

4. Write a new ending for the story in which Balder does not die when struck by the mistletoe arrow. Suffix Puzzles Answers______may vary. Choose the best word to fit in the blank from the choices below it. Write the word in the blank.

______Puzzle #1

______Learning about Viking myths is interesting. I am so appreciative (appreciative, ______that our teacher is guiding us through these stories. Odin had appreciatively) ______tried to actively help Loki in the past, but Loki finally went too far. He (active, actively) ______cut off Sif’s hair. Odin sent Loki to ask the dwarves to make more golden ______hair for Sif. The dwarves were very creative and because Loki came (creative, creatively) 5. Compare the underworld in Gods, Giants, and Dwarves to the underworld in up with an inventive way to flatter the dwarves, they made other gifts Stories of Ancient Rome. (inventive, inventively) for Loki to take to the gods to make up for his bad deed. Gods, Giants, and Underworld Stories of Ancient Rome Dwarves Goddess of the When Thor’s hammer was stolen, the gods convinced Thor to work Hel underworld? Proserpina cooperatively with Loki to get the hammer back. Their plan involved (cooperative, cooperatively) Who went to see the Hermod goddess? Psyche disguises and a fake wedding. When Thrym the giant brought the hammer on Sleipner, Odin’s How did this person travel on a boat out at the wedding feast, Thor expressively answered Thrym’s question 8 legged steed to the underworld? (expressive, expressively) “All things must What did the goddess say “Do not open and burst out of his disguise, showing how angry he was that the hammer or do? the box.” mourn Balder.” had been stolen. Thor went back to Asgard and celebrated with the gods that he had his hammer back. 98 Unit 6 Unit 6 99 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

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Name: 9.1 Name: 10.2X.X

Puzzle #2 4. Put these statements in the correct order to show what happened in the chapter: Loki’s Punishment Cause and Effect: Conjunction because I love going to the state fair. People find creative ways to make (creative, creatively) _____4 Loki’s wife Siguna came to help Loki. 1. Why did the gods vow to hunt Loki down and punish him? Draw two lines under the word because to show it is a conjunction. Decide which of the two 2 simple sentences happened first and write the word Cause over top of it. Decide which simple different kinds of pies, jams, and other food. There are so many animals _____ Loki disguises himself as a salmon. sentence happened second and write the word Effect over top of it. Answer the question in a The______gods vowed to hunt Loki down and punish complete sentence. with their owner’s actively showing them. The decorative ribbons (active, actively) (decorative, decoratively) him______because he had done so much evil the gods _____6 Siguna says, “For the moment, we are beaten.” Cause Effect are placed on items entered into a variety of contests. The rides are so much had______lost patience with him. _____1 The gods lost all patience with Loki. Because my friend was sick, he couldn’t come to my birthday party. Page _____74 Why couldn’t my friend come to my birthday party? fun too! It takes so many people working cooperatively to make the (cooperative, cooperatively) _____3 Thor captured Loki. My friend couldn’t come to my birthday party because he was sick. fair run smoothly. 2. Why do you think Odin had defended Loki for so long? Effect Cause _____5 Siguna caught the drops of poison in a cup. 1. I saw that movie four times because it was so funny. Answers______may vary. Why did I see that movie four times? 5. Write a different ending in which Loki escapes at the end of the chapter. ______I saw that movie four times because it was so ______Answers may vary. ______funny. ______Effect Cause 3. Describe the setting where the gods took Loki to punish him and tell why that 2. Mom scolded my little sister because she didn’t pick up her toys. ______setting is important to the chapter. Why did Mom scold my little sister?

______The______cavern was deep underground. The gods ______Mom scolded my little sister because she didn’t ______strapped______a poisonous serpent to the roof so its ______pick up her toys. ______poison______could drip on Loki. Answers may vary for Page _____76 why setting is important. ______

______

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114 117

Name: PP1X.X

Decide which simple sentence happened first and write the word Cause over top of it. Decide which simple sentence happened second and write the word Effect over top of it. Add the word because before the simple sentence that happens first and is the cause; join the two sentences Nouns, Verbs, and Adjectives and write them as a compound sentence including the word because. Reminder: Cause Effect I forgot to clear my dishes off the table. I wasn’t allowed to go watch TV. • Nouns = words that name a person, place, or thing Because I forgot to clear my dishes off the table, I wasn’t allowed to watch TV . • Common nouns = words that name in general terms, not capitalized Cause Effect • Proper nouns = words that name in specific terms, capitalized 1. Carrots are my favorite vegetable. I asked for them for lunch. • Verbs = words that show action • Adjectives = words that describe nouns ______Because carrots are my favorite vegetable I asked Circle the nouns, draw a wiggly line under the verbs, and draw a box around the adjectives. ______for them for lunch. Draw an arrow from the adjective to the noun it describes. Effect Cause 2. I asked for a new book. New books are such fun! 1. Dancers are lovely and graceful.

______I asked for a new book because new books are 2. Sophia’s yard is small and fenced. ______such fun. 3. Apple trees were once small, brown seeds.

4. Penguins like cold climates.

5. Joe read the enjoyable story about kind pirates.

6. The author read a scary chapter from her new book.

7. Some tired sailors mopped the messy deck.

8. Today, people watch huge whales from rented boats.

9. The warm bread and sweet cheese tasted great!

10. The green hoses of the weary gardeners looked like slithery snakes. 114 Unit 6 Unit 6 117 Unit 6 111 112 ©Unit 2013 Core6 Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: 10.2X.X

4. Put these statements in the correct order to show what happened in the chapter: Cause and Effect: Conjunction because _____4 Loki’s wife Siguna came to help Loki. Draw two lines under the word because to show it is a conjunction. Decide which of the two 2 simple sentences happened first and write the word Cause over top of it. Decide which simple _____ Loki disguises himself as a salmon. sentence happened second and write the word Effect over top of it. Answer the question in a complete sentence. _____6 Siguna says, “For the moment, we are beaten.” Cause Effect _____1 The gods lost all patience with Loki. Because my friend was sick, he couldn’t come to my birthday party. Why couldn’t my friend come to my birthday party? _____3 Thor captured Loki. My friend couldn’t come to my birthday party because he was sick. Effect Cause _____5 Siguna caught the drops of poison in a cup. 1. I saw that movie four times because it was so funny. Why did I see that movie four times? 5. Write a different ending in which Loki escapes at the end of the chapter. ______I saw that movie four times because it was so ______Answers may vary. ______funny. ______Effect Cause 2. Mom scolded my little sister because she didn’t pick up her toys. ______Why did Mom scold my little sister?

______Mom scolded my little sister because she didn’t

______pick up her toys.

______

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Name: PP1X.X

______I asked for a new book because new books are 2. Sophia’s yard is small and fenced. ______such fun. 3. Apple trees were once small, brown seeds.

4. Penguins like cold climates.

5. Joe read the enjoyable story about kind pirates.

6. The author read a scary chapter from her new book.

7. Some tired sailors mopped the messy deck.

8. Today, people watch huge whales from rented boats.

9. The warm bread and sweet cheese tasted great!

10. The green hoses of the weary gardeners looked like slithery snakes.

Subjects and Predicates Practice Parts of Speech, Subjects and Predicates

SentencesSentences havehave twotwo parts:parts: Reminder:

•• the the subject,subject, whichwhich tellstells whowho oror whatwhat thethe sentencesentence isis aboutabout •• Nouns Nouns == wordswords thatthat namename aa person,person, place,place, oror thingthing • Common nouns = words that name in general terms, not capitalized •• the the predicate,predicate, whichwhich tellstells whatwhat thethe subjectsubject isis oror doesdoes • Common nouns = words that name in general terms, not capitalized •• Proper Proper nounsnouns == wordswords thatthat namename inin specificspecific terms,terms, capitalizedcapitalized •• Verbs Verbs == wordswords thatthat showshow actionaction Draw a vertical line separating the subject and predicate. •• Adjectives Adjectives == wordswords thatthat describedescribe nounsnouns 1. Their large eyes hunt for tasty insects. •• A A completecomplete sentencesentence hashas aa subjectsubject andand aa predicate.predicate. TheThe subjectsubject (noun)tells(noun)tells whowho oror whatwhat thethe sentencesentence isis about.about. TheThe predicatepredicate (verb)(verb) tellstells whatwhat thethe subjectsubject isis doing.doing. 2. Chris made the lunch for the birthday party. 2. Chris made the lunch for the birthday party. Draw a vertical line separating the subject and predicate. Circle the nouns. Draw a wiggly line underunder thethe verbs.verbs. DrawDraw aa boxbox aroundaround thethe adjectivesadjectives andand anan arrowarrow fromfrom thethe adjectivesadjectives toto thethe 3. Leah planned the tricky experiment. nounsnouns theythey describe.describe.

4. My relatives are visiting for the weekend. 1. Those two children sang a happy tune.

5. The teacher helps her students all day. 2. Four quiet girls giggled in the corner.

6. An ivy plant makes a nice gift. 3. Her parents planned the trip to the ocean.

7. Dad told his daughter thank you. 4. Lori can float the longest of all of her friends.

8. The members of the club knew the Smiths well. 5. The rain hammered down on the tin roof.

9. The president begins the meeting with a funny story. 9. The president begins the meeting with a funny story. 6. My grandmother called me on my birthday all the way from Alaska.

10. That girl calls her mother each hour. 7. Mrs. Stone drove Charlie to the zoo.

UnitUnitUnit 6 66 117119119 UnitUnitUnit 66 121121119 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 20132013 CoreCore KnowledgeKnowledge Foundation ©© 20132013 CoreCore Knowledge Knowledge Foundation Foundation

8. We pitched the tent next to our friends’ tent. Complete Sentences vs. Fragments 9. Woodpeckers peck away at the gutters on my house. Reminder:

10. The angry hawk flew away after the loud noise. •• A A completecomplete sentencesentence isis aa groupgroup ofof wordswords thatthat isis aa completecomplete thought.thought. •• A A completecomplete sentencesentence hashas aa subjectsubject andand aa predicate.predicate. TheThe subjectsubject (noun)(noun) tellstells whowho oror whatwhat thethe sentencesentence isis about.about. TheThe predicatepredicate (verb)(verb) tellstells whatwhat thethe subjectsubject isis doing.doing. •• A A fragmentfragment isis aa groupgroup ofof wordswords thatthat isis notnot aa completecomplete thought.thought. •• A A fragmentfragment doesdoes notnot havehave aa subjectsubject andand aa predicate.predicate. ItIt maymay havehave oneone oror thethe other,other, aa subjectsubject oror aa predicate.predicate.

IfIf thethe groupgroup ofof wordswords isis aa completecomplete sentence,sentence, writewrite ‘yes’‘yes’ andand addadd thethe correctcorrect punctuationpunctuation toto showshow thatthat itit isis aa sentence.sentence. IfIf thethe groupgroup ofof wordswords isis aa fragment,fragment, writewrite ‘no’.‘no’. OnOn thethe blanksblanks onon thethe back,back, changechange thethe fragmentsfragments intointo completecomplete sentencessentences byby addingadding eithereither aa subjectsubject oror predicate,predicate, dependingdepending onon whichwhich isis missing.missing.

yesyes no 1. Ran all the way to school no 2. Bob and Tom are twins.. yes 3. The furry puppy licked my hand.. yes 4. Was the silliest thing no 5. Red, brown, and yellow no 6. Do you want to come to my house? yes 7. The storm clouds overhead no 8. Yellow and orange peaches no 9. Stars twinkle in the sky.. yes 10. Hummed the song for an hour no

Name: PP2X.X Name: PP3X.X

Subjects and Predicates Practice Parts of Speech, Subjects and Predicates

Sentences have two parts: Reminder:

• the subject, which tells who or what the sentence is about • Nouns = words that name a person, place, or thing • Common nouns = words that name in general terms, not capitalized • the predicate, which tells what the subject is or does • Common nouns = words that name in general terms, not capitalized • Proper nouns = words that name in specific terms, capitalized • Verbs = words that show action Draw a vertical line separating the subject and predicate. • Adjectives = words that describe nouns 1. Their large eyes hunt for tasty insects. • A complete sentence has a subject and a predicate. The subject (noun)tells who or what the sentence is about. The predicate (verb) tells what the subject is doing.

2. Chris made the lunch for the birthday party. Draw a vertical line separating the subject and predicate. Circle the nouns. Draw a wiggly line under the verbs. Draw a box around the adjectives and an arrow from the adjectives to the 3. Leah planned the tricky experiment. nouns they describe.

4. My relatives are visiting for the weekend. 1. Those two children sang a happy tune.

5. The teacher helps her students all day. 2. Four quiet girls giggled in the corner.

6. An ivy plant makes a nice gift. 3. Her parents planned the trip to the ocean.

7. Dad told his daughter thank you. 4. Lori can float the longest of all of her friends.

8. The members of the club knew the Smiths well. 5. The rain hammered down on the tin roof.

9. The president begins the meeting with a funny story. 9. The president begins the meeting with a funny story. 6. My grandmother called me on my birthday all the way from Alaska.

10. That girl calls her mother each hour. 7. Mrs. Stone drove Charlie to the zoo.

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Name: PP4X.X

8. We pitched the tent next to our friends’ tent. Complete Sentences vs. Fragments 9. Woodpeckers peck away at the gutters on my house. Reminder:

10. The angry hawk flew away after the loud noise. • A complete sentence is a group of words that is a complete thought. • A complete sentence has a subject and a predicate. The subject (noun) tells who or what the sentence is about. The predicate (verb) tells what the subject is doing. • A fragment is a group of words that is not a complete thought. • A fragment does not have a subject and a predicate. It may have one or the other, a subject or a predicate.

If the group of words is a complete sentence, write ‘yes’ and add the correct punctuation to show that it is a sentence. If the group of words is a fragment, write ‘no’. On the blanks on the back, change the fragments into complete sentences by adding either a subject or predicate, depending on which is missing.

yes no 1. Ran all the way to school no 2. Bob and Tom are twins. yes 3. The furry puppy licked my hand. yes 4. Was the silliest thing no 5. Red, brown, and yellow no 6. Do you want to come to my house? yes 7. The storm clouds overhead no 8. Yellow and orange peaches no 9. Stars twinkle in the sky. yes 10. Hummed the song for an hour no

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CorrectedCorrected Fragments:Fragments:

Answers______Answers______maymay vary.vary. SentencesSentences vs.vs. FragmentsFragments

______Reminder:Reminder:

______•• A A completecomplete sentencesentence isis aa groupgroup ofof wordswords thatthat isis aa completecomplete thought.thought. •• A A completecomplete sentencesentence hashas aa subjectsubject andand aa predicate.predicate. TheThe subjectsubject (noun)(noun) tellstells whowho oror whatwhat ______thethe sentencesentence isis about.about. TheThe predicatepredicate (verb)(verb) tellstells whatwhat thethe subjectsubject isis doing.doing. •• A A fragmentfragment isis aa groupgroup ofof wordswords thatthat isis notnot aa completecomplete thought.thought. ______•• A A fragmentfragment doesdoes notnot havehave aa subjectsubject andand aa predicate.predicate. ItIt maymay havehave oneone oror thethe other,other, aa subjectsubject oror aa predicate.predicate. ______

______IfIf thethe sentencesentence isis complete:complete: •• circle circle “complete”“complete” ______•• add add thethe correctcorrect endend punctuationpunctuation

______IfIf thethe sentencesentence isis incomplete:incomplete:

______•• circle circle “incomplete”“incomplete” •• circle circle whichwhich partpart ofof thethe sentencesentence isis missing,missing, thethe subjectsubject oror thethe predicatepredicate ______

______1.1. Parrots Parrots inin thethe junglejungle completecomplete incomplete incomplete subject subject predicate predicate 2.2. Helicopters Helicopters landedlanded herehere.. complete complete incomplete incomplete subject subject predicate predicate 3.3. He He becamebecame famousfamous.. completecomplete incomplete incomplete subject subject predicate predicate 4.4. Is Is herher favoritefavorite activityactivity completecomplete incomplete incomplete subject subject predicate predicate 5.5. The The moonmoon shoneshone aboveabove.. complete complete incomplete incomplete subject subject predicate predicate 6.6. I I runrun toto mymy classclass.. completecomplete incomplete incomplete subject subject predicate predicate 7.7. Have Have lovedloved herher dancingdancing complete complete incomplete incomplete subject subject predicate predicate 8.8. Gulls Gulls areare seasea birdsbirds.. completecomplete incomplete incomplete subject subject predicate predicate 9.9. Drink Drink atat waterwater holesholes completecomplete incomplete incomplete subject subject predicate predicate 10.10. The The bird’sbird’s feathersfeathers completecomplete incomplete incomplete subject subject predicate predicate

124124 UnitUnit 6 6 UnitUnit 6 6 125125 122 Unit 6 Unit 6 123 ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Now,Now, rewriterewrite thethe fragmentsfragments intointo completecomplete sentencessentences byby addingadding eithereither aa subjectsubject oror aa predicate,predicate, dependingdepending onon whichwhich isis missing.missing. ChangeChange FragmentsFragments andand Run-OnRun-On SentencesSentences intointo Answers______Answers______maymay vary.vary. SimpleSimple SentencesSentences

______Reminder:Reminder:

______•• A A fragmentfragment isis aa groupgroup ofof wordswords thatthat isis notnot aa completecomplete thought.thought. •• A A fragmentfragment doesdoes notnot havehave aa subjectsubject andand aa predicate.predicate. ItIt maymay havehave oneone oror thethe other,other, aa ______subjectsubject oror aa predicate.predicate. •• A A run-onrun-on sentencesentence isis mademade upup ofof twotwo simplesimple sentencessentences runrun togethertogether thatthat needneed toto bebe splitsplit ______intointo twotwo simplesimple sentences.sentences.

______AddAdd eithereither aa subjectsubject oror aa predicatepredicate toto thethe followingfollowing fragmentsfragments toto makemake completecomplete sentences.sentences. RememberRemember toto includeinclude capitalcapital lettersletters andand endend punctuation.punctuation. ______1.1. is is theirtheir favoritefavorite foodfood ______Answers______Answers______maymay vary.vary. ______2.2. Adam Adam andand hishis brotherbrother

Answers______Answers______maymay vary.vary.

______

3.3. are are theirtheir friendsfriends

Answers______Answers______maymay vary.vary.

______

Name: PP5X.X

Corrected Fragments:

Answers______may vary. Sentences vs. Fragments

______Reminder:

______• A complete sentence is a group of words that is a complete thought. • A complete sentence has a subject and a predicate. The subject (noun) tells who or what ______the sentence is about. The predicate (verb) tells what the subject is doing. • A fragment is a group of words that is not a complete thought. ______• A fragment does not have a subject and a predicate. It may have one or the other, a subject or a predicate. ______

______If the sentence is complete: • circle “complete” ______• add the correct end punctuation

______If the sentence is incomplete:

______• circle “incomplete” • circle which part of the sentence is missing, the subject or the predicate ______

______1. Parrots in the jungle complete incomplete subject predicate 2. Helicopters landed here. complete incomplete subject predicate 3. He became famous. complete incomplete subject predicate 4. Is her favorite activity complete incomplete subject predicate 5. The moon shone above. complete incomplete subject predicate 6. I run to my class. complete incomplete subject predicate 7. Have loved her dancing complete incomplete subject predicate 8. Gulls are sea birds. complete incomplete subject predicate 9. Drink at water holes complete incomplete subject predicate 10. The bird’s feathers complete incomplete subject predicate

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Name: PP6X.X

Now, rewrite the fragments into complete sentences by adding either a subject or a predicate, depending on which is missing. Change Fragments and Run-On Sentences into Answers______may vary. Simple Sentences

______Reminder:

______• A fragment is a group of words that is not a complete thought. • A fragment does not have a subject and a predicate. It may have one or the other, a ______subject or a predicate. • A run-on sentence is made up of two simple sentences run together that need to be split ______into two simple sentences.

______Add either a subject or a predicate to the following fragments to make complete sentences. Remember to include capital letters and end punctuation. ______1. is their favorite food ______Answers______may vary. ______2. Adam and his brother

Answers______may vary.

______

3. are their friends

Answers______may vary.

______

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Name: PP7X.X

4. told me to jump up and sing

Answers______may vary. Grammar Review

______Reminder:

• Nouns = words that name a person, place, or thing Split the following run-on sentences into two simple sentences. Remember to begin each • Common nouns = words that name in general terms, not capitalized simple sentence with a capital letter and end each with the proper punctuation. • Proper nouns = words that name in specific terms, capitalized

5. Colorful leaves are found on the trees we like to play in them when they fall to the ground. • Verbs = words that show action • Adjectives = words that describe nouns Colorful______leaves are found on the trees. We like to • A complete sentence has a subject and a predicate. The subject (noun) tells who or what the sentence is about. The predicate (verb) tells what the subject is doing. play______with them when they fall to the ground.

6. My cousin is a great basketball player she can slam dunk the ball. Part 1: Mark parts of speech in the following sentences. Circle nouns, box adjectives, and draw arrows to the nouns they describe. Draw wiggly lines under verbs. Separate sentences into subject and predicate with a vertical line. My______cousin is a great basketball player. She can

slam______dunk the ball. The coiled snake looked beautiful in the summer sun.

7. Are you hungry we could go get lunch. 1. Many curious people watch the night sky. ______Are you hungry? We could go get lunch.

______2. The talented baseball player hit the baseball over the high wall.

8. The math lesson today was really easy I love math so much. 3. The tired athlete puts his warm-up suit and track shoes into a tattered The______math lesson today was really easy. I love black bag.

math______so much.

Part 2: Change the following fragments into simple sentences. Remember to include correct punctuation and capitalization. Identify Topic and Concluding Sentences

4. a good interviewer ______Answers may vary. Reminder:

______• A paragraph is a set of sentences on the same topic. • A topic sentence is one sentence, usually the first, which tells the main idea or what the ______paragraph is mostly about. • A concluding sentence is one sentence, always the last, which wraps up the paragraph. It does not introduce new information. Often, it restates the topic sentence. 5. mixes the flour and butter well to make cookies ______Draw a box around the topic sentence of each paragraph. Draw a circle around the concluding Answers______may vary. sentence.

______Food stores are organized in ways that make lots of sense. Around the outside walls of the store are the areas that have counters where 6. the colorful, hand-painted portrait ______people work to prepare food and make things for shoppers to buy. You

Answers______may vary. will find the bakery where the bakers are cooking up wonderful smelling cookies and cakes. Next, workers are making yummy sandwiches and ______serving salads to shoppers. There is even a person arranging lovely flowers into vases. On the inside rows of the store are the cans and boxes Part 3: Change the following run-on sentences into two simple sentences. Remember to of foods for people to buy. It is so smart the way food stores are laid out! include correct punctuation and capitalization. Puzzles are my very favorite toy to play with when I have nothing 7. The swimmer set a new world record he is a great swimmer. else to do. I love the shapes and colors of the pieces and the pictures ______The swimmer set a new world record. He is a they make when the puzzle is finished. It is so much fun to connect all of the outside pieces first and then try to fill in the middle. Watching ______great swimmer. the puzzle picture appear from the pieces as I put the puzzle together is a

______fun sort of magic. Puzzles fill up my time in very neat ways.

Name: PP7X.X

4. told me to jump up and sing

Answers______may vary. Grammar Review

______Reminder:

slam______dunk the ball. The coiled snake looked beautiful in the summer sun.

7. Are you hungry we could go get lunch. 1. Many curious people watch the night sky. ______Are you hungry? We could go get lunch.

______2. The talented baseball player hit the baseball over the high wall.

8. The math lesson today was really easy I love math so much. 3. The tired athlete puts his warm-up suit and track shoes into a tattered The______math lesson today was really easy. I love black bag.

math______so much.

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4.Part 2: told Change me to the jump following up and fragmentssing into simple sentences. Remember to include correct punctuation and capitalization. Identify Topic and Concluding Sentences Answers______may vary. Grammar Review

4. ______a good interviewer ______Answers may vary. Reminder:

______• ANouns paragraph = words is a that set ofname sentences a person, on theplace, same or thingtopic. Split the following run-on sentences into two simple sentences. Remember to begin each • A• Commontopic sentence nouns is one= words sentence, that name usually in thegeneral first, terms, which not tells capitalized the main idea or what the simple sentence with a capital letter and end each with the proper punctuation. ______paragraph• Proper nouns is mostly = words about. that name in specific terms, capitalized 5. Colorful leaves are found on the trees we like to play in them when they fall to the ground. • AVerbs concluding = words sentence that show is actionone sentence, always the last, which wraps up the paragraph. It • does Adjectives not introduce = words thatnew describeinformation. nouns Often, it restates the topic sentence. 5. Colorful______mixes the flour leaves and butter are wellfound to make on cookies the trees. ______We like to • A complete sentence has a subject and a predicate. The subject (noun) tells who or what Draw thea box sentence around is the about. topic The sentence predicate of each (verb) paragraph. tells what Draw the subjecta circle isaround doing. the concluding play______Answers with may them vary. when they fall to the ground. sentence.

6. My cousin is a great basketball player she can slam dunk the ball. Part 1: Mark parts of speech in the following sentences. Circle nouns, box adjectives, and ______draw arrows to the nouns they describe. Draw wiggly lines under verbs. Separate sentences into subjectFood and stores predicate are organized with a vertical in waysline. that make lots of sense. Around My______cousin is a great basketball player. She can the outside walls of the store are the areas that have counters where 6. the colorful, hand-painted portrait ______slam______dunk the ball. peopleThe work coiled to prepare snake food looked and makebeautiful things in for the shoppers summer to buy. sun. You will find the bakery where the bakers are cooking up wonderful smelling 7. AreAnswers______you hungry wemay could vary.go get lunch. 1.cookies Many and curious cakes. people Next, workerswatch the are night making sky. yummy sandwiches and ______Are you hungry? We could go get lunch. serving salads to shoppers. There is even a person arranging lovely flowers into vases. On the inside rows of the store are the cans and boxes ______2. The talented baseball player hit the baseball over the high wall. Part 3: Change the following run-on sentences into two simple sentences. Remember to of foods for people to buy. It is so smart the way food stores are laid out! include correct punctuation and capitalization. 8. The math lesson today was really easy I love math so much. 3. The tired athlete puts his warm-up suit and track shoes into a tattered Puzzles are my very favorite toy to play with when I have nothing 7. The swimmer set a new world record he is a great swimmer. black bag. The______math lesson today was really easy. I love else to do. I love the shapes and colors of the pieces and the pictures they make when the puzzle is finished. It is so much fun to connect all math______The swimmer so much. set a new world record. He is a of the outside pieces first and then try to fill in the middle. Watching ______great swimmer. the puzzle picture appear from the pieces as I put the puzzle together is a

______fun sort of magic. Puzzles fill up my time in very neat ways.

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Part 2: Change the following fragments into simple sentences. Remember to include correct punctuation and capitalization. Identify Topic and Concluding Sentences

4. a good interviewer ______Answers may vary. Reminder:

______fun sort of magic. Puzzles fill up my time in very neat ways.

Name: PP10X.X Name:Name: PP10PP10X.XX.X

Kittens are the funniest and cutest little animals on earth. I enjoy KittensKittens areare thethe funniestfunniest andand cutestcutest littlelittle animalsanimals onon earth.earth. II enjoyenjoy Organize a Paragraph watchingwatching themthem scamperscamper about,about, chasingchasing thingsthings onlyonly theythey cancan see.see. TheyThey OrganizeOrganize aa ParagraphParagraph love to reach out to grab a ball or a piece of yarn and really have fun lovelove toto reachreach outout toto grabgrab aa ballball oror aa piecepiece ofof yarnyarn andand reallyreally havehave funfun Reminder: when their claws catch them. Their little eyes dart from this to that, Reminder:Reminder: whenwhen theirtheir clawsclaws catchcatch them.them. TheirTheir littlelittle eyeseyes dartdart fromfrom thisthis toto that,that, • A paragraph is a set of sentences on the same topic. noticing all that moves around them. I could watch a kitten play for •• A A paragraphparagraph isis aa setset ofof sentencessentences onon thethe samesame topic.topic. noticingnoticing allall thatthat movesmoves aroundaround them.them. II couldcould watchwatch aa kittenkitten playplay forfor • A topic sentence is one sentence, usually the first, which tells the main idea or what the •• A A topictopic sentencesentence isis oneone sentence,sentence, usuallyusually thethe first,first, whichwhich tellstells thethe mainmain ideaidea oror whatwhat thethe hours and just laugh! paragraph is mostly about. hourshours andand justjust laugh!laugh! paragraphparagraph isis mostlymostly about.about. • A concluding sentence is one sentence, always the last, which wraps up the paragraph. It •• A A concludingconcluding sentencesentence isis oneone sentence,sentence, alwaysalways thethe last,last, whichwhich wrapswraps upup thethe paragraph.paragraph. ItIt does not introduce new information. Often, it restates the topic sentence. doesdoes notnot introduceintroduce newnew information.information. Often,Often, itit restatesrestates thethe topictopic sentence.sentence.

Select and mark the topic sentence (TS) and concluding sentence (CS) in this paragraph. Then SelectSelect andand markmark thethe topictopic sentencesentence (TS)(TS) andand concludingconcluding sentencesentence (CS)(CS) inin thisthis paragraph.paragraph. ThenThen number the remaining sentences that provide supporting details in the correct order. numbernumber thethe remainingremaining sentencessentences thatthat provideprovide supportingsupporting detailsdetails inin thethe correctcorrect order.order.

______22 Next, Next, spreadspread thethe peanutpeanut butterbutter onon oneone sliceslice ofof breadbread andand thethe jellyjelly onon thethe otherother sliceslice ofof bread.bread.

TS___TS___ Making Making aa peanutpeanut butterbutter andand jellyjelly sandwichsandwich isis anan easyeasy thingthing toto do.do.

______11 First, First, getget outout aa plate,plate, thethe bread,bread, thethe peanutpeanut butter,butter, thethe jelly,jelly, andand aa knifeknife andand placeplace themthem allall onon aa counter.counter.

CSCS______Before Before youyou knowknow it,it, youyou areare readyready toto sinksink youryour teethteeth intointo youryour yummyyummy sandwich!sandwich!

______33 Put Put youryour twotwo piecespieces ofof breadbread togethertogether toto makemake aa sandwich.sandwich.

134 Unit 6 Unit 6 135 132134134 UnitUnit 6 6 UnitUnit 6 6 135133135 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © ©2013© 2013 2013 Core Core Core Knowledge Knowledge Knowledge Foundation Foundation Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation FoundationFoundation

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Name: PP12X.X Name: PP13X.X Name:Name: PP12PP12X.XX.X Name:Name: PP13PP13X.XX.X

IrrelevantIrrelevant SentencesSentences inin ParagraphsParagraphs IrrelevantIrrelevant SentencesSentences

Reminder: Reminder: Reminder:Reminder: Reminder:Reminder: • An irrelevant sentence is one that does not relate to the topic sentence in a paragraph. • An irrelevant sentence is one that does not relate to the topic sentence in a paragraph. •• An An irrelevantirrelevant sentencesentence isis oneone thatthat doesdoes notnot relaterelate toto thethe topictopic sentencesentence inin aa paragraph.paragraph. •• An An irrelevantirrelevant sentencesentence isis oneone thatthat doesdoes notnot relaterelate toto thethe topictopic sentencesentence inin aa paragraph.paragraph.

Each paragraph has a topic sentence, followed by additional sentences. However, there is a For each paragraph, draw a box around the topic sentence and cross out the sentence that does EachEach paragraphparagraph hashas aa topictopic sentence,sentence, followedfollowed byby additionaladditional sentences.sentences. However,However, therethere isis aa ForFor eacheach paragraph,paragraph, drawdraw aa boxbox aroundaround thethe topictopic sentencesentence andand crosscross outout thethe sentencesentence thatthat doesdoes sentence that does not relate to the topic sentence. Draw a box around the topic sentence of not stay on the topic. Circle the concluding sentence. sentencesentence thatthat doesdoes notnot relaterelate toto thethe topictopic sentence.sentence. DrawDraw aa boxbox aroundaround thethe topictopic sentencesentence ofof notnot staystay onon thethe topic.topic. CircleCircle thethe concludingconcluding sentence.sentence. each paragraph. Cross out the irrelevant sentence in the paragraph. Draw a circle around the eacheach paragraph.paragraph. CrossCross outout thethe irrelevantirrelevant sentencesentence inin thethe paragraph.paragraph. DrawDraw aa circlecircle aroundaround thethe concluding sentence. concludingconcluding sentence.sentence. Fruit comes in all shapes and colors. Some fruits are red AppleApple piepie isis mymy favoritefavorite dessert.dessert. II lovelove thethe flavorflavor ofof thethe cinnamoncinnamon andand thethe warmwarm FruitFruit comescomes inin allall shapesshapes andand colors.colors. SomeSome fruitsfruits areare redred apples.apples. II especiallyespecially lovelove toto addadd aa bigbig scoopscoop ofof icyicy coldcold vanillavanilla iceice creamcream onon thethe side.side. and round like apples. Some are yellow and long like bananas. Peach pie is made of peaches. If we had apple pie every night for dessert, I would be a andand roundround likelike apples.apples. SomeSome areare yellowyellow andand longlong likelike bananas.bananas. PeachPeach piepie isis mademade ofof peaches.peaches. IfIf wewe hadhad appleapple piepie everyevery nightnight forfor dessert,dessert, II wouldwould bebe aa I like playing in the park during the summer. Other fruits, happyhappy person!person! II likelike playingplaying inin thethe parkpark duringduring thethe summer.summer. OtherOther fruits,fruits, likelike grapes,grapes, areare small,small, green,green, andand sweet.sweet. TheThe brightbright colorscolors ofof fruitsfruits makemake meme wantwant toto eateat themthem up!up! WhenWhen RobinRobin comescomes toto babysitbabysit me,me, II amam soso thrilled.thrilled. SheShe readsreads storiesstories toto meme andand usesuses soso manymany funnyfunny voicesvoices whenwhen sheshe reads.reads. SheShe likeslikes toto playplay boardboard gamesgames withwith meme Keeping my desk neat at school really helps me to do well. and sometimes I think she even lets me win. She is such a kind person who is a joy to KeepingKeeping mymy deskdesk neatneat atat schoolschool reallyreally helpshelps meme toto dodo well.well. andand sometimessometimes II thinkthink sheshe eveneven letslets meme win.win. SheShe isis suchsuch aa kindkind personperson whowho isis aa joyjoy toto My reader and papers are stacked up in piles and my pencils bebe around.around. MyMy brother’sbrother’s namename isis Jack.Jack. II hopehope RobinRobin cancan comecome againagain soonsoon toto taketake carecare MyMy readerreader andand paperspapers areare stackedstacked upup inin pilespiles andand mymy pencilspencils ofof me.me. andand crayonscrayons areare inin mymy pencilpencil box.box. II likelike recessrecess thethe bestbest whenwhen II cancan gogo outout andand playplay onon thethe playground.playground. MyMy 3-ring3-ring binderbinder isis alwaysalways wherewhere itit shouldshould bebe inin mymy desk.desk. WhenWhen II needneed toto findfind somethingsomething inin mymy deskdesk quickly,quickly, itit isis easyeasy whenwhen everythingeverything isis inin itsits place.place.

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Name:Name: PP14X.X

ParagraphParagraph #2#2 Sentence Order and Titles in Paragraphs ______3 ChocolateChocolate chipschips areare thenthen addedadded toto thethe batter.batter.

Reminder:Reminder: ______1 BeforeBefore youyou begin,begin, turnturn onon thethe ovenoven toto thethe correctcorrect temperature.temperature. •• A A paragraphparagraph isis aa setset ofof sentencessentences onon thethe samesame topic.topic. •• A A topictopic sentencesentence isis oneone sentence,sentence, usuallyusually thethe first,first, whichwhich tellstells thethe mainmain ideaidea oror whatwhat thethe ______CS ChocolateChocolate chipchip cookiescookies rightright outout ofof thethe ovenoven areare thethe bestbest ever!ever! paragraphparagraph isis mostlymostly about.about. •• A A concludingconcluding sentencesentence isis oneone sentence,sentence, alwaysalways thethe last,last, whichwhich wrapswraps upup thethe paragraph.paragraph. ItIt ______6 WhenWhen thethe timertimer rings,rings, carefullycarefully taketake thethe panpan ofof cookiescookies outout ofof thethe oven.oven. doesdoes notnot introduceintroduce newnew information.information. Often,Often, itit restatesrestates thethe topictopic sentence.sentence. ______7 Next,Next, taketake thethe cookiescookies offoff thethe cookiecookie sheet.sheet. NumberNumber thethe sentencessentences inin orderorder toto makemake goodgood paragraphsparagraphs andand addadd titlestitles toto youryour paragraphs.paragraphs. Make sure you number the topic sentence as first and the concluding sentence as last. Make sure you number the topic sentence as first and the concluding sentence as last. ______2 GetGet outout bowlsbowls andand mixmix upup thethe batter,batter, addingadding flour,flour, eggs,eggs, sugar,sugar, andand bakingbaking soda.soda. Paragraph #1: Paragraph #1: ______5 PutPut thethe filledfilled bakingbaking sheetsheet inin thethe ovenoven andand setset thethe timer.timer. ______2 AfterAfter readingreading thethe introduction,introduction, II likelike toto looklook throughthrough thethe picturespictures beforebefore II ______8 EnjoyEnjoy eatingeating youryour warm,warm, gooeygooey cookies!cookies! decidedecide onon aa book.book. ____TS Baking chocolate chip cookies is so easy and they make everyone happy. ____TS____ CheckingChecking thethe rightright bookbook outout ofof thethe librarylibrary cancan taketake moremore thanthan justjust lookinglooking atat ____TS Baking chocolate chip cookies is so easy and they make everyone happy. thethe frontfront cover.cover. ____When____When4 thethe batterbatter isis ready,ready, placeplace teaspoonfulsteaspoonfuls onon aa cookiecookie sheet.sheet. ______1 FirstFirst II likelike toto readread thethe introductionintroduction toto thethe bookbook onon thethe insideinside frontfront cover.cover. Now add a title to your paragraph: ______Answers may vary. ______4 Finally,Finally, readingreading thethe firstfirst paragraphparagraph oror twotwo cancan helphelp meme decidedecide ifif thethe bookbook isis rightright forfor me.me.

______3 TheThe captionscaptions underunder thethe picturespictures cancan alsoalso helphelp meme toto discoverdiscover whatwhat thethe bookbook isis about.about.

____CS____ CheckingChecking outout aa bookbook thatthat doesn’tdoesn’t interestinterest meme isis notnot muchmuch funfun soso it’sit’s worthworth itit toto looklook closely.closely.

Now add a title to your paragraph: ______Answers may vary. UnitUnitUnit 6 6 6 141143143 142144144 UnitUnit 66 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation ©© 20132013 CoreCore Knowledge Foundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation

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Name:Name: PP15X.X

PaintingPainting aa landscapelandscape scenescene isis difficultdifficult butbut veryvery rewarding.rewarding. First,First, youyou needneed toto Paragraph Writing choosechoose aa settingsetting toto paint.paint. Then,Then, youyou shouldshould looklook carefullycarefully atat thethe landscape,landscape, noticingnoticing thethe trees,trees, hills,hills, ponds,ponds, birds,birds, flowers,flowers, andand whateverwhatever elseelse isis aa partpart ofof youryour setting.setting. ItIt isis Reminder:Reminder: wisewise toto paintpaint slowlyslowly andand notnot trytry toto completecomplete everythingeverything atat once.once. AsAs youyou paintpaint moremore andand moremore partsparts ofof youryour setting,setting, youyou willwill seesee thethe paintingpainting nearlynearly comecome toto life.life. WhenWhen •• A A paragraphparagraph isis aa setset ofof sentencessentences onon thethe samesame topic.topic. youyou havehave finished,finished, youyou willwill havehave aa beautifulbeautiful landscapelandscape scenescene thatthat youyou couldcould frameframe • A topic sentence is one sentence, usually the first, which tells the main idea or what the • A topic sentence is one sentence, usually the first, which tells the main idea or what the andand eithereither hanghang onon youryour wallwall oror givegive awayaway asas aa thoughtfulthoughtful gift.gift. PaintingPainting aa landscapelandscape paragraphparagraph isis mostlymostly about.about. isis aa wonderfulwonderful activity.activity. •• A A concludingconcluding sentencesentence isis oneone sentence,sentence, alwaysalways thethe last,last, whichwhich wrapswraps upup thethe paragraph.paragraph. ItIt doesdoes notnot introduceintroduce newnew information.information. Often,Often, itit restatesrestates thethe topictopic sentence.sentence.

DrawDraw aa boxbox aroundaround thethe topictopic sentencesentence ofof eacheach paragraph.paragraph. DrawDraw aa circlecircle aroundaround thethe concludingconcluding sentence.sentence. Sally’sSally’s newnew umbrellaumbrella camecame inin veryvery handyhandy yesterday.yesterday. AsAs SallySally gotgot readyready forfor workwork thatthat morning,morning, sheshe listenedlistened toto thethe weatherweather forecastforecast onon thethe radio,radio, whichwhich saidsaid rainrain waswas likely.likely. WalkingWalking outout thethe door,door, sheshe grabbedgrabbed herher umbrellaumbrella andand thenthen walkedwalked toto work.work. AboutAbout noon,noon, thethe skiesskies openedopened upup andand itit beganbegan pouring.pouring. WhenWhen itit camecame timetime toto walkwalk home,home, SallySally waswas veryvery pleasedpleased sheshe hadhad listenedlistened toto thethe forecastforecast becausebecause sheshe walkedwalked homehome underunder herher umbrella,umbrella, drydry andand comfortable.comfortable. UmbrellasUmbrellas suresure areare handyhandy thingsthings toto have!have! BuildingBuilding aa snowmansnowman isis soso easyeasy andand soso muchmuch fun!fun! First,First, youyou beginbegin withwith aa smallsmall snowballsnowball andand youyou rollroll itit aroundaround thethe yard,yard, allall thethe whilewhile pickingpicking upup moremore andand moremore snow.snow. YourYour smallsmall snowballsnowball isis quicklyquickly aa largelarge snowball,snowball, largelarge enoughenough toto bebe thethe basebase ofof youryour snowman.snowman. Next,Next, youyou dodo thethe samesame toto makemake aa secondsecond largelarge snowball,snowball, thoughthough oneone thatthat isis justjust aa bitbit smallersmaller thanthan thethe firstfirst oneone andand youyou setset itit onon toptop ofof thethe base.base. Then,Then, youyou makemake aa thirdthird snowballsnowball thatthat isis thethe smallestsmallest ofof thethe threethree andand setset itit onon toptop ofof thethe secondsecond snowball.snowball. Last,Last, youyou addadd aa hat,hat, aa carrotcarrot forfor aa nose,nose, rocksrocks forfor thethe eyeseyes andand mouth,mouth, andand stickssticks forfor thethe arms.arms. YourYour snowmansnowman isis complete,complete, andand wasn’twasn’t thatthat aa blast?blast?

UnitUnit 66 145145 146146 UnitUnit 66 © 2013 Core KnowledgeUnit Foundation 6 143 144 Unit© 2013 6Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: PP18X.X Name: PP18X.X 2. Robin and Rosie ______will play hopscotch on the weekend. (play, future tense) Past, Present, and Future Tenses 2. Robin and Rosie ______will play hopscotch on the weekend. (play, future tense) 3. Mrs. White ______us a story this afternoon. (read, future tense) 3. Mrs. White ______will read us a story this afternoon. (read, future tense) Reminder: will read Reminder: 4. The talented artists ______drew the animals to look life-like. (draw, past tense) • The present tense of a verb tells what the subject is doing right now. 4. The talented artists ______drew the animals to look life-like. (draw, past tense) • The present tense of a verb tells what the subject is doing right now. • The past tense of a verb tells what the subject already did. 5. That pen ______belongs to Sally! (belong, present tense) • The past tense of a verb tells what the subject already did. 5. That pen ______belongs to Sally! (belong, present tense) • The future tense of a verb tells what the subject will do later. • The future tense of a verb tells what the subject will do later. Fill in the following chart: Fill in the following chart:

Draw a wiggly line under the verbs in each sentence. Remember, future tense has the word Present tense Past tense Future tense Draw a wiggly line under the verbs in each sentence. Remember, future tense has the word Present tense Past tense Future tense will preceding the verb. Then, write the words present, past, or future on the line after the will preceding the verb. Then, write the words present past or future on the line after the sentence. , , sentence. Sam jumps. Sam jumped. Sam will jump. Sam jumps. Sam jumped. Sam will jump. 1. We learned about the classification of animals earlier this year. ______past 1. We learned about the classification of animals earlier this year. ______past The boys giggle. The boys giggled. The boys will giggle. 2. The princess will marry the prince at the end of the fable. ______future The boys giggle. The boys giggled. The boys will giggle. 2. The princess will marry the prince at the end of the fable. ______future 3. The students studied reading after grammar. ______past I want. I wanted. I will want. 3. The students studied reading after grammar. ______past I want. I wanted. I will want. 4. After supper, we will eat the chocolate cake. ______future 4. After supper, we will eat the chocolate cake. ______future We worry. We worried. We will worry. 5. Before we know it, we will become fourth graders! ______future We worry. We worried. We will worry. 5. Before we know it, we will become fourth graders! ______future 6. I wish for a pet fish. ______present The kitten scratches. The kitten scratched. The kitten will scratch. 6. I wish for a pet fish. ______present The kitten scratches. The kitten scratched. The kitten will scratch. 7. Mark played his guitar all day yesterday. ______past 7. Mark played his guitar all day yesterday. ______past The fire burns. The fire burned. The fire will burn. The fire burns. The fire burned. The fire will burn. 8. My friends and I love hamburgers. ______present 8. My friends and I love hamburgers. ______present 9. Grandma wrote poems for me when he was a little boy. ______past The children laugh. The children laughed. The children will laugh. 9. Grandma wrote poems for me when he was a little boy. ______past The children laugh. The children laughed. The children will laugh. 10. Alexander Graham Bell invented many things in his lifetime. ______past 10. Alexander Graham Bell invented many things in his lifetime. ______past Mother bakes. Mother baked. Mother will bake. Mother bakes. Mother baked. Mother will bake. Fill in the blanks with the correct form of the verb listed. Fill in the blanks with the correct form of the verb listed. Grandma writes. Grandma writes. Grandma wrote. Grandma will write. 1. Dora ______rinsed the shampoo out of her hair. (rinse, past tense) Grandma wrote. Grandma will write. 1. Dora ______rinsed the shampoo out of her hair. (rinse, past tense)

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Name: PP19X.X Name: PP19X.X 2. Frank______had the ability to paint beautiful portraits. 2. Frank______had the ability to paint beautiful portraits.

Practice the Verb to have ______Practice the Verb to have ______

Present and Past Tense of the Verb to have 3. Their______shop had many rooms with walls covered Present and Past Tense of the Verb to have 3. Their______shop had many rooms with walls covered Singular Plural with______paintings of all shapes and sizes. Singular Plural with______paintings of all shapes and sizes. I have, had a plan. We have, had a plan. I have, had a plan. We have, had a plan. 4. My______family and I had taken many trips to see You have, had a plan. You have, had a plan. ______You have, had a plan. You have, had a plan. 4. My family and I had taken many trips to see He, She, It has, had a plan. They have, had a plan. their______gallery. He, She, It has, had a plan. They have, had a plan. their______gallery.

Write the correct word on the blank in each sentence. 5. Had______you ever seen Frank and Fred’s gallery Write the correct word on the blank in each sentence. 5. Had______you ever seen Frank and Fred’s gallery 1. Frank and Fred have an art gallery. 1. Frank and Fred (have,have has) an art gallery. before?______(have, has) before?______2. Frank has the ability to paint beautiful portraits. 2. Frank (have,has has) the ability to paint beautiful portraits. (have, has) 3. Their shop has many rooms with walls covered with paintings of all 3. Their shop (have,has has)many rooms with walls covered with paintings of all shapes and sizes.(have, has) shapes and sizes. 4. My family and I have taken many trips to see their gallery. 4. My family and I (have,have has) taken many trips to see their gallery. (have, has) 5. Have you ever seen Frank and Fred’s gallery before? 5. (Have,Have Has) you ever seen Frank and Fred’s gallery before? (Have, Has)

Rewrite the five sentences above in past tense. Rewrite the five sentences above in past tense.

1. ______Frank and Fred had an art gallery. 1. ______Frank and Fred had an art gallery. ______

Unit 6 153 154 Unit 6 © 2013 Core KnowledgeUnit FoundationUnit 6 6 151153 152154 ©Unit 2013 6Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: PP20X.X Name: PP20X.X 5. You ______say (say) you like to ride bicycles, so let’s go. past present future 5. You ______say (say) you like to ride bicycles, so let’s go. past present future Irregular Verbs (say, make, go, take, and come) ______Answers may vary. Irregular Verbs (say, make, go, take, and come) ______Answers may vary. Write the correct form of the verb in the blank. Then, rewrite the sentence using a different Write the correct form of the verb in the blank. Then, rewrite the sentence using a different ______past present future verb tense of the same verb. You will need to change other words in the sentence. Finally, circle ______past present future verb tense of the same verb. You will need to change other words in the sentence. Finally, circle whether each sentence is present tense, past tense, or future tense. whether each sentence is present tense, past tense, or future tense. Write sentences using provided subjects and verbs. Write sentences using provided subjects and verbs. Example: Last Friday, we _____said_____ (say) “hello” to our new past present future Example: Last Friday, we _____said_____ (say) “hello” to our new past present future friends. 1. subject: Cindy friends. 1. subject: Cindy Tomorrow, we will say ‘goodbye’ to our new friends. past present future Tomorrow, we will say ‘goodbye’ to our new friends. past present future verb: make, past tense ______Answers may vary. verb: make, past tense ______Answers may vary. 1. One week from today, I will______(make) make my first cake. past present future 1. One week from today, I will______(make) make my first cake. past present future ______Answers may vary. ______Answers may vary. 2. subject: They 2. subject: They ______past present future ______past present future verb: go, future tense ______Answers may vary. verb: go, future tense ______Answers may vary. 2. Last week, I ______went (go) to visit my grandmother. past present future 2. Last week, I ______went (go) to visit my grandmother. past present future ______Answers may vary. ______Answers may vary. 3. subject: The purple cow 3. subject: The purple cow ______past present future ______past present future verb: come, present tense ______Answers may vary. verb: come, present tense ______Answers may vary. 3. Today, I ______(take)take my sister with me to the store. past present future 3. Today, I ______(take)take my sister with me to the store. past present future ______Answers may vary. ______Answers may vary. ______past present future ______past present future

4. Mary always ______comes (come) to see me today. past present future 4. Mary always ______comes (come) to see me today. past present future ______Answers may vary. ______Answers may vary. ______past present future ______past present future

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Name: PP21X.X Name: PP21X.X 5. You drew____ (draw) great pictures yesterday on the board. past present future 5. You drew____ (draw) great pictures yesterday on the board. past present future

Irregular Verbs (see, bring, mean, speak, and draw) ______Answers may vary. Irregular Verbs (see, bring, mean, speak, and draw) ______Answers may vary. Write the correct form of the verb in the blank. Then, rewrite the sentence using a different Write the correct form of the verb in the blank. Then, rewrite the sentence using a different ______past present future verb tense of the same verb. You will need to change other words in the sentence. Finally, circle ______past present future verb tense of the same verb. You will need to change other words in the sentence. Finally, circle whether each sentence is present tense, past tense, or future tense. whether each sentence is present tense, past tense, or future tense.

Example: Last Friday, we _____saw_____ (see) the circus clowns past present future Example: Last Friday, we _____saw_____ (see) the circus clowns past present future perform. perform. Tomorrow, we will see the clowns perform at the circus. past present future Tomorrow, we will see the clowns perform at the circus. past present future will bring 1. Next week, I will______bring (bring) my uncle to your house. past present future 1. Next week, I ______(bring) my uncle to your house. past present future ______Answers may vary. ______Answers may vary. ______past present future ______past present future spoke 2. Last week, I spoke____ (speak) in front of the whole school. past present future 2. Last week, I ____ (speak) in front of the whole school. past present future ______Answers may vary. ______Answers may vary. ______past present future ______past present future

3. Today, I look at my spelling worksheet and I 3. Today, I look at my spelling worksheet and I ______(see) it is easy. past present future ______seesee (see) it is easy. past present future ______Answers may vary. ______Answers may vary. ______past present future ______past present future

4. Mark always ______(mean) what he says. past present future 4. Mark always means______means (mean) what he says. past present future ______Answers may vary. ______Answers may vary.

______past present future ______past present future Unit 6 157 158 Unit 6 Unit 6 157 158 Unit 6 © 2013 Core KnowledgeUnit Foundation 6 155 156 Unit© 2013 6Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: PP22X.X

4. you are my very best friend remarked sam Quotation Marks Quotation Marks ______“You are my very best friend,” remarked Sam. Reminder: Reminder: ______• Quotation marks are punctuation marks used to show exactly what a person says or has ______said.

Circle the letter of the sentence that has the correct punctuation and capitalization. Rewrite the following sentences, adding the correct punctuation and capitalization. Circle the letter of the sentence that has the correct punctuation and capitalization.

1. I learned to speak English by listening to my parents said mary 1. tommy yelled i’m so happy that it is saturday 1. tommy yelled i’m so happy that it is saturday A. “I learned to speak English by listening to my parents.” said Mary.

______Tommy yelled, “I’m so happy that it is Saturday!” B. “I learned to speak English by listening to my parents said Mary.” C. “I learned to speak English by listening to my parents said,” Mary. ______C. “I learned to speak English by listening to my parents said,” Mary. D. “I learned to speak English by listening to my parents,” said Mary. ______2. Mr. Brown asked do any of you speak another language 2. the child chased her puppy around the corner and said please come here 2. Mr. Brown asked do any of you speak another language A. “Mr. Brown asked, do any of you speak another language.” ______The child chased her puppy around the corner B. Mr. Brown asked, “do any of you speak another language?” ______and said, “Please come here.” C. Mr. Brown asked, “Do any of you speak another language?” ______D. “Mr. Brown asked, Do any of you speak another language?”

3. do you like painting or drawing better our art teacher asked 3. how does your body make all of those different sounds she asked ______“Do you like painting or drawing better?” our A. “how does your body make all of those different sounds,” she asked. B. “How does your body make all of those different sounds? she asked? ______art teacher asked. B. “How does your body make all of those different sounds? she asked? C. “how does your body make all of those different sounds?” she asked? ______D. “How does your body make all of those different sounds?” she asked. Unit 6 159 160 Unit 6 UnitUnit 6 6 157159 158160 UnitUnit 6 6 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge FoundationFoundation ©© 2013 2013 Core Core Knowledge Knowledge Foundation Foundation

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Name: PP23X.X

Choose the adverb that best fits in each blank and write it in. Adverbs that Tell when and where there home already outside Reminder: Reminder: My brother and I ran outside to look for our • Adverbs can tell when an action happens and where an action happens. friend. We did not see anyone so we walked home . When we got there , we saw a note on the door. It was from Choose the adverb that best fits in each blank and write it in. Choose the adverb that best fits in each blank and write it in. David and said “Meet at my house, and we’ll go to the park together!” We got to David’s house and another note said he had already gone weekly always last after sometimes weekly always last after sometimes to the park. We found him at the park and played until it got dark! We visit my grandfather weekly . We always go Write a sentence using each adverb. on Sunday afternoon. I like to bring books sometimes and read Write a sentence using each adverb. them to him. When I do bring books, he asks me to read my favorite 1. never book last . He knows I will be excited about it and read it 1. well at the end. After I read my books to him, we have dinner. ______well at the end. After I read my books to him, we have dinner. ______Answers may vary.

______Write a sentence using each adverb. ______

1. recently 2. inside

______Answers may vary. ______Answers may vary. ______Answers may vary.

______

2. tomorrow

______Answers may vary.

______

Unit 6 161 162 Unit 6 Unit 6 161 162 Unit 6 © 2013 Core Knowledge UnitFoundation 6 159 160 ©Unit 2013 Core6 Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation

Name: PP25X.X

4. This grammar homework seems very easy tonight. I’m going to do my best Conjunction but and not hurry. Conjunction but S P ______This grammar homework seems very easy tonight Reminder: S P ______but I’m going to do my best and not hurry. • A conjunction is a part of speech used to connect words or groups of words. ______but I’m going to do my best and not hurry. • The conjunction but is used to connect groups of words. It signals that “something different,” such as a different idea, will come after the but. 5. The salesman knocked on our door. We were out of town. different,” such as a different idea, will come after the but. S P S ______The salesman knocked on our door but we Create compound sentences by connecting the two simple sentences with the conjunction P but. Draw two lines under the conjunction and label the subjects with the letter ‘S’ and the P ______were out of town. predicates with the letter ‘P’. were out of town.

Create the second part of a compound sentence using the conjunction but. 1. Marshmallows are fun to melt. They can make a mess. Create the second part of a compound sentence using the conjunction but. S P S 1. David likes peanut butter and jelly sandwiches, but ______Marshmallows are fun to melt but they 1. David likes peanut butter and jelly sandwiches, but P ______Answers may vary. ______can make a mess. ______Answers may vary.

______2. The day is sunny and beautiful. The sky is getting dark off in the distance. ______S P S (Hint: Think about a family member who likes a different kind of sandwich.) ______The day is sunny and beautiful but the sky P 2. Lulu loved the book she just read, but ______is getting dark off in the distance. ______Answers may vary. 3. My new kitten is very naughty. I laugh at her so often. SSPP ______SSPP (Hint: Think about a friend who read the same book but who had a different ______My new kitten is very naughty but I laugh at her (Hint: Think about a friend who read the same book but who had a different idea about it.) ______so often.

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Name: PP26X.X

Add the prefix to the root word to make a new word. Write the meaning of the word. Prefix un– Prefix un– 1. Root Word: known Meaning: was aware of or familiar with un– + known = ______unknown Reminder: Meaning: ______not aware or familiar with • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the Meaning: ______not aware or familiar with root word. 2. Root Word: covered Meaning: had something over or on top of to protect or • The prefix un– means “not.” 2. Root Word: covered Meaning: had something over or on top of to protect or hide it Choose the best word to complete the sentence and write it on the line. un– + covered = ______uncovered

1. It is time for math so I am unableto finish my reading assignment at the Meaning: not______having something over or on top of to (able, unable) moment. protect or hide it 2. Broken glass on the playground is unsafe (safe, unsafe).

3. I poured two glasses of milk and I did an excellent job of making sure the amount of milk in each was even so you and I would get the same (even, uneven) amount.

4. Adding another flag to our model of the historic fort is unnecessary (necessary, unnecessary) because we already have the only two flags that are supposed to be there.

5. Steven is feeling well enough to go to soccer practice today after missing (well, unwell) the last two due to illness.

6. She was very unhappy with the grade she earned on her science test (happy, unhappy) because she studied very hard and thought she did much better than the grade indicated.

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Name: PP27X.X

Add the prefix to the root word to make a new word. Write the meaning of the word.

Prefix non– 1. . Root Word: flammable Meaning: able to be set on fire or burn quickly non– + flammable = ______nonflammable Reminder: Meaning: ______not able to be set on fire or burn quickly • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the Meaning: ______not able to be set on fire or burn quickly root word. 2. Root Word: judgmental Meaning: tending to judge people too quickly or harshly • The prefix non– means “not.” 2. Root Word: judgmental Meaning: tending to judge people too quickly or harshly non– + judgmental = ______nonjudgmental Choose the best word to complete the sentence and write it on the line. Meaning: ______not tending to judge too quickly or 1. All living things need food and water to survive. ______harshly (living, nonliving)

2. Allie is allergic to milk and dairy products so she drinks nondairy milk made (dairy, nondairy) from soy.

3. The chapters in Gods, Giants, and Dwarves are fictional selections of (fictional, nonfictional) Norse myths.

4. My dad approached the hurt dog in a nonthreatening way so it wouldn’t (threatening, nonthreatening) try to bite him while he tried to help.

5. After using it to wipe up the spilled bottle of juice, the paper towel became nonabsorbent and I had to get a new one to finish cleaning up. (absorbent, nonabsorbent)

6. David looked at me without speaking to make a nonverbal agreement to let (verbal, nonverbal) our young cousin play the new video game first.

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Name: PP29

Choose the right word to complete each sentence and write it on the line.

Prefix re– refill review redo rename retell

Reminder: 1. Our teacher told us to ______review our answers before turning in the test. • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the root word. 2. I have to ______refill my water bottle before soccer practice because my • The prefix re– means “to do again.” sister drank what was in it.

Write the letter next to each word to match the word to its meaning. 3. Rachel’s mother asked her to ______retell the story of how she thinks she lost her lunchbox at school. ____C rewrite A. to put things into a container again 4. He wants to ______redo the flag for his report on Australia because he ____D redo B. to report information again thinks he can make it even better. ____A reload C. to make letters, words, or numbers again or create 5. The city decided to ______a street in honor of an important something to be read again 5. The city decided to ______rename a street in honor of an important member of the community and unveiled the new sign. ____E rename D. to complete or perform an action again

____G refill E. to label something again

____B retell F. to look at again

____F review G. to make something full again

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Name:Name: PP30PP30 Name:Name: PP31PP31X.XX.X

5 55 PrefixPrefix re–re– andand pre–pre– PP 3 33 Reminder: R Reminder: PP R • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the 6 • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the 66 root word. E root word. RR E PP •• The The prefix prefix re– re– means means “to “to do do again” again” and and the the prefix prefix pre– pre– means means “before.” “before.”

EE VV RR ChooseChoose the the best best word word to to complete complete the the sentence sentence and and write write it it on on the the line. line.

S I E 1.1. Dad Dad decided decided to to loadload thethe car car for for our our day day trip trip to to the the mountains mountains while while we we S I E (load,(load,(load, reload)reload) reload) 1 11 finishedfinished our our breakfast. breakfast. PP RR EE SS EEEELL CC TT 2.2. Ross Ross chose chose to topreprintpreprintthethe class class notes notes before before he he got got to to school school so so he he could could R T W O (reprint,(reprint,(reprint, preprint)preprint) preprint) R T W O looklook them them over over and and be be ready ready for for the the lesson. lesson. 4 44 E P O E P O 3.3. The The recipe recipe says says to to preheatpreheat the the oven oven to to 400 400 degrees degrees while while you you prepare prepare the the (preheat,(preheat, (preheat, reheat)reheat) reheat) batter for the muffins. PP RR KK batter for the muffins. 2 22 4.4. He He wants wants to to redoredo one one part part of of the the wall wall with with paint paint where where someone someone smudged smudged PP RR EE HH EE AA TT (do,(do,(do, redo)redo) redo) thethe first first coat. coat. II PP 5.5. The The lady lady in in the the store store said said we we could could prepay prepay for for the the book book before before it it arrived arrived (prepay,(prepay,(prepay, repay)repay) repay) NN AA andand pick pick it it up up when when it it came. came.

T Y 6.6. I I would would like like to to rewrite rewrite my my thank thank you you note note to to Grandma Grandma because because I I forgot forgot to to T Y (write,(write,(write, rewrite)rewrite) rewrite) addadd one one thing. thing.

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Name:Name: PP32PP32X.XX.X

WriteWrite a a sentence sentence using using the the word. word. Prefix dis– 1.1. Word:Word: refill refill Prefix dis–

______Answers______Answers maymay vary.vary. Reminder:Reminder: • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the ______• A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the rootroot word. word. • The prefix dis– meansmeans “not.”“not.” 2.2. Word:Word: preset preset • The prefix dis– means “not.”

______IfIf the the sentence sentence shows shows an an example example of of the the correct correct meaning meaning of of the the underlined underlined word, word, write write yes yesyes on onon ______Answers______Answers maymay vary.vary. thethe blank blank that that follows. follows. If If the the sentence sentence does does not not show show an an example example of of the the correct correct definition definition of of the the underlinedunderlined word, word, write write no. no. ______1.1. Miss Miss Sullivan Sullivan had had to to disconnect disconnect the the printer printer from from the the computer computer to to move move both both itemsitems to to a a new new spot spot in in the the front front corner corner of of the the classroom. classroom. ______yesyes

2.2. Our Our puppy puppy will will disobey disobey me me by by sitting sitting when when I I tell tell him him to to sit sit and and staying staying when when I I telltell him him to to stay. stay. ______nono

3.3. Mom Mom might might disapprove disapprove if if I I finish finish my my homework homework before before playing playing soccer soccer at at the the park.park. ______nono

4.4. The The neighbors neighbors across across the the street street dislike dislike people people parking parking in in front front of of their their house house andand blocking blocking their their driveway. driveway. _____ yes_____yes

5.5. She She and and I I disagree disagree on on whether whether our our history history presentation presentation should should be be about about ancient ancient ChinaChina or or ancient ancient Egypt. Egypt. ______yesyes

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Write a sentence for each word like the ones above that you can answer with yesyes..

1. distrustdistrust Prefix mis–

______Answers______may vary. Reminder:

______•• A A prefixprefix isis aa syllablesyllable placedplaced inin frontfront ofof aa rootroot word.word. PrefixesPrefixes changechange thethe meaningmeaning ofof thethe rootroot word.word. 2. dislikedislike •• The The prefixprefix mis– means “wrong.”

______Answers______may vary. Replace each underlined meaning with the word that matches it. Write the word, the part of speech,speech, andand thethe prefixprefix underunder eacheach sentence.sentence. ______

misunderstand misused misjudged misspell misbehave misplaced

1. My younger brother did something wrong with an object to perform a task the tapetape andand coveredcovered hishis bookbook withwith thethe entireentire rollroll ofof tape.tape. Word: ______misused Part of Speech: ______verb Prefix: ______mis–

2. Our teacher said it is possible to know the wrong meaning of double-digit subtractionsubtraction soso wewe wouldwould bebe spendingspending aa lotlot ofof timetime practicingpracticing howhow toto dodo it.it. Word: misunderstand ______Part of Speech: ______verb Prefix: ______mis–

3. Sam put something in the wrong location his lunch on the field trip so I shared somesome ofof minemine withwith him.him. Word: ______misplaced Part of Speech: ______verb Prefix: ______mis–

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4. He did not write or name the letters in a word in the wrong order any words on thethe lastlast twotwo spellingspelling assessments!assessments! Prefixes dis– andand mis– Word: ______misspell Part of Speech: ______verb Prefix: ______mis– Reminder: • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the 5. Mom made sure to explain why it was important not to act wrong at the • A prefix is a syllable placed in front of a root word. Prefixes change the meaning of the rootroot word.word. receptionreception forfor Dad’sDad’s promotionpromotion atat workwork •• The The prefixprefix dis– means “not” and the prefix mis– meansmeans “wrong.”“wrong.” Word: ______misbehave Part of Speech: ______verb dis– mis– Prefix: ______mis– Circle the correct word, from the choices after each sentence, to complete the sentence.

6. Heather formed an opinion that is wrong how long she would be out walking 1. I ______that we should review our andand shouldshould havehave takentaken aa waterwater bottlebottle withwith her.her. reportreport onon ThomasThomas EdisonEdison beforebefore printingprinting itit toto agreeagree disagree disagree Word: ______misjudged Part of Speech: ______verb be sure they aren’t any errors. Prefix: ______mis– 2. He ______the distance between the twotwo treestrees andand needsneeds aa longerlonger roperope toto tietie upup hishis judgedjudged misjudged misjudged hammock.

3. When something went wrong, the gods usually knew that it was Loki who had behaved misbehaved ______and done something bad. 4. II ______onionsonions onon mymy pizzapizza becausebecause likelike dislike dislike theythey areare yummy.yummy.

5. Morgan said it is easy to ______her spellspell misspell misspell lastlast namename becausebecause itit isis soso longlong andand unique.unique.

6. ItIt isis easiereasier toto ______someonesomeone whowho has told the truth in the past instead of trusttrust distrust distrust someonesomeone whowho alwaysalways lies.lies.

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7. 7.7. SheShe ______thethe invitationinvitation toto thethe party,party, whichwhich hadhad thethe addressaddress listed,listed, soso sheshe hadhad placedplaced misplaced misplaced SuffixSuffix –er–er tototo callcallcall thethethe hosthosthost andandand askaskask forforfor thethethe address.address.address. 8. Before we moved to our new house, we 8.8. Before Before wewe movedmoved toto ourour newnew house,house, wewe Reminder:Reminder: called the power company to have them calledcalled thethe powerpower companycompany toto havehave themthem connect disconnect ______our cable service on our connectconnect disconnect disconnect •• A A suffixsuffix isis aa syllablesyllable placedplaced afterafter aa rootroot word.word. SuffixesSuffixes changechange thethe meaningmeaning ofof thethe rootroot ______ourour cablecable serviceservice onon ourour word. movingmoving date.date. word.word. •• The The suffixsuffix ––erer meansmeans “a“a personperson who.”who.” Write the part of speech, meaning, and root word for each word. Write the letter to each word to match the word to its meaning. 1.1. disapprovedisapprove ____ player A. a person who chases and kills wild animals for food or sport PartPart ofof Speech:Speech: ______verbverb RootRoot Word:Word: ______approveapprove ______C playerplayer A.A. aa personperson whowho chaseschases andand killskills wildwild animalsanimals forfor foodfood oror sportsport Meaning: ______not approve ______E singersinger B. B. aa personperson whowho showsshows someonesomeone howhow toto dodo somethingsomething 2.2. misunderstandmisunderstand ____A hunter C. a person who participates in a game or sport PartPart ofof Speech:Speech: ______verbverb RootRoot Word:Word: ______understand______A hunterhunter C. C. aa personperson whowho participatesparticipates inin aa gamegame oror sportsport Meaning: ______not understand ______B teacherteacher D. D. aa personperson whowho growsgrows cropscrops andand raisesraises animalsanimals 3.3. misusedmisused ____ painter E. a person who makes musical sounds with his or her PartPart ofof Speech:Speech: ______verbverb RootRoot Word:Word: ______used ______F painterpainter E. E. aa personperson whowho makesmakes musicalmusical soundssounds withwith hishis oror herher voice Meaning: ______not used correctly voicevoice ____D farmer F. a person who covers something with a colored, liquid-like 4.4. disobeydisobey ______D farmerfarmer F. F. aa personperson whowho coverscovers somethingsomething withwith aa colored,colored, liquid-likeliquid-like substance to make a picture or decorate PartPart ofof Speech:Speech: ______verbverb RootRoot Word:Word: ______obeyobey substance substance toto makemake aa picturepicture oror decoratedecorate Meaning: ______not obey

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counselorcounselor actor actor sailor sailor inspector inspector governor governor visitor visitor SuffixesSuffixes –er–er andand –or–or

4 Reminder: 44 Reminder:Reminder: G •• A A suffixsuffix isis aa syllablesyllable placedplaced afterafter aa rootroot word.word. SuffixesSuffixes changechange thethe meaningmeaning ofof thethe rootroot 1 G 11 word.word. C O U N SS E L O R •• The The suffixessuffixes –er–er andandand –or–or bothboth meanmean “a“a personperson who.”who.”

V AddAdd thethe correctcorrect suffix,suffix, –er–er ororor –or–or,,, tototo thethethe rootrootroot wordwordword tototo completecompletecomplete thethethe sentence.sentence.sentence. WriteWriteWrite thethethe wordwordword belowbelow thethe sentence.sentence. E 2 22 1. The inspect___or found a crack in the wall after the earthquake. II N SS P E C T O R 1.1. The The inspectinspect___or___or foundfound aa crackcrack inin thethe wallwall afterafter thethe earthquake.earthquake. Word: ______inspectorinspector N

O 2. The football play___ had to come out of the game so the team doctors could 36 2.2. The The footballfootball playplay___er___ hadhad toto comecome outout ofof thethe gamegame soso thethe teamteam doctorsdoctors couldcould 3636 erer look at his leg, which he hurt during the last play. VISS II T O R looklook atat hishis leg,leg, whichwhich hehe hurthurt duringduring thethe lastlast play.play. Word: ______player A 3. Dad read that a very talented act or___ has agreed to portray Abraham Lincoln in I 3.3. Dad Dad readread thatthat aa veryvery talentedtalented actact or ___or___ hashas agreedagreed toto portrayportray AbrahamAbraham LincolnLincoln inin II aa newnew movie.movie.

L Word: ______actor 5 Word: ______actoractor 55 A C T O R 4.4. The The sing___sing___erer practicedpracticed aa fewfew lineslines fromfrom mostmost ofof herher songssongs beforebefore thethe concertconcert toto R makemake suresure thethe microphonemicrophone workedworked andand thethe bandband accompanyingaccompanying herher couldcould bebe heard.heard.

Word: ______singersinger

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5.5. My My auntaunt worksworks asas aa counsel___counsel___or atat aa highhigh schoolschool andand sheshe helpshelps studentsstudents withwith theirtheir collegecollege applications.applications. Suffix –ist Word: ______counselor Reminder: 6.6. Our Our teach___teach___er saidsaid wewe wouldwould dodo aa complicatedcomplicated sciencescience experimentexperiment nextnext weekweek •• A A suffixsuffix isis aa syllablesyllable placedplaced afterafter aa rootroot word.word. SuffixesSuffixes changechange thethe meaningmeaning ofof thethe rootroot thatthat willwill taketake severalseveral daysdays toto complete.complete. word. •• The The suffixsuffix –ist–ist means “a person who makes or plays.” Word: ______teacherteacher Choose the best word to complete the sentence and write it on the line. 7.7. During During thethe boatboat race,race, thethe sail___ssail___sor hadhad toto workwork togethertogether toto manman theirtheir boatboat andand useuse thethe windwind andand waterwater currentcurrent toto getget aroundaround markersmarkers inin thethe bay.bay. 1.1. TheThe organist playedplayed musicmusic asas wewe enteredentered andand exitedexited thethe churchchurch forfor thethe (organ,(organ, organist)organist) wedding. Word: ______sailorssailors

2.2. I I havehave onlyonly readread thethe firstfirst novel inin thethe seriesseries butbut II intendintend toto readread thethe 8.8. Every Every farm___farm___er hashas hishis oror herher ownown systemsystem forfor takingtaking carecare ofof animalsanimals andand crops.crops. (novel,(novel, novelist)novelist) othersothers asas well.well. Word:______farmerfarmer 3.3. There There waswas aa guestguest violinist playingplaying withwith thethe orchestraorchestra overover thethe weekend.weekend. (violin,(violin, violinist)violinist)

4.4. My My favoritefavorite cartoon inin thethe newspapernewspaper hashas animalsanimals actingacting likelike peoplepeople (cartoon,(cartoon, cartoonist)cartoonist) when nobody is around.

5.5. Sometimes Sometimes anan artist willwill participateparticipate inin anan artart showshow withwith othersothers toto showcaseshowcase (art,(art, artist)artist) hishis oror herher work.work.

6.6. During During thethe concert,concert, thethe guitarist changedchanged instrumentsinstruments severalseveral timestimes basedbased (guitar,(guitar, guitarist)guitarist) onon thethe songssongs thethe bandband played.played.

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AddAdd thethe suffixsuffix toto thethe rootroot wordword toto makemake aa newnew word.word. WriteWrite thethe meaningmeaning ofof thethe word.word. Suffix –ian 11 Root Word: columncolumn Suffix –ian Meaning: anan articlearticle thatthat regularlyregularly appearsappears inin aa newspapernewspaper oror magazinemagazine Reminder: columncolumn ++ –ist–ist == ______columnist •• A A suffixsuffix isis aa syllablesyllable placedplaced afterafter aa rootroot word.word. SuffixesSuffixes changechange thethe meaningmeaning ofof thethe rootroot word. Meaning: ______•• The The suffixsuffix ––ianian meansmeans “a“a personperson whowho isis skilledskilled in.”in.” a______person who writes an article that regularly Choose the best word to complete the sentence and write it on the line. appears______in a newspaper or magazine 1. The politicianheld a press conference to announce that he planned to run 1. The (politics,politician politician) held a press conference to announce that he planned to run 2.2. Root Word: solosolo (politics, politician) against the governor in the election. Meaning: aa piecepiece ofof musicmusic thatthat isis performedperformed byby oneone personperson against the governor in the election.

solo + –ist = ______solo + –ist = ______soloistsoloist 2.2. We We wonwon twotwo ticketstickets atat thethe schoolschool raffleraffle toto seesee aa famousfamous comedian inin (comedy,(comedy, comedian)comedian) person next month. Meaning: ______person next month.

a______person who performs a piece of music written a______person who performs a piece of music written 3.3. When When wewe askedasked DadDad howhow thethe brokenbroken DVDDVD playerplayer waswas fixedfixed overnight,overnight, hehe saidsaid it was magic it was (magic,magic magician). to______to______bebe performedperformed byby oneone personperson (magic, magician). 4.4. David David decideddecided hehe wantedwanted toto bebe aa pediatricianafterafter medicalmedical schoolschool soso hehe (pediatrics,(pediatrics, pediatrician)pediatrician) tooktook anan internshipinternship inin thatthat areaarea ofof medicine.medicine.

5.5. I I likelike toto listenlisten toto music whenwhen II cleanclean mymy roomroom andand dodo mymy choreschores becausebecause (music,(music, musician)musician) itit makesmakes itit allall moremore fun.fun.

6.6. The The locallocal collegecollege hostshosts manymany summersummer camps,camps, oneone ofof whichwhich isis justjust aboutabout mathmath andand ledled byby twotwo mathemeticians whowho workwork atat thethe college.college. (mathematics,(mathematics, mathematicians)mathematicians)

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Write a sentence using each word. Write a sentence using each word. SuffixesSuffixes –ist –ist and and –ian –ian 1.1. musician musician 1. musician Reminder: Reminder: ______Answers may vary. • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root ______Answers may vary. • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root word. word. ______• The suffix –ist means “a person who plays or makes” and the suffix –ian means “a • The suffix –ist means “a person who plays or makes” and the suffix –ian means “a person who is skilled in.” person who is skilled in.” 2.2. magician magician ChooseChoose the the correct correct word word or or words words from from the the box box to to answer answer each each question. question. ______Answers may vary. Choose the correct word or words from the box to answer each question. ______Answers may vary.

______artist magician politician violinist novelist guitarist ______artist magician politician violinist novelist guitarist magicianmagician organistorganist mathematicianmathematician cartoonist cartoonist comedian comedian pediatrician pediatrician

1.1. Which Which word word describes describes someone someone who who writes writes fiction fiction books? books?

______novelist ______novelist

2.2. Which Which words words describe describe people people who who are are somehow somehow involved involved with with music? music?

______organist ______guitarist ______organist ______guitarist

______violinist ______artist ______violinist ______artist

3.3. If Ifyou you were were someone someone who who was was skilled skilled in in doing doing impossible impossible things things by by saying saying specialspecial words words or or performing performing special special actions, actions, who who would would you you be? be?

______magician ______magician

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4.4. Violinists, Violinists, guitarists, guitarists, and and organists organists are are all all considered considered

______musicians SuffixSuffix –y –y ______musicians Suffix –y

Reminder: Reminder: 5. Some people would also call a cartoonist an ______. 5. Some people would also call a cartoonist an ______.artistartist • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root artist • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root word. word. • • The The suffix suffix –y –y means means “full “full of.” of.” 6. Once you are an adult, you no longer need to see a ______• The suffix –y means “full of.” 6. Once you are an adult, you no longer need to see a ______pediatricianpediatrician forfor your your health health problems. problems. for your health problems. Write the letter next to each word to match the word to its meaning. Write the letter next to each word to match the word to its meaning.

____C dirty A. full of the unplanned occurrence of good events 7. A mathemetician______could help you do your math homework ____C dirty A. full of the unplanned occurrence of good events 7. A mathemetician______could help you do your math homework

____A____A lucky lucky B. B. full full of of a areddish reddish brown brown substance substance that that forms forms on on certain certain 8.8. Which Which word word describes describes someone someone who who is is skilled skilled in in doing doing things things that that makes makes metals metals when when they they are are exposed exposed to to moisture moisture peoplepeople laugh? laugh? ____D curly C. full of soil ______D curly C. full of soil ______comediancomedian ____G____G salty salty D. D. full full of of spirals spirals or or winding winding shapes shapes

______BB rusty rusty E. E. full full of of something something that that is is untidy untidy and and dirty dirty

______FF leaky leaky F. F.full full of of holes holes that that let let something something in in or or allow allow something something to to escapeescape

______EE messy messy G. G. full full of of a anatural natural white white substance substance used used to to flavor flavor and and preservepreserve food food

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ChooseChoose thethe rightright wordword toto completecomplete eacheach sentencesentence andand writewrite itit onon thethe line.line. SuffixSuffix –ous–ous luckylucky messy messy leaky leaky rustyrusty curly curly Reminder:Reminder: 1. My sister likes to wear her hair up because it is so ______curly and hard to 1. My sister likes to wear her hair up because it is so ______curly and hard to •• A A suffixsuffix isis aa syllablesyllable placedplaced inin afterafter ofof aa rootroot word.word. SuffixesSuffixes changechange thethe meaningmeaning ofof thethe manage.manage. rootroot word.word. •• The The suffixsuffix –ous–ous meansmeans “full“full of.”of.” 2.2. The The kitchenkitchen countercounter andand sinksink werewere veryvery ______messymessy afterafter wewe finallyfinally gotgot thethe cookiecookie doughdough inin thethe ovenoven toto bake.bake. CircleCircle thethe correctcorrect word,word, fromfrom thethe choiceschoices afterafter eacheach sentence,sentence, toto completecomplete thethe sentence.sentence.

3.3. The The ______leakyleaky skylightskylight inin thethe ceilingceiling onon thethe porchporch dripsdrips waterwater ontoonto thethe HeHe waswas ______forfor makingmaking hithit moviesmovies furniturefurniture everyevery timetime itit rains.rains. 1.1. famefame famous famous basedbased onon realreal events.events.

4.4. He He waswas thethe ______luckylucky winnerwinner ofof thethe grandgrand prizeprize raffleraffle drawingdrawing forfor aa newnew NateNate foundfound thethe ______inin aa badbad set of expensive headphones. situationsituation whenwhen hehe discovereddiscovered hishis dogdog hadhad set of expensive headphones. 2.2. humorhumor humorous humorous somehowsomehow lockedlocked himhim outout ofof thethe house.house. 5.5. The The ______rusty hingeshinges mademade itit hardhard toto openopen thethe doordoor toto thethe shedshed soso DadDad rusty II waswas ______thatthat II accidentallyaccidentally decided to replace them. decided to replace them. knockedknocked overover mymy grandmother’sgrandmother’s greengreen vasevase 3.3. furyfury furious furious andand brokebroke it.it.

ItIt remainsremains aa ______asas toto whowho leftleft thethe 4.4. mysterymystery mysterious mysterious flowersflowers onon ourour doordoor step.step.

NotNot allall snakessnakes havehave ______venom;venom; 5.5. poisonpoison poisonous poisonous somesome don’tdon’t havehave anyany venomvenom atat all.all.

SomeSome peoplepeople thinkthink itit isis ______toto 6.6. jumpjump offoff rocksrocks intointo aa lakelake ifif youyou don’tdon’t knowknow dangerdanger dangerous dangerous howhow deepdeep thethe waterwater is.is.

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SheShe shoutedshouted with______with______whenwhen sheshe 7.7. foundfound outout sheshe hadhad passedpassed thethe barbar examexam toto joyjoy joyous joyous SuffixSuffix –ly–ly becomebecome aa lawyer.lawyer. WhenWhen II lookedlooked outout thethe windowwindow ofof thethe Reminder:Reminder: 8. airplane, I could see we were crossing over mountain mountainous 8. airplane, I could see we were crossing over mountain mountainous • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root veryvery ______terrain.terrain. • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root word.word. •• The The suffixsuffix –ly–ly meansmeans “in“in aa ______way.”way.” WriteWrite thethe partpart ofof speech,speech, meaning,meaning, andand rootroot wordword forfor eacheach word.word. Add –ly to the adjective under the blank to make a new word to complete the sentence. 1.1. joyousjoyous Add –ly to the adjective under the blank to make a new word to complete the sentence. PartPart ofof Speech:Speech: adjective ______adjective______Root Root Word:Word: ______joyjoy 1.1. The The driverdriver spedspeddangerously dangerously aroundaround thethe cornercorner withoutwithout lookinglooking forfor traffic.traffic. Meaning:Meaning: ______full______full ofof joyjoy (dangerous) (dangerous)

2. furious 2.2. My My youngeryounger brotherbrother furiouslyfuriously stompedstomped hishis feetfeet whenwhen hehe didn’tdidn’t getget thethe toytoy 2. furious (furious) (furious) PartPart ofof Speech:Speech: adjective ______adjective______Root Root Word:Word: ______furyfury hehe wanted.wanted. Meaning:Meaning: ______full______full ofof furyfury 3.3. The The actorsactors inin thethe playplay humorouslyhumorously actedacted outout theirtheir parts,parts, makingmaking thethe (humorous) (humorous) 3.3. dangerousdangerous audienceaudience laughlaugh loudly.loudly. PartPart ofof Speech:Speech: adjective______adjective______Root Root Word:Word: ______dangerdanger Meaning: full______of danger Meaning: full______of danger 4.4. Some Some redred bumpsbumps mysteriously mysteriously appearedappeared onon mymy armarm afterafter II waswas outsideoutside soso II (mysterious) (mysterious) hope didn’t brush up against any poison ivy. 4.4. mysteriousmysterious hope didn’t brush up against any poison ivy. PartPart ofof Speech:Speech: adjective______adjective______Root Root Word:Word: ______mysterymystery Meaning:Meaning: full______of mystery 5.5. The The pilotpilot famouslyfamously landedlanded thethe planeplane onon thethe riverriver whenwhen thethe landinglanding geargear full of mystery (famous) (famous) stoppedstopped working.working.

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6. Which of the following is a good example of a person humorously entertaining Suffixes –ous and –ly others? A. A man wearing dark clothes and hiding behind a screen B. A man using a puppet and a funny voice to tell jokes and poke fun at people Reminder: in the news • A suffix is a syllable placed after a root word. Suffixes change the meaning of the root word. Write your own example of the idea provided. • The suffix –ous means “full of” and the suffix –ly means “in a ______way.” 1. Idea: A good example of a famous event

Circle the letter of the best answer. Example ______Answers may vary.

1. Which of the following is a good example of a person behaving furiously? ______A. A man screaming at the person who just took the parking spot he wanted ______B. A woman thanking a person for holding the door open for her

2. Which of the following is a good example of a mountainous place? 2. Idea: A good example of a dangerous situation A. The Alps Example ______B. Mediterranean Sea Answers may vary.

______3. Which of the following is a good example of a person acting mysteriously? A. A girl asking her mother if she can bring some family photographs to school ______B. A boy sneaking into his brother’s room when no one is looking 3. Idea: A good example of a person acting dangerously 4. Which of the following is a good example of a joyous reaction? A. A man hugging everyone around him while they clap and cheer Example ______Answers may vary. B. A woman closing the door to her office so that nobody can bother her ______5. Which of the following is a good example of something poisonous? A. Fruits and vegetables for sale at the farmer’s market ______B. Cleaning supplies locked in a closet at the end of the hall

Series Editor-in-Chief E. D. Hirsch, Jr.

President Linda Bevilacqua

Editorial Staff Design and Graphics Staff Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director Khara Turnbull, Materials Development Manager Kim Berrall Michelle L. Warner, Senior Editor - Listening & Learning Michael Donegan Mick Anderson Liza Greene Robin Blackshire Matt Leech Maggie Buchanan Bridget Moriarty Paula Coyner Lauren Pack Sue Fulton Sara Hunt Consulting Project Management Services Erin Kist ScribeConcepts.com Robin Luecke Rosie McCormick Additional Consulting Services Cynthia Peng Ang Blanchette Liz Pettit Dorrit Green Ellen Sadler Carolyn Pinkerton Deborah Samley Diane Auger Smith Sarah Zelinke

Acknowledgments These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.

Contributors to Earlier Versions of these Materials Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.

Schools We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.

166 Unit 6 | Acknowledgments © 2013 Core Knowledge Foundation Credits Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity.

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Unit 6 Teacher Guide

Skills Strand grade 3

The Core Knowledge Foundation www.coreknowledge.org