Light Sound Teacher Guide PDF

Unit 5
Teacher Guide
Core Knowledge Language Arts® • Skills Strand
H IJ K L M
M N O D E FG HI
IJ K L P Q BC D EF G
H RS Y Z A ABC
DE
G X Y Z A B C
W WX XYZ
TU
V
EF
ABCDEFGHIJ U U V V W X Y Z A B
T ST TU
VW
ABCD
KLM V W
R R RST TUVWX
S U
OP RS
ABCDEFGHIJ N OP
Q Q S
EFG KLMN PQ
XYZ ABC
ABCDEFGH KLMNO QRS

HIJ MNO Q
P Q R R S TU
P
EFG KLM P
Q
HIJ NO
IJKL O O OP
ABCDEFGH MN PQ N N PQ
TU TUV
HIJ N
O
EFG IJKLM
I J O M LMN N
VW WXY
Grade 3
ABCDEFG KLM
HI M
L
RS RSTUV
M
EFG KL
K
K
HIJ L
PQ PQRST
XYZ Z
J K
EFG JK
HIJ
ABCDEF
GH K J
HI HI
NO NOP
EFGH
HI
ABCD
EFG
LM L
FG E
FG
EF G
IJK
H
E
W
IJ
E
Unit 5
Teacher Guide
Skills Strand
GRADE 3
Core Knowledge Language Arts®
Creative Commons Licensing
This work is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License.
You are free:

to Share — to copy, distribute and transmit the work
to Remix — to adapt the work
Under the following conditions:

Attribution — You must attribute the work in the
following manner:
This work is based on an original work of the Core
Knowledge® Foundation made available through
licensing under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License. This
does not in any way imply that the Core Knowledge
Foundation endorses this work.
Noncommercial — You may not use this work for
commercial purposes.
Share Alike — If you alter, transform, or build upon this
work, you may distribute the resulting work only under
the same or similar license to this one.
With the understanding that:

For any reuse or distribution, you must make clear to
others the license terms of this work. The best way to
do this is with a link to this web page:
http://creativecommons.org/licenses/by-nc-sa/3.0/
Copyright © 2013 Core Knowledge Foundation

www.coreknowledge.org
All Rights Reserved.
Core Knowledge Language Arts, Listening & Learning,

and Tell It Again! are trademarks of the Core Knowledge
Foundation.
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 5
Teacher Guide
Alignment Chart for Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction to Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 1: Words with /ee/ Spelled ‘y’, ‘e’, ‘i’, ‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e_e’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 2: Adverbs that Tell how and End with –ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 3: Review Suffixes –er, –or, –ist, and –ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 4: Adverbs that Tell when and where . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 5: Spelling Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 6: Words with /ae/ Spelled ‘ay’, ‘ai’, and ‘ea’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 7: Build Sentences Using Adjectives, Adverbs, and Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson 8: Suffixes –ous and –ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 9: Grammar Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 10: Spelling Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 11: Words with /ae/ Spelled ‘a_e’ and ‘a’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Lesson 12: Conjunction and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Lesson 13: Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Lesson 14: Conjunction but . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson 15: Spelling Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
Glossary for Adventures in Light and Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173
Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Alignment Chart for Unit 5
The following chart demonstrates alignment between the Common Core State
Standards and corresponding Core Knowledge Language Arts (CKLA) goals.
Lesson
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Reading Standards for Informational Text: 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 RI.3.1
answers.
Ask and answer questions to

demonstrate understanding of a
nonfiction/informational text read
independently, referring explicitly P P P P P P P P
to the text as the basis for the
answers
Ask and answer questions

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

or in writing, that require making
interpretations, judgments, or
giving opinions about what
is read independently in a
nonfiction/informational text, by P P
explicitly referring to the text,
including asking and answering
why questions that require
recognizing or inferring cause/
effect relationships
STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Determine the main idea of a

nonfiction/informational text read
CKLA
Goal(s)
independently; recount the key P P
details and explain how they
support the main idea
Unit 5 | Alignment Chart v

© 2013 Core Knowledge Foundation
Lesson
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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-
CKLA specific words and phrases in
Goal(s) a nonfiction/informational text P P P P P P P P
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 conveyed by the words
in a nonfiction/informational text P P P P P P P P
read independently (e.g., where,
when, why, and how key events
occur)
CKLA
Use images (e.g., maps,
Goal(s)
photographs) accompanying
a nonfiction/informational text P
read independently to check and
support understanding
Interpret information from

diagrams, charts, graphs, and/or P P P P P P P P
graphic organizers
Range of Reading and Level of Text Complexity

By the end of the year, read and comprehend informational texts, including history/social studies, science, and
STD RI.3.10
technical texts, at the high end of the Grades 2–3 text complexity band independently and proficiently.
By the end of the year, read

and comprehend nonfiction/
informational texts, including
CKLA
Goal(s)
history/social studies and
science, at the high end of the P
Grades 2–3 text complexity band
independently and proficiently
vi Unit 5 | Alignment Chart

Lesson
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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

CKLA Latin suffixes, e.g., –er, –ist, –ian,
Goal(s) –y, –al, –ous, –ive, –able, –ible, P P P P
–tion
STD RF.3.3c Decode multi-syllable words.
CKLA
Goal(s)
Decode multi-syllable words
P
STD RF.3.3d Read grade-appropriate irregularly spelled words.
Independently read grade-

CKLA
Goal(s)
appropriate irregularly spelled P P P P P P P
words
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

Goal(s) with purpose and understanding P
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,

CKLA and phrases (e.g., also, another,
Goal(s) and, more, but) to connect ideas P P
within categories of information
Speaking and Listening Standards: Grade 3
Unit 5 | Alignment Chart vii

Lesson
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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.
Demonstrate preparedness
for a discussion, having read
or studied required material,
explicitly drawing on preparation P P P P
and other information known
about the topic to explore
content under discussion
Prior to independently reading a

text, identify (orally or in writing)
CKLA
Goal(s)
what they know and have P P P P P P P
learned that may be related to
the specific read-aloud or topic
Make predictions (orally or

in writing) prior to and while
reading a text independently,
based on the title, images, and/ P
or text heard thus far, and then
compare the actual outcomes to
predictions
STD SL.3.1d Explain their own ideas and understanding in light of the discussion.
During a discussion, explain

CKLA
Goal(s)
ideas and understanding in P P P P
relation to the topic
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

CKLA
Goal(s)
and explain their functions in P P P P
sentences
STD L.3.1h Use coordinating and subordinating conjunctions.
Use adverbs and explain their

function in sentences P P P P P P P P
CKLA
Goal(s) Use coordinating and
subordinating conjunctions (e.g., P P
and, but, or, so, because)
viii Unit 5 | Alignment Chart

Lesson
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
STD L.3.1i Produce simple, compound, and complex sentences.
CKLA
Produce compound sentences P P P P P P
Goal(s)
Produce complex sentences P P P P
STD L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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 (e.g., word
CKLA families, position-based spelling,
Goal(s) syllable patterns, ending rules, P P P P P P P
meaningful word parts) in writing
words
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
CKLA affix is added to a known word
Goal(s) (e.g., agreeable/disagreeable, P P P P
comfortable/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 or beginning
CKLA dictionaries, both print and
Goal(s) digital, to determine or clarify the P P P P P P P P
precise 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

CKLA between words and their use
Goal(s) (e.g., describe people who are P P P P
friendly or helpful)
These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson objectives
99
throughout 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.
Unit 5 | Alignment Chart ix

Introduction to Unit 5
The content focus of Unit 5 is light and sound. Students will be learning
about the properties of light and sound, how light and sound travel, and
how light and sound can be manipulated.
During this unit’s spelling exercises, students will review words with
spelling patterns of /ee/ spelled ‘y’, ‘e’, ‘i’, ‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e_e’ for
Lessons 1–5. For Lessons 6–10, students will review words with spelling
patterns of /ae/ spelled ‘ay’, ‘ai’, and ‘ea’. Finally, in Lessons 11–15,
students will review words with spelling patterns of /ae/ spelled ‘a_e’
and ‘a’. In addition, students will have two Challenge Words added to
each spelling list. Each week, students will continue to have the option of
trying to spell a content-related word on the weekly spelling assessment.
The Content Word may follow the spelling pattern for the week.
You will also continue to teach dictionary skills. As this unit progresses,
students should become proficient in the application of guide words. The
dictionary worksheets have been designed to provide ample practice. If
you find that there is insufficient time to complete every worksheet item,
you may select fewer items for each student to complete.
In grammar, students will review a part of speech introduced at the end
of Grade 2: adverbs ending with –ly that tell how an action takes place.
They will go further in their study of adverbs by also examining those
that tell when and where. Students will be introduced to conjunctions as
a new part of speech. They will learn the meanings and usages of the
conjunctions and and but.
During the morphology portion of the lessons, students will review the
suffixes –er, –or, –ist, –ian, –y, and –al. In addition, students will learn the
suffixes –ous and –ly. They will review how suffixes change the meaning
of root words. They will also review how suffixes added to a word can
change the part of speech of that word. Students will have opportunities
to apply their knowledge of the changed meaning of the words during
Workbook practice.
Unit 5 | Introduction 1
Unit Overview
Here is an overview of the Unit 5 schedule. Please see the Tell It Again!
Read-Aloud Anthology for Light and Sound 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)
25 Chapter 1 “What Is Chapter 1 “What Is Chapter 2 “How Are Chapter 2 “How Are Spelling Assessment /
Light?” Light?” Shadows Made?” Shadows Made?” ee/ Spelled ‘y’, ‘e’, ‘i’,
‘ea’, ‘ee’, ‘ie’, ‘ey’, and
‘e_e’
25 Spelling: Review /ee/ Grammar: Introduce Grammar: Practice Grammar: Introduce Chapter 3 “Mirrors and
Spelled ‘y’, ‘e’, ‘i’, ‘ea’, Adverbs that Tell how Adverbs that Tell how Adverbs that Tell when Reflections”
‘ee’, ‘ie’, ‘ey’, and ‘e_e’ and End with –ly and End with –ly and where
15 Due to the extended Extension Morphology: Review Morphology: Review Grammar:
time needed to Suffixes –er, –or, –ist, Suffixes –y and –al Practice Adverbs
introduce the unit, and –ian
there is no small group/
15 Spelling: Practice /ee/ Spelling: Practice /ee/ Spelling: Practice
independent work today
Spelled ‘y’, ‘e’, ‘i’, ‘ea’, Spelled ‘y’, ‘e’, ‘i’, ‘ea’, Dictionary Skills
‘ee’, ‘ie’, ‘ey’, and ‘e_e’ ‘ee’, ‘ie’, ‘ey’, and ‘e_e’
Week Two
Min. Day 6 Day 7 Day 8 Day 9 Day 10
25 Chapter 4 “Refraction Chapter 4 “Refraction Chapter 5 “Color and Chapter 6 “What Is Spelling Assessment: /
and Lenses” and Lenses” Light” Sound?” ae/ Spelled ‘ay’, ‘ai’,
and ‘ea’
25 Spelling: Introduce /ae/ Grammar: Build Morphology: Introduce Grammar: Review Chapter 7
Spelled ‘ay’, ‘ai’, and Sentences Using Suffixes –ous and –ly “Characteristics of
‘ea’ Adjectives, Adverbs, Sound”
and Synonyms
15 Extension Extension Grammar: Build Morphology: Practice Grammar: Build
Sentences Using Suffixes –ous and –ly Sentences Using
Adjectives, Adverbs, Adjectives, Adverbs,
and Synonyms and Synonyms
15 Spelling: Practice /ae/ Spelling: Practice /ae/ Spelling: Practice
Spelled ‘ay’, ‘ai’, and Spelled ‘ay’, ‘ai’, and Dictionary Skills
‘ea’ ‘ea’
Week Three
Min. Day 11 Day 12 Day 13 Day 14 Day 15
25 Spelling: Introduce /ae/ Grammar: Introduce Unit Assessment Grammar: Introduce Spelling Assessment:
Spelled ‘a_e’ and ‘a’ Conjunction and Conjunction but /ae/ Spelled ‘a_e’ and
‘a’
25 Chapter 8: “The Human Chapter 8: “The Human Remediation Remediation
Voice” Voice” and Enrichment and Enrichment
Chapters 9–12 Chapters 9–12
2 Unit 5 | Introduction
Spelling
Students will review sound-spelling patterns throughout the year. In the
first two weeks of this unit, there will be follow-up classroom spelling
activities two days a week.
In Lessons 1–5, students will review words with spelling patterns of /ee/
spelled ‘y’, ‘e’, ‘i’, ‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e_e’. For Lessons 6–10, students
will review words with spelling patterns of /ae/ spelled ‘ay’, ‘ai’, and
‘ea’. Finally, in Lessons 11–15, students will review words with spelling
patterns of /ae/ spelled ‘a_e’ and ‘a’.
On the first day of each week, teachers should introduce the spelling list
by reproducing the table in Lessons 1, 6, and 11 on the board or chart
paper. Students should be told that this table will remain posted all week
for reference, but will be taken down prior to the assessment.
Challenge Words will also be introduced with each spelling list and
should be added to the table as they will be on the spelling assessment.
Challenge Words are words used very often. They may not follow spelling
patterns and need to be memorized. If needed, a guide to pronunciation
will be outlined when the Challenge Words are introduced.
The Content Word will continue. Each week, students will have the
option of trying to spell a content-related word on the weekly spelling
assessment. The Content Word may follow the spelling pattern for the
week, but will be more challenging than the other spelling words.
Students will continue to apply their skill of alphabetizing words in finding
and using guide words in the dictionary to locate words. Students will
also identify multiple definitions and parts of speech of entry words.
In Week 1, the spelling assessment will be a review of the past five
weeks. On the remaining weekly spelling assessments, students will
write the 18 assigned words as well as the two Challenge Words. The
Content Word is optional for students and will not count as incorrect
if not attempted or spelled incorrectly. 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. Then, they have students turn the pen back in to them and use a
pencil for corrections. In this way, teachers can more clearly see exactly
what errors students are making. Correcting their own errors heightens
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. Students will identify adverbs that tell how and
end with –ly, as well as other adverbs that tell when or where. They
will apply their new knowledge of adverbs by choosing whether the
descriptive word called for in a given sentence should be an adjective
or adverb. In the later part of the unit, students will also practice writing
increasingly detailed and expanded sentences using adjectives and
adverbs. Students will identify the word and as a new part of speech, a
conjunction, that means “plus, along with, or also.” They will also identify
the conjunction but, which signals “something different,” such as a
different idea that is coming next.
As an alternative to grammar worksheets with more challenging activities,
we recommend that the writing prompts found in the Teacher Resources
section at the back of this Teacher Guide and at the end of the Skills
Workbook.
Morphology
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 review suffixes they have learned this year,
specifically –er, –or, –ist, –ian, –y, and –al. In addition, students will learn
the suffixes –ous and –ly. Students will learn that words that have the
suffix –ly are adverbs, which relates to what students are learning about
adverbs in Grammar. Students have done sufficient word work to be able
to apply what they have learned as they encounter unfamiliar words in
text and content.
Extension
During the first and second weeks of the unit, we have included a total of
three 30-minute periods for extension activities. Depending on students’
needs, please choose from the following activities:
• Extension activities provided in specific lessons
• Extension activities provided in the Pausing Point
• Unit-specific writing prompts
• Assessment and remediation activities outlined in the Assessment
and Remediation Guide or remediation activities you deem
appropriate
• Reader’s Chair
• Reader’s Journal
In Lesson 6, an extension activity has been provided that includes doing
an activity described in Chapter 1 of Adventures in Light and Sound. In
Lessons 2 and 7, options have been provided for you to choose from
during that time.
Additionally, extension activities found in the Pausing Point are
highlighted in sidebars found in the lessons. These activities offer
additional practice of skills taught.
Writing prompts that are content-related and make use of the unit’s
academic vocabulary are found in the Teacher Resources section at the
back of this Teacher Guide and at the end of the Skills Workbook. These
prompts can be assigned for those students who need more challenging
work.
The Assessment and Remediation Guide offers targeted, remedial
instruction in certain letter-sound correspondences for students you
identify as needing more support.
Reader’s Chair is a way for students to practice reading with fluency
and expression (prosody). Place a copy of the sign-up sheet, found in
the Teacher Resources section of this Teacher Guide, in a designated
location in your room. Have students volunteer to read teacher-approved
texts by placing their name on the sign-up sheet. Audience guidelines
should be established 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; and have students give
classmate(s) who read(s) a round of applause and sincere compliments
on their reading. Model compliments by saying, “I liked it when you...”
Reader’s Journal asks students to read silently for a designated amount
of time and then respond to a writing prompt that you provide from
the list found in the Teacher Resources section at the back of this
Teacher Guide and at the end of the Skills Workbook. This exercise is an
opportunity for independent reading time beyond the daily selection from
the Reader. It is an excellent way to ensure that each student is engaged
and responding to text, while allowing you to monitor students’ silent
reading. Establish Reader’s Journal procedures for your class. Here are
some suggested procedures you may find useful: Make sure all students
have the material to be read and paper and pencil; set a timer for 10
minutes for the reading portion; when the reading is completed, read the
chosen writing prompt to students; set a timer again for 12 minutes for
the writing portion; and expect students to stay in their seats and work
for the duration. You may wish to conference with students during this
time as the rest of the class will be engaged in an independent activity. A
Reader’s Journal conference sheet can be found at the end of the Skills
Workbook.
Reader: Adventures in Light and Sound
The nonfiction Reader for Unit 5, entitled Adventures in Light and Sound,
consists of selections describing the science behind light and sound.
Students will read about light sources, shadows, mirrors, reflection,
refraction, lenses, and color. They will also study the characteristics of
sound, as well as the human voice. Later chapters include information
about light and photography as well as biographies of two famous
inventors who worked with light and sound, Alexander Graham Bell and
Thomas Edison. It is important that you discuss the characteristics of the
biography genre and stress that biographies are nonfiction since they are
factual accounts of people’s lives.
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 four academic vocabulary words:
graphic, figure, instructions, and invent. 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.
• We define graphic to mean pertaining to the use of diagrams, graphs,
drawings, or maps.
• A figure as an image.
• Instructions are directions.
• To invent is to create or design something new.
We encourage you to define these words for students and use all four 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 light and sound listed in the Tell It Again! Read-Aloud Anthology
for this domain-based unit. The selections that students will read in
Adventures in Light and Sound 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
individual Image Cards and the classroom T-chart that you will create
following each read-aloud, 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
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 Adventures in Light and Sound. 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.
For the first time in Grade 3, you will help students complete graphic
organizers as they read. There are two graphic organizers for this unit,
the Light Bulb Organizer and the Bell Organizer. Intermediate keys of
each organizer are found on the last page of appropriate lessons in this
Teacher Guide. The student version of the Light Bulb Organizer is found
at the beginning of the Skills Workbook on Worksheet 1.1. The student
version of the Bell Organizer is found on Worksheet 9.1. As students
read the chapters in this unit, you will direct and assist them in adding
information to these organizers using the Teacher Guide’s Guided
Reading Supports in each lesson. These organizers are included as a
way to help students understand the overall concepts related to light and
sound. Please be sure that students keep the Light Bulb Organizer and
the Bell Organizer in the Skills Workbook to access as they read each
chapter about light and sound.
Student Performance Task Assessments
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.
A unit assessment of the morphology, grammar, and dictionary skills
taught is included in Lesson 13, along with an assessment of silent
reading comprehension using “Tuning Forks” and “Hearing Aids,” two
nonfiction selections, and “The Bell of Atri,” a fiction selection.
You may also want to take periodic measurements of students’ fluency
levels. You may use either “Pupils,” the selection included for fluency
assessment, or any of the additional chapters in the Reader for this
purpose. Recording and scoring sheets for “Pupils” have been included
in the Skills Workbook. Assessing fluency requires that you listen to
students read orally one-on-one and can be time consuming. You may
want to focus on assessing those students whom you believe may be at
highest risk.
Note: Students’ mastery of the domain content, light and sound, is
assessed using the Listening & Learning Domain Assessment(s).
Pausing Point
Resources are provided in the Pausing Point for additional practice on
the specific grammar, dictionary, and morphology skills taught in this
unit. Teachers should select exercises and worksheets based on student
performance on the unit assessment.
In addition, directions are also included for introducing and discussing
each of the additional chapters in the Reader.
Teacher Resources
At the back of this Teacher 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.
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 Ask and answer questions to demonstrate 99 Use images (e.g., maps, photographs)
understanding of “What Is Light?,” referring accompanying “What Is Light?” to check and
explicitly to the text as the basis for the support understanding (RI.3.7)
answers (RI.3.1) 99 Interpret information from a graphic
99 Ask and answer questions (e.g., who, what, organizer relevant to light (RI.3.7)
where, when, why, how), orally or in writing, 99 Independently read grade-appropriate
requiring literal recall and understanding of irregularly spelled words (RF.3.3d)
the details of “What Is Light?” by explicitly
referring to the text (RI.3.1) 99 Independently read “What Is Light?” with
purpose and understanding (RF.3.4a)
99 Ask and answer oral questions that require
making interpretations about what Earth 99 Make predictions prior to reading Adventures
would be like without light (RI.3.1) in Light and Sound based on title and images
(SL.3.1a)
99 Determine the main idea of “What Is Light?”;
recount the key details and explain how they 99 Use spelling patterns and generalizations
support the main idea (RI.3.2) (e.g., word families, position-based spelling)
in writing words with /ee/ spelled ‘y’, ‘e’, ‘i’,
99 Determine the meaning of general academic ‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e_e’ (L.3.2f)
words and domain-specific words and
phrases relevant to light in “What Is Light?” 99 Use a glossary to determine or clarify the
(RI.3.4) precise meaning of key words and phrases
(L.3.4d)
99 Describe images, orally or in writing, and how
they contribute to what is conveyed by the
words in “What Is Light?” (RI.3.7)
At a Glance Exercise Materials Minutes

Adventures in Light and
Reading Time Whole Group: “What Is Light?” Sound; Vocabulary Cards; 45
Worksheet 1.1
board; Individual Code Chart;
Spelling Introduce Spelling Words
Worksheet 1.2
35
Family Letter; Glossary for

Take-Home Material Adventures in Light and Sound
Worksheet 1.2, PP19 *
Unit 5 | Lesson 1 11
Advance Preparation
If you wish, you may draw the spelling table on the board or chart paper
before you begin to teach this lesson.
‘y’ > /ee/ ‘e’ > /ee/ ‘i’ > /ee/ ‘ea’ > /ee/ ‘ee’ > /ee/ ‘ie’ > /ee/ ‘ey’ > /ee/ ‘e_e’ > /ee/
Note to Teacher
During this unit, you will review spelling alternatives for the /ee/ and /ae/
sounds. For Lessons 1–5, you will review all eight spelling alternatives for
/ee/ that were practiced separately in Unit 4. For Lessons 6–10, you will
review some of the spelling alternatives for /ae/: ‘ay’ as in day, ‘ai’ as in
wait, and ‘ea’ as in great. For Lessons 11–15, you will review the following
spelling alternatives for /ae/: ‘a_e’ as in cake and ‘a’ as in paper. Students
should be familiar with most of these spelling alternatives as they were
taught in Grade 2.
The following chart is provided for your review:
Spellings for the Sound /ee/

100 (29%) Spelled ‘y’ as in funny
(24%) Spelled ‘e’ as in me
80
(13%) Spelled ‘i’ as in ski
60 (11%) Spelled ‘ea’ as in beach
(9%) Spelled ‘ee’ as in bee
40
(8%) Spelled ‘ie’ as in cookie
20
(2%) Spelled ‘ey’ as in key
(1%) Spelled ‘e_e’ as in Pete
0 (3%) All other spellings
Here are some patterns for you to be aware of:

• This is one of the hardest sounds to spell.
• ‘ee’ and ‘ea’ are used in many one-syllable words, most often
followed by a consonant spelling ( jeep, peek, peak, heap).
• ‘e’ is typically used as a spelling for /ee/ at the end of a syllable (with
the exception of a handful of words: be, she, we, he, me).
12 Unit 5 | Lesson 1
• ‘e_e’ can be seen as a variation of the basic code spelling ‘ee’ in
which the two ‘e’s are separated by a consonant spelling.
• ‘ie’ can be used as an occasional spelling for /ee/ in some words,
such as movie, chief, field.
• ‘ey’ is found primarily at the end of a word or syllable.
• ‘y’ is generally used at the end of words; it is used in suffixes to mark
adjectives (funny, silly) and adverbs (slowly, quickly).
• The ‘y’ ending in many words changes to ‘i’ when a suffix that begins
with a vowel is added: funny > funnier, sunny > sunniest.
• The ‘y’ ending in many words changes to ‘ie’ when ‘s’ is added (either
to mark a plural or show a change in person): puppy > puppies,
lady > ladies, I carry > he carries.
• The ‘y’ spelling also changes when –ed is added: carry > carried,
rally > rallied.
• There are four spellings for /ee/ that are used either exclusively or
almost exclusively in multi-syllable words: ‘y’ as in funny, ‘i’ as in
radio, ‘ey’ as in monkey, and ‘e’ as in prefix (with the exception of a
handful of words: be, she, we, he, me).
• The spelling ‘i’ is the only spelling that regularly appears before
another vowel spelling: accordion, historian, funniest, interior, radio,
piano.
• There are two minor spellings for the /ee/ sound that are not taught in
third grade: ‘ei’ as in either and ‘i_e’ as in machine.
Note to Teacher
In this unit, students will focus on four academic vocabulary words,
two of which are graphic and figure. 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 might 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.
• We define graphic to mean pertaining to the use of diagrams, graphs,
drawings, or maps.
• A figure is an image.
We encourage you to define these words for students and use both of
Reading Time 45 minutes

Whole Group: “What Is Light?”
Introducing the Reader
• Make sure that each student has a copy of the Reader, Adventures in
Light and Sound.
• Have students turn to the Table of Contents.
• Either read several chapter titles from the Table of Contents aloud to
Chapter 1
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.
Introducing the Light Bulb Organizer
Worksheet 1.1
Remember to use For the first time in Grade 3, you will help students complete a graphic
academic vocabulary
when appropriate:
organizer as they read. A completed version of this organizer, called the
graphic and figure. Light Bulb Organizer, is found at the end of Lesson 8 in this Teacher
Guide. Intermediate guides are included at the end of Lessons 1, 3, 5,
and 6. The student version is found on Worksheet 1.1. As students read
Chapters 1–5, you will direct and assist them in adding information to this
organizer using the Teacher Guide’s Guided Reading Supports in each
lesson. This organizer is included as a way to help students understand
the overall concepts related to light. Students will complete a similar
organizer during their study of sound later in the unit. Please be sure
that students keep the Light Bulb Organizer in their Workbook to access
when reading Chapters 1–5.
• Ask students to turn to Worksheet 1.1. Tell students that this is the
Light Bulb Organizer and that they will use it to help them understand
what they learn about light.
• Ask students to look over the organizer and note its features. (the
shape at the top of the page, the questions, and the sections of the
organizer)
• Tell students that as they read the chapters about light in this unit,
you will help them fill in the organizer. The organizer will help them
remember what they learn about light. Tell them that when they
have read all the chapters about light, the organizer will be complete
and students will have something to keep with the information they
learned.
Introducing the Chapter
• Tell students that the title of today’s chapter is “What Is Light?” Tell
them that they will learn many interesting facts about light.
• 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 where the word first appears in “What Is Light?” is
listed in bold print after the definition. A word in parentheses after the
definition is another form of the vocabulary word that appears in the
chapter. An asterisk after a word indicates the word is also taught in
Listening & Learning.
• Although students should be decoding independently, the words are
divided into syllables for your convenience, with any unusual letter-
sound correspondences also noted. If needed, assist students in
decoding these words using the established procedures described in
detail in the earlier Grade 3 units.
Vocabulary for “What Is Light?”
1. source*—a starting place, where something comes from
(sources) (6)
2. en|er|gy*—a supply of power (6)
3. wave|length*—how long a wave is, the distance from the top of
one wave to the top of the next wave (wavelengths) (6)
4. vac|u|um—emptiness (8)
5. speed—how fast or slow something moves (8)
6. wave—an amount of energy that moves in a rippling pattern like
a wave (waves) (8)
7. white light*—light that is made up of waves with different
wavelengths and includes all the colors we can see (10)
8. e|lec|tri|ci|ty—energy carried over wires (electric) (12)
Guided Reading Supports and Purpose for Reading

Note: It is important that you stop frequently to ask students
questions and check for their understanding of the material, much
in the same way you use the Guided Listening Supports in Listening
& Learning. It is critical that you clear up any misunderstandings
that students may have as you teach each chapter so that the
misunderstandings do not compound over time.
• Be sure to call students’ attention to and discuss the images
accompanying the text, as they often reinforce understanding of the
text. Make sure students also read each caption.
Pages 6–7
• Read the title of the chapter together as a class, “What Is Light?”
• Display the image for this chapter and the Vocabulary Card for
source.
• Ask students, “Where in the Reader could we find the definition of
source quickly?” (the glossary)
• Ask students to tell you how to find the word in the glossary. Call on
one student to identify where the word is and read the definition. Note
for students that sources is also used in this chapter.
• Display the Vocabulary Cards to preview energy and wavelength and
discuss the definitions. Note for students that wavelengths is also
used in this chapter.
• Have students read page 6 to themselves to find out more about
energy.
• When students have finished reading, ask them “What do you think
of when you think of something with a lot of energy?” (Answers may
vary.)
• Direct students’ attention to the image and caption on page 7.
Pages 8–9
• Display the Vocabulary Cards to preview vacuum, speed, and wave
and discuss definitions. Note for students that waves is also used in
this chapter.
• Tell students to read pages 8–9 to themselves to find the answer to
the question: “What do waves have to do with light?”
• When students have finished reading, restate the question and have
students answer. (Answers may vary but should include that one of
the ways light travels is in waves.)
• Say to students, “Describe light’s speed and how it compares to the
speed of other things.” (Light travels at 186,000 miles every second in
a vacuum and at that speed, it can go around Earth more than seven
times every second. Not even a jet plane or a rocket can go that fast.)
• Then, say to students, “Describe wavelengths.” (Light can be
measured in wavelengths. They can be different sizes. Some are
visible and some are not, depending on the size.)
Note: Thoroughly discuss the concept of measuring light in waves
and wavelengths, referring to the image and caption on page 9.
• Ask, “Can we see all kinds of light?” (No, some light waves are visible
and some are invisible.)
• Ask, “What determines whether light can be seen?” (wavelengths)
• Guide students in adding the following to the Light Bulb Organizer:
• To answer the question “What is it?”: ENERGY
• To answer the questions “How do we get it? What is the
source?”: Draw a picture of the sun. Caution students to draw the
sun small enough to leave room for other light sources.
• To answer the question “How fast does it travel?”: 186,000
MILES PER SECOND in a vacuum.
• To answer the question “How does it travel?” Draw a wavy line to
indicate that light can travel in waves.
Pages 10–11
• Display the Vocabulary Card to preview white light and discuss its
definition.
• Have students read page 10 to themselves to find the answer to the
question: “What is white light?”
• When students have finished reading, restate the question and call on
a student to answer. (White light is the type of light that comes from
the sun. It includes wavelengths of every visible color.)
• Point out to students that even though the kind of light coming from
the sun is white light, the sun itself looks yellow. Ask students to
explain why. (There is a little more of the yellow wavelengths than the
other wavelengths in the sun’s light so the light looks yellow against a
blue sky.)
• Direct students’ attention to the image and caption on page 11.
Pages 12–13
• Display the Vocabulary Card to preview electricity and discuss its
definition. Note for students that electric is used in this chapter.
• Direct students’ attention to the image on page 13. Have one student
read the caption to the class.
• Ask students to read page 12 to themselves to find the answer to the
question: “What other sources of light can you think of, besides the
sun?”
• When students have finished reading, restate the question and ask
students to answer. (Answers may vary but should include light bulbs,
flashlights, candles, stars, or fireflies.)
• Ask students, “What else in the sky, besides the sun, provides light
and what in the sky does not provide light?” (Stars in the night sky
provide light that is not as bright as the sun. The moon does not give
off its own light.)
• Have students add the following to the Light Bulb Organizer:
• To further answer the questions “How do we get it? What is the
source?”: Draw a star, a light bulb, a candle, and a flashlight.
Pages 14–15
question: “What would Earth be like without the light and heat energy
from the sun?”
students to answer. (Answers may vary but should include that Earth
would be freezing cold, plants would not be able to grow, and it would
be impossible to see anything.)
• Ask students, “How would our lives be different without light?”
(Answers may vary.)
Wrap-Up
• Review with students what they added to the Light Bulb Organizer
while reading this chapter.
Spelling 35 minutes
Introduce Spelling Words
• Tell students that this week, they will review all the spellings of /ee/.
• As you introduce each of the spelling words, write it on the board,
pronouncing each word as you write it.
Worksheet 1.2
For additional
practice, see
worksheets in
Sections III-E and V-F
of the Assessment
and Remediation
Guide.
1. succeeded 12. degree
2. money 13. athlete
3. enemy 14. chief
4. centipede 15. grease
5. experience 16. scenic
6. believe 17. chariot
7. secret 18. stadium
8. increase 19. Challenge Word: almost
9. chimney 20. Challenge Word: really
10. tedious Content Word: electricity
11. fancy
• Go back through the list of words, having students read the words
and tell you what letters to circle for the sound of /ee/.
1. succeeded 12. degree

2. money 13. athlete
3. enemy 14. chief
4. centipede 15. grease
5. experience 16. scenic
6. believe 17. chariot
7. secret 18. stadium
9. chimney 20. Challenge Word: really
10. tedious Content Word: electricity
11. fancy
• Point to the Challenge Words on the board. Explain to students that

the Challenge Words, almost and really, are also part of their spelling
list and are words used very often. Almost does not follow the spelling
patterns for this week but really does, as the ‘ea’ and the ‘y’ in really
are pronounced /ee/. Use the Challenge Words in sentences as
examples for students: “Bill ate almost all of his lunch.” “He really was
not very hungry.”
• 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 do not 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, electricity, does follow the
spelling patterns for this week as the first ‘e’ and the ‘y’ are
pronounced /ee/. Electricity is a content-related word defined as
energy carried over wires, which is found in Chapter 1 of Adventures
in Light and Sound.
• Now, draw the following table on the board:
• Remind students that this lesson is a review of the /ee/ spelling

alternatives from Unit 4. Ask students to refer to the spelling
alternatives for /ee/ on the Individual Code Chart page 3. Point out
that there are eight spellings for /ee/. Note that with so many different
spellings for /ee/, this is often a difficult sound to spell correctly.
• Ask students to tell you which words to list under the ‘y’ < /ee/
header. Briefly explain the meaning of each word.
• Continue through the columns until all words have been listed under
the appropriate /ee/ header. Note that tedious, really, and electricity
go under two headers. Briefly explain the meaning of each word.
• Remind students that they have spelling words that use all eight of
the different spelling alternatives for /ee/. Students may need to spend
extra time at home practicing these words to be ready for the spelling
assessment on Friday.
enemy secret experience increase succeeded believe money centipede
fancy tedious tedious grease degree chief chimney athlete
really scenic chariot really
electricity electricity stadium
• 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 of the words are used or
time has run out.
• Tell students that 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; Glossary for Adventures in Light and Sound
• Have students take home Worksheet 1.2 to share with a family
member and Worksheet PP19 to use as a reference during this unit.
What is it?
ENERGY
How do
we get it?
What is
the source?
How fast
186,000 MILES PER SECOND
does it in a vacuum
travel?
How does
it travel?
Lesson 2 Grammar
;; Objectives
99 Independently reread “What Is Light?” with 99 During a discussion, explain ideas and
purpose and understanding (RF.3.4a) understanding in relation to light (SL.3.1d)
99 Demonstrate preparedness for a discussion, 99 Use adverbs and explain their function in
having read “What Is Light?,” explicitly sentences (L.3.1h)
drawing on preparation and other
information known about light to explore
content under discussion (SL.3.1a)

Reading Time Small Group: “What Is Light?” Sound; Vocabulary Cards; 25
Worksheets 1.1, 2.1
Adverbs That Tell how and End board or chart paper;
Grammar With –ly Worksheet 2.2
25
Extension Extend Student Knowledge choice of material 30
“What Is Light?”; Making

Take-Home Material Adverbs with the Suffix –ly
Worksheets 2.3, 2.4 *
Advance Preparation
Prepare and display a poster entitled “Adverbs” for use during the
Grammar lesson that says:
Adverbs
Adverbs are words that can describe verbs.
• They can tell how the action of a verb happens.
Also for the Grammar lesson, write the following sentences on the board
or on sentence strips:
1. I tapped my friend on the shoulder to ask him a question.

2. My grandmother offered us cookies when we stopped by
to see her.
3. Our teacher told us that we could not go outside for
recess since the weather was bad.
4. She divided the pie into slices for everyone.

Small Group: “What Is Light?”
Re-introducing the Chapter
• Tell students that today, they will reread “What Is Light?”
independently or in small groups. Have students turn to Worksheet 1.1
to review what they learned in the previous lesson.
Reviewing the Vocabulary
Chapter 1 • You may wish to review the vocabulary before rereading this chapter
by referring to the displayed Vocabulary Cards.
Worksheets 1.1, 2.1
Remember to use • Remind students that if they are confused or forget a word meaning
academic vocabulary
when appropriate:
as they read, they know how to look up a word in the glossary and
graphic and figure. find the definition.
Small Group 1: Ask these students to come to the reading table and
read the chapter with you. Have students complete Worksheet 2.1
as they read. This is an excellent time for you to make notes in your
anecdotal records.
Small Group 2: Ask these students to read the chapter independently
at their desks and complete Worksheet 2.1 as they read.
Wrap-Up
• Use the following questions to promote a discussion:
Discussion Questions on “What Is Light?”

1. Literal What aspect of light waves do scientists measure? (how
long light waves are)
2. Literal What are some characteristics or features of light waves?
(They can be different sizes. Some are visible and some are
invisible. They can be seen as different colors.)
Grammar 25 minutes
Adverbs That Tell how and End With –ly
• Tell students that this week, they will review another part of speech,
adverbs, that was introduced in second grade.
• Direct students to the adverbs poster you prepared in advance. Read
the poster with students. Display the poster in your room with the
other parts of speech posters that you have already displayed.
Worksheet 2.2 Adverbs
For additional practice, Adverbs are words that can describe verbs.
see Pausing Point
Worksheet PP9. • They can tell how the action of a verb happens.
• Ask students if they can recall what other part of speech they have
studied is also a “describing word.” (Students should respond that
adjectives are words that describe nouns.)
• Reiterate that adverbs are words that can describe verbs. Tell
students that the word adverb has the word verb in it, which may help
students remember which part of speech adverbs describe.
• Tell students that many adverbs end with –ly. Adverbs are often
created by adding –ly to an adjective.
• Tell students that the suffix –ly means “in a way,” with the
blank being the adjective that –ly is added to. Adverbs with –ly
describe how the action of a verb happens.
• Write the word quiet on the board. Tell students that this is an
adjective. Ask students to provide several oral examples of phrases
with the adjective quiet describing different nouns (e.g., the quiet boy,
a quiet afternoon, etc.).
• Add –ly to quiet to make the adverb quietly. Quietly means “in a
quiet way” and describes how an action takes place. Ask students
to provide several oral examples of phrases with the adverb quietly
describing different verbs. (e.g., talk quietly, hum quietly, etc.)
• Read the first sentence you prepared in advance to students. Tell
students that an adverb needs to be added to the blank so that it
describes how the action takes place.
I tapped my friend on the shoulder to ask him a question.
• Write the word soft on the board, telling students that it is an adjective
(e.g., soft pillow, soft towel, etc.) Tell students that the meaning of
the word soft makes sense in the above sentence, but soft must be
changed from an adjective to an adverb so that it describes the verb
tapped.
• Ask students if they have any idea how to change the adjective soft to
an adverb. (Students should respond “by adding –ly.”)
• Write the word softly in the blank. Reread the complete sentence to
students.
• Ask students to identify the verb and draw a wiggly line under the
word tapped.
• Ask students to identify which word describes how I tapped. (softly)
Draw a triangle around softly. Draw an arrow from the adverb to the
verb.
• Follow the same procedures for the remaining sentences that you
prepared in advance. It is important to note for students that the
adverb may not be in the same place in every sentence. Point this out
when discussing the other sentences.
• Ask students to turn to Worksheet 2.2. Complete this as a teacher-
guided activity. Consider using the following procedures:
• Select a student to read aloud the first sentence.
• Ask students to identify the verb in the sentence and underline it
with a wiggly line.
• Ask students to read the adjective that will be changed to an
adverb for the sentence. (The adjective is listed under each blank.)
Then, ask them to say this word as an adverb and to write the
word in the blank.
• Ask students to explain how the adverb describes the verb, just
as they did with the sentences on the board. Tell them to a draw
a triangle around the adverb and an arrow from the adverb to the
verb.
• Then, ask students to answer the question after the sentence.
• Continue until students have completed the worksheet.
Extension 30 minutes
Extend Student Knowledge
• Depending on students’ needs, please choose from the following
activities during this time:
appropriate
• Reader’s Chair, using Readers from previous units
• Reader’s Journal, using Readers from previous units.
Take-Home Material
“What Is Light?”; Making Adverbs with the Suffix –ly
Have students take home Worksheet 2.3 to read to a family member and
Worksheet 2.4 to complete.
Lesson 3 Morphology
;; Objectives
99 Ask and answer questions to demonstrate 99 Independently read grade-appropriate
understanding of “How Are Shadows Made?,” irregularly spelled words (RF.3.3d)
referring explicitly to the text as the basis for 99 Independently read “How Are Shadows
the answers (RI.3.1) Made?” with purpose and understanding
99 Ask and answer questions (e.g., who, what, (RF.3.4a)
where, when, why, how), orally or in writing, 99 Prior to independently reading “How Are
requiring literal recall and understanding of Shadows Made?,” identify what they know
the details of “How Are Shadows Made?” by and have learned related to shadows (SL.3.1a)
explicitly referring to the text (RI.3.1)
99 Use adverbs and explain their function in
99 Determine the main idea of “How Are sentences (L.3.1h)
Shadows Made?”; recount the key details
and explain how they support the main idea 99 Use spelling patterns and generalizations
(RI.3.2) (e.g., word families, position-based spelling)
in writing words with /ee/ spelled ‘y’, ‘e’, ‘i’,
99 Determine the meaning of general academic ‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e_e’ (L.3.2f)
words and domain-specific words and
phrases relevant to shadows in “How Are 99 Determine the meaning of words formed
Shadows Made?” (RI.3.4) when –er, –or, – ist, or –ian is added to a
known root word (L.3.4b)
they contribute to what is conveyed by the 99 Use a glossary to determine or clarify the
words in “How Are Shadows Made?” (RI.3.7) precise meaning of key words and phrases
(L.3.4d)
99 Interpret information from a graphic
organizer relevant to shadows (RI.3.7) 99 Identify real-life connections between words
and their use (e.g., people who are painters,
99 Decode words with common Latin suffixes musicians) (L.3.5b)
–er, –or, – ist, and –ian (RF.3.3b)
Whole Group: “How Are
Reading Time Shadows Made?”
Sound; Vocabulary Cards; 25
Worksheets 1.1, 3.1
Review Suffixes –er, –or, –ist,
Morphology and –ian
board; Worksheets 3.2, 3.3 25
Grammar Use Adverbs board; Worksheet 3.4 15
Spelling Blank Busters Worksheet 3.5 15
Advance Preparation
Write the following sentences on the board and cover them or write them
on sentence strips to be displayed during the Grammar lesson:
I took a quick shower.

We ran quickly to the car when the storm started.
The eager puppy jumped up and down.
I waited eagerly for my dad to get home.
I picked the correct choice on the test.
My teacher said I answered correctly.
I heard a loud noise!
“Hello!” my friend shouted loudly.

Whole Group: “How Are Shadows Made?”
• Review with students what they learned in the previous chapter by
referring to the Light Bulb Organizer on Worksheet 1.1.
• Using the graphic organizer, remind students of the following:
Chapter 2
• Light is a form of energy.
• Sources of light include the sun, stars, light bulbs, candles, and
flashlights. (Students may also have included fireflies, fires, and
other sources that they learned about during Listening & Learning
read-alouds.)
• One way that light travels is in waves.
Worksheets 1.1, 3.1
• Light travels 186,000 miles per second in a vacuum.
• Remind students that in an earlier Listening & Learning lesson in this
unit, they heard Jack and Samuel talk about shadows.
• Ask students to spend a few moments recalling what Jack and
Samuel said about shadows. (A shadow is the area of darkness that is
produced by an object or person that is blocking the light. Light cannot
bend around the object or person because it travels in straight lines.)
• Tell students that the title of today’s chapter is “How Are Shadows
Made?”
• Following your established procedures, preview the vocabulary as
well as assist students who need help with decoding.
Remember to use
academic vocabulary Vocabulary for “How Are Shadows Made?”
when appropriate:
graphic and figure. 1. shad|ow*—a dark shape or outline of something that is made
when light is blocked (shadows) (16)
2. trans|par|ent*—clear, see-through so light gets through (18)
3. sky|light—a window in a ceiling or roof that lets in light (18)
4. o|paque*—not clear, blocking all light so that none gets through
(20)
5. ab|sorb*—to take in or soak up (absorbed) (20)
6. pro|ject—to cause light to appear on a surface (projected,
projector) (26)

Note: Students will only read pages 16–25 of “How Are Shadows
Made?” during this lesson and the next one. Pages 26–31 will be
read during the Extension in Lesson 6.
Pages 16–17
• Read the title of the chapter together as a class, “How Are Shadows
Made?”
• Display the image for the chapter and the Vocabulary Card to preview
shadow and discuss its definition. Note for students that shadows is
also used in this chapter.
• Ask students to look at the image on page 17.
• Read the caption, “Light travels in straight lines like rays from its
source.”
• Remind students that in previous lessons, they learned that light can
travel in waves.
• Ask students to read page 16 to themselves to find the answer to
the question: “What new information is there about how light waves
travel?”
students answer. (Light waves travel in a straight line.)
• On the graphic organizer, to answer the question, “How does it
travel?”: Draw a straight line with an arrow at one end under the
waves they previously drew.
Pages 18–19
• Display the Vocabulary Cards to preview transparent and skylight and
discuss definitions.
• Ask students to look at the image on page 19 and read the caption
together.
question in the caption.
• When students have finished reading, reread the question in the
caption and have students answer. (We know the glass in the skylight
is transparent because light travels through it. We can see the sky
and the clouds.) When students answer, have them read the text that
supports their answer.
• Students should add the following to the Light Bulb Organizer:
o answer the question “What kind of object?”: Add the words
• T
Transparent and Clear to the first column.
Pages 20–21
• Display the Vocabulary Cards to preview opaque and absorb and
discuss definitions. Note for students that absorbed is used in this
chapter.
together.
• Ask students to read page 20 to themselves to find the answer to
question in the caption.
• When students have finished reading, reread the question in the
caption and have students answer. (People’s bodies are opaque. Light
cannot pass through them so shadows are formed.) Have them read
the text that supports their answer.
• Students should add the following to the Light Bulb Organizer:
• To answer the question, “What kind of object?”: Add the words
Opaque and Blocks Light in the second column.
• To answer the question, “What happens when it hits…?”: Add
the words Makes Shadows under Opaque and Blocks Light.
Pages 22–23
• Have students read pages 22–23 to themselves to answer the
questions posed on those pages.
• When students have finished reading, read the questions aloud and
have students answer. (airplane—opaque; palm tree—opaque; person
holding ladder—opaque; bicycle—opaque)
Pages 24–25
• Have students read pages 24–25 to themselves to find the answer to
the question: “Why are the shadows different sizes in each image on
page 25?”
students answer. (The distance of the object from the light source
affects shadow size.)
• Ask, “What is the relationship between the distance from the light
source and the size of the shadow?” (The closer an object is to the
light source, the larger the shadow will be.)
• To answer the question “What happens when it hits…?”: Add the
words Far=little, and Close=big in the second column below the
words Makes Shadows.
Note to Teacher
Have students stop reading after page 25. Pages 26–31 will be read
during the Extension in Lesson 6.
Wrap-Up
• Have students complete Worksheet 3.1 as a teacher-guided activity.
Morphology 25 minutes
Review Suffixes –er, –or, –ist, and –ian
• Tell students that this week, they will review some of the suffixes
learned so far in third grade, specifically –er, –or, –ist, and –ian.
• Write the word teach on the board.
• Ask students to read the word. Discuss its meaning and ask students
to name the part of speech. (to show someone how to do something;
Worksheets 3.2, 3.3 verb)
For additional practice, • Ask students what verbs are. (action words)
see Pausing Point
Worksheets PP14 and • Add the suffix –er to teach and have students read the new word.
PP15.
• Ask students what teacher means and what part of speech it is. (a
person who shows someone how to do something; noun)
• Ask students what nouns are. (people, places, or things)
• Follow the same procedures for the following words: paint, play.
• Write the word counsel on the board.
to name the part of speech. (to give advice to people about their
problems; verb)
• Add the suffix –or to counsel and have students read the new word.
• Ask students what counselor means and what part of speech it is. (a
person who gives advice to people about their problems; noun)
• Follow the same procedures for the following words: inspect, govern.
• Write the word art on the board.
to name the part of speech. (something that has been skillfully
created for others to enjoy or to express ideas; noun)
• Add the suffix –ist to art and have students read the new word.
• Ask students what artist means and what part of speech it is. (a
person who makes something that is skillfully created for others to
enjoy or expresses ideas; noun)
• Follow the same procedures for the following words: cartoon, guitar.
• Write the word music on the board.
to name the part of speech. (sounds made by voices or instruments
and arranged in a way that is pleasing to hear; noun)
• Add the suffix –ian to music and have students read the new word.
• Ask students what musician means and what part of speech it is. (a
person who makes sounds using voice or instruments and arranges
them in a way that is pleasing to hear; noun)
• Follow the same procedures for the following words: magic,
mathematics.
• Tell students that when adding each of these suffixes, –er, –or, –ist,
and –ian, the word becomes a noun that describes a person.
• Ask students to turn to Worksheets 3.2 and 3.3.
• Divide students into partners.
• Tell students that they will work with their partner, using the list of
words with suffixes on Worksheet 3.2 to answer the questions on
Worksheet 3.3.
• Circulate around the room, offering assistance as needed while
students work to complete the worksheets. If time permits, you may
wish to review the correct answers.
Grammar 15 minutes
Use Adverbs
• Remind students that adjectives describe nouns and adverbs describe
verbs. Adding –ly to adjectives changes them to adverbs, which are
words that describe how the verb is completed.
• Display the first two sentences you prepared in advance.
• Ask students to read the first sentence (I took a quick shower.),
Worksheet 3.4 identifying the word quick as an adjective that describes the word
shower, which is a noun. Mark the noun and adjective with the
established symbols.
• Ask students to read the second sentence (We ran quickly to the car
when the storm started.), this time identifying the word quickly as an
adverb that describes the verb ran. Mark the verb and adverb with the
established symbols.
• Point out to students that it would be grammatically incorrect to say
“we ran quick” because the word that is being described is a verb.
Ask them to provide the correct form of the word for this sentence.
(quickly, adverb)
• Likewise, be sure that they understand that it would be grammatically
incorrect to say “I took a quickly shower” because the word being
described is a noun. Ask them to provide the correct form of the word
for this sentence. (quick, adjective)
• Use the same procedure for the remaining sentences that you
prepared in advance. It important to note for students that the adverb
may not be in the same place in every sentence. Point this out
when discussing the other sentences. Here is an answer key for the
remaining sentences:
• eager, adjective
• correct, adjective
• correctly, adverb
• loud, adjective
• loudly, adverb
• Ask students to turn to Worksheet 3.4. You may complete this as a
teacher-guided or pair activity. Consider using procedures similar to
those in the previous lesson.
Spelling 15 minutes
Blank Busters
• Tell students that they will practice writing their spelling words for the
week.
• Tell students to turn to Worksheet 3.5. Note for students that some
sentences have two blanks and one sentence has three.
• Point out to students that the spelling words are listed in the box on
Worksheet 3.5 the worksheet and on the board. Students may also have to add an
appropriate suffix to have the sentence make sense: –s, –ed, –ly, or
For additional
practice, see –ing.
worksheets in
Sections III-B and V-F • Ask students to read the statement in number 1 silently and fill in the
of the Assessment blank. When students have completed number 1, call on one student
and Remediation
Guide. to read number 1 aloud with the spelling word in the blank.
• Ask students if anyone had a different answer. Discuss the correct
answer to be sure students understand why it is correct.
• Discuss the proper spelling of the word in the blank, referencing the
table of this week’s spelling words. Have students compare their
spelling with the spelling in the table.
• Have students move to number 2 and fill in the blanks on their own.
• Follow the previous steps to discuss the correct answers for the
remaining items on the worksheet.
• Remind students that on the spelling assessment, they will have
to write the spelling words and the Challenge Words. Students are
encouraged to try spelling the Content Word but if they try and don’t
get it right, they will not be penalized.
What is it?
ENERGY
How do
we get it?
What is
the source?
How fast
does it in a vacuum
travel?
How does
it travel?
Transparent Opaque
What kind ___________ ___________
of object? Clear Blocks Light
What Makes Shadows
happens ___________
when it Far = little
hits...? Close = big
What
kinds are
there?
Lesson 4 Grammar
;; Objectives
99 Decode words with common Latin suffixes –y 99 During a discussion, explain ideas and
and –al (RF.3.3b) understanding in relation to shadows (SL.3.1d)
99 Independently read grade-appropriate 99 Use adverbs and explain their function in
irregularly spelled words (RF.3.3d) sentences (L.3.1h)
99 Independently reread “How Are Shadows 99 Use spelling patterns and generalizations
Made?” with purpose and understanding (e.g., word families, position-based spelling)
(RF.3.4a) in writing words with /ee/ spelled ‘y’, ‘e’, ‘i’,
‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e_e’ (L.3.2f)
99 Demonstrate preparedness for a discussion,
having reread “How Are Shadows Made?,” 99 Determine the meaning of words formed
explicitly drawing on preparation and other when –y or –al is added to a known root word
information known about shadows to explore (L.3.4b)
content under discussion (SL.3.1a) 99 Identify real-life connections between words
99 Prior to independently reading “How Are and their use (e.g., people who are lucky,
Shadows Made?,” identify what they know musical) (L.3.5b)
and have learned related to shadows (SL.3.1a)

Small Group: “How Are Shadows
Reading Time Made?”
Worksheets 1.1, 4.1
Adverbs That Tell when and
Grammar where
board; Worksheet 4.2 25
Morphology Review Suffixes –y and –al board; Worksheet 4.3 15
Spelling Word Sort Worksheet 4.4 15
“How Are Shadows Made?”;

Take-Home Material Adverbs that Tell how, when, and Worksheets 4.5, 4.6 *
where
Advance Preparation
Add the following bullet to the adverbs poster for display during the
Grammar lesson:
• They can tell when the action of a verb happens. (yesterday, today,
tomorrow, always, sometimes, never, early, first, next, last, again,
soon, later)
• They can tell where the action of a verb happens. (here, there,
everywhere, anyway, inside, outside, somewhere)
Adverbs That Tell when:
I will play football with my friends at the park.
I played football with my friends at the park.
I play football with my friends at the park.

He did his hardest homework assignment , then
he did the easier one.
He made a mistake in his homework, so he did it .
Adverbs That Tell where:
Mike cut the grass .
Dad works in a building with ten floors.
Flowers are growing .
I left my book .
Sam put the mail .
Small Group: “How Are Shadows Made?”
• Tell students that today, they will reread “How are Shadows Made?”
independently or in small groups.
• Ask students to share what they learned about shadows from reading
the chapter during the previous lesson. Students may want to refer to
Chapter 2 the Light Bulb Organizer to recall what they learned about shadows.
You may also prompt students to recall the activities that they have
done in Listening & Learning extensions with light and shadows.
• You may wish to review the vocabulary before rereading this chapter
Worksheets 1.1, 4.1 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.
Small Group 1: Ask these students to come to the reading table
and read the chapter to you. Have students complete Worksheet 4.1
as they read. This is an excellent time for you to make notes in your
anecdotal records.
Wrap-Up
• Use the following question to promote a discussion:
Discussion Question on “How Are Shadows Made?”

1. Literal What makes a difference in the size of a shadow?
(distance from the light source; The closer an object is to a light
source, the larger the shadow will be; the farther away from the
light source, the smaller the shadow will be.)
Grammar 25 minutes
Adverbs That Tell when and where
When?
• Draw students’ attention to the adverbs poster you displayed in
advance. Point out that the adverbs telling how that students have
learned thus have all ended in the suffix –ly.
Adverbs
Worksheet 4.2
Adverbs are words that can describe verbs.
For additional practice,
see Pausing Point • They can tell how the action of a verb happens.
Worksheet PP10.
• They can tell when the action of a verb happens. (yesterday, today,
tomorrow, always, sometimes, never, early, first, next, last, again,
soon, later)
• They can tell where the action of a verb happens. (here, there,
everywhere, anyway, inside, outside, somewhere)
• Tell students that today, they will continue to work with adverbs.
However, the new adverbs do not end in –ly and so may be more
difficult for students to identify.
• Instead of telling how the action of a verb takes place, the adverbs
today describe when or where the action of the verb takes place.
• Read the adverbs that tell when listed on the poster with students.
• Use several adverbs that tell when from the poster in oral sentences
and ask students which word in each sentence tells when; emphasize
that this word is the adverb. If students have difficulty, repeat each
sentence and encourage students to look at the words on the
adverbs poster. For example:
• Tom and Bob will play baseball tomorrow. (Which word tells when?
tomorrow)
• I never eat chocolate. (never)
• I fell asleep early. (early)
• Display the “Adverbs That Tell when” sentences you prepared in
advance.
• Ask students to look at the list of when adverbs on the poster and
choose one that would fit in the blank of the first sentence.
• For each adverb suggested by students, ask them to first say the
complete sentence using their selected adverb. If the word makes
sense within the context of the complete sentence, write it in the
blank. (In some instances, more than one adverb may make sense.)
• Ask students which word in the sentence tells when. Draw a triangle
around the adverb and then draw an arrow from it to the verb it
describes.
• Follow these steps with the remaining when sentences you prepared
in advance. Here is a key:
• When did I play football with my friends? (yesterday)
• When do I play football with my friends? (always)
• When did he do his hardest homework assignment? (first/next)
• When did he do his homework? (again/later)
Where?
• Tell students that other adverbs can tell where.
• Point out the third bullet on the adverbs poster you displayed in
advance. Read the adverbs listed on the poster with students,
emphasizing that all of these words tell where something is
happening.
• Use several adverbs that tell where from the poster in oral sentences
and ask students which word in each sentence tells where; emphasize
that this word is the adverb.
• Display the “Adverbs That Tell where” sentences that you prepared in
advance.
• Ask students to look at the list of the where adverbs on the poster
and choose adverbs that would fit in the blank of the first sentence.
• For each adverb suggested by students, ask them to first say the
complete sentence using their selected adverb. If the word makes
sense within the context of the complete sentence, write it in the
blank. (In some instances, more than one adverb may make sense.)
• Ask students which word in the sentence tells where. Draw a triangle
around the adverb and then draw an arrow from it to the verb it
describes.
• Follow these steps with the remaining where sentences you prepared
in advance. Here is a key:
• Where does Dad work? (inside)
• Where are flowers growing? (everywhere/somewhere/there/here)
• Where did I leave my book? (somewhere/there/here/inside/outside)
• Where did Sam put the mail? (here/there/somewhere/inside)
• Ask students to turn to Worksheet 4.2. Complete this as a teacher-
guided or independent activity.
Review Suffixes –y and –al
• Tell students that today, they will review two other suffixes they have
learned in third grade, specifically –y and –al.
• Write the word leak on the board.
to name the part of speech. (a hole that lets something in or allows
Worksheet 4.3 something to escape; noun)
For additional practice, • Add the suffix –y to leak and have students read the new word.
see Pausing Point
Worksheet PP16. • Ask students what leaky means and what part of speech it is. (full of
holes that let something in or allow something to escape; adjective)
• Ask students what adjectives are. (words that describe nouns)
• Follow the same procedures for the following words: curl, salt.
• Write the word tradition on the board.
to name the part of speech. (a custom or belief handed down from
one generation to the next; noun)
• Add the suffix –al to tradition and have students read the new word.
• Ask students what traditional means and what part of speech it is.
(related to a custom or belief handed down from one generation to the
next; adjective)
• Follow the same procedures for the following words: nutrition, coast.
• Ask students to turn to Worksheet 4.3 and have them complete it
independently.
• If time permits, you may wish to have students share the sentences
they wrote using the affixed words.
Spelling 15 minutes
Word Sort
• Tell students they will sort words with /ee/ spelled ‘y’, ‘e’, ‘i’, ‘ea’, ‘ee’,
‘ie’, ‘ey’, and ‘e_e’.
• Have students turn to Worksheet 4.4.
• Ask students to identify the vowel patterns. (‘y’ > /ee/, ‘e’ > /ee/,
‘i’ > /ee/, ‘ea’ > /ee/, ‘ee’ > /ee/, ‘ie’ > /ee/, ‘ey’ > /ee/, and ‘e_e’ > /ee/)
Worksheet 4.4
• Have students independently read the words in the box below the
For additional practice, headers and circle the vowels that have the /ee/ sound.
see worksheets in
Sections III-B and V-F • Then, have students independently write the words that match the
of the Assessment and
Remediation Guide. various spellings below the appropriate headers.
Note: You may wish to circulate around the room offering assistance
where needed.
Take-Home Material
“How Are Shadows Made?”; Adverbs that Tell how, when,
and where
Have students take home Worksheet 4.5 to read to a family member and
Worksheet 4.6 to complete.
Lesson 5 Spelling
Assessment
;; Objectives
99 Ask and answer questions to demonstrate 99 Interpret information from a graphic

understanding of “Mirrors and Reflections,” organizer relevant to mirrors and reflections
referring explicitly to the text as the basis for (RI.3.7)
the answers (RI.3.1) 99 Independently read “Mirrors and Reflections”
99 Ask and answer questions (e.g., who, what, with purpose and understanding (RF.3.4a)
where, when, why, how), orally or in writing, 99 Prior to independently reading “Mirrors
requiring literal recall and understanding of and Reflections,” identify what they know
the details of “Mirrors and Reflections” by and have learned related to mirrors and
explicitly referring to the text (RI.3.1) reflections (SL.3.1a)
99 Determine the meaning of general academic 99 Use adverbs and explain their function in
words and domain-specific words and sentences (L.3.1h)
phrases relevant to mirrors and reflections in
“Mirrors and Reflections” (RI.3.4) 99 Use a beginning dictionary to determine or
clarify the precise meaning of key words and
99 Describe images, orally or in writing, and how phrases (L.3.4d)
they contribute to what is conveyed by the
words in “Mirrors and Reflections” (RI.3.7) 99 Use a glossary to determine or clarify the
precise meaning of key words and phrases
(L.3.4d)

Spelling Spelling Assessment Worksheet 5.1; optional pens 25

Whole Group: “Mirrors and
Reading Time Reflections”
Worksheets 1.1, 5.2
Grammar Use Adverbs board; Worksheet 5.3 15
Spelling Practice Dictionary Skills Worksheet 5.4 15
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.
The man spoke when he announced the store would close in
fifteen minutes.
I grabbed my backpack before going out the door.
Spelling 25 minutes
ww Spelling 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 each, they would write that word under the header ‘ea’ > /ee/.
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
Sections III-B and V-F • Tell students that they may not have to use all the lines under each
of the Assessment
and Remediation header.
Guide.
• Using the list below, call out the word using the following format: say
the word, use it in a sentence, and say the word once more.
1. scenic 12. enemy

2. money 13. degree
3. chimney 14. believe
4. centipede 15. athlete
5. chief 16. grease
6. secret 17. experience
7. stadium 18. chariot
9. tedious 20. Challenge Word: really
10. succeeded Content Word: electricity
11. fancy
• 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 students were eager to learn Chinese.

2. The honey bees fly from flower to flower.
• After students have finished, collect pens, if used.

• Follow your established procedures to correct the spelling words and
the dictated sentences.
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 understand any patterns that are beginning to develop, or that are
persistent among individual students.
Whole Group: “Mirrors and Reflections”
• Light travels in straight lines and can travel in waves.
Chapter 3
• Objects that most light can pass through are called transparent.
• Objects that light cannot pass through are called opaque.
• Shadows form when the light from a source is blocked by an
object.
• The closer an opaque object is to a light source, the larger the
Worksheets 1.1, 5.2 shadow.
unit, they heard Jack and Samuel talk about mirrors and reflections.
Samuel said about mirrors and reflections. (When the surface of
an object is smooth and shiny like that of a mirror, light rays hit all
parts of the surface of that object at the same angle. Therefore, light
rays reflected by that object bounce back off it at the same angle.
Concave and convex mirrors reflect light in such a way that they
alter the view we see in them. Concave mirrors curve inward, away
from the viewer, and produce a magnified image if the object is close
enough to the mirror. Convex mirrors curve outward, toward the
viewer, and produce a smaller, wide angle image of an object.)
• Tell students that the title of today’s chapter is “Mirrors and
Reflections.”
Vocabulary for “Mirrors and Reflections”
1. mir|ror*—a shiny surface that reflects light (mirrors) (32)
2. sur|face—the outside layer of something (32)
3. re|flect*—to throw back light, heat, or sound from a surface
(reflections, reflects, reflected, reflection) (32)
4. sil|ver|y—shiny or silver in color (34)
5. plane*—a more or less flat surface (34)
6. ka|lei|do|scope—a tube with plane mirrors and pieces of colored
glass that you hold up to the light and rotate to make colorful
patterns (36)
7. con|cave*—curved inward, like a spoon (38)
8. con|vex*—curved outward (38)
9. curve—to bend (curved, curves) (38)
10. dis|tort—to twist out of normal shape (distorted) (42)
Pages 32–33
• Read the title of the chapter together as a class, “Mirrors and
Reflections.”
• Display the image for this chapter and the Vocabulary Cards to
preview mirror, surface, and reflect and discuss definitions. Note for
students that mirrors, reflections, reflects, reflected, and reflection are
• Point students’ attention to the image on page 33 and read the
caption, “Light reflected from the surface of this mirror allows the
dentist to see the back of this person’s teeth.”
• Remind students that in previous lessons, they learned that light
travels in straight lines and is stopped by opaque objects, creating
shadows.
question: “What happens when light hits a smooth, shiny surface?”
• When most students have finished reading, restate the question and
have students answer. (Light is reflected when it hits a mirror, which is
a smooth, shiny surface.)
• Ask students to add the following to the Light Bulb Organizer:
• To further answer the question, “What kind of object?”: Add the
words Shiny and Reflects in the third column.
Pages 34–35
• Display the Vocabulary Cards to preview silvery and plane and
discuss definitions.
• Draw students’ attention to the image on page 35. Say to students,
“I wonder what a mirror is made of. Let’s read page 34 to find out
more.”
• Ask students to read page 34 to themselves to fill in the blank in the
following sentence: “A mirror is made of .”
• When students have finished reading, reread the sentence and ask
students to fill in the blank. (glass coated with hot, silvery metals)
• Have students look back at the image on page 35 and have them give
examples of the mirrors they may have in their homes. (Answers may
vary but could include a bathroom mirror, a mirror hanging on a wall,
a mirror on the back of a door, etc.)
• Tell students that most mirrors found in homes are called plane
mirrors. Ask, “What are plane mirrors?”
• Ask one student to read the sentence(s) that answer(s) the question.
(A plane mirror has a more or less flat surface. The reflection of
something in a plane mirror is almost the same size as the real
object.)
• To further answer the question, “What happens when it hits…?”:
Add the words 1. Plane (flat, same) just below Reflects to show
that a plane mirror reflects an image in almost the same size as
the real object.
Pages 36–37
• Display the Vocabulary Card to preview kaleidoscope and discuss its
meaning.
the question: “What is a kaleidoscope?”
• When most students have finished reading, restate the question and
have students answer. (A kaleidoscope is a tube with plane mirrors,
tiny bits of colored glass, and beads inside.)
• Ask, “How does a kaleidoscope work?” (You look through a small
hole at one end of the kaleidoscope, point it toward the light, and
rotate the tube. Beautiful patterns appear, as seen in the image on
page 37.)
Pages 38–39
• Display the Vocabulary Cards to preview concave, convex, and curve
and discuss definitions.
• Ask students to read just the first paragraph on page 38 to
themselves to answer the question: “How are concave and convex
mirrors different from plane mirrors?”
students answer. (Plane mirrors are flat while concave and convex
mirrors are curved.)
• Ask, “Which way does a concave mirror curve?” (inward like a spoon)
Note: You may wish to tell students that concave has the word cave in
it. A way to remember which kind of mirror curves inward and which
curves outward is that concave mirrors curve inward, like walking into
a cave.
• Ask, “Which way does a convex mirror curve?” (outward)
• Next, have students read the second paragraph on page 38 to
themselves to answer the question: “How is the reflection of objects
in concave and convex mirrors different from the reflection of objects
in plane mirrors?”
• When students have finished reading the second paragraph, restate
the question and have a student answer. (The reflection of objects in
plane mirrors is about the same size as the object, while the reflection
of objects in concave and convex mirrors appears larger or smaller
than the real object.)
• Direct students’ attention to the images and caption on page 39.
Pages 40–41
• Draw students’ attention to the images on page 41 and have students
read the caption aloud.
• Have students read the first paragraph on page 40 to themselves to
find the answer the question: “How can concave mirrors be used to
provide heat?” You may also wish to have students look carefully at
the diagram on page 41.
• After students have finished reading and looking carefully at the
image and the diagram, restate the question and have them talk about
their ideas with a partner before answering out loud. When ready,
have several students share their ideas. (Sunlight is a form of light and
heat energy. The large concave mirror in the image reflects the sun’s
energy so that people can warm their hands or bodies outside.)
• Draw students’ attention to the bottom image on page 41. Have them
also look carefully at the diagram beside that image.
• Have students read the remainder of page 40 to themselves to find
the answer to the question: “Why would a convex mirror be called a
safety mirror?”
• When students have finished reading, restate the question, and call
on a student to read the sentences that answer the question. (The
convex mirror makes objects look smaller but shows a wider area so
you can see more. It helps the driver avoid hitting something he or
she might not see in the regular plane mirror.)
Write the words 2. Concave (curves inward, heats) 3. Convex
(curves outward, bigger, closer) below 1. Plane (flat, same) in the
third column.
Pages 42–43
• Display the Vocabulary Card to preview distort and discuss its
definition. Note for students that distorted is also used in this chapter.
• Ask students to look at the image on page 43 and read the caption.
• Have students read pages 42–43 to themselves to answer the
question: “What sorts of mirrors would reflect this kind of image?”
students answer. (They are concave and convex mirrors found in a
circus or carnival “funhouse” or “house of mirrors.”)
Wrap-Up
• Have students complete Worksheet 5.2 independently.
Grammar 15 minutes
Use Adverbs
• Review with students what adverbs are. (words that can describe
verbs)
• Tell students that they will practice using adverbs during this lesson.
• Display the first sentence you prepared in advance.
The man spoke when he announced the store would close
Worksheet 5.3
in fifteen minutes.
• Ask students to share ideas about what adverbs would make sense
in the blank to describe spoke. (Examples could include loudly,
clearly, sadly, quietly, etc.) Record student ideas on the board that are
appropriate for completing the sentence.
• For each idea, point out to students that the adverb describes how
the man spoke.
• Select one idea and write it in the blank to complete the sentence.
Point out to students that each of their ideas would be appropriate.
• Display the second sentence you prepared in advance.
I grabbed my backpack before going out the door.
• Ask students to share ideas about what adverbs would make sense
in the blank to describe grabbed. Record student ideas on the board
that are appropriate for completing the sentence.
• For each idea, point out to students that the adverb describes how I
grabbed my backpack.
• Select one idea and write it in the blank to complete the sentence.
Point out to students that each of their ideas would be appropriate.
• Divide students into small groups.
• Ask students to turn to Worksheet 5.3.
• Tell students that they will work in groups to fill in the blanks with
adverbs and then write three sentences with the given adverbs. Tell
students to record the answers they decide on as a group on their
own worksheets.
• After all groups have finished and if there is time, go through the
worksheet as a class. You may want to use the following procedures:
• For the first five questions:
• Read the first sentence with the blank included.
• Ask each group to share what adverb they chose for the blank and
what the adverb describes.
• Record all adverb choices on the board.
• Continue through all sentences until you have finished reviewing
the sentences with blanks.
• For the last three questions:
• Ask groups to share sentence ideas.
• You may want to record their sentences on the board to show
examples of adverbs describing different verbs.
Spelling 15 minutes
Practice Dictionary Skills
• Remind students that in a previous lesson, they learned about many
different parts of a dictionary.
• Review the various components of the dictionary such as entry
words, numbers of word meanings, and parts of speech.
• Ask students to complete Worksheet 5.4 independently or as a
Worksheet 5.4 teacher-guided activity.
Spelling Analysis Chart
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Name
1. scenic
2. money
3. chimney
4. centipede
5. chief
6. secret
7. stadium
8. increase
9. tedious
10. succeeded
11. fancy
12. enemy
13. degree
14. believe
15. athlete
16. grease
17. experience
18. chariot
19. Challenge Word:
almost
20. Challenge Word:
really
Content Word:
electricity
Spelling Analysis Directions
Unit 5, Lesson 5
• Students are likely to make the following errors
For additional • For ‘y’, students may write ‘ey’ or ‘i’
practice, see
worksheets in • For ‘e’, students may write ‘ee’, ‘ea’, or ‘ie’
Sections III-B and V-F
of the Assessment • For ‘ea’, students may write ‘ee’
and Remediation
Guide. • For ‘ee’, students may write ‘ea’
• For ‘ey’, students may write ‘y’
• For ‘e_e’, students may write ‘ee’ or ‘ea’
• 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 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.
What is it?
ENERGY
How do
we get it?
What is
the source?
How fast
does it in a vacuum
travel?
How does
it travel?
Transparent Opaque Shiny
What kind
of object? Clear Blocks Light Reflects
1. Plane (flat,
What Makes Shadows
same)
2. Concave
happens (curves inward,
heats)
when it Far = little
Close = big 3. Convex
hits...? (curves outward,
bigger, closer)
What
kinds are
there?
Lesson 6 Spelling
;; Objectives
understanding of “Refraction and Lenses,” organizer relevant to refraction and lenses
referring explicitly to the text as the basis for (RI.3.7)
the answers (RI.3.1) 99 Independently read grade-appropriate
99 Ask and answer questions (e.g., who, what, irregularly spelled words (RF.3.3d)
where, when, why, how), orally or in writing, 99 Independently read “Refraction and Lenses”
requiring literal recall and understanding with purpose and understanding (RF.3.4a)
of the details of “Refraction and Lenses” by
explicitly referring to the text (RI.3.1) 99 Prior to independently reading “Refraction
and Lenses,” identify what they know and
99 Determine the meaning of general academic have learned related to refraction and lenses
words and domain-specific words and (SL.3.1a)
phrases relevant to refraction and lenses in
“Refraction and Lenses” (RI.3.4) 99 Use spelling patterns and generalizations
(e.g., word families, position-based spelling)
99 Describe images, orally or in writing, and how in writing words with /ae/ spelled ‘ay’, ‘ai’, and
they contribute to what is conveyed by the ‘ea’ (L.3.2f)
words in “Refraction and Lenses” (RI.3.7)
99 Use a glossary to determine or clarify the
precise meaning of key words and phrases
(L.3.4d)

Whole Group: “Refraction and
Reading Time Lenses”
Worksheet 1.1
Worksheet 6.1
25

Extension Follow Instructions
Sound
30
Family Letter; “Mirrors and

Take-Home Material Reflections”; Shadow Puppets
Worksheets 6.1–6.3 *
Advance Preparation
You may wish to draw the table for spelling on the board or on chart
paper before beginning to teach this lesson.
‘ay’ > /ae/ ‘ai’ > /ae/ ‘ea’ > /ae/
Note to Teacher
For Lessons 6–10, you will review some of the spelling alternatives for
/ae/: ‘ay’ as in day, ‘ai’ as in wait, and ‘ea’ as in great. For Lessons 11–15,
you will review the spelling alternatives for /ae/: ‘a_e’ as in cake and
‘a’ as in paper. Students should be familiar with most of these spelling
alternatives as they were taught in Grade 2.
Spellings for the Sound /ae/

100
(44%) Spelled ‘a’ as in paper
80 (25%) Spelled ‘a_e’ as in cake
(16%) Spelled ‘ai’ as in wait
60
(9%) Spelled ‘ay’ as in day
40 (1%) Spelled ‘ey’ as in hey
(1%) Spelled ‘ea’ as in great
20
(1%) Spelled ‘eigh’ as in weight
0
(3%) All other spellings

• ‘ai’ is generally used in the initial position (aim, aid) or the medial
position (pail, paint) and is almost always followed by a consonant
spelling. It is rarely used in the final position.
• ‘ay’ is generally used in the final position (say, pay); It is rarely found in
the initial position or the medial position.
• ‘ea’ is generally found in the medial position and is very rare.
Please have the following materials available for use during the Extension
lesson:
• a light source, such as a large flashlight with a strong beam or
projector
• several sheets of large white paper and a marker
• masking tape
• a blank wall
• a cardboard cutout of a tree
In this unit, students will focus on four academic vocabulary words, two
of which are instructions and invent. 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.
• Instructions are directions.
• To invent is to create or design something new.
We encourage you to define these words for students and use both of
Whole Group: “Refraction and Lenses”
• Mirrors are shiny objects that reflect light.
Chapter 4
• A plane mirror is one with a more or less flat surface
• A concave mirror is one with an inward curve.
• A convex mirror is one with an outward curve.
unit, they heard Jack and Samuel talk about refraction and lenses.
Worksheet 1.1 • Ask students to spend a few moments recalling what Jack and
Samuel said about refraction and lenses. (When a light wave suddenly
Remember to use
academic vocabulary changes speed, it changes the direction of the light wave and makes
when appropriate: it look like it’s bending. This is called refraction. The refraction of light
instructions and
invent. is how lenses work. A convex lens curves outward and is thicker
in the middle than at the edges. Rays of light passing through this
kind of lens are forced to change direction and move towards each
other, making things look bigger. That’s why convex lenses are used
in microscopes, binoculars, and telescopes. On the other hand, a
concave lens curves inward and is thinner in the middle than at the
edges. Light rays passing through this kind of lens are forced to
change direction and move away from each other so a wide-angled
image of an object or scene is produced.)
• Tell students that the title of today’s chapter is “Refraction and
Lenses.”
Vocabulary for “Refraction and Lenses”
1. re|fract*—the appearance of light bending when it moves from
one medium to another (refraction, refracting, refracts) (44)
2. lens*—a clear piece of curved glass or plastic that is used to
make things look clearer, larger, or smaller (lenses) (44)
3. dense—thick, heavy (denser) (46)
4. an|gle*—the space formed when two lines or surfaces meet (48)
5. mag|ni|fy—to make something look larger or sound louder
(magnified, magnifies) (52)
6. mag|ni|fy|ing glass—a convex lens that makes things look larger
when they are held close to the lens (54)
7. se|cur|i|ty—protection from danger (58)
8. cam|er|a—an instrument for taking photographs (cameras) (58)
Pages 44–45
• Read the title of the chapter together as a class, “Refraction and
Lenses.”
preview refract and lens and discuss definitions. Note for students
that refraction, refracting, refracts, and lenses are also used in this
chapter.
• Ask students to read page 44 to themselves to review what happens
to light when it encounters different types of objects along its path.
• Next, draw students’ attention to the images on page 45 and read the
captions together.
• When students have finished reading, ask different students to explain
what happens when light hits a transparent, opaque, or shiny object.
Encourage students to use the domain vocabulary that they have been
learning in their response, e.g., absorb, shadow, reflect, etc. (When
light hits a transparent object, it passes right through the object. When
light hits an opaque object, the light is absorbed and blocked so a
shadow is made. When light hits a shiny object, it is reflected.)
Pages 46–47
• Display the Vocabulary Card to preview dense and discuss its
definition. Note for students that denser is used in this chapter.
the question: “Does light always travel at the same speed?”
• When students have finished reading, restate the question and
have students answer. (No, light slows down when it goes through
transparent objects that are dense or heavy.)
• Ask, “Which is denser or heavier, a piece of glass or water?” (glass)
• Ask, “Through which of these two transparent materials, glass or water,
will light travel faster?” (water) Ask, “Why?” (Water is a liquid and is less
dense than the glass, which is a solid.)
• Ask, “Which is heavier or denser, water or air?” (water)
• Ask, “Through which of these two transparent materials, water or air,
will light travel faster?” (air) Ask, “Why?” (Air is a gas and is less dense
than water, which is a liquid.)
Pages 48–49
• Display the Vocabulary Card to preview angle and discuss its
definition.
• Direct students’ attention to the image on page 49. Read the caption
together as a class or have a student read it to the class.
• Say to students, “I wonder why the straw looks bent. Let’s read page
48 to find out more.”
• Ask students to read page 48 to themselves to find out more about
why the straw looks bent.
students answer. (When light moves from one thing that is transparent
to something different that is transparent, it changes speed. When
light changes speed, the angle of the light rays changes and light
appears to bend.)
• Ask, “How does the speed of light moving from air to water cause the
straw to look bent?” (Light slows down as it moves from air to water.
As the light enters the water, it changes angle direction because it
slows down.)
• Add the following to the Light Bulb Organizer:
• To further answer the question, “What happens when it
hits…?”: In the first column, add the words Passes but slows and
Refraction.
Pages 50–51
• Draw students’ attention to the image on page 51 and read the
caption.
• Ask students to read page 50 to themselves to find out what
eyeglasses have that helps to correct vision problems.
students answer. (Eyeglasses have lenses that refract light in different
ways.)
• To further answer the question, “What kind of object?”: In the
fourth column, add the words Lenses, Clear, and Curved.
Pages 52–53
• Display the Vocabulary Card to preview magnify and discuss its
definition. Note for students that magnified and magnifies are used in
this chapter.
• Ask students to read pages 52–53 to themselves to find the answer
to the question: “How do convex lenses change the way things look?”
students answer. (When you look through a convex lens, an object will
look larger and closer. It looks magnified because the light rays are
closer together.)
In the fourth column, add the words Refraction, 1. Convex (curves
outward;. Caution students to leave space for more words below.
• Ask, “How does a concave lens change the way things look?” (A
concave lens refracts and spreads light rays apart. If you look through
a concave lens, an object will look smaller.)
In the fourth column, add the words 2. Concave (curves inward;.
Caution students to leave space for more words below.
Pages 54–55
• Display the Vocabulary Card to preview magnifying glass and discuss
its definition.
question: “How does a magnifying glass make things look different?”
students answer. (It is a convex lens and makes things look larger to
see details better.)
• Draw students’ attention to the images on page 55 and read the
caption with them.
In the fourth column, add the words magnifying glass) under
curves outward;.
Pages 56–57
• Have students read pages 56–57 to themselves to find the answer
the question: “How do scientists use convex lenses?”
students answer. (They use microscopes and telescopes, both of
which make objects appear larger and/or closer.)
captions with them.
Page 58–59
• Display the Vocabulary Cards to preview the words security and
camera and discuss definitions.
question: “How are concave lenses used for security?”
students answer. (Security cameras provide a wider view of a place
and a peephole in a door allows a person to see who is at the door
before opening it.)
• Ask, “Why are concave lenses used in peepholes?” (Concave lenses
spread out light rays and make items appear smaller so you can see
more of the person outside your door.)
caption with them.
Under the fourth column, word peephole) under curves inward;.
Wrap-Up
• Have students review and discuss the information they added to the
Light Bulb Organizer.
Spelling 25 minutes
• Tell students that this week, they will review spellings of /ae/.
• As you introduce each of the spelling words, write it on the board,
1. subway 12. obtain

Worksheet 6.1 2. payment 13. breaker
3. awaited 14. betrayer
4. ballplayers 15. beefsteak
5. yesterday 16. dainty
6. crayons 17. trainees
7. explain 18. giveaway
8. mermaid 19. Challenge Word: family
9. great 20. Challenge Word: young
10. daydreams Content Word: straight
For additional pracice, 11. daisies
see worksheets in
Section IV-B of the
Assessment and
Remediation Guide. • Go back through the list of words, having students read the words
and tell you what vowels to circle for the sound of /ae/.
1. subway 12. obtain
2. payment 13. breaker
3. awaited 14. betrayer
4. ballplayers 15. beefsteak
5. yesterday 16. dainty
6. crayons 17. trainees
7. explain 18. giveaway
8. mermaid 19. Challenge Word: family
9. great 20. Challenge Word: young
10. daydreams Content Word: straight
11. daisies
• Point to the Challenge Words on the board. Explain to students

that the Challenge Words, family and young, 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: “My family is made up of my
mom, my dad, and me.” “We have a young puppy that is not trained
yet.”
assessment and don’t get it right, they will not be penalized. Simply
• Tell students that the Content Word, straight, does not follow the
spelling patterns for this week though the ‘aigh’ is pronounced /ae/.
Straight is a content-related word defined as without a bend or a
curve and describes light moving in straight lines.
‘ay’ > /ae/ ‘ai’ > /ae/ ‘ea’ > /ae/
• Ask students to refer to the spelling alternatives for /ae/ on the

Individual Code Chart page 3. Point out that there are many
spellings for /ae/ and ask students to name the different letters used to
represent this sound.
• Ask students to tell you which words to list under the ‘ay’ > /ae/
header, the ‘ai’ > /ae/ header, and the ‘ea’ > /ae/ header. Briefly explain
the meaning of each word.
‘ay’ > /ae/ ‘ai’ > /ae/ ‘ea’ > /ae/
subway awaited great
payment explain breaker
ballplayers mermaid beefsteak
yesterday daisies
crayons obtain
daydreams dainty
betrayer trainees
giveaway
Challenge Word: family
Challenge Word: young
Content Word: straight
• Ask students to look at the Individual Code Chart for all of the
different spellings for /ae/.
• Ask students, “Of the seven spellings, which is used most
frequently?” (‘a’) Remind students to look at the power bar under the
spellings and the order in which they are sequenced to determine
frequency.
• Tell students that although you are not reviewing the most frequently
used spelling this week, they should remember that if ever they are
trying to spell a word with the /ae/ sound and really don’t know which
spelling is used, their best bet is probably to try the spelling ‘a’ since
it is the most frequent.
• Ask students to locate the three spellings for /ae/ in this week’s
spelling words and determine whether they are frequently used
spellings or not.
student to read any word on the chart. 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.
Follow Instructions
• Tell students that during this Extension lesson, they will practice
following instructions.
• Have students turn to page 26 in their reader.
Chapter 2
Pages 26–29
• Display the Vocabulary Card to preview project and discuss its
definition. Note for students that projected and projector are also
• Show students the projector you have for the activity.
• Ask students to read through the text of pages 26–29 to find out
what they will be doing shortly.
• Give students enough time to read through the text. If you have not
already done so, assemble materials on the blank wall and floor, as
students read.
• Have one or two students read the instructions aloud to the rest of
theclass as you do what the instructions tell you to do.
Pages 30–31
• Ask students to read the instructions on the pages to themselves.
• Allow students a few minutes to experiment in front of the projector.
Take-Home Material
Family Letter; “Mirrors and Reflections”; Shadow Puppets
Have students take home Worksheets 6.1 and 6.3 to share with a family
member and Worksheet 6.2 to read to a family member.
What is it?
ENERGY
How do
we get it?
What is
the source?
How fast
does it 186,000 MILES PER SECOND
travel?
How does
it travel?
Lenses
What kind

Clear
Curved
Refraction
1. Plane (flat,

What Makes Shadows
same)
Passes but slows 2. Concave 1. Convex
happens
(curves inward, (curves outward;
heats) magnifying
when it Refraction
Far = little glass)
hits...? (curves outward, 2. Concave
bigger, closer) (curves inward;
peephole)
What
kinds are
there?
Lesson 7 Grammar
;; Objectives
99 Independently reread “Refraction and 99 Use adjectives and explain their function in
Lenses” with purpose and understanding sentences (L.3.1a)
(RF.3.4a)
99 Use adverbs and explain their function in
99 Demonstrate preparedness for a discussion, sentences (L.3.1h)
having read “Refraction and Lenses,” 99 Produce compound sentences (L.3.1i)
explicitly drawing on preparation and other
information known about refraction and 99 Produce complex sentences (L.3.1i)
lenses to explore content under discussion
(SL.3.1a)
99 During a discussion, explain ideas and
understanding in relation to refraction and
lenses (SL.3.1d)

Small Group: “Refraction and
Reading Time Lenses”
Worksheets 1.1, 7.1
board or chart paper;
Grammar Build Sentences
Worksheet 7.2
25
Extension Extend Student Knowledge choice of material 30
Take-Home Material “Refraction and Lenses” Worksheet 7.3 *
Small Group: “Refraction and Lenses”
• Tell students that today, they will reread “Refraction and Lenses”
independently or in small groups. Have students turn to Worksheet 1.1
to review what they learned in the previous lesson.
Chapter 4 • You may wish to review the vocabulary before rereading this chapter
• 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.
Worksheets 1.1, 7.1 Small Group 1: Ask these students to come to the reading table and
Remember to use
read the chapter with you. Have students complete Worksheet 7.1
academic vocabulary as they read. This is an excellent time for you to make notes in your
when appropriate: anecdotal records.
instructions and
invent. Small Group 2: Ask these students to read the chapter independently
Wrap-Up
Discussion Questions on “Refraction and Lenses”

1. Literal How are concave and convex lenses helpful? (They
both correct vision through eyeglasses. Also, scientists use
microscopes and telescopes that have convex lenses and
security cameras and peepholes that use concave lenses.)
2. Literal What is refraction and how does it relate to how dense
something is? (the appearance of light bending when it moves
from one medium to another; The denser the medium, the slower
light travels. As light moves from traveling through a less dense
medium to a denser medium, it refracts or bends.)
Grammar 25 minutes
Build Sentences
• Tell students that during the past several weeks, they have been
learning about adverbs that describe verbs. They have learned that
adverbs ending in the suffix –ly can describe how the action of a
verb takes place—slowly, quickly, sadly, etc. They have also learned
other adverbs that describe when or where the action of a verb takes
place—today, soon, here, there, etc.
Worksheet 7.2
• Tell students that when describing words are added to sentences,
they make the sentences more interesting and informative. Ask
students what other part of speech, besides adverbs, are also
describing words (adjectives) and what they describe (nouns).
• Tell students that they are going to practice writing, or building, more
interesting sentences by including adjectives, adverbs, and other
kinds of words in sentences.
• Write the following sentence on chart paper or the board, asking
students to read the sentence aloud and to then identify the subject
and predicate of the sentence. Draw a line between the subject and
predicate. (The snake | moved.)
• 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 them how they can make a
more interesting sentence by adding adjectives, adverbs, and other
interesting words.
• One way to make the sentence more interesting would be to add an
adjective or two to describe the snake. Ask students to brainstorm
words that could be used to describe the snake, prompting them to
think of words to answer the question, “What did the snake look like?”
Write down the suggested adjectives in a list on the board or chart
paper.
• 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 snake move?” Write these
adverbs in a separate list.
• Now, ask students to brainstorm words that could be used to answer
the question, “When did the snake move?” Write these adverbs
and/or phrases in a separate list.
Note: Be aware that students may brainstorm when adverbs, such as
yesterday, never, again, etc. that they have been specifically practicing
in earlier lessons in this unit. They may, however, also brainstorm
phrases such as in the morning, ten minutes ago, etc. A group of
words that tells when is technically called an adverbial phrase. It is
not necessary that your students know this grammatical term in third
grade. If they question whether these words are adverbs, you can tell
them that the phrase or group of words acts like an adverb.
• Now, ask students to brainstorm words that could be used to answer
the question, “Where did the snake move?” Write these adverbs and/
or phrases in a separate list.
Note: As previously noted, students may brainstorm where adverbs,
such as here, there, outside, etc., that they have been specifically
practicing in earlier lessons in this unit. They may also brainstorm
other phrases such as under a rock, near the lake, etc. These phrases
are also adverbial phrases, but it is not necessary that your students
know this grammatical term in third grade. If they question whether
these words are adverbs, you can tell them that the phrase or group
of words acts like an adverb.
• Now, encourage students to look at words in the brainstormed lists
and use one or more words to make a more interesting sentence. Call
on several students and write down the sample sentences provided,
so that students see that many different interesting sentences can be
created from the brainstormed lists.
• If someone does not think to add more than one adjective to describe
the snake and/or more than one adverb or adverbial phrase, model
these possibilities. For example, you might write, “The long, slippery
snake moved silently under the rock.”
• Finally, point to the word moved in each of the sample sentences and
tell students that another way to make more interesting sentences
is to use more descriptive vocabulary. Ask if students can think
of any other words that are synonyms of the word move, perhaps
words that might be more descriptive of a snake. (crawled, slithered,
wiggled, etc.) Ask them to read one of the sample sentences aloud,
substituting their new word, for example, “The long slippery snake
slithered silently under a rock.”
• Ask students to turn to Worksheet 7.2, explaining that they are to use
the same process to make more interesting and informative sentences
with adjectives, adverbs, and synonyms on the worksheet.
Extend Student Knowledge
• Depending on students’ needs, please choose from the following
activities during this time:
appropriate
• Reader’s Chair, using Readers from previous units
• Reader’s Journal, using Readers from previous units
Take-Home Material
“Refraction and Lenses”
Have students take home Worksheet 7.3 to read to a family member.
Lesson 8 Morphology
;; Objectives
99 Ask and answer questions to demonstrate 99 Prior to independently reading “Color and
understanding of “Color and Light,” referring Light,” identify what they know and have
explicitly to the text as the basis for the learned related to color and light (SL.3.1a)
answers (RI.3.1) 99 Use adjectives and explain their function in
99 Ask and answer questions (e.g., who, what, sentences (L.3.1a)
where, when, why, how), orally or in writing, 99 Use adverbs and explain their function in
requiring literal recall and understanding of sentences (L.3.1h)
the details of “Color and Light” by explicitly
referring to the text (RI.3.1) 99 Produce compound sentences (L.3.1i)
99 Determine the meaning of general academic 99 Produce complex sentences (L.3.1i)

words and domain-specific words and 99 Use spelling patterns and generalizations
phrases relevant to color and light in “Color (e.g., word families, position-based spelling)
and Light” (RI.3.4) in writing words with /ae/ spelled ‘ay’, ‘ai’, and
99 Describe images, orally or in writing, and how ‘ea’ (L.3.2f)
they contribute to what is conveyed by the 99 Determine the meaning of words formed
words in “Color and Light” (RI.3.7) when –ous or –ly is added to a known root
99 Interpret information from a graphic word (L.3.4b)
organizer relevant to color and light (RI.3.7) 99 Use a glossary to determine or clarify the
99 Decode words with common Latin suffixes precise meaning of key words and phrases
–ous and –ly (RF.3.3b) (L.3.4d)
99 Independently read grade-appropriate 99 Identify real-life connections between words

irregularly spelled words (RF.3.3d) and their use (e.g., people who are joyous,
famous) (L.3.5b)
99 Independently read “Color and Light” with
purpose and understanding (RF.3.4a)
Whole Group Silent: ”Color and
Reading Time Light”
Worksheets 1.1, 8.1
Morphology Introduce Suffixes –ous and –ly
Worksheets 8.2–8.5
25
Grammar Build Sentences Worksheet 8.6 15
Spelling Blank Busters Worksheet 8.7 15
Take-Home Material Worksheet 8.8 *
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 until you are ready to teach them to students.
The boy is filled with joy.

The boy sang with a joyous voice.
The boy joyously sang the song.
The large waves in the sea are full of danger.
The large waves in the sea are dangerous.
The large waves crashed dangerously on the beach.

Whole Group Silent: “Color and Light”
• Tell students that the title of today’s chapter is “Color and Light.”
Chapter 5 then turn to the first page of the chapter.
• Tell students that in preparation for the assessment that they will
take next week, today they will read the entire chapter silently. After
students read the chapter silently, you will add information to the Light
Bulb Organizer as a class.
Worksheets 1.1, 8.1
• Review the information students have added to the Light Bulb
Organizer so far.
Remember to use • Ask students what they learned about color and light from Lesson 4 in
academic vocabulary
when appropriate:
Listening & Learning. Topics covered during that lesson include:
instructions and
invent. • spectrum
• reflect and absorb
• prism
• colors and wavelengths
well as assist students who need help with decoding. Since students
will be reading silently, make sure to display the image for the chapter
and preview both the vocabulary words and the alternate forms of the
vocabulary words used in the chapter before they begin reading.
Vocabulary for “Color and Light”

1. pris|m*—a wedge-shaped piece of transparent glass that breaks
up light into all the colors of the spectrum (60)
2. spec|trum*—the distribution of all the colors that make up the
light we see (64)
3. in|di|go—a dark purplish-blue color (64)
4. ma|te|ri|al—cloth or fabric (66)
5. ul|tra|vi|o|let—short, invisible light waves, beyond violet on the
spectrum, that cause sunburn (68)
6. in|fra|red—long light waves, beyond red on the spectrum, that
can only be seen with special instruments (70)
7. re|mote con|trol—a device that uses infrared waves to operate
equipment, such as a TV, from a distance (70)
• After previewing the Vocabulary Cards, 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.
• Before students start reading, take a few moments to go through the
chapter, looking at the images and reading the captions.
• Tell students that they should read to find out how we can see color
from light. Tell them that they will add information to the Light Bulb
Organizer as a class after they finish reading.
• Have students complete Worksheet 8.1, taking notes as they read.
• As students read silently, you should circulate throughout the room,
lending assistance as needed.
• When students have finished reading, begin a class discussion about
the kinds of light to address the question “What kinds are there?” on
the Light Bulb Organizer.
• To answer the question “What kinds are there?”: Write Visible
white light on the left side and Invisible on the right side.
• Below Visible white light, write red, orange, yellow, green, blue,
indigo, violet; You may wish to have students draw a rainbow with
the colors in the correct order.
• Below the list of colors, draw an arrow pointing down and write
reflects one, absorbs all others to note how we see something as a
certain color.
• Below Invisible, write ultraviolet rays (sunburn), infrared rays
(remote control), and x-rays (pictures of bones).
Wrap-up
• Have students review and discuss the information they added to the
Light Bulb Organizer.
Introduce Suffixes –ous 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 –ous
and –ly.
• Write the suffixes on the board and point out that the suffix –ous
Worksheets 8.2–8.5 is pronounced /us/, like the tricky spelling in cousin and –ly is
For additional practice,
pronounced /lee/.
see Pausing Point
Worksheet PP17.
Adding Suffix –ous
• Explain to students that –ous means “full of.”
• Tell students that in this part of the lesson, they will add the suffix
–ous to root words that are all nouns. When –ous is added to a noun,
the word becomes an adjective.
• Write the word joy on the board. Briefly discuss the meaning of the
word and then use it in a sentence. (a feeling of great happiness; At
the celebration, everyone was filled with joy.)
• Add the suffix –ous to joy and have students read the suffix, read the
new word, and then discuss the meaning of the new word. (full of a
feeling of great happiness)
• Ask students to provide sentences using the word joyous. (Answers
may vary.)
• Ask students for synonyms of joyous. (happy, cheerful, merry)
• Continue in this manner for the remaining –ous 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 word fame, the ‘e’ must first be
dropped before adding –ous. Also point out that for mystery and fury,
‘y’ is changed to ‘i’ before adding –ous.
Root Word Meaning Affixed Word Meaning and Synonyms Sentence
(noun) the (adjective) full of the

chance that chance that something The dangerous fire
danger dangerous bad will happen
something bad blazed out of control.
will happen Synonyms: unsafe, risky
(adjective) full of land
(noun) land that rises very high
that rises very The mountainous
mountain mountainous above its surroundings
high above its road was very windy.
surroundings Synonyms: steep, high,
rocky
(noun) a
substance (adjective) full of a
that can hurt substance that can hurt
or kill people or kill people or animals Watch out for
poison poisonous if touched, swallowed, or
or animals poisonous snakes!
inhaled
if touched,
swallowed, or Synonyms: toxic, deadly
inhaled
(adjective) full of the
(noun) the state state of being well-
known The Statue of Liberty
fame of being well- famous
is a famous statue.
known Synonyms: well-known,
legendary
(adjective) full of
something that is hard to A mysterious letter
(noun) something
understand with no name or
mystery that is hard to mysterious
address was in my
understand Synonyms: strange, mailbox.
puzzling
(adjective) full of extreme
anger or force The furious
(noun) extreme
fury furious preschooler had a
anger or force Synonyms: mad, upset, temper tantrum.
violent
(adjective) full of a funny
(noun) a funny or or amusing quality The humorous joke
humor humorous
amusing quality Synonyms: hilarious, made us all laugh.
entertaining, silly
Adding Suffix –ly
• Explain to 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 –ous to. When –ly is added to an adjective, the word
becomes an adverb.
• Tell students that adverbs with –ly describe verbs, specifically how
a verb happens. Remind students that they learned about these
adverbs in Grammar earlier in this unit.
• Write the word dangerous on the board. Briefly discuss the meaning
of the word and then use it in a sentence. (full of the chance that
something bad will happen; The dangerous broken glass covered the
parking space.)
• Add the suffix –ly to dangerous and have students read the suffix,
read the new word, and then discuss the meaning of the new word.
(in a dangerous way)
• Ask students to provide sentences using the word dangerously.
(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.
• Point out to students that not all of the –ous words they learned will
have –ly added to them.
Root Word Meaning Affixed Word Meaning Sentence
(adjective) full of the (adverb) in The governor famously spoke
famous state of being well- famously a famous about the plans he had to
known way improve the state government.
(adverb)
(adjective) full of
in a My new pen has mysteriously
mysterious something that is mysteriously
mysterious disappeared.
hard to understand
way
(adjective) full of (adverb) in The child furiously threw down
furious extreme anger or furiously a furious his toy when he realized he
force way couldn’t have a different one.
(adverb) My sister humorously kneaded
(adjective) full of a
in a the dough for bread since it
humorous funny or amusing humorously
humorous was her first time and quite
quality
way messy.
Comparing Sentences with Affixed Words

• Direct students’ attention to the first sentence you prepared in
advance:
The boy is filled with joy.
• Ask students, “What is the boy filled with?” They should respond joy.
Ask them for the part of speech (noun) and draw a circle around the
word joy.
• Then, display the next sentence:
The boy sang with a joyous voice.
• Ask students what the boy sang with. (voice) Draw a circle around
voice, stating that it is a noun.
• Ask students, “What kind of voice did the boy use?” ( joyous) Draw
a box around joyous and then draw an arrow to voice, stating that
joyous is an adjective that describes the noun voice.
• Now, display the next sentence:
The boy joyously sang the song.
• Ask students, “What did the boy do?” (sang) Draw a wiggly line under
sang and identify it as a verb.
• Then ask students, “How did the boy sing?” ( joyously). Draw a
triangle around joyously, stating that it is an adverb. Remind students
that adverbs ending in –ly describe verbs, telling how. Draw an arrow
from joyously to sang.
• Repeat the same process and demonstration with the second set of
sentences.
• Complete Worksheets 8.2–8.5 in the same manner in which you have
completed these worksheets in previous lessons.
Grammar 15 minutes
Build Sentences
• Ask students to turn to Worksheet 8.6 and create more interesting
sentences by adding adjectives, adverbs, and synonyms.
Worksheet 8.6
Spelling 15 minutes
Blank Busters
• Tell students that they will practice writing their spelling words for the
week.
• Tell students to turn to Worksheet 8.7. Note for students that some
sentences have two blanks.
• Point out to students that the spelling words are listed in the box on
Worksheet 8.7 the worksheet and on the board. Students may also have to add an
For additional appropriate suffix to have the sentence make sense: –s, –es, –ing, or
practice, see –ier.
worksheets in
Section IV-B of the • Ask students to read the statement in number 1 silently and fill in the
Assessment and
Remediation Guide. blank. When students have completed number 1, call on one student
to read number 1 aloud with the spelling word in the blank.
• Ask students if anyone had a different answer. Discuss the correct
answer to be sure students understand why it is correct.
• Discuss the proper spelling of the word in the blank, referencing the
table of this week’s spelling words. Have students compare their
spelling with the spelling in the table.
• Have students move to number 2 and fill in the blank on their own.
• Follow the previous steps to discuss the correct answers for the
remaining items on the worksheet.
• Remind students that on the spelling assessment, they will have
to write the spelling words and the Challenge Words. Students are
encouraged to try spelling the Content Word but if they try and don’t
get it right, they will not be penalized.
Take-Home Material
“Color and Light”
What is it?
ENERGY
How do
we get it?
What is
the source?
How fast
does it 186,000 MILES PER SECOND
travel?
How does
it travel?
Lenses
What kind

Clear

Curved
Refraction
1. Plane (flat,
What Makes Shadows
same)
1. Convex
Passes but slows 2. Concave
happens
(curves inward,
(curves outward;
magnifying
heats)
when it Refraction
Far = little glass)
hits...? (curves outward, 2. Concave
(curves inward;
bigger, closer)
peephole)
Invisible
Visible white light

What ultraviolet rays (sunburn)
red, orange, yellow, green,
kinds are blue, indigo, violet
infrared rays (remote control)
there? 

reflects one, absorbs all others
x-rays (pictures of bones)
Lesson 9 Grammar
;; Objectives
99 Ask and answer questions to demonstrate 99 Independently read “What Is Sound?” with
understanding of “What Is Sound?,” referring purpose and understanding (RF.3.4a)
explicitly to the text as the basis for the 99 Use adjectives and explain their function in
answers (RI.3.1) sentences (L.3.1a)
99 Ask and answer questions (e.g., who, what, 99 Use adverbs and explain their function in
where, when, why, how), orally or in writing, sentences (L.3.1h)
requiring literal recall and understanding of
the details of “What Is Sound?” by explicitly 99 Produce compound sentences (L.3.1i)
referring to the text (RI.3.1) 99 Produce complex sentences (L.3.1i)
99 Determine the meaning of general academic 99 Use spelling patterns and generalizations
words and domain-specific words and (e.g., word families, position-based spelling)
phrases relevant to sound in “What Is in writing words with /ae/ spelled ‘ay’, ‘ai’, and
Sound?” (RI.3.4) ‘ea’ (L.3.2f)
99 Describe images, orally or in writing, and how 99 Determine the meaning of words formed
they contribute to what is conveyed by the when –ous or –ly is added to a known root
words in “What Is Sound?” (RI.3.7) word (L.3.4b)
99 Interpret information from a graphic 99 Use a glossary to determine or clarify the
organizer relevant to sound (RI.3.7) precise meaning of key words and phrases
99 Decode words with common Latin suffixes (L.3.4d)
–ous, and –ly (RF.3.3b) 99 Identify real-life connections between
99 Independently read grade-appropriate words and their use (e.g., people who are
irregularly spelled words (RF.3.3d) dangerous, furious) (L.3.5b)
Reading Time Whole Group: “What Is Sound?” Sound; Vocabulary Cards; 25
Worksheets 9.1, 9.2
Grammar Grammar Review Worksheet 9.3 25

Morphology Practice Suffixes –ous and –ly
Worksheet 9.4
15
Spelling Word Sort Worksheet 9.5 15
Take-Home Material “What Is Sound?” Worksheet 9.6 *
Advance Preparation
It will be helpful to have a copy of the Grammar worksheet ready to
display today so that students are able to see you mark the correct
answers to each item as they review their completed worksheet with you.
Write the following sentences on the board or chart paper for use during
the Morphology lesson:
1. I wear a helmet when I ride my bike because it is to ride

without a helmet on the road with cars.
2. Rachel grabbed her coat when she realized she would
have to walk to school in the rain after missing the bus.
3. My cousin grew up in a area so he likes to hike, ski, and
rock climb.
Write the following example on the board or chart paper to be used

during the Spelling lesson:
‘ay’ > /ae/ ‘ai’ > /ae/ ‘ea’ > /ae/
failed blazes statement

says greatly daytime
Whole Group: “What Is Sound?”
Note to Teacher
The next several chapters introduce the concept of sound and its
characteristics. You will help students complete a graphic organizer
about sound as they read each chapter, just as you did with light. A
completed version of this organizer, called the Bell Organizer, is found on
the last page of Lesson 11 in this Teacher Guide. The student version is
Chapter 6
found on Worksheet 9.1. As students read Chapters 6–8, you will guide
them through adding information to this organizer using the Guided
Reading Supports in each lesson. This organizer is included as a way
to help students understand concepts and characteristics related to
sound. Please make sure that students keep the Bell Organizer in their
Workbook to access during each of Chapters 6–8 about sound.
Worksheets 9.1, 9.2 Introducing the Bell Organizer

• Ask students to turn to Worksheet 9.1. Tell students that this is the
Bell Organizer and that they will use it to help them understand what
they learn about sound. They will complete this in a similar fashion to
the Light Bulb Organizer.
• Ask students to look over the organizer and note its features. (the
shape beside the title, the questions, the different sections)
• Tell students that as they read the chapters in this unit about sound,
you will help them fill in the organizer. The organizer will help them
remember what they learn about sound. Tell them that when they
have read all the chapters about sound, the organizer will be complete
and students will have something to keep that summarizes the
information they learned.
• Tell students that the title of today’s chapter is “What Is Sound?” Tell
them that they will learn many interesting facts about sound.
Vocabulary for “What Is Sound?”

1. vo|cal cords*—muscles that produce sound when air passes
over them (72)
2. sound wave*—a series of vibrations that can be heard (sound
waves) (74)
3. me|di|um*—a substance that light or sound can travel through,
like a solid, a liquid, or a gas (mediums) (74)
Pages 72–73
• Read the title of the chapter together as a class, “What Is Sound?”
• Display the image for this chapter and the Vocabulary Card to preview
vocal cords and discuss its definition.
• Draw students’ attention to the picture on page 73 and read the
caption aloud.
• Ask students, “Why do you think there is a image of a person
humming in a chapter about sound?” (Answers may vary.)
question: “What causes sound?”
a student to answer. (Sound is caused by vibrations, when something
moves back and forth very quickly.)
• Have students hum while feeling their throats just under the chin. Ask
them to pay attention to the “buzzing” feeling in their throats.
• Have students give you a thumbs up if they feel the “buzzing”
vibration.
• Ask, “What in your throats is causing the vibration?” (When you hum,
the vocal cords in your throat vibrate back and forth.)
• Have students add the following to the Bell Organizer:
• To answer the question, “What is it?”: Write the word VIBRATION.
Pages 74–75
• Display the Vocabulary Cards to preview sound wave and medium
and discuss definitions. Note for students that sound waves and
mediums are used in this chapter.
• Direct students’ attention to the top image on page 75 and read the
caption aloud as a class.
• Say to students, “I wonder what sound waves are. Let’s read page 74
to find out more.”
students answer. (Sound waves move out from a vibrating object,
making the air move back and forth in a way that we can’t see.)
• Ask, “What two things are needed to create sound?” (The two things
needed to create sound are something to vibrate and create sound
waves and something, like air or another medium, to carry the sound
waves.)
• Ask, “Why are some sounds easier to hear than others?” (The farther
away sound waves spread out from their source, the weaker they get.)
• Direct students’ attention to the bottom images on page 75 and ask
them to read the caption.
• To answer the question “How do we get it?”: Write VIBRATING
WAVES and draw a wavy line under the words.
Pages 76–77
question: “Through what mediums does sound travel?”
students answer. (Answers may vary but should at least include
solids, liquids, and/or gases.)
• Direct students’ attention to the images on page 77. Have one
student read the caption to the class.
• Ask students, “What is one place where sound cannot travel and why
is that so?” (Outer space is one place sound cannot travel because
outer space is a vacuum. Sound needs a medium to carry it and there
is no air in a vacuum.)
• To further answer the question, “How do we get it?”: Under the
wavy line, have students write the word medium and shade the
area behind the word.
Pages 78–79
to the question: “Which travels faster, sound or light?”
students answer. (Light travels much faster.)
• Remind students that light travels at different speeds depending on
what it is traveling through. Ask, “Does sound travel at a different
speed than light? How do you know?” (Yes, because you can see
lightning before you hear thunder.)
• In the row labeled “Speed of Sound vs. Speed of Light”:
Write SOUND, 750 Miles Per Hour on the left and draw a snail
underneath. Write LIGHT, 186,000 Miles Per Second on the right
and draw a rabbit underneath.
Pages 80–81
the question: “Does sound travel faster through a solid or a gas?”
students answer. (Sound travels faster through a solid.)
• Ask students to tap their desk with their fingers and listen. Then, have
students put one ear down on their desks and listen to the tapping
again. Ask, “Which is louder, when you have your head up or when
your ear is on the desk?” (when your ear is on the desk)
• If there is time, have students try listening through other mediums,
such as a piece of paper, the classroom door, or a window, and share
their experiences.
• As students add the following to their Bell Organizer, tell them that
even though the chapter didn’t mention liquids on this page, sound
travels faster through liquids than gases but not as fast as through
solids. (Refer back to the illustration on page 77.)
• Have students add the following to Bell Organizer:
• To answer the question “How does it travel?”: Write FASTEST
and SOLID (DOOR) and draw a door.
• Write FASTER and LIQUID (WATER) and draw a glass of water.
• Write FAST and GASES (AIR) and draw a picture of squiggly lines
to show air.
• Write CANNOT TRAVEL and VACUUM (SPACE) and draw stars.
Grammar 25 minutes
Grammar Review
• Tell students to turn to Worksheet 9.3 and complete the page
independently. Allow students 10–15 minutes to complete the
worksheet.
• Once students have completed the worksheet, display a copy of
Worksheet 9.3 so that it is visible to all students. Work through each
Worksheet 9.3
item, reviewing the answers with the entire class.
Practice Suffixes –ous and –ly
• Tell students that today, they will practice how to determine whether
words in sentences should have the suffix –ous or have both the
suffixes –ous and –ly.
• Direct students’ attention to the first sentence you wrote on the board
in advance:
Worksheet 9.4 I wear a helmet when I ride my bike because it is to ride
without a helmet on the road with cars.
• Call on one student to read the sentence aloud.

• Ask students what word, either with the suffix –ous or with both
the suffixes –ous and –ly, goes in the blank. Students should say
dangerous.
• Ask students what part of speech the word is that correctly fills in the
blank. (adjective)
• Discuss with students why dangerous fits in the blank and not
dangerously. (The word that will fill in the blank will describe a noun.
Adjectives describe nouns. Dangerous is an adjective. Dangerously is
an adverb, which is a part of speech that describes verbs. That is not
the part of speech that will correctly fit in this blank.)
• Follow the same procedures for the other two sentences you
prepared in advance. (For sentence #2, the word that will fit in the
blank will describe a verb. Adverbs are words that describe verbs.
Furiously is the adverb that fits in this sentence. For sentence #3, the
word that will fit in the blank will describe a noun. Adjectives describe
nouns. Mountainous is the adjective that fits in this sentence.)
• Have students turn to Worksheet 9.4. Ask students to work with a
partner to complete the worksheet. If time permits, you may wish to
review the correct answers as a class.
Spelling 15 minutes
Word Sort
• Tell students they will sort words with /ae/ spelled ‘ay’, ‘ai’, and ‘ea’.
• Direct students’ attention to the example on the board.
• Ask students to identify the vowel patterns. (‘ay’ > /ae/, ‘ai’ > /ae/,
‘ea’ > /ae/)
• Tell students to read the words below the headers with you. (failed,
Worksheet 9.5
blazes, statement, says, greatly, daytime)
For additional • Ask students which vowel(s) in the word failed have the same sound
practice, see
worksheets in
as /ae/. Circle the ‘ai’ in failed. Ask students under which header to
Section IV-B of the put failed. (‘ai’ > /ae/) Write the word under the correct header.
Assessment and
Remediation Guide.
• Repeat with the remaining words.

• Note for students that blazes, statement, and says do not belong
under any header as they do not follow any of the patterns listed. Ask
students what vowels make the /ae/ sound in blazes and statement.
(‘a_e’) Note for students that says is pronounced /sez/.
• Have students turn to Worksheet 9.5 and complete it independently.
Take-Home Material
“What Is Sound?”

What is it? VIBRATION
How do VIBRATING WAVES
we get it?
MEDIUM
GAS
How does
it travel? FASTEST FASTER FAST CANNOT TR AVEL
SOL ID (DOOR) L I Q U I D ( WA T E R ) G A SES (A IR) VAC U U M ( S PAC E )
Speed of SOUND
750 Miles Per Hour
LIGHT
186,000 Miles Per Second
Sound
vs
Speed of
Light

Lesson 10 Spelling
Assessment
;; Objectives
99 Ask and answer questions to demonstrate 99 Independently read “Characteristics of

understanding of “Characteristics of Sound,” Sound” with purpose and understanding
referring explicitly to the text as the basis for (RF.3.4a)
the answers (RI.3.1) 99 Prior to independently reading
99 Ask and answer questions (e.g., who, what, “Characteristics of Sound,” identify what
where, when, why, how), orally or in writing, they know and have learned related to sound
requiring literal recall and understanding of (SL.3.1a)
the details of “Characteristics of Sound” by 99 Use adjectives and explain their function in
explicitly referring to the text (RI.3.1) sentences (L.3.1a)
99 Ask and answer questions that require giving 99 Use adverbs and explain their function in
opinions about what the world would be like sentences (L.3.1h)
if all sounds were the same pitch and volume
(RI.3.1) 99 Produce compound sentences (L.3.1i)
99 Determine the meaning of general academic 99 Produce complex sentences (L.3.1i)

words and domain-specific words and 99 Use a glossary to determine or clarify the
phrases relevant to sound in “Characteristics precise meaning of key words and phrases
of Sound” (RI.3.4) (L.3.4d)
99 Describe images, orally or in writing, and how 99 Use a beginning dictionary, both print and
they contribute to what is conveyed by the digital, to determine or clarify the precise
words in “Characteristics of Sound” (RI.3.7) meaning of key words and phrases (L.3.4d)
99 Interpret information from a graphic
organizer relevant to sound (RI.3.7)

Spelling Spelling Assessment Worksheet 10.1; optional pens 25
Whole Group: “Characteristics of Adventures in Light and

Reading Time Sound” Sound; Worksheets 9.1, 10.2
25
Grammar Build Sentences Worksheet 10.3 15
Spelling Practice Dictionary Skills Worksheet 10.4 15

Advance Preparation
Spelling 25 minutes
them out.
Worksheet 10.1 hay, they would write that word under the header ‘ay’ > /ae/.
practice, see
worksheets in
header, they should only write the word under one.
Section IV-B of the
Assessment and • Tell students that they may not have to use all the lines under each
Remediation Guide.
header.
1. daydreams 12. great

2. payment 13. dainty
3. daisies 14. breaker
4. awaited 15. obtain
5. yesterday 16. ballplayers
6. crayons 17. beefsteak
7. betrayer 18. trainees
8. explain Challenge Word: family
9. mermaid Challenge Word: young
10. subway
Content Word: straight
11. giveaway

• 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.
1. Gail is the greatest ballplayer on the team.

2. Our art teacher asked us to add color to the sailboat with crayons.
• After students have finished, collect pens, if used.

• Follow your established procedures to correct the spelling words and
the dictated sentences.
Note to Teacher
you understand any patterns that are beginning to develop, or that are

Whole Group: “Characteristics of Sound”
• Review with students what they learned about sound in the previous
chapter by referring to the Bell Organizer on Worksheet 9.1.
• Sound is caused by vibrations.
Chapter 7
• Sound travels through mediums.
• Sound travels fast through gases, faster through liquids, and
fastest through solids. Sound cannot travel through space
because it is a vacuum and sound needs a medium in order to
travel.
• Sound travels slower than light.
Worksheets 9.1, 10.2
unit, they heard Jack and Samuel talking about pitch, intensity, and
frequency.

Samuel said about pitch, intensity, and frequency. (Pitch describes
how high or low a sound is. The greater the intensity, or power, of
a sound wave, the louder the sound. Frequency is the rate at which
sound waves are produced and a long wavelength means the sound
has a low frequency.)
• Tell students that the title of today’s chapter is “Characteristics of
Sound.”
Vocabulary for “Characteristics of Sound”

1. pitch*—how high or low a sound is (pitched) (84)
2. vol|ume—the loudness or intensity of a sound (88)
3. in|tense*—strong (intensity) (88)
4. dam|age—hurt, harm (90)
Pages 82–83
caption.
• Ask students to read page 82 to themselves to find ways in which
sound and light are the same and different.
one student to answer. (similarities: both are forms of energy that
travel in waves; differences: sound needs a medium, light does not;
light travels faster than sound)
Pages 84–85
• Display the image for this chapter and the Vocabulary Card to preview
pitch and discuss its definition. Note for students that pitched is used
in this chapter.

• Ask students to look at the images on page 85.
• Read the caption, “Both of these sounds travel through air. How are
they different?”
• Ask students to read page 84 to themselves to find out how these
sounds are different.
a student to answer. (The baby makes a high-pitched “screeching”
sound and an adult yelling makes a low-pitched, deep sound.)
• In the row marked Pitch: On the left side, draw a picture of a baby
crying, write HIGH PITCH near it, and draw a sound wave with
many wavelengths that are close together.
• In the row marked Pitch: On the right side, draw a picture of an
owl hooting, write LOW PITCH near it, and draw a sound wave
with few wavelengths that are far apart.
Pages 86–87
question: “What creates changes in pitch? Why is one sound high-
pitched and another low-pitched?”
• When students have finished reading, restate the questions and have
students answer. (Faster vibrations produce shorter sound waves,
which make sounds with a higher pitch. Slower vibrations produce
sounds with longer sound waves, which make sounds with a lower
pitch.)
• Then, ask students, “What kind of vibrations produce the sound
waves of a baby crying?” (faster vibrations)
• Finally, ask students, “What kind of vibrations produce the sound
waves of an adult yelling?” (slower vibrations)
Pages 88–89
• Display the Vocabulary Cards to preview volume and intense and
discuss definitions. Note for students that intensity is also used in this
chapter.
• Draw students’ attention to the images on page 89. Have one student
read the caption to the class.

• Ask students to read page 88 to themselves to find the answer(s) to
the question: “What are features of loud sounds?”
them to read the answer(s) from the page. (Loud sounds have more
intensity. A loud sound travels far, much farther than a quiet sound.)
• In the row marked Volume: Write LOUD in large capital letters.
• In the row marked Volume: Write soft in much smaller, lowercase
letters.
Pages 90–91
• Display the Vocabulary Card to preview damage and discuss its
definition.
• Have students read pages 90–91 to themselves, noting why the word
damage would be a vocabulary word in this chapter.
• Ask students, “What should you do to protect your hearing from loud
sounds? (Answers may vary but could include use ear plugs, turn the
volume down, etc.)
Wrap-Up
• Review with students the information they added to the Bell Organizer
from this chapter.
Grammar 15 minutes
Build Sentences
• Tell students to take out Worksheet 10.3 and add adjectives, adverbs,
and synonyms to the starter sentences to make more interesting
sentences.
Worksheet 10.3

Spelling 15 minutes
• Remind students that in a previous lesson, they learned about many
different parts of a dictionary.
• Review the various components of the dictionary such as entry
words, numbers of word meanings, and parts of speech.
• Ask students to complete Worksheet 10.4 independently or as a
Worksheet 10.4 teacher-guided activity.

20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Name
1. daydreams
2. payment
3. daisies
4. awaited
5. yesterday
6. crayons
7. betrayer
8. explain
9. mermaid
10. subway
11. giveaway
12. great
13. dainty
14. breaker
15. obtain
16. ballplayers
17. beefsteak
18. trainees
19. Challenge Word:
family
20. Challenge Word:
young
Content Word:
straight

Unit 5, Lesson 10
For additional • Students are likely to make the following errors:

practice, see
worksheets in • For ‘ay’, students may write ‘ai’ or ‘ea’
Section IV-B of the
Assessment and • For ‘ai’, students may write ‘ay’ or ‘ea’
Remediation Guide.
• For ‘ea’, students may write ‘ay’ or ‘ai’
• While 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:
Which ones?
consonants?
• Did the student write words for each feature correctly?
• Also, examine the dictated sentences for errors in capitalization and
punctuation.

we get it?
MEDIUM
GAS
How does
Speed of SOUND
750 Miles Per Hour
LIGHT
Sound
vs
Speed of
Light

HIGH PITCH LOW PITCH
Pitch
Volume LOUDsoft
Human
Voices

Lesson 11 Spelling
;; Objectives

understanding of “The Human Voice,” organizer relevant to sound (RI.3.7)
referring explicitly to the text as the basis for 99 Independently read grade-appropriate
the answers (RI.3.1) irregularly spelled words (RF.3.3d)
99 Ask and answer questions (e.g., who, what, 99 Independently read “The Human Voice” with
where, when, why, how), orally or in writing, purpose and understanding (RF.3.4a)
requiring literal recall and understanding of
the details of “The Human Voice” by explicitly 99 Prior to independently reading “The Human
referring to the text (RI.3.1) Voice,” identify what they know and have
learned related to the human voice (SL.3.1a)
99 Determine the meaning of general academic
words and domain-specific words and 99 Use spelling patterns and generalizations
phrases relevant to the human voice in “The (e.g., word families, position-based spelling)
Human Voice” (RI.3.4) in writing words with /ae/ spelled ‘a_e’ and ‘a’
(L.3.2f)
they contribute to what is conveyed by the 99 Use a glossary to determine or clarify the
words in “The Human Voice” (RI.3.7) precise meaning of key words and phrases
(L.3.4d)

Whole Group: “The Human
Reading Time Voice”
Worksheet 9.1
Worksheet 11.1
25
Family Letter; “Characteristics of

Take-Home Material Sound”
Worksheets 11.1, 11.2 *

Advance Preparation
If you wish, you may draw the spelling table on a chart or board before
you begin to teach this lesson.
‘a_e’ > /ae/ ‘a’ > /ae/
Note to Teacher
For Lessons 11–15, you will teach the spelling alternatives for /ae/: ‘a_e’
as in cake and ‘a’ as in paper. Students should be familiar with these
spelling alternatives as they were taught in Grade 2.
Spellings for the Sound /ae/

100
(44%) Spelled ‘a’ as in paper
80 (25%) Spelled ‘a_e’ as in cake
(16%) Spelled ‘ai’ as in wait
60
(9%) Spelled ‘ay’ as in day
40 (1%) Spelled ‘ey’ as in hey
(1%) Spelled ‘ea’ as in great
20
(1%) Spelled ‘eigh’ as in weight
0
(3%) All other spellings

• The ‘a_e’ separated digraph spelling always has a consonant sound
that follows /ae/, and the spelling for that consonant sound is inserted
between the ‘a’ and the ‘e’ (ape, rate, make).
• Many ‘a_e’ words change to words spelled with only ‘a’ when a suffix
is added, e.g., name > naming and bake > baker. The ‘e’ is dropped
when a suffix beginning with a vowel sound is added.

• The ‘a’ spelling is actually more common than the basic code spelling
‘a_e’. However, it was not chosen as the basic code spelling for two
reasons: 1. ‘a’ is the basic code spelling for /a/ as in cat, and
2. ‘a’ > /ae/ is rare in one-syllable words of the sort used in beginning
reading materials (strange, waste). It is primarily found in multi-syllable
words (naming, paper, April).

Whole Group: “The Human Voice”
referring to the Bell Organizer on Worksheet 9.1.
• The greater the intensity or power of a sound wave, the louder the
Chapter 8
volume of the sound.
• High-pitched sounds are created when an object or surface
vibrates back and forth quickly, creating shorter and more sound
waves.
• Low-pitched sounds are caused when an object or surface
vibrates back and forth slowly, creating longer and fewer sound
Worksheet 9.1 waves.
unit, they heard Jack and Samuel talking about the human voice and
the parts of your body that are used for speech.
Samuel said about the trachea, larynx, and vocal cords. (If you could
see inside your body, you would discover that inside your throat, at
the top of your windpipe, or trachea, is your voice box. The voice
box is also known as the larynx. Within your larynx are two bands of
muscle called vocal cords. These vocal cords enable humans to make
a wide range of sounds.)

Vocabulary for “The Human Voice”

1. lung—one of a pair of organs that allows animals to breathe by
filling with air (lungs) (94)
2. tra|che|a*—a tube that air passes through going to and from the
lungs; windpipe (94)
3. lar|ynx*—the organ in your throat that holds the vocal cords and
makes it possible to speak; voice box (94)
4. au|to|mat|i|cal|ly—operating on its own without direct control
(98)
Pages 92–93
• Ask students to look at the image on page 93.
• Read the caption, “Do you recognize the voices of friends and people
in your family?”.
• Ask students, “If you had your eyes shut, would you know who was
talking to you?”
• Give students a moment to think and then ask them to give you a
thumbs up if their answer is yes or a thumbs down if their answer is
no.
• Tell students they will conduct an experiment today. Have students
read page 92 silently. Then, call three students to the front of the
room and have them bring their Readers. Have the rest of the class
close their eyes (no peeking). The three students will take turns
reading a sentence each from page 92. You will read the last two
sentences on the page. After each sentence is read, the class should
call out the student’s name who read and name you last.

Pages 94–95
• Display the image for the chapter and the Vocabulary Cards to
preview lung, trachea, and larynx and discuss definitions. Note for
students that lungs is used in this chapter.
together.
• Say to students, “I wonder how these parts of my body work to make
sound. Let’s read page 94 to find out more.”
students answer. (Answers may vary.)
• Ask, “What is another name for the trachea?” (windpipe)
• Ask, “What is another name for the larynx?” (voice box)
• Restate the first question about how these body parts work to make
sound and have students think about the other names for trachea and
larynx.
• Let students pair up and share ideas with each other.
• Then, have students share with the class.
Pages 96–97
the question: “Which part vibrates in order to make sound: the lungs,
the vocal cords, or the trachea?”
• When students have finished reading, restate the question and ask a
student to read the sentence that answers the question. (The vocal
cords vibrate and make waves in the air that continue up your throat
and out of your mouth.)
Pages 98–99
• Display the Vocabulary Card to preview automatically and discuss its
meaning.
• Draw students’ attention to the images on page 99 and ask them to
predict how they learned to speak.
• Have several students share their predictions.
• If you have students who speak languages other than English, have
them share some words in their native language with the class.

• Ask students to read page 98 to themselves to find out how people
learn to speak.
student to answer. (Babies practice what they hear and learn to speak
whatever language they are hearing.)
• Have students add to the Bell Organizer:
• I n the row marked Human Voices: Have students draw the vocal
cords, the larynx, the trachea, and the lungs.
Pages 100–101
• Draw students’ attention to the image on page 101, read the caption,
and have students share how they think a little child’s voice and an
adult’s voice might be different. (Answers may vary.)
• Ask students to read page 100 to themselves to find the answer
to the question: “Why do children have higher-pitched voices than
adults?”
student to answer. (Children have shorter vocal cords that make their
voices higher-pitched.)
• Ask, “What makes voices louder?” (The more air you push out of your
mouth, the louder your voice.)

Spelling 25 minutes
• Tell students that this week, they will review the spellings of /ae/.
• As you introduce each of the spelling words, write them on the board,
1. translate 12. basic

Worksheet 11.1 2. major 13. refrigerate
3. nation 14. elevator
4. famous 15. spacious
5. pancake 16. earthquake
6. danger 17. hurricane
7. cascade 18. fragrant
8. escape 19. Challenge Word: another
9. invade 20. Challenge Word: finally
For additional
practice, see 10. inhale Content Word: concave
worksheets in
11. changes
Section IV-B of the
Assessment and
Remediation Guide. • Go back through the list of words, having students read the words and
tell you the spelling of the /ae/ sound to circle.
1. translate 12. basic

2. major 13. refrigerate
3. nation 14. elevator
4. famous 15. spacious
5. pancake 16. earthquake
6. danger 17. hurricane
7. cascade 18. fragrant
8. escape 19. Challenge Word: another
9. invade 20. Challenge Word: finally
10. inhale Content Word: concave
11. changes

• Point to the Challenge Words on the board. Explain to students that
the Challenge Words, another and finally, 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: “May I have another piece of pie,
please?” “I am so happy that it is finally Saturday!”
assessment and don’t get it right, they will not be penalized. Simply
• Tell students that the Content Word, concave, does follow the spelling
patterns for this week as the ‘a_e’ is pronounced /ae/. Concave is
a content-related word defined as curved inward, like a spoon and
describes a mirror or a lens.
‘a_e’ > /ae/ ‘a’ > /ae/
• Ask students to refer to the /ae/ spellings on page 3 of the Individual

Code Chart. Point out that there are many spellings for /ae/ and ask
students to name the different letters used to represent this sound. Ask
students to tell you which words to list under the ‘a_e’ > /ae/ header.
Briefly explain the meaning of each word.

• Ask students to identify any spelling words that include the
‘a’ > /ae/ sound. Write the words under the correct header. Briefly
explain the meaning of each word.
‘a_e’ > /ae/ ‘a’ > /ae/
translate major
pancake nation
cascade famous
escape danger
invade changes
inhale basic
refrigerate elevator
earthquake spacious
hurricane fragrant
concave
• Ask students to look at page 3 of the Individual Code Chart for all
of the different spellings for /ae/. Of the seven spellings, which is used
most frequently? (‘a’) Remind students to look at the power bar under
the spellings and the order in which they are sequenced to determine
frequency.
• Ask students to locate the two spellings for /ae/ in this week’s spelling
words and determine whether they are frequently used spellings or not.
(‘a_e’ is second to ‘a’ to spell the /ae/ sound.)
• Tell students if ever they are trying to spell a multi-syllable word with
the /ae/ sound in the middle and really don’t know which spelling is
used, their best bet is to try the spelling ‘a’ since it is the most frequent.
However, if they are trying to spell a one-syllable word, their best try is
the ‘a_e’ spelling.
student to read any word on the chart. 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.

Take Home Material

Family Letter; “Characteristics of Sound”
Have students take home Worksheet 11.1 to share with a family member
and 11.2 to read to a family member.

we get it?
MEDIUM
GAS
How does
Speed of SOUND
750 Miles Per Hour
LIGHT
Sound
vs
Speed of
Light

HIGH PITCH LOW PITCH
Pitch
Volume LOUD soft
VOCAL CORDS
L A RY N X
Human
Voices

Lesson 12 Grammar
4 Objectives
4 Independently reread “The Human Voice” with 4 During a discussion, explain ideas and
purpose and understanding (RF.3.4a) understanding in relation to sound and the
human voice (SL.3.1d)
4 Use conjunctions (e.g., and) to connect ideas
within categories of information (W.3.2c) 4 Use coordinating and subordinating conjunctions
(e.g., and) (L.3.1h)
4 Demonstrate preparedness for a discussion,
having read “The Human Voice,” explicitly 4 Produce compound sentences (L.3.1i)
drawing on preparation and other information
known about sound and the human voice to
explore content under discussion (SL.3.1a)

Reading Time Small Group: “The Human Voice”
Sound; Worksheets 9.1, 12.1
25

Grammar Introduce the Conjunction and
Worksheet 12.2
25
“The Human Voice”; Practice the

Take-Home Material Worksheets 12.3, 12.4 *
Conjunction and
Advance Preparation
Create and display a poster entitled “Conjunctions” for use during the Grammar lesson.
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.
Unit 55 || Lesson

Unit 12 105
Lesson 12 127
©
© 2013
2013 Core
Core Knowledge
Knowledge Foundation
Foundation
Write the following sentences on the board or chart paper to be used during the Grammar lesson:
My grandmother loves ice cream.

My grandfather loves pie.
Sandy eats hotdogs.

Tyler eats hamburgers.
Jack finally
Sandy learned to tie his shoes.
eats hotdogs.
His parents
Tyler were thrilled.
eats hamburgers.
Challenge Sentences:
Jose and Sam went to the baseball game yesterday.
The mother bird dug up worms and then fed them to its babies.

Small Group: “The Human Voice”
• Tell students that today they will reread “The Human Voice” (Chapter 8) independently or
in small groups. Have students turn to Workbook 9.1 to review what they learned in the
previous lesson.
128 Unit
106 Lesson 12
5 || Lesson
Unit 5 12
• You may wish to review the vocabulary before rereading this chapter by referring to the
displayed Vocabulary Cards.

• 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.
Small Group 1: Ask these students to come to the reading table and read the chapter with
you. Have students complete Worksheet 12.1, taking notes as they read. This is an excellent
time for you to make notes in your anecdotal records.
Small Group 2: Ask these students to read the chapter independently at their desks and
complete Worksheet 12.1, taking notes as they read.
Wrap-Up
Discussion Questions on “The Human Voice”

1. Literal What makes higher pitched voices? (shorter vocal cords)
2. Evaluative Describe how you know who is speaking when you can’t see the person. (Answers
may vary.)
Grammar 25 minutes
Introduce the Conjunction and
• Tell students they will learn more today about the part of speech called a conjunction;
conjunctions will help them build and write more interesting sentences.
• Point to the conjunctions poster you prepared and displayed earlier.
Conjunctions
• The conjunction and connects words or groups of words. It means plus, along with, or
also.
• Read the poster to students, emphasizing that the conjunction and joins words or groups of
words together.
Unit 5
Unit Lesson 12
5 | | Lesson 107
12 129
© 2013
© 2013 Core
Core Knowledge
Foundation
• Read the first two sentences you prepared in advance to students:
My grandmother loves ice cream.

My grandfather loves pie.
• Look at the first simple sentence and ask, “Who or what is the sentence about?” (my
grandmother)
• Write the letter S above grandmother to show that this is the subject.
• Ask, “What does my grandmother do?” (loves ice cream)
• Write the letter P above those words to show that this is the predicate. Draw a line between
the subject and the predicate.
S P
My grandmother | loves ice cream.
• Look at the second simple sentence and ask, “Who or what is the sentence about?” (my
grandfather)
• Write the letter S above those words to show that this is the subject.
• Ask, “What is my grandfather doing?” (loves pie)
• Write the letter P above these words to show that it is the predicate. Draw a line between the
subject and predicate.
S P
My grandmother | loves ice cream.
S P
My grandfather | loves pie.
• Point out that there are two complete sentences, each with its own subject and predicate.
• Ask the students if anyone can think of a way to connect the two sentences using the
conjunction and; call on one student to say the new sentence aloud. If students seem unsure
130 Unit 5
108 5 || Lesson 12
of where to place the and, tell them that they should keep all of subjects and predicates in
exactly the same order they are and just connect the two sentences.
• Write the new sentence on the board using appropriate capitalization and punctuation.
My grandmother loves ice cream, and my grandfather loves pie.
• Ask, “How many subjects are there in this sentence now?” (two) Label both subjects with the
letter S. (grandmother and grandfather)
• Ask, “How many predicates are there in this sentence now?” (two) Label both predicates with
the letter P. (loves ice cream and loves pie)
• Ask, “What word did you add to make this new sentence?” (and)
• Point out that the word and is the part of speech called a conjunction. Label the conjunction
by drawing two lines underneath it.
• Ask, “What does the conjunction and connect or join?” (the original two sentences, which are
now called independent clauses since they are combined into one compound sentence)
S P S P
My grandmother loves ice cream, and my grandfather loves pie.
• Note to Teacher: A sentence that combines two independent clauses with the conjunction
and is called a compound sentence. In unit 2, students learned to recognize compound
sentences with the conjunction and; they learned to distinguish this type of compound
sentence from other simple sentences in which and might be used as a conjunction, but in
which there were not two independent clauses.
• Remind students that the sentence that they just created is called a compound sentence
because it has two independent clauses, each with its own subject and predicate, joined by
the conjunction and.
• Read the next two sentences to students:
Sandy eats hotdogs.

Tyler eats hamburgers.
Unit 5 | | Lesson

Unit 5 12 131
Lesson 12 109
©
© 2013
2013 Core
Core Knowledge
Foundation
• Point out that each sentence has one subject (Sandy, Tyler). Label each subject with the letter
S.
• Ask students to locate the verbs. (eats, eats) Point out that each sentence also has one
predicate. (eats hotdogs, eats hamburgers) Label each predicate with the letter P.
S P
Sandy | eats hotdogs.
S P
Tyler | eats hamburgers.
• Ask students to orally build a more interesting sentence by joining two clauses together,
making a compound sentence; write the response on the board. Label the conjunction by
underlining it twice.
Sandy eats hotdogs and Tyler eats hamburgers.
• Ask, “What word did you add to make a compound sentence?” (and)
• Ask, “What does the conjunction and connect or join?” (two independent clauses, Sandy eats
hotdogs and Tyler eats hamburgers)
• Read the next two sentences to students.
Jack finally learned to tie his shoes.

His parents were thrilled.
• Proceed in the same manner as above in identifying the subject and predicate in each
sentence.
S P
Jack | finally learned to tie his shoes.
S P
His parents | were thrilled.
132 Unit 55 || Lesson 12

110
© 2013
© 2013 Core
Core Knowledge
Foundation
• Point out that there are two complete sentences, each with its own subject and predicate.
• Ask the students if anyone can think of a way to connect the two sentences using the
conjunction and; call on one student to say the new sentence aloud. If students seem unsure
of where to place the and, tell them that they should keep all of subjects and predicates in
exactly the same order they are and just connect the two sentences.
• Write the new sentence on the board using appropriate capitalization and punctuation. Draw
two lines under the word and to show that it is a conjunction.
S P S P
Jack | finally learned to tie his shoes, and his parents | were thrilled.
• Point out that the two simple sentences are joined with the conjunction and, making a
compound sentence.
• Point out that the actual words in the two simple sentences didn’t change, but were merely
joined together as independent clauses to make a longer, more interesting sentence.
• Challenge: Ask students to identify the subject(s), predicate(s) and conjunction and in each of
the Challenge Sentences and to then indicate whether the Challenge Sentence is or is not a
compound sentence.
S S P
Jose and Sam | went to the baseball game yesterday.
S P P
The mother bird | dug up worms and then fed them to its babies.
• (Neither Challenge Sentence is a compound sentence because it does not have two
independent clauses, each with its own subject and predicate, that can stand alone.)
• Turn to Worksheet 12.2 and have students complete it as a teacher-guided activity, following
the above guidelines to help students add parts (subjects and predicates) to sentences and
join simple sentences to make compound sentences.
• For additional practice, see Pausing Point Worksheets PP11 and P12.
Take-Home Material
“The Human Voice”; Practice the Conjunction and
Have students take home Worksheet 12.3 to read to a family member and Worksheet 12.4 to complete.
5 | | Lesson 12 133
Unit 5 111
Lesson 13 Unit
Assessment

Assessment Student Skills Assessment Worksheet 13.1 50
Optional Assessment of
“Pupils” Worksheet 13.2 *
Fluency
Note to Teacher
Students will complete an assessment by reading three selections
during one sitting and answering comprehension, grammar, morphology,
and dictionary skills questions that follow each selection. Students will
not read out of their Reader but rather from Worksheet 13.1, where the
selections have been printed.
Assessment 50 minutes
ww Student Skills Assessment
• Have students tear out Worksheet 13.1.
• Tell students they will read three selections printed on Worksheet 13.1
and answer comprehension, morphology, grammar, and dictionary
skills questions that follow each selection.
• Tell students that should they feel tired, it’s a good idea to take a short,
Worksheet 13.1 personal break. Explain to students that they need to respect the
others in the classroom and stay seated, while quietly looking up to the
ceiling, stretching their shoulders, and taking a deep breath or two.
• Tell students they should go right on to the second selection once
they have finished the first and right on to the third selection once
they have finished the second.
• Encourage students to do their best.
• Once students finish all three selections, encourage them to review
their papers, rereading and looking over their answers carefully.
• Again, explain the necessity of respecting that not all classmates
will finish at the same time, and, if they finish and have checked their
papers, they should remain quiet and allow others to finish.

Note to Teacher
When time permits, score these assessments using the guidelines at the
end of this lesson to evaluate each student’s mastery of the skills taught
in this unit.
If additional practice is needed to remediate skills students have not
mastered, materials are available in the Pausing Point.

Unit Assessment Analysis Chart
Student Name
number given)
correct out of
Benchmarks
Question
(number
Number
Skill
Author's Purpose
2 of 2
6
Author's Purpose
21 18 28
Dictionary Skills
2 of 2
Dictionary Skills
Grammar
8
Grammar
10 17 19 27 30 13 24 25
Grammar
5 of 6
Grammar
Grammar
Grammar
Unit 5 Assessment Analysis Chart

Inference
3 of 3
Inference
Inference
Literal
3
4 Literal
Literal
12 14 15 16 23 26
Literal
7 of 8
Literal
Literal
Literal
Literal
Main Idea
of
1
Morphology
7
Morphology
4 of 4
Morphology
20 29 2
Morphology
Words in Context
5
Words in Context
4 of 4
11 22
Words in Context
Words in Context
Bench-
Overall
mark
80%

Scoring Guidelines
After you have entered all student scores into the Unit 5 Assessment
Analysis Chart, 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
subtest on the lines.
Author’s purpose (#6, 21) Dictionary Skills (#18, 28)
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________
Grammar (#8, 10, 17, 19, 27, 30) Inference (#13, 24, 25)
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________
Literal (#3, 4, 12, 14, 15, 16, 23, 26) Main Idea (#1)
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________
Morphology (#7, 9, 20, 29) Words in Context (#2, 5, 11, 22)
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________

Optional Assessment of Fluency
You may wish to assess students’ fluency in reading using any of the
supplemental chapters that they have not yet read. Recording and
Scoring Sheets have been specifically included for “Pupils.”
ww “Pupils”
• Turn to the text copy of “Pupils” at the end of this lesson. This is the
text copy students will read aloud.
• Ask the student to remove Worksheet 13.2 from his/her Workbook.
You will use this worksheet to mark as a running record as you listen
to the student read orally.
Worksheet 13.2 • Tell the student that you are going to ask him or her to read the
selection aloud. Explain that you are going to keep a record of the
amount of time it takes him or her to read the selection. Please also
explain to the student that he/she should not rush but rather read to
his/her own regular pace.
• Begin timing when the student reads the first word of the selection.
If you are using a watch, write the exact Start Time, in minutes and
seconds, on your record page. If you are using a stopwatch, you
do not need to write down the start time since the stopwatch will
calculate Elapsed Time. As the student reads the selection, make
a running record on the copy with the student’s name using the
following guidelines:
Words read correctly No mark is required.
Omissions Draw a long dash above the word omitted.
Insertions Write a caret (^) at the point where the

insertion was made. If you have time, write
down the word that was inserted.
Words read incorrectly Write an “X” above the word.
Substitutions Write the substitution above the word.
Self-corrected errors Replace original error mark with an “SC.”
Teacher-supplied words Write a “T” above the word (counts as an

error).

• When the student finishes reading the selection, write the exact Finish
Time in minutes and seconds on your record sheet. Alternatively, if
you are using a stopwatch, simply write down the Elapsed Time in
minutes and seconds. In the interest of time, ask students to read only
the first three pages of text in either chapter. (Five minutes should be
enough time to get a measurement on most students.) If the student
does not read to the end, draw a vertical line on the record sheet to
indicate how far he or she read. Also write down either the Finish Time
or the Elapsed Time. After the student finishes reading orally, you may
direct him to finish reading the remainder of the selection silently;
you may also assess comprehension by having students answer the
following comprehension questions orally.
Oral Comprehension Questions on “Pupils”

1. Literal What did Mr. Brown ask his students to do? (to look into
their partner’s eyes)
2. Literal How did the students’ eyes respond when the room
became dark? (Their pupils opened wider.)
3. Literal How did the students’ eyes respond when the light was
turned on? (Their pupils shrunk.)
4. Literal What is the job of the pupil in an eye? (The pupil is the
gatekeeper that allows more or less light to enter the eye.)
5. Literal What about the job of the pupil in an eye makes it a reflex?
(The widening and shrinking of the pupil is done involuntarily.)
6. Literal Did all of the students’ pupils behave in the same manner?
(yes)
• Repeat this process for additional students. Scoring can be done

later, provided you have kept running records and jotted down either
the Elapsed Time or the Start Time and the Finish Time.

Guidelines for Calculating W.C.P.M. Scores
If the reading was fairly accurate (< 10 uncorrected errors), you can get a
rough (and easy) estimate of a student’s W.C.P.M. score simply by noting
the time and looking at the chart on Worksheet 13.2.
To calculate a student’s exact W.C.P.M. score, use the information you
wrote down on the record sheet and follow the steps described below.
The steps are also shown in graphic form on Worksheet 13.2. You will
probably find it helpful to have a calculator available.
1. First, complete the Words section of Worksheet 13.2.
2. Count Words Read. This is the total number of words that the
student read or attempted to read, up to the point where he or
she stopped. It includes words that the student read correctly
as well as words that the student read incorrectly or skipped
over. If the student attempted to read the whole selection,
use 400 words total. If the student did not finish the selection,
you will need to count the number of words that the student
actually attempted to read. Write the count for Words Read in
the matching box on Worksheet 13.2.
3. Count the Uncorrected Mistakes noted in your running record.
This includes words read incorrectly, omissions, substitutions,
and words that you had to supply. Write the total in the box
labeled Uncorrected Mistakes on Worksheet 13.2. (A mistake
that is corrected by the student is not counted as a mistake;
the student is penalized for the time he or she lost making the
correction, but not for the initial mistake.)
4. Subtract Uncorrected Mistakes from Words Read to get Words
Correct.
5. Next, complete the Time section of the worksheet.

6. Calculate Elapsed Time in minutes and seconds. (If you used
a stopwatch, this should already be done for you. Skip to the
next step.) If you used a watch and recorded start and stop
times, you will need to subtract the Start Time from the Finish
Time to calculate the Elapsed Time. Subtract seconds from
seconds and then minutes from minutes. Calculate Time in
Seconds. Multiply the number of minutes by 60 to convert
minutes to seconds, and then add the number of seconds.
7. Next, complete the W.C.P.M. section of the worksheet.
8. Divide Words Correct by Time in Seconds. Then multiply by 60
to get Words Correct Per Minute (W.C.P.M.).
As you evaluate W.C.P.M. scores, here are some factors to consider.
It is normal for students to show a wide range in fluency and in
W.C.P.M. scores. However, a major goal for Grade 3 students
is to read with sufficient fluency to ensure comprehension and
independent reading of school assignments in subsequent grades.
Exact fluency targets vary from state to state; the national mean
calculated by Hasbrouck and Tindal in 2006 for Winter of Grade 3 is
92 W.C.P.M.
A student’s W.C.P.M. score can be compared with the score of other
students in the classroom (or grade level) and also with the national
fluency norms for Winter of Grade 3 obtained by Hasbrouck and
Tindal. Students whose scores are below the 25th percentile (62
W.C.P.M) are experiencing serious problems in reading fluently.

Pupils
“Class,” said Mr. Brown, “today we are going to learn some more about how
our eyes work. James, would you please turn out the lights?”
James walked to the door and switched off the lights. Mr. Brown closed the
blinds. It got darker in the classroom. It was not completely black. Some light
came through the blinds, but not very much. The children giggled in the dimly-
lit room.
“Now,” said Mr. Brown. “I’d like all twenty-two of you to turn and look at
the person who sits next to you. Sally, you look at Mick. Jen, you look at Stan.
That’s it! Lean close and look your partner right in the eyes. Can you see your
partner’s pupils? Remember: the pupil is the black part in the center of the eye.
It’s the part that lets in light from the outside world.”
Mr. Brown walked over to the door. “Can you all see your partner’s pupils?”
“Yes!” said the students.
“Keep looking at your partner’s pupils!” said Mr. Brown. Then, he turned on
the lights. In an instant, the room went from dim to bright.
Sally was staring at Mick’s pupils. She watched them shrink.
“Cool!” she called out. “Mick’s pupils got smaller when you turned on the
lights!”
“Sally’s did, too!” said Mick.
All around the room, students noticed the same thing. When the lights came
on, their partner’s pupils got smaller.
Mr. Brown explained: “The pupil’s job is to let light into the eye and to keep
it out. If it’s dark, your pupil opens wide to let in a lot of light. If it’s bright, your
pupil shrinks to let in less light. This is a reflex. You don’t have to think, I believe
I shall open my pupil a bit wider. Your pupils work all by themselves, without you
even thinking about it. The pupil is like the gatekeeper of the eye. It decides what

gets in and what has to stay out.”
“Do it again!” shouted Mick. “Shut off the lights!”
“Okay,” said Mr. Brown. “Keep your eyes on your partner’s pupils.”
He threw the switch. Forty-four pupils grew larger in the dimness.
Mr. Brown waited a few seconds. Then, he turned the lights back on. Forty-
four pupils shrank in the bright light.
“So,” said Mr. Brown. “Do we understand what the pupils do?”
The students nodded their heads in agreement.

Lesson 14 Grammar
;; Objectives
99 Use conjunctions (e.g., and) to connect ideas 99 Use coordinating and subordinating
within categories of information (W.3.2c) conjunctions (e.g., and) (L.3.1h)
99 Produce compound sentences (L.3.1i)

Small Group: Remediation and Adventures in Light and
Reading Time Enrichment Sound; More Classic Tales
25

Grammar Introduce the Conjunction but
Worksheet 14.1
25
Advance Preparation
Add the following to the conjunction poster on display:
Conjunctions
• 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 the
but.
Write the following sentences on the board or chart paper side-by-side to
be used in the Grammar lesson:
1. Sarah plays soccer very well. Paul enjoys golf.

2. Second grade was fun. I like third grade better.

Small Group: Remediation and Enrichment
• While working with students in small groups, please remember to
choose activities that fit students’ needs at the time.
Small Group 1: Work with these students on any weak areas
that were exhibited on the assessment. You may wish to use the
Assessment and Remediation Guide with these students.
Small Group 2: Ask these students to read additional chapters at the
end of Adventures in Light and Sound or chapters in More Classic
Tales. Alternately, you may wish to ask students to complete any
appropriate activities listed in the Pausing Point.
Grammar 25 minutes
Introduce the Conjunction but
• Draw students’ attention to the conjunction poster. Remind them
that all conjunctions connect words or groups of words.
Conjunctions
Conjunctions are words that connect other words or groups of
words.
Worksheet 14.1
• The conjunction and connects words or groups of words. It means
For additional practice, plus, along with, or also.
see Pausing Point
Worksheet PP13. • 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.
• Remind students that the conjunction and means “plus, along with, or
also.”
• Tell students the conjunction but has just the opposite meaning.
It signals that things are different rather than similar. Like the
conjunction and, however, it also joins together simple sentences to
make a longer, more interesting sentence.
• Ask two students what kind of ice cream they like. (One might say
chocolate and one might say strawberry.)

• Write a sentence using the information, such as: John likes chocolate
ice cream but Jim likes strawberry.
• Cover all of the words that follow Jim, reading just the first part of
the sentence aloud. Point out to students that without even reading
the remainder of the sentence, as soon as they read the word but,
they can already figure out that Jim does not like the same flavor as
John. Uncover the remainder of the sentence to confirm that this is
the case. Re-emphasize that the conjunction but acts as a signal,
like a yellow traffic light, telling students to pay attention because
something different is coming.
• Ask two other students what color they like the best. (One might say
red and another might say blue.)
• Make a sentence using this information, such as: Alice likes red but
Jane likes blue.
• Again, point out that the word but shows that the two ideas are
different.
• Read the following sentence that you placed on the board:
Sarah plays soccer very well. Paul enjoys golf.
• Show students how to join the two sentences together by removing

the period after the word well and simply inserting the word but.
• Draw two lines under but to show that it is a conjunction.
Sarah plays soccer very well but Paul enjoys golf.
• Have students look at the words before the word but and determine
the subject and predicate, drawing a line between the subject and
predicate, and adding an ‘S’ over the subject and a ‘P’ over the
predicate.
S P
Sarah | plays soccer very well.

• Have students look at the second part of the sentence after the
word but. Have them determine the subject and predicate, draw a
line between them and add an ‘S’ over the subject and a ‘P’ over the
predicate.
S P S P
Sarah | plays soccer very well but Paul | enjoys golf.
• Point out to students that because these two parts of the sentence
are simple sentences (because they each have subjects and
predicates) and are joined by the conjunction but, the sentence is a
compound sentence.
• Point out that you didn’t change any of the words in the two simple
sentences, but merely inserted the conjunction but to make a longer,
more interesting sentence and to show that the second simple
sentence is different from the first.
• Read the following sentences to students that you placed on the
board:
Second grade was fun. I like third grade better.
• Ask students to guide you through removing the period after fun and
inserting the conjunction but.
• Ask students to read the sentence together:
Second grade was fun but I like third grade better.
• Turn to Worksheet 14.1 and have students complete it as a teacher-

guided activity, following the guidelines listed previously.

Lesson 15 Spelling
Assessment

Spelling Spelling Assessment Worksheet 15.1; board 25
Small Group: Remediation and Adventures in Light and

Reading Time Enrichment Sound; More Classic Tales
25
Advance Preparation
Spelling 25 minutes
them out.
Worksheet 15.1 cake, they would write that word under the header ‘a_e’ > /ae/.
practice, see
worksheets in header, they should only write the word under one.
Section IV-B of the
Assessment and • Tell students that they may not have to use all the lines under each
Remediation Guide. header.

1. refrigerate 12. invade

2. translate 13. inhale
3. changes 14. elevator
4. major 15. earthquake
5. basic 16. cascade
6. nation 17. fragrant
7. hurricane 18. pancake
8. famous 19. Challenge Word: another
9. danger 20. Challenge Word: finally
10. spacious Content Word: concave
11. escape
• After you have called out all of the words, go back through the list
slowly, reading each word just once more.
1. Our teacher said, “A decade is a period of time that is ten years.”

2. “We are all capable of spelling our list of words,” said Mrs.
Smith’s class.
• Follow your established procedures to correct the spelling words.

Note to Teacher
you to understand any patterns that are beginning to develop or that are

Small Group: Remediation and Enrichment
• While working with students in small groups, please remember to
choose activities that fit students’ needs at the time.
Small Group 1: Work with these students on any weak areas
that were exhibited on the assessment. You may wish to use the
Assessment and Remediation Guide with these students.
Small Group 2: Ask these students to read any of the additional
chapters at the end of Adventures in Light and Sound or chapters in
More Classic Tales. Alternately, you may ask students to complete any
appropriate activites listed in the Pausing Point.

20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Name
1. refrigerate
2. translate
3. changes
4. major
5. basic
6. nation
7. hurricane
8. famous
9. danger
10. spacious
11. escape
12. invade
13. inhale
14. elevator
15. earthquake
16. cascade
17. fragrant
18. pancake
19. Challenge Word:
another
20. Challenge Word:
finally
Content Word:
concave

Unit 5, Lesson 15
For additional • Students are likely to make the following errors:

practice, see
worksheets in • For ‘a_e’, students may write ‘a’
Section IV-B of the
Assessment and • For ‘a’, students may write ‘a_e’
Remediation Guide.
• While either 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:
Which ones?
• Is the student consistently making errors on double consonants?
consonants?
• Did the student write word for each feature correctly?
• Also examine the dictated sentences for errors in capitalization, and
punctuation.

Pausing Point
Note to Teacher
We recommend that you select specific Pausing Point activities for
individual and/or groups of students on the basis of their performance on
the assessment in Lesson 13.
Reading Time
Small Group: “Light and Photography”
• Tell students that the title of today’s chapter is “Light and Photography.”
Chapter 9
Vocabulary for “Light and Photography”

1. pho|to|graph—a picture made with a camera (photography,
photographs, photos, photo) (102)
Worksheet PP1 2. Ar|i|sto|tle—a Greek philosopher who made notes about how
light acts; His notes later helped inventors make cameras. (102)
3. he|li|o|graph—a type of early photograph made by mixing
coal and other natural elements that are then left in the sun to
make the images; They took a long time to appear and then
disappeared. (heliographs) (104)
4. in|vent*—to make something new that no one else has ever made
(invented, inventor, inventors, invention) (104)
5. da|guerre|o|type—a type of early photograph invented by
Daguerre; It appeared in less than 30 minutes and did not
disappear as quickly as a heliograph. (daguerreotypes) (106)
Unit 5 | Pausing Point 153

Note to Teacher
The Guided Reading Supports that follow are intended for use while you
work with students in Small Group 1.
read the chapter with you. This is an excellent time for you to make
notes in your anecdotal records. Follow the Guided Reading Supports
below as you guide students through the chapter.
to find out what light has to do with photography. Remind them that
the bolded words in the chapter are found in the glossary and match
the words you previewed. Some words may appear in different forms
in the chapter. Then, tell them to complete Worksheet PP1.
Guided Reading Supports
Pages 102–103
• Read the title of the chapter together as a group, “Light and
Photography.”
preview photograph and Aristotle and discuss definitions. Note for
students that photography, photographs, photos, and photo are used
in this chapter.
to the question: “What is a pinhole camera?”
students answer. (A pinhole camera is a box with a hole in one side.
Light comes from the outside through this little hole and projects an
image on the opposite side of the box.)
Pages 104–105
• Display the Vocabulary Cards to preview heliograph and invent
discuss definitions. Note for students that heliographs, invented,
inventor, inventors, and invention are used in this chapter.
to the question: “What is a heliograph?”
students answer. (A heliograph is a type of photograph where sunlight
mixes with a form of coal and other chemicals on a square, glass
plate to make an image.)
154 Unit 5 | Pausing Point

Pages 106–107
• Display the Vocabulary Card to preview daguerreotype and discuss
its definition. Note for students that daguerreotypes is used in this
chapter.
to the question: “What is a daguerreotype?”
students answer. (A daguerreotype is a type of photography that uses
light-sensitive chemicals like silver and iodine to make an image on a
metal plate.)
Pages 108–109
to the question: “What did George Eastman invent?”
students answer. (He invented flexible, rolled film that could replace
the glass plates that were used in earlier cameras.)
Pages 110–111
to the question: “What is a box camera?”
students answer. (A box camera had film that could take as many as
100 photos. People took their photos and mailed the camera back to
George Eastman’s company to develop the film. The company then
sent back the camera and the photos.)
Pages 112–113
to the question: “What is different about an instant film camera?”
students answer. (It developed the photos.)
Pages 114–115
to the question: “How is a digital camera different from the other
cameras described in this chapter?”
students answer. (It does not use film but rather a computer chip.)

• Have students in Small Group 1 complete Worksheet PP1 as a
group.
Take-Home Material
“Light and Photography”
Have students take home Worksheet PP2 to read to a family member.
Reading Time
Small Group: “Alexander Graham Bell, Part I”
• Tell students that the title of today’s chapter is “Alexander Graham Bell,
Part I.”
Chapter 10 Previewing the Vocabulary
• Following your established procedures, preview the vocabulary as well
as assist students who need help with decoding.
Vocabulary for “Alexander Graham Bell, Part I”

1. hear|ing trum|pet—a cone-shaped tool that helps a person hear
better by placing the small end in one ear (120)
Worksheet PP3
2. pro|fes|sor—a college teacher (120)
3. Vis|i|ble Speech—a system of communication used by deaf
people in which symbols represent sounds (120)
4. sym|bol—an object or picture that stands for something
(symbols) (120)
5. in|spi|ra|tion—something that gives a person an idea about what
to do or create (122)

Note to Teacher
to find out about Alexander Graham Bell. Remind them that the bolded
words in the chapter are found in the glossary and match the words you
previewed. Some words may appear in different forms in the chapter.
Then, tell them to complete Worksheet PP3.
Pages 116–117
• Read the title of the chapter together as a group, “Alexander Graham
Bell, Part I.”
• Ask students to read pages 116–117 to themselves to find the answer to
the question: “Who would you name as someone who is famous?”
students answer. (Answers may vary.)
Pages 118–119
• Ask students to read pages 118–119 to themselves to find the answer to
the question: “What was Aleck’s favorite thing to do?”
students answer. (learn new things)
Pages 120–121
• Display the image for this chapter and the Vocabulary Cards to preview
hearing trumpet, professor, Visible Speech, and symbol and discuss
definitions. Note for students that symbols is used in this chapter.
to the question: “How does a hearing trumpet work?”
students answer. (The trumpet magnifies the sound.)
• Ask, “What is Visible Speech?” (It is a sound alphabet using symbols to
stand for any sound the human voice makes.)

Pages 122–123
• Display the Vocabulary Card to preview inspiration and discuss its
definition.
to the question: “How did Aleck’s speaking machine work?”
students answer. (Using the voice box of a dead sheep, it acted like a
mouth and throat and could say the word mama.)
• Have students in Small Group 1 complete Worksheet PP3 as a group.
Take-Home Material
“Alexander Graham Bell, Part I”
Reading Time
Small Group: “Alexander Graham Bell, Part II”
• Tell students that the title of today’s chapter is “Alexander Graham
Bell, Part II.” Ask students to share what they learned about Alexander
Graham Bell from the previous chapter.
Chapter 11 then turn to the first page of the chapter.
Worksheet PP5

Vocabulary for “Alexander Graham Bell, Part II”
1. tel|e|graph*—a tool for communicating by sending electrical
signals by wire or radio (124)
2. trans|mit*—to move or send something from one place to
another (transmission) (124)
3. Morse Code—a way of communicating with dots and dashes
using the telegraph (125)
4. e|lec|tric cur|rent—the flow of electricity (126)
5. dis|cov|er|y—an event in which someone finds or learns
something for the first time (128)
Note to Teacher
to find out more information about Alexander Graham Bell. Remind
them that the bolded words in the chapter are found in the glossary and
match the words you previewed. Some words may appear in different
forms in the chapter. Then, tell them to complete Worksheet PP5.
Pages 124–125
• Read the title of the chapter together as a group, “Alexander Graham
Bell, Part II.”
• Display the image for the chapter and the Vocabulary Cards to
preview telegraph, transmit, and Morse Code and discuss definitions.
Note for students that transmission is also used in this chapter.
to the question: “How did Alexander Graham Bell want to change
Samuel Morse’s telegraph machine?”
students answer. (He wanted for people to be able to speak over it.)

Pages 126–127
• Display the Vocabulary Card to preview electric current and discuss
its definition.
to the question: “Why did Bell keep most of his ideas and experiments
secret?”
students answer. (He was sure that others would think him “crazy.”)
• Ask, “Why did Bell hire Thomas Watson?” (He hired him to serve as a
mechanic because he knew how electricity worked.)
Pages 128–129
• Display the Vocabulary Card to preview discovery and discuss its
definition.
• Ask students to read pages 128–129 to themselves to find the
answer to the question: “What happened to allow Bell to invent the
telephone?”
• When students have finished reading, restate the question and
have students answer. (With the electricity turned off, Watson sent
a message to Bell that Bell could hear. That mistake allowed Bell to
invent the telephone.)
• Ask, “What was the first sentence ever said over a telephone?” (“Mr.
Watson, come here, I want to see you.”)
Pages 130–131
to the question: “What did Bell say about failed experiments?”
students answer. (He said, “There is no failed experiment.”)
• Have students in Small Group 1 complete Worksheet PP5.
Take-Home Material
“Alexander Graham Bell, Part II”

Reading Time
Small Group: “Thomas Edison: The Wizard of Menlo Park”
• Tell students that the title of today’s chapter is “Thomas Edison: The
Wizard of Menlo Park.”
Chapter 12 Previewing the Vocabulary
Vocabulary for “Thomas Edison: The Wizard

of Menlo Park”
Worksheet PP7 1. scar|let fe|ver—a disease that causes a fever, sore throat, and a
red rash (132)
2. pat|ent—the rights to make and sell something (patents) (136)
3. pho|no|graph—an instrument that reproduces sounds that have
been recorded on a grooved disk (136)
4. in|can|desc|ent—glowing (138)
5. ki|net|o|scope—an early machine for showing movies (138)
6. mi|cro|phone—an instrument for recording sound or making
sound louder (138)
Note to Teacher
that follow as you guide students through the chapter.
to find out more information about Alexander Graham Bell. Remind
them that the bolded words in the chapter are found in the glossary and
match the words you previewed. Some words may appear in different
forms in the chapter. Then, tell them to complete Worksheet PP7.

Pages 132–133
• Read the title of the chapter together as a group, “Thomas Edison:
The Wizard of Menlo Park.”
• Display the image for the chapter and the Vocabulary Card to preview
scarlet fever and discuss its definition.
• Ask students to read pages 132–133 to themselves to fill in the blank
in the sentence: “Thomas Edison’s interest in never stopped,
even after a bout with scarlet fever.”
• When students have finished reading, reread the sentence and have
students fill in the blank. (nature)
Pages 134–135
to the question: “What did Thomas Edison invent to earn the money
to set up his first lab?”
students answer. (He found a way to make the telegraph work faster
and sold it for $40,000.)
• Ask, “Why was Thomas Edison called the Wizard of Menlo Park?”
(Menlo Park was where his second lab was located. There, many
people called him the Wizard of Menlo Park because some of his
inventions seemed magical.)
Pages 136–137
• Display the Vocabulary Cards to preview patent and phonograph and
discuss definitions. Note for students that patents is also used in this
chapter.
to the question: “What did Edison invent that earned $100,000 for the
patent?”
students answer. (He discovered a way to make Bell’s new telephone
louder.)
• Ask, “What is a phonograph?” (A phonograph is a device that records
sound on a cylinder wrapped in tinfoil.)

• Ask, “Why was this an important discovery?” (It was the first time
anyone was able to listen to recorded music.)
Pages 138–139
• Display the Vocabulary Cards for incandescent, kinetoscope, and
microphone and discuss definitions.
to the question: “What else did Edison invent and what were those
inventions used for?”
students answer. (He invented the incandescent light bulb, which
began the age of electric light; the kinetoscope, which shows movies;
and the microphone, which amplifies sound.)
• Ask, “Did Edison ever fail?” (He failed many times but with his positive
attitude, kept moving forward knowing he was closer to his next
success.)
• Have students in Small Group 1 complete Worksheet PP7.
Take-Home Material
“Thomas Edison: The Wizard of Menlo Park”
Grammar
Adverbs that Tell how
• Worksheet PP9
• Identify adverbs that fit in sentences, change adjectives to adverbs
that end with –ly
Adverbs that Tell when and where
• Worksheet PP10
• Apply adverbs in context, write sentences using adverbs

Conjunction and
• Worksheet PP11
• Write compound subjects/predicates and compound sentences using
and; join and write simple sentences as compound sentences
Practice Conjunction and
• Worksheet PP12
• Identify subject/predicate, compound subjects/predicates, and
compound sentences
Conjunction but
• Worksheet PP13
• Create compound sentences with conjunction but
Morphology
Review Suffixes –er, –or, –ist, and –ian
• Worksheets PP14 and PP15
• Answer questions using words with suffixes
Suffixes –y and –al
• Worksheet PP16
• Add the correct suffix to root words and write the meaning of the
affixed word; determine the correct word using word meaning
Suffixes –ous and –ly
• Worksheet PP17
• Select suffixed word to complete sentence, identify part of speech;
apply knowledge of suffixes to determine correct word using word
meaning

Spelling
• Worksheet PP18
• Identify guide words, alphabetize words, identify definitions of entry
words that match the usages in sentences, and create sentences
Reading Resource
Glossary for Adventures in Light and Sound
• Worksheet PP19
• Use this as a reference during this unit

Teacher Resources
Unit 1 | Teacher Resources 167

Reader’s Chair Sign-Up Sheet
Reader’s Chair
Write your name on the line when you are ready to read to the class.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
168 Unit 1 | Teacher Resources

This template is for recording anecdotal notes about 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:
Unit 1 | Teacher Resources 169

Tens Recording Chart
Use this grid to record Tens scores. Refer to the Tens Conversion Chart that follows.
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
Number of Questions
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
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 5: 12. Name three questions you would ask the author of the
1. Write instructions for taking a picture with a digital story or chapter.
camera and sending it to a friend. Fiction:
2. Research Thomas Edison and write a paragraph about 1. Tell about the setting.
the phonograph that he invented.
2. Tell about the plot.
3. Explain how your eyes see color.
3. Tell about your favorite character. Write three reasons
4. Make a graphic organizer to help you organize facts why you chose that character.
about Alexander Graham Bell.
4. Which character is your least favorite? Write three
5. Research a periscope and write a paragraph describing reasons why you chose that character.
how one works. Remember to include facts about
5. Give examples of personification from the story.
mirrors.
6. Draw a line down the center of your paper. On one side
6. Read about kaleidoscopes and write a description about
write the title of your favorite story. On the other side
how they work.
write the title of whatever you read today. Compare and
Either fiction or nonfiction: contrast the main characters, the settings, and the plots.
1. Summarize the story or chapter you read in three to five 7. Write a different ending for the story.
sentences.
8. If you could be any character in the story or chapter you
2. After reading this story or chapter, I wonder... read today, who would you be? Give three reasons why.
3. Name three things you liked about the story or chapter. 9. Invent a conversation or dialogue between two
4. Make a timeline of three to five events in your reading characters or people in the story or chapter that you
today. read. Write what each character says and don’t forget to
use quotation marks.
5. Pretend you are a TV reporter who has to interview the
main character or person in the story or chapter you 10. Describe a character, setting, or plot that surprised you.
read, and write down five questions you would ask. Explain what it was and why it surprised you.
6. Make a prediction about what will happen next in the 11. Tell about a problem that someone in the story or
story or chapter you just read. Explain why you think chapter had and what he or she did about it.
this will happen. Nonfiction:
7. Pretend you are the main character or a person in the 1. Describe something that you learned from what you
story or chapter you read today and write a diary entry read today.
for that person.
2. Write at least three questions you have after reading the
8. Tell about something in the story or chapter you read chapter about the topic in the chapter.
today that is similar to something you have already read.
3. In three sentences, summarize what you read today.
9. Draw a Venn diagram to show what is alike and/or
different between two characters or people in the story
or chapter you read.
10. How does the title fit the story or chapter? Suggest
another title.
11. Write down three new words you learned while reading
and tell what they mean. Use each word in a new
sentence.
172 Unit 1 | Teacher Resources

Glossary for Adventures in Light and Sound
A
absorb—to take in or soak up (absorbed)
angle—the space formed when two lines or surfaces meet
Aristotle—a Greek philosopher who made notes about how light acts;
His notes later helped inventors make cameras.
automatically—operating on its own without direct control
C
camera—an instrument for taking photographs (cameras)
concave—curved inward, like a spoon
convex—curved outward
curve—to bend (curved, curves)
D
daguerreotype—a type of early photograph invented by Daguerre; It
appeared in less than 30 minutes and did not disappear as quickly as a
heliograph. (daguerreotypes)
damage—hurt, harm
dense—thick, heavy (denser)
Unit 1 | Glossary 173

discovery—an event in which someone finds or learns something for the
first time
distort—to twist out of normal shape (distorted)
E
electric current—the flow of electricity
electricity—energy carried over wires (electric)
energy—a supply of power
H
hearing trumpet—a cone-shaped tool that helps a person hear better by
placing the small end in one ear
heliograph—a type of early photograph made by mixing coal and other
natural elements that are then left in the sun to make the images; They
took a long time to appear and disappeared quickly. (heliographs)
I
incandescent—glowing
indigo—a dark purplish-blue color
infrared—long light waves, beyond red on the spectrum, that can only
be seen with special instruments
inspiration—something that gives a person an idea about what to do or
create
174 Unit 1 | Glossary

intense—strong (intensity)
invent—to make something new that no one else has ever made
(invented, inventor, inventors, invention)
K
kaleidoscope—a tube with plane mirrors and pieces of colored glass that
you hold up to the light and rotate to make colorful patterns
kinetoscope—an early machine for showing movies
L
larynx—the organ in your throat that holds the vocal cords and makes it
possible to speak; voice box
lens—a clear piece of curved glass or plastic that is used to make things
look clearer, larger, or smaller (lenses)
lung—one of a pair of organs that allows animals to breathe by filling
with air (lungs)
M
magnify—to make something look larger or sound louder (magnified,
magnifies)
magnifying glass—a convex lens that makes things look larger when
they are held close to the lens
material—cloth or fabric

medium—a substance that light or sound can travel through, like a
solid, a liquid, or a gas (mediums)
microphone—an instrument for recording sound or making sound
louder
mirror—a shiny surface that reflects light (mirrors)
Morse Code—a way of communicating with dots and dashes using the
telegraph
O
opaque—not clear, blocking all light so that none gets through
P
patent—the rights to make and sell something (patents)
phonograph—an instrument that reproduces sounds that have been
recorded on a grooved disk
photograph—a picture made with a camera (photography,
photographs, photos, photo)
pitch—how high or low a sound is (pitched)
plane—a more or less flat surface
prism—a wedge-shaped piece of transparent glass that breaks up light
into all the colors of the spectrum
professor—a college teacher
project—to cause light to appear on a surface (projected, projector)

R
reflect—to throw back light, heat, or sound from a surface (reflections,
reflects, reflected, reflection)
refract—the appearance of light bending when it moves from one
medium to another (refraction, refracting, refracts)
remote control—a device that uses infrared waves to operate equipment,
such as a TV, from a distance
S
scarlet fever—a disease that causes a fever, sore throat, and a red rash
security—protection from danger
shadow—a dark shape or outline of something that is made when light
is blocked (shadows)
silvery—shiny or silver in color
skylight—a window in a ceiling or roof that lets in light
sound wave—a series of vibrations that can be heard (sound waves)
source—a starting place, where something comes from (sources)
spectrum—the distribution of all the colors that make up the light we
see
speed—how fast or slow something moves
surface—the outside layer of something
symbol—an object or picture that stands for something (symbols)

T
telegraph—a tool for communicating by sending electrical signals by
wire or radio
trachea—a tube that air passes through going to and from the lungs;
windpipe
transmit—to move or send something from one place to another
(transmission)
transparent—clear, see-through so light gets through
U
ultraviolet—short, invisible light waves, beyond violet on the spectrum,
that cause sunburn
V
vacuum—emptiness
Visible Speech—a system of communication used by deaf people in
which symbols represent sounds
vocal cords—muscles that produce sound when air passes over them
volume—the loudness or intensity of a sound
W
wave—an amount of energy that moves in a rippling pattern like a wave
(waves)

wavelength—how long a wave is, the distance from the top of one wave
to the top of the next wave (wavelengths)
white light—light that is made up of waves with different wavelengths
and includes all the colors we can see

7777 8888
Name:
Name:
Name:
Name:
2.1
2.1
2.1
4.
4.
4.4. What
Whatisisis
What
What isthe
themeaning
the
the meaningof
meaning
meaning ofthe
of
of theword
the
the word
word reflectin
wordreflect
reflect
reflect inthis
in
in thissentence
this
this sentencefrom
sentence
sentence fromthe
from
from the
the
the
selection:
selection:
What
WhatIs
What
What IsLight?
Is
Is Light?
Light?
Light? selection:
selection:
The
Themoon
moondoes,does,however, reflectlight
however,reflect lightfrom
fromthe thesun.
sun.
The
The moon
moon does,
does, however,
however, reflect
reflect light
light from
from the
the sun.
sun.
1.
1.
1.1. How
Howfast
How
How fastdoes
fast
fast doeslight
does
does lighttravel?
light
light travel?
travel?
travel? A.
A. send
A.
A. sendback
send
send back
back
back
A.A. 106,000
A.
A. 106,000miles
106,000
106,000 milesaaaasecond
miles
miles secondin
second
second inaaaavacuum
in
in vacuum
vacuum
vacuum B.
B. make
make
B.
B. make
make
B.
B. 156,000
B.
B. 156,000miles
156,000
miles
miles secondin
second
second inaaaavacuum
in
in vacuum
vacuum
vacuum C.
C. absorb
absorb
C.
C. absorb
absorb
C.
C. 186,000
C.
C. 186,000miles
186,000
miles
miles secondin
second
second inaaaavacuum
in
in vacuum
vacuum
vacuum D.
D. create
create
D.
D. create
create
D.
D. 126,000
D.
D. 126,000miles
126,000
miles
miles secondin
second
second inaaaavacuum
in
in vacuum
vacuum
vacuum
5.
5. Describe
Describewhite
whitelight.
light.
Page 8888
Page_____
Page
Page _____
_____
_____
5.5. Describe
Describe white
white light.
light.
White
Whitelight
White
White lightincludes
light
light includeslight
includes
includes lightof
light
light ofdifferent
of
of different
different
different
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2.
2.
2.2. How
Howdoes
How
How doesall
does
does alllight
all
all lighttravel?
light
light travel?
travel?
travel?
A.A. All
Alllight
lighttravels
travelsininthe
theform
formof
ofsources.
sources.
wavelengths,
wavelengths,including
wavelengths,
wavelengths, includingall
including
including allthe
all
all thecolors
the
the colorswe
colors
colors wecan
we
we cansee.
can
can see.
see.
see.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
A.
A. All
All light
light travels
travels in
in the
the form
form of
of sources.
sources.
B.
B. All
Alllight
lighttravels
travelsininthe
theform
formof
ofwaves.
waves. _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
B.
B. All
All light
light travels
travels in
in the
the form
form of
of waves.
waves. _________________________________________________________________________________
Page 10
10
10
10
Page_____
Page
Page _____
_____
_____
C.
C. All
C.
C. Alllight
All
All lighttravels
light
light travelsin
travels
travels inthe
in
in theform
the
the formof
form
form ofgroups.
of
of groups.
groups.
groups.
D.
D. All
D.
D. Alllight
All
All lighttravels
light
light travelsin
travels
travels inthe
in
in theform
the
the formof
form
form ofgases.
of
of gases.
gases.
gases. 6.
6.
6.6. List
Listthree
List
List threesources
three
three sourcesof
sources
sources oflight.
of
of light.
light.
light.
Page
Page
Page 8888
Page_____
_____
_____
_____ flashlights
flashlights
flashlights
flashlights
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.
3.
3.3. What
Whatdetermines
What
What determineswhether
determines
determines whetheryou
whether
whether youcan
you
you cansee
can
can seelight
see
see lightwaves
light
light wavesor
waves
waves ornot?
or
or not?
not?
not? candles
candles
candles
candles
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
A.
A. the
thespeed
speedof
ofthe
thesource
source
A.
A. the
the speed
speed of
of the
the source
source stars
stars
stars
stars
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
B.
B. the
B.
B. thelength
the
the lengthof
length
length ofthe
of
of thesource
the
the source
source
source Page
Page
Page 12
12
12
12
Page_____
_____
_____
_____
C.
C. the
C.
C. thespeed
the
the speedof
speed
speed ofthe
of
of thewave
the
the wave
wave
wave
7.
7.
7.7. What
Whatisisis
What
What isthe
themain
the
the mainidea
main
main ideaof
idea
idea ofthis
of
of thischapter?
this
this chapter?
chapter?
chapter?
D.
D. the
D.
D. thelength
the
the lengthof
length
length ofthe
of
of thewave
the
the wave
wave
wave
Page 8888
Page_____
Page
Page _____
_____
_____
Light
Lighttravels
Light
Light travelsin
travels
travels inwaves.
in
in waves.Wavelengths
waves.
waves. Wavelengthsdiffer
Wavelengths
Wavelengths differin
differ
differ in
in
in
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
length.
length.
length. There
length.There
There are
Therearearemany
aremany
many light
manylight
lightsources.
lightsources.
sources.
sources.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Unit
Unit55 77 88 Unit
Unit55
Unit55
Unit 77 88 Unit55
Unit
© 2013 Core
© 2013 Knowledge
Core Foundation
Knowledge Foundation © 2013 Core
© 2013 Knowledge
Core Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
9999 10
10
10
10
Name:
Name:
Name:
Name:
2.2
2.2
2.2
5.
5. AAA
5.
5. Awoman
womanat
woman
woman ataaaatable
atat tablenear
table
table nearus
near
near usin
us
us inthe
in
in therestaurant
the
the restaurant
restaurant
restaurant
politely
politely
politely
politely
(polite)
(polite)
(polite)
(polite)
Making
MakingAdverbs
Making
Making AdverbsWith
Adverbs
Adverbs Withthe
With
With theSuffix
the
the Suffix–ly
Suffix
Suffix –ly
–ly
–ly asked
askedthe
asked
asked thewaiter
the
the waiterfor
waiter
waiter formore
for
for morewater.
more
more water.
water.
water.
•••• Draw
Drawaaaawiggly
wigglyline
lineunder
underthe
theverb.
verb.
••••
Draw
Draw
Then,
wiggly
wiggly
Then,change
changethe
line
line under
under
theadjective
the
the verb.
verb.
adjectiveunder
underthe
theblank
blanktotoan
anadverb
adverbby
byadding
adding–ly
–lytotocomplete
completethe
the
How
Howdid
How
How didthe
did
did thewoman
the
the womanask?
woman
woman ask?
ask? politely
politely
ask?_______________________
politely
_______________________
politely
_______________________
_______________________
Then,
Then, change
change the
the adjective
adjective under
under the
the blank
blank to
to an
an adverb
adverb by
by adding
adding –ly
–ly to
to complete
complete the
the
sentence.
sentence.
sentence.
sentence.
•••• Draw
Drawaaaatriangle
Draw
Draw trianglearound
triangle
triangle aroundthe
around
around theadverb
the
the adverband
adverb
adverb andan
and
and anarrow
an
an arrowfrom
arrow
arrow fromthe
from
from theadverb
the
the adverbto
adverb
adverb tothe
to
to theverb.
the
the verb.Then,
verb.
verb. Then,answer
Then,
Then, answer
answer
answer 6.
6. The
6.
6. Thenew
The
The newmedicine
new
new medicinethe
medicine
medicine thedoctor
the
the doctorgave
doctor
doctor gaveme
gave
gave mewent
me
me went
went down smoothly
wentdown
down
down smoothly
smoothly
smoothly
(smooth)
(smooth)
the
thequestion
questionafter
afterthe
thesentence.
sentence. (smooth)
(smooth)
the
the question
question after
after the
the sentence.
sentence. when
whenIIIIswallowed
when
when swallowedititit
swallowed
swallowed itcompared
comparedto
compared
compared towhat
to
to whatIIIItook
what
what tooklast
took
took lastyear
last
last yearwhen
year
year when
when
when IIIIwas
was
was
was
1.
1. We
1.
1. Wewaited
We
We waited
waited
waited patiently
patiently
patiently
patiently
(patient)
for
forour
for
for ourturn
our
our turnto
turn
turn tolook
to
to lookthrough
look
look throughthe
through
through the
the
the
sick.
sick.
sick.
sick.
(patient)
(patient)
(patient)
telescope.
telescope.
telescope.
telescope.
How
Howdid
How
How didthe
did
did themedicine
the
the medicinego
medicine
medicine godown?
go
go down?
down? smoothly
smoothly
down?_______________________
smoothly
smoothly
_______________________
_______________________
_______________________
How
Howdid
How
How didwe
did
did wewait?
we
we wait?
wait? patiently
patiently
patiently
wait?_______________________
patiently
_______________________
_______________________
_______________________
Write
Writeaaaasentence
Write
Write sentenceusing
sentence
sentence usingeach
using
using eachadverb.
each
each adverb.Remember,
adverb.
adverb. Remember,the
Remember,
Remember, theadverb
the
the adverbshould
adverb
adverb shoulddescribe
should
should describethe
describe
describe theverb.
the
the verb.
verb.
verb.
2.
2. People
2.
2. Peoplewere
People
People wereriding
were
were ridingin
riding
riding inthe
in
in thecar
the
the car
car
car illegally
illegally
illegally
illegally because
becausethey
because
because they
they
they
(illegal)
(illegal)
(illegal)
(illegal) 1.
1. slowly
1.
1. slowly
slowly
slowly
weren’t
weren’twearing
weren’t
weren’t wearingtheir
wearing
wearing theirseatbelts.
their
their seatbelts.
seatbelts.
seatbelts.
Answers
Answersmay
Answers
Answers mayvary.
may
may vary.
vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How
Howwere
How
How werethe
were
were thepeople
the
the peopleriding?
people
people riding?
riding? illegally
illegally
riding?_______________________
_______________________
illegally
illegally
_______________________
_______________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
3. Our
3.
3. Ourteacher
Our
Our teacherdrew
teacher
teacher drewlines
drew
drew lines
lines
lines
vertically
vertically
vertically
vertically on
onthe
on
on thepaper
the
the paperso
paper
paper sowe
so
so we
we
we __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(vertical)
(vertical)
(vertical)
(vertical)
would
wouldknow
would
would knowwhere
know
know whereto
where
where towrite
to
to writeeach
write
write eachseparate
each
each separate
separate
separate part.
part.
part.
part. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How
Howdid
How
How didour
did
did ourteacher
our
our teacherdraw
teacher
teacher drawlines?
draw
draw lines?
lines? vertically
vertically
vertically
lines?_______________________
vertically
_______________________
_______________________
_______________________ 2.
2. loudly
2.
2. loudly
loudly
loudly
4.
4. IIII
4.
4. neatly
neatly
neatly
neatly arranged
arrangedmy
arranged
arranged mybooks
my
my bookson
books
books onthe
on
on theshelves
the
the shelveswhen
shelves
shelves whenIIII
when
when Answers
Answersmay
Answers
Answers mayvary.
may
may vary.
vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(neat)
(neat)
(neat)
(neat)
cleaned
cleanedmy
cleaned
cleaned myroom.
my
my room.
room.
room. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How
Howdid
How
How didIIIIarrange
did
did arrangemy
arrange
arrange mybooks?
my
my books?
books? neatly
neatly
books?_______________________
neatly
_______________________
neatly
_______________________
_______________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit
Unit55 99 1010 Unit
Unit55
Unit55
Unit 99 1010 Unit
Unit55
© 2013 Core
© 2013 Knowledge
Core Foundation
© 2013 Knowledge
Core Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
180 Unit 5 | Workbook Answer Key

13
13
13 14
14
14
Name:
Name:
Name:
2.4
2.4
Take-Home
Take-HomeWorksheet
Take-Home Worksheet
Worksheet 4.
4.
4. Our
Our teacher
Our teacher
teacher clearly
clearly explained
explained what
explained what we
what we were
we were to
were to do
to do
do
(clear)
(clear)
(clear)
Make
Make Adverbs
Make Adverbs With
Adverbs With the
With the Suffix
the Suffix –ly
Suffix –ly
–ly for
for homework.
for homework.
homework.
••• Draw
Drawaaawiggly
Draw wigglyline
wiggly lineunder
line underthe
under theverb.
the verb.
verb.
••• Then,
How
How did
How did our
did our teacher
our teacher explain
teacher explain the
explain the homework?
the homework? clearly
clearly
homework? ___________________
___________________
___________________
Then,change
Then, changethe
change theadjective
the adjectiveunder
adjective underthe
under theblank
the blankto
blank toan
to anadverb
an adverbby
adverb byadding
by adding–ly
adding –lyto
–ly tocomplete
to completethe
complete the
the
sentence.
sentence.
sentence.
••• Draw
Drawaaatriangle
Draw trianglearound
triangle aroundthe
around theadverb
the adverband
adverb andan
and anarrow
an arrowfrom
arrow fromthe
from theadverb
the adverbto
adverb tothe
to theverb.
the verb. Then,
verb. Then,answer
Then, answer
answer 5.
5.
5. My
My sister
My sister
sister carelessly
carelessly dropped
dropped her
dropped her jacket
her jacket on
jacket on the
on the floor.
the floor.
floor.
(careless)
(careless)
(careless)
the
thequestion
the questionafter
question afterthe
after thesentence.
the sentence.
sentence.
Example:
Example:
Example: How
How did
How did my
did my sister
my sister drop
sister drop her
drop her jacket?
her jacket? carelessly
carelessly
jacket? ___________________
___________________
___________________
Tom honestly
honestly
honestly
Tom answered
Tom answered
answered (honest)
that
that he
that he did
he did not
did not know
not know how
know how
how
(honest)
(honest) Write
the
the vase
the vase got
vase got broken.
got broken.
broken. Writeaaasentence
Write sentenceusing
sentence usingeach
using eachadverb.
each adverb.Remember,
adverb. Remember,the
Remember, theadverb
the adverbshould
adverb shoulddescribe
should describethe
describe theverb.
the verb.
verb.
1.
1.
1. softly
softly
softly
Tom
Tom answered
Tom answered how?
answered how? honestly
how? ___________________
honestly
honestly
___________________
___________________
Answers
Answers may
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1.
1.
1. The
The man
The man on
man on the
on the subway
the subway
subway kindly
kindly offered
offered his
offered his seat
his seat to
seat to
to
(kind)
(kind)
(kind) __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
the
the older
the older woman.
older woman.
woman.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How
How did
How did the
did the man
the man offer
man offer his
offer his seat?
his kindly
kindly
seat? ___________________
seat? ___________________
___________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
2.
2. The
The little
The little boy
little boy walked
boy walked
walked quickly
quickly down
down the
down the stairs.
the stairs.
stairs.
(quick)
(quick)
(quick) 2.
2.
2. tightly
tightly
tightly
How
How did
How did the
did the little
the little boy
little boy walk?
boy quickly
quickly
walk? ___________________
walk? ___________________
___________________ Answers
Answers may
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
3.
3. The
The mayor
The mayor
mayor officially
officially announced
announced that
announced that he
that he would
he would retire.
would retire.
retire.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(official)
(official)
(official)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How
How did
How did the
did the mayor
the mayor announce
mayor announce he
announce he would
he would retire?
would officially
officially
retire? __________________
retire? __________________
__________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit
Unit5
Unit 55 13
13
13 14
14 Unit
14 Unit5
Unit 55
© 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
15
15
15 16
16
16
Name:
Name:
Name:
3.1
3.1
What
Whatkind
What kindof
kind ofshadow
of shadowwill
shadow willyou
will yousee?
you see?Circle
see? Circlethe
Circle theanswer.
the answer.
answer.
How
How Are
How Are Shadows
Are Shadows Made?
Shadows Made?
Made? 8. Light
8.
8. Light source
Light source ________
source X
________
________
XX ________
________ ________
________ ________ =Big
________ =Big or
=Big or small
or small shadow
small shadow
shadow
Label
Labeleach
Label eachof
each ofthe
of thefollowing
the followingobjects
following objectsas
objects as eithertransparent
aseither
either transparent oropaque.
transparentor
or opaque.
opaque.
Light
Light source
Light source ________
source ________ ________
________ ________ ________
________ X
________
________
XX =Big
=Big or
=Big or small
or small shadow
small shadow
shadow
1.
1.
1. desk
desk
desk opaque
opaque
____________________________
____________________________
____________________________
9.
9.
9. Why
Why did
Why did the
did the author
the author most
author most likely
most likely write
likely write this
write this selection?
this selection?
selection?
2.
2.
2. fish
fish tank
fish tank
tank transparent
transparent
____________________________
____________________________
____________________________ A. to
A. to tell
to tell readers
tell readers about
readers about candles
about candles
candles
A.
B.
B. to
to tell
tell readers
readers about
about skylights
skylights
3.
3.
3. human
human body
human body
body opaque
opaque
____________________________
____________________________
____________________________
B. to tell readers about skylights
C.
C.
C. to tell
to tell
to readers
tell readers about
about shadows
readers about shadows
shadows
4.
4.
4. plastic
plastic wrap
plastic wrap
wrap transparent
transparent
____________________________
____________________________
____________________________ D. to
D.
D. to tell
to tell readers
tell readers about
readers about lights
about lights
lights
5.
5.
5. car
car window
car window
window transparent
transparent
____________________________
____________________________
____________________________
Write
Writean
Write anX
an XXon
onthe
on theline
the lineto
line toshow
to showwhere
show wherean
where anobject
an objectshould
object shouldbe
should beplaced
be placedto
placed tomake
to makeaaabig
make bigshadow.
big shadow.
shadow.
6.
6.
6. Light
Light source
Light source __________
source __________ __________
__________ __________ __________
__________ __________ =
__________ == Big
Big shadow
Big shadow
shadow
Write
Writean
Write anX
an XXon
onthe
on theline
the lineto
line toshow
to showwhere
show wherean
where anobject
an objectshould
object shouldbe
should beplaced
be placedto
placed tomake
to makeaaasmall
make smallshadow.
small shadow.
shadow.
7.
7.
7. Light
Light source
Light source __________
source __________ __________
__________ __________ __________
__________ __________ =
__________ == Small
Small shadow
Small shadow
shadow
Unit
Unit5
Unit 55 15
15
15 16
16 Unit
16 Unit5
Unit 55
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
Unit 5 | Workbook Answer Key 181

19
19
19 20
20
20
Name:
Name:
Name:
Name:
3.3
3.3
3.3
10.
10. IfIfIfyou
10. youwant
you wantto
want totobe
beaaaperson
be personwho
person whomakes
who makesor
makes ororwrites
writesfictional
writes fictionalbooks,
fictional books,you
books, youwant
you wantto
want totobe
be
be
Suffixes: novelist
novelist
novelist
aaa________________.
Suffixes:–er,
Suffixes: –er,–or,
–er, –or, –ist,and
–or,–ist,
–ist, and–ian
and –ian
–ian ________________.
________________.
11.
11. IfIfIfyou
11. yougo
you goto
go totoaaanew
newcity
new cityto
city totoexplore
explorefor
explore foraaafew
for fewdays,
few days,you
days, youmay
you maybe
may beeither
be eitherone
either oneof
one ofof
Answer
Answerthe
Answer thefollowing
the followingquestions
following questionsusing
questions usingthe
using thewords
the wordson
words onWorksheet
on Worksheet3.2.
Worksheet 3.2.
Answer the following questions using the words on Worksheet 3.2.
3.2.
these. visitor
visitor
visitor ________________
these.________________
these. ________________
________________ tourist
tourist
tourist
________________
________________
1.
1.1. Which
Whichword
Which wordon
word ononthe
thechart
the chartnames
chart namesaaadoctor
names doctorwho
doctor whospecializes
who specializesin
specializes inintaking
takingcare
taking careof
care ofof
babies
babiesand
babies andchildren?
and children?
children? 12.
12. IfIfIfyou
12. youunderstand
you understandhow
understand howto
how totoput
putwires
put wiresfor
wires forelectricity
for electricityin
electricity ininaaanew
newhouse,
new house,you
house, youmight
you mightbe
might be
be
pediatrician
pediatrician
pediatrician
________________
________________
________________ an
an electrician
electrician
electrician
an_______________.
_______________.
_______________.
2.2.
2. Which
Whichword
Which wordon
word onthe
on thechart
the chartnames
chart namessomeone
names someonewho
someone whocan
who canhelp
can helpyou
help youfind
you findgood
find goodbooks
good books
books
to
totoread
readat
read atatthe
thelibrary?
the library?
library?
librarian
librarian
librarian
________________
________________
________________
3.
3.3. You
Youmight
You mightbe
might beone
be oneof
one ofofthese
theseifififyou
these youlike
you liketo
like totoplay
playon
play onsports
on sportsteams.
sports player
player
player
teams.____________
teams. ____________
____________
4.4.
4. IfIfIfyou
youdon’t
you don’teat
don’t eatany
eat anymeat,
any meat,you
meat, youare
you vegetarian
vegetarian
vegetarian
areaaa________________.
are ________________.
________________.
5.
5.5. IfIfIfyou
youlike
you liketo
like tototell
telljokes
tell jokesand
jokes andmake
and makepeople
make peoplelaugh,
people laugh,you
laugh, youare
you comedian
comedian
comedian
areaaa________________.
are ________________.
________________.
6.6.
6. IfIfIfyou
youhave
you havedone
have doneextensive
done extensiveresearch
extensive researchon
research onancient
on ancientRome,
ancient Rome,you
Rome, youare
you areprobably
are probablyaaa
probably
historian
historian
historian
________________.
________________.
________________.
7.
7.7. IfIfIfyour
yourjob
your jobisisisto
job totostudy
studyanimals
study animalsand
animals andtheir
and theirhabitats,
their habitats,you
habitats, youare
you areprobably
are probablyaaa
probably
zoologist
zoologist
zoologist
________________.
________________.
________________.
8.8.
8. List
Listthe
List thewords
the wordsthat
words thatname
that namepeople
name peoplewho
people whoplay
who playmusical
play musicalinstruments.
musical instruments.
instruments.
guitarist
guitarist
________________
________________
________________ organist
organist
guitarist ________________
________________
________________ violinist
violinist
organist ________________
violinist
________________
________________
9.
9.9. IfIfIfyou
youlike
you liketo
like totodraw,
draw,you
draw, youcould
you couldbe
could beeither
be eitherone
either oneof
one ofofthese. artist
artist
artist
these.________________
these. ________________
________________
cartoonist
cartoonist
cartoonist
________________
________________
________________
Unit
Unit
Unit 5555 19
Unit 19
19
19 2020 Unit
20
20 Unit
Unit 5555
Unit
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013 Core
2013 Knowledge
Core Foundation
Knowledge Foundation ©©2013 Core
2013 Knowledge
Core Foundation
21
21
21 23
23
23
Name:
Name:
Name:
Name:
X.X
3.4
X.X
3.4
X.X
3.4 Name:
Name:
Name:
Name:
3.5
3.5
3.5
Use
UseAdjectives
Use Adjectivesand
Adjectives andAdverbs
and AdverbsCorrectly
Adverbs Correctly
Correctly Blank
BlankBusters
Blank Busters
Busters
Fill
Fillin
Fill
Fill inthe
in
in theblank
the
the blankwith
blank
blank withan
with
with anadjective
an
an adjectiveor
adjective
adjective ororan
or anadverb,
an
an adverb,depending
adverb,
adverb, dependingon
depending
depending ononwhether
on whetheraaaanoun
whether
whether nounor
noun
noun orverb
or
or verbisis
verb
verb isis succeeded
succeeded
succeeded money
money
money enemy
enemy
enemy centipede
centipede
centipede
succeeded money enemy centipede
described.
described.
described.
described. experience
experience
experience
experience believe
believe
believe
believe secret
secret
secret
secret increase
increase
increase
increase
chimney
chimney
chimney
chimney tedious
tedious
tedious
tedious fancy
fancy
fancy
fancy degree
degree
degree
degree
loud
loud
loud careful
careful
careful tight
tight
tight slow
slow
slow glad
glad
glad silent
silent
silent athlete
athlete chief
chief grease
grease scenic
scenic
athlete
athlete chief
chief grease
grease scenic
scenic
loudly
loudly
loudly carefully
carefully
carefully tightly
tightly
tightly slowly
slowly
slowly gladly
gladly
gladly silently
silently
silently chariot
chariot
chariot
chariot stadium
stadium
stadium
stadium
Challenge
Challenge Word:almost
ChallengeWord:
Challenge Word:
Word: almost
almost
almost
1.1.
1. The
Theturtle
The turtlewalked
turtle walked slowly
slowly
slowly across
walked_____________
_____________
_____________ acrossthe
across thesidewalk
the sidewalktowards
sidewalk towardsthe
towards thepond.
the pond.
pond. Challenge Word:really
ChallengeWord:
Challenge
Challenge Word:
Word: really
really
really
Content
Content Word:electricity
ContentWord:
Content Word:
Word: electricity
electricity
electricity
2.
2.2. The
The tight
tight
tight belt
The_____________
_____________
_____________ beltpinched
belt pinchedmy
pinched mywaist.
my waist.
waist. Fill
Fillin
Fill
Fill inthe
in
in theblanks
the
the blanksin
blanks
blanks ininthe
in thesentences
the
the sentencesbelow
sentences
sentences belowwith
below
below withone
with
with oneof
one
one ofthe
of
of thespelling
the
the spellingwords
spelling
spelling wordsin
words
words inthe
in
in thechart.
the
the chart.Only
chart.
chart. Onlyifififif
Only
Only
needed,
needed,add
needed,
needed, addaaaasuffix
add
add suffixto
suffix
suffix totothe
to theend
the
the endof
end
end ofofaaaaword
of wordin
word
word inorder
in
in orderfor
order
order forthe
for
for thesentence
the
the sentenceto
sentence
sentence tomake
to
to make
make sense:–s,
makesense:
sense:
sense: –s,–ed,
–s,
–s, –ed,–ing
–ed,
–ed, –ing
–ing–ing
3.
3.3. The
The loud
loud
loud sound
The_____________
_____________
_____________ soundhurt
sound hurtmy
hurt myears.
my ears.
ears. or
or
or –ly.
–ly.
–ly.
or –ly.
4.
4.4. Our
Ourteacher
Our teacherasked
teacher askedus
asked usto
us totoread silently
silently
silently instead
read_____________
read _____________
_____________ insteadof
instead ofofwith
withaaapartner.
with partner.
partner.
1.
1.1. The
Thehiker
The hikertrudged
hiker trudgedalong
trudged along tediously
tediously
tediously up
along_______________
_______________
_______________ upthe
up themountain.
the mountain.
mountain.
5.
5.5. The
Thefather
The father tightly
tightly
tightly buckled
father_____________
_____________
_____________ buckledhis
buckled hisseat
his seatbelt.
seat belt.
belt.
2.2.
2. She
Sheenjoyed
She enjoyedwatching
enjoyed watchingthe
watching thesprinters
the sprintersand
sprinters andother
and othertalented
other athletes
athletes
athletes race
talented________________
talented ________________
________________ race
race
around
aroundthe
around theenormous
the stadium
stadium
stadium
enormous________________.
enormous ________________.
________________.
6.6.
6. She
She carefully
carefully
carefully put
She_____________
_____________
_____________ putthe
put thebaby
the babydown
baby downinin
down inhis
hiscrib
his cribso
crib soshe
so shewould
she wouldnot
would notwake
not wakehim
wake him
him
up.
up.
up.
3.
3.3. ItItItseemed
seemedthat
seemed thatthe
that the chimney
chimney
chimney on
the_______________
_______________
_______________ onthe
on therooftop
the rooftopwas
rooftop almost
almost
almost
was________________
was ________________
________________
as
asastall
tallas
tall asasaaaskyscraper.
skyscraper.
skyscraper.
7.
7.7. My
Mybrother
My brother carefully
carefully
carefully fastened
brother_____________
_____________
_____________ fastenedhis
fastened hisshoelaces
his shoelacesso
shoelaces sosohe
hewould
he wouldnot
would nottrip.
not trip.
trip.
4.4.
4. The
The scenic
scenic
scenic overlook
The_______________
_______________
_______________ overlookon
overlook onthe
on themountain
the mountainroad
mountain roadwas
road wasbreathtaking!
was breathtaking!
breathtaking!
8.8.
8. People
Peoplecheered
People cheered loudly
loudly
loudly asasasthe
cheered_____________
_____________
_____________ thesoccer
the soccerteam
soccer teamscored
team scoredaaagoal
scored goalto
goal tobreak
to breakthe
break the
the
tie.
tie.
tie.
5.
5.5. Can
Canyou
Can you believe
believe
believe that
you________________
________________
________________ thatthe
that theamount
the amountof
amount ofofhomework
homeworkwill
homework willbe
will be
be
increased
increased
increased inininJanuary?
_________________
_________________
_________________ January?
January?
Bonus:
Bonus:Mark
Bonus:
Bonus: Markthe
Mark
Mark theadjectives
the
the adjectiveswith
adjectives
adjectives withaaaabox
with
with boxand
box
box andthe
and
and theadverbs
the
the adverbswith
adverbs
adverbs withaaaatriangle,
with
with triangle,and
triangle,
triangle, andthen
and
and thendraw
then
then drawan
draw
draw anarrow
an
an arrow
arrow
totothe
to
to theword
the
the wordthey
word
word theydescribe.
they
they describe.
describe.
describe.
arrow
6.6.
6. ItItItwas
was secret
secret
secret
wasaaa________________
________________
________________ that
thatthe
that themany
the manylegged
many centipede
centipede
centipede inininthe
legged________________
legged ________________
________________ the
the
story
storyhad
story hadpockets
had pocketsfull
pockets fullof
full money
money
money
ofof_________________.
_________________.
_________________.
Unit
Unit
Unit 5555 21
Unit 21
21
21 Unit
Unit
Unit 5555 23
Unit 23
23
23
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013 Core
2013 Knowledge
Core Foundation
Knowledge Foundation ©©2013 Core
2013 Knowledge
Core Foundation

24
24
24 25
25
25
Name:
Name:
Name:
Name:
4.1
4.1
7.
7.7. The
The chief
chief
chief
The________________
________________
________________ ofpolice
of
of policehas
police has scenic office
scenic
scenic
hasaaa________________
________________
________________ officewith
office withaaa
with
beautifulview
beautiful viewof
ofthe
thecity.
city.
beautiful view of the city. HowAre
How
How AreShadows
Are ShadowsMade?
Shadows Made?
Made?
8.
8.8. Thefire
The
The fireon
fire onthe
on thestove
the stovewas
stove wascaused
was causedby
caused by grease that
grease
grease
by________________
________________
________________ thatspilled
that spilledfrom
spilled fromthe
from the
the Readthe
Read
Read theexamples
the examplesbelow
examples belowcarefully.
below carefully.IfIf
carefully. Ifthe
thelight
the lightsource
light sourcecauses
source causesaaashadow,
causes shadow,write
shadow, write“shadow”
write “shadow”on
“shadow” onthe
on the
the
pan.
pan.
pan. blank.IfIf
blank.
blank. Ifthe
thelight
the lightsource
light sourcedoes
source doesnot
does notcause
not causeaaashadow,
cause shadow,write
shadow, write“no
write “noshadow”
“no shadow”on
shadow” onthe
on theblank.
the blank.
blank.
9.
9.9. Youhave
You
You have succeeded inininmaking
succeeded
succeeded
have_______________
_______________
_______________ makingme
making melaugh
me laughfor
laugh forhours!
for hours!
hours! 1. The
1.
1. Thesunlight
The sunlightisis
sunlight isstreaming
streamingthrough
streaming throughaaawindow
through windowhitting
window hittingaaarocking
hitting rockingchair.
rocking chair.
chair.
shadow
shadow
___________________________
shadow
___________________________
___________________________
10. Do
10.
10. Doyou
Do youunderstand
you understandhow
understand how electricity works
electricity
electricity
how_______________
_______________
_______________ worksto
works tomake
to makean
make anoven
an ovenheat
oven heatup?
heat up?
up?
2. ItIt
2.
2. Itisis
isaaarainy,
rainy,cloudy
rainy, cloudyday
cloudy dayand
day andyou
and youare
you arestanding
are standingoutside
standing outsideunder
outside underan
under an
an
Writethree
Write
Write threesentences
three sentencesusing
sentences usingspelling
using spellingwords
spelling wordsof
words ofyour
of yourchoice
your choicethat
choice thatwere
that werenot
were notused
not usedin
used inthe
in thefirst
the firstten
first ten
ten umbrella.
umbrella.
umbrella.
sentences.Make
sentences.
sentences.
Wordsor
Words orthe
Makesure
Make sureto
sure
theContent
touse
to
ContentWord
usecorrect
use
Wordin
correctcapitalization
correct
inyour
capitalizationand
capitalization
yoursentences.
sentences.
andpunctuation.
and punctuation.You
punctuation. Youmay
You mayuse
may usethe
use theChallenge
the Challenge
Challenge noshadow
no
no shadow
shadow
___________________________
___________________________
___________________________
Words or the Content Word in your sentences.
1.
1.1. Answers
Answers
Answers mayvary.
may
may vary.
vary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________ 3. ItIt
3.
3. Itisis
ismidnight
midnightand
midnight andthere
and thereare
there areno
are nolights
no lightson
lights onanywhere.
on anywhere.
anywhere.
_____________________________________________________________________________
noshadow
no
no shadow
shadow
___________________________
___________________________
___________________________
______________
______________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ 4. ItIt
4.
4. Itisis
isaaabright,
bright,sunny
bright, sunnyday
sunny dayatat
day atthe
thebeach
the beachand
beach andyou
and youare
you aresitting
are sittingunder
sitting underaaabeach
under beach
beach
umbrella.
umbrella.
umbrella.
Answersmay
Answers mayvary.
vary. shadow
shadow
___________________________
shadow
___________________________
___________________________
2.
2.2. Answers may vary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________________________
______________
______________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________ 5. You
5.
5. Youare
You areswinging
are swingingoutside
swinging outsideon
outside onaaasunny,
on sunny,but
sunny, butcold
but coldday.
cold day.
day.
_________________________________________________________________________________
shadow
shadow
shadow
___________________________
___________________________
___________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6. What
6.
6. Whatisis
What isthe
themain
the mainidea
main ideaof
idea ofthis
of thischapter?
this chapter?
chapter?
3.
3.3. Answersmay
Answers
Answers mayvary.
may vary.
vary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Shadowsare
Shadows
Shadows aremade
are madewhen
made whenaaalight
when lightsource
light sourcehits
source hitsan
hits an
_____________________________________________________
an
_____________________________________________________
_____________________________________________________
_____________________________________________________________________________
______________
______________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
opaqueobject.
opaque object.The
Thecloser
closeran
anobject
objectisis
isto
toaaalight
light
_____________________________________________________
opaque object. The closer an object to light
_____________________________________________________
_____________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
source,the
source, thebigger
biggerthe
theshadow.
shadow.
_____________________________________________________
source, the bigger the shadow.
_____________________________________________________
_____________________________________________________
24 Unit
24 Unit55 25
Unit55 25
24 Unit
24 Unit55 Unit
Unit5
Unit 5 25
25
© © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation
©©2013
2013 Core
2013Core
Knowledge
CoreKnowledge
Foundation
KnowledgeFoundation
Foundation
©
©©2013
2013 Core
2013Core
Knowledge
CoreKnowledge
Foundation
KnowledgeFoundation
Foundation
27
27
27 29
29
29
Name:
Name:
Name:
Name:
4.2
4.2 Name:
Name:
Name:
Name:
X.X
4.3
X.X
4.3
Adverbsthat
Adverbs
Adverbs thatTell
that Tellhow,
Tell how,when,
how, when, andwhere
when,and
and where
where Wordswith
Words
Words withSuffixes
with Suffixes–y
Suffixes –y and–al
–yand
and –al
–al
Thereisis
There
There isone
oneadverb
one adverbin
adverb ineach
in eachsentence.
each sentence.Draw
sentence. Drawaaatriangle
Draw trianglearound
triangle aroundeach
around eachadverb
each adverband
adverb andaaawiggly
and wigglyline
wiggly line
line Addthe
Add
Add thecorrect
the correctsuffix
correct suffixto
suffix tothe
to theroot
the rootword
root wordprovided.
word provided.Write
provided. Writethe
Write thenew
the newword
new wordin
word inaaasentence.
in sentence.
sentence.
underthe
under
under theverb
the verbitititdescribes.
verb describes.Then,
describes. Then,draw
Then, drawan
draw anarrow
an arrowfrom
arrow fromthe
from theadverb
the adverbto
adverb tothe
to theverb.
the verb.On
verb. Onthe
On theblank
the blank
blank
lineafter
line
line afterthe
after thesentence,
the sentence,write
sentence, writewhether
write whetherthe
whether theadverb
the adverbtells
adverb tellshow,
tells how,when,
how, when,or
when, orwhere.
or where.
where. 1.
1.1. Rootword:
Root word:mess
mess
Root word: mess
Add–y
Add
Add –yor
–y or–al
or –alto
–al tomake:
to make: messy
messy
messy
make:_____________
_____________
_____________
1.
1.1. IIIam
amgoing
am goingto
going toaaabirthday
to birthdayparty
birthday partytomorrow.
party when
when
when
tomorrow.________________________
tomorrow. ________________________
________________________
Answersmay
Answers
Answers mayvary.
may vary.
vary.
2.
2.2. Thedog
The
The dogslept
dog sleptoutside.
slept outside. where
where
where
outside.________________________
________________________
________________________
3.
3.3. IIIalways
alwaysride
always ridethe
ride thebus
the busto
bus toschool.
to when
when
when
school.________________________
school. ________________________
________________________
4.
4.4. Johnhas
John
John hasnever
has nevertaken
never takenthe
taken thetrain.
the train. when
when
when
train.________________________
________________________
________________________ 2.
2.2. Rootword:
Root
Root word:magic
word: magic
magic
Add–y
Add
Add –yor
–y or–al
or –alto
–al tomake:
to make: magical
magical
magical
make:_____________
_____________
_____________
5.
5.5. Maryleft
Mary lefther
hercoat
coathere. where
where
where
here.________________________
________________________
Answersmay
mayvary.
vary.
Mary left her coat here. ________________________ Answers
Answers may vary.
6.
6.6. Dadclapped
Dad
Dad clappedloudly.
clapped loudly. how
how
how
loudly.________________________
________________________
________________________
7.
7.7. Itsnowed
ItIt snowedeverywhere.
snowed where
where
where
everywhere.________________________
everywhere. ________________________
________________________
3.
3.3. Rootword:
Root word:culture
culture
8.
8.8. Hepicked
He
He pickedup
picked upthe
up thebaby
the babycarefully.
baby how
how
how
carefully.________________________
carefully. ________________________
________________________
Root word: culture
cultural
cultural
Add–y
Add
Add –yor
–y or–al
or –alto
–al tomake:
to make: cultural
make:_____________
_____________
_____________
9.
9.9. IIIate
atemy
ate mypeas
my peaslast
peas lastbecause
last becauseIIIdon’t
because don’tlike
don’t likethem.
like when
when
when
them.________________________
them. ________________________
________________________ Answersmay
Answers
Answers mayvary.
may vary.
vary.
10. The
10.
10. Thesquirrel
The squirrelquickly
squirrel quicklygathered
quickly gatheredsome
gathered someacorns.
some acorns. how
how
how
acorns.________________________
________________________
________________________
11. Please
11.
11. Pleasestack
Please stackthe
stack thebooks
the booksthere.
books there. where
where
where
there.________________________
________________________
________________________
12. IIIread
12.
12. readmy
read mybook
my booksilently.
book silently. how
how
how
silently.________________________
________________________
________________________
27
Unit55 27
Unit 29
Unit55 29
Unit5
Unit 5 27
27 Unit
Unit5
Unit 5 29
29
© © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation
©©2013
2013 Core
2013Core
Knowledge
CoreKnowledge
Foundation
KnowledgeFoundation
Foundation
©
©©2013
2013 Core
2013Core
Knowledge
CoreKnowledge
Foundation
KnowledgeFoundation
Foundation

30
30
30
30 31
31
31
31
Name:
Name:
Name:
4.3
4.3
4.3
4.3
continued
continued
Name: continued
continued
4.
4.4.
4. Root
Rootword:
Root
Root word:dirt
word:
word: dirt
dirt
dirt
Add
Add–y
Add
Add –yor
–y
–y or–al
oror –alto
–al
–al tomake:
toto make:
make: dirty
dirty
dirty
dirty
make:_____________
_____________
_____________
_____________ 4.
4.Meaning:
4.4. Meaning:full
Meaning:
Meaning: fullof
full
full ofaaaanatural
ofof naturalwhite
natural
natural whitesubstance
white
white substanceused
substance
substance usedto
used
used toflavor
toto flavorand
flavor
flavor andpreserve
and
and preservefood
preserve
preserve food
food
food
Answers
Answersmay
Answers
Answers mayvary.
may
may vary.
vary.
vary. Word:
Word: salt
salt salty
salty
Word:
Word: salt
salt salty
salty
5.
5.Meaning:
5.5. Meaning:the
Meaning:
Meaning: theprocess
the
the processof
process
process ofeating
ofof eatingthe
eating
eating theright
the
the rightkind
right
right kindof
kind
kind offood
ofof foodso
food
food soyou
soso youcan
you
you canbe
can
can behealthy
be
be healthyand
healthy
healthy and
and
and
grow
growproperly
grow
grow properly
properly
properly
5. Root Word:
Word: nutritional
nutritional nutrition
nutrition
5.5.
5. Rootword:
Root
Root word:rust
word:
word: rust
rust
rust Word:
Word: nutritional
nutritional nutrition
nutrition
Add
Add–y
Add
Add –yor
–y
–y or–al
oror –alto
–al
–al tomake:
toto make:
make: rusty
rusty
rusty
rusty
make:_____________
_____________
_____________
_____________ 6.
6.Meaning:
6.6. Meaning:full
Meaning:
Meaning: fullof
full
full ofspirals
ofof spiralsor
spirals
spirals orwinding
oror windingshapes
winding
winding shapes
shapes
shapes
Answers
Answersmay
Answers
Answers mayvary.
may
may vary.
vary.
vary. Word:
Word: curly
curly curl
curl
Word:
Word: curly
curly curl
curl
Circle
Circlethe
Circle theword
the wordthat
word thatmatches
that matchesthe
matches themeaning.
the meaning.
meaning.
Circle the word that matches the meaning.
1.
1.Meaning:
1.1. Meaning:related
Meaning:
Meaning: relatedto
related
related tosounds
toto soundsmade
sounds
sounds madeby
made
made byvoices
by
by voicesor
voices
voices orinstruments
oror instrumentsand
instruments
instruments andarranged
and
and arrangedin
arranged
arranged inaaaaway
inin way
way
way
that
thatisisis
that
that ispleasing
pleasingto
pleasing
pleasing tohear
toto hear
hear
hear
Word:
Word:
Word:
Word: music
music
music
music musical
musical
musical
musical
2.
2.Meaning:
2.2. Meaning:the
Meaning:
Meaning: theunplanned
the
the unplannedoccurrence
unplanned
unplanned occurrenceof
occurrence
occurrence ofgood
ofof goodevents
good
good events
events
events
Word:
Word:
Word:
Word: luck
luck
luck
luck lucky
lucky
lucky
lucky
3.
3.Meaning:
3.3. Meaning:related
Meaning:
Meaning: relatedto
related
related tostories
toto storiesabout
stories
stories aboutthings
about
about thingsthat
things
things thatare
that
that arenot
are
are notreal
not
not real
real
real
Word:
Word:
Word:
Word: fictional
fictional
fictional
fictional fiction
fiction
fiction
fiction
3030 Unit
Unit5 5 Unit5 5 3131
Unit
3030 Unit
Unit55 Unit55 31
Unit 31
© 2013 Core Knowledge Foundation © 2013 Core
© 2013 Knowledge
Core Foundation
©© 2013
2013 Core
Core Knowledge
Foundation ©© 2013
2013 Core
Core Knowledge
Foundation
33
33
33
33 37
37
37
37
Name:
Name:
Name:
Name:
4.4
4.4
4.4
4.4 Name:
Name:
Name:
Name:
4.6
4.6
4.6
4.6
Take-Home
Take-HomeWorksheet
Worksheet
Take-HomeWorksheet
Take-Home Worksheet
Word
WordSort
Word
Word Sort
Sort
Sort Adverbs
Adverbsthat
Adverbs
Adverbs thatTell
that
that Tellhow,
Tell
Tell how,
how, when,and
how,when,
when,
when, andwhere
and
and where
where
where
Identify
Identifythe
Identify theheaders.
the headers.Read
headers. Readthe
Read thewords
the wordsin
words inthe
thebox
boxand
andcircle
circlethe
thevowels
vowelsthat
thathave
havethe
the/ee/
/ee/sound. There
Thereisisis
isone
oneadverb
adverbin ineach
eachsentence.
sentence.Draw
Drawaaaatriangle
trianglearound
aroundeacheachadverb
adverband
andaaaawiggly
wigglyline
Identify the headers. Read the words inin the
the box
box and
and circle
circle the
the vowels
vowels that
that have
have the
the /ee/
/ee/ sound.
sound.
sound. There
There one
one adverb
adverb inin each
each sentence.
sentence. Draw
Draw triangle
triangle around
around each
each adverb
adverb and
and wiggly
wiggly line
line
line
Write
Writethe
Write thewords
the wordsunder
words undereach
under eachheader
each headerthat
header thatmatch
that matchthe
match theheader’s
the header’sspelling
header’s spellingpattern.
spelling pattern. under
underthe
under theverb
the verbititit
verb itdescribes
describesan
describes anarrow
an arrowfrom
arrow fromthe
from theadverb
the adverbto
adverb tothe
theverb.
verb.On
Onthe
theblank
blanklinelineafter
afterthe
Write the words under each header that match the header’s spelling pattern.
pattern. under the verb describes an arrow from the adverb toto the
the verb.
verb. On
On the
the blank
blank line
line after
after the
the
the
sentence,
sentence,write
sentence, writewhether
write whetherthe
whether theadverb
the adverbtells
adverb tellshow,
tells how,when,
how, when,or
when, orwhere.
where.
sentence, write whether the adverb tells how, when, oror where.
where.
‘y’
‘y’>>>
‘y’
‘y’ >/ee/
/ee/
/ee/
/ee/ ‘e’
‘e’>>>
‘e’
‘e’ >/ee/
/ee/
/ee/
/ee/ ‘i’
‘i’>>>
‘i’‘i’ >/ee/
/ee/
/ee/
/ee/ ‘ea’
‘ea’>>>
‘ea’
‘ea’ >/ee/
/ee/
/ee/
/ee/ Example:
Example:The
Example:
Example: Thenurse
The
The nursegently
nurse
nurse gentlycleaned
gently
gently cleanedmy
cleaned
cleaned mycut
my
my cutfinger.
cut
cut how
how
how
how
finger.________________________
finger.
finger. ________________________
________________________
________________________
funny recess
funny
funny
funny
______________
recess radiant
recess
recess
______________ _____________ radiant wheat
radiant
radiant
_____________ _____________ wheat
wheat
wheat
_____________ _____________
_____________
where
where
______________ _____________
______________ _____________ _____________
_____________ _____________
_____________ 1.
1.1.
1. IIIIcarried
carriedthe
carried
carried thenewspaper
the
the newspaperinside.
newspaper
newspaper inside.
inside. where
where
inside.________________________
________________________
________________________
________________________
handy
handy
handy
_____________
_____________ recipe
recipe
handy _____________
recipe
_____________ piano
piano
piano
_____________ seaside
seaside
piano _____________
recipe _____________ seaside
seaside
_____________
when
_____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ 2.
2.2.
2. IIIIwill
willwash
will
will washthe
wash
wash thedishes
the
the disheslater.
dishes
dishes later.
later. when
later.________________________
________________________
when
when
________________________
________________________
3.
3.3.
3. The
Thepeople
The
The peoplefolded
people
people foldedthe
folded
folded thelaundry
the
the laundrythere.
laundry
laundry there.
there. where
where
where
there.________________________
where
________________________
________________________
________________________
‘ee’
‘ee’>>>
‘ee’
‘ee’ >/ee/
/ee/
/ee/
/ee/ ‘ie’
‘ie’>>>
‘ie’
‘ie’ >/ee/
/ee/
/ee/
/ee/ ‘ey’
‘ey’>>>
‘ey’
‘ey’ >/ee/
/ee/
/ee/
/ee/ ‘e-e’>>>
‘e-e’
‘e-e’
‘e-e’ >/ee/
/ee/
/ee/
/ee/
greeting when
when
when
greeting skied
greeting skied valley
skied valley Chinese
valley Chinese when
4.
4.4. Sam
Samripped
Sam rippedhis
ripped hispants
his pantstoday.
pants today.________________________
today. ________________________
greeting
_____________
skied
_____________ _____________ valley
_____________ _____________
_____________ _____________
_____________ Chinese
Chinese
_____________ _____________
_____________ _____________
_____________
_____________ _____________
_____________
4. Sam ripped his pants today. ________________________
________________________
sweet
sweet _____________
sweet
sweet
_____________
_____________
_____________
_____________
honey
honey
honey _____________
honey
_____________ _____________
_____________
_____________ _____________
_____________ _____________
_____________
_____________
_____________
5.
5.5.
5. The
Theboys
The
The boyswhispered
boys
boys whisperedquietly.
whispered
whispered quietly. how
how
how
how
quietly.________________________
quietly. ________________________
________________________
________________________
6.
6.6.
6. Beth
Bethhas
Beth
Beth hasnever
has
has nevermet
never
never mether
met
met heraunt.
her
her aunt.
aunt. when
when
when
aunt.________________________
when
________________________
________________________
________________________
skied
skied
skied
skied debate
debate
debate
debate greeting
greeting
greeting
greeting piano
piano
piano
piano recess
recess
recess
recess
early
early
early
early handy
handy
handy
handy wheat
wheat
wheat
wheat honey
honey
honey
honey sweat
sweat
sweat
sweat 7. The how
how
funny element sweet seaside recipe 7.7.
7. Theboy
The
The boypounded
boy
boy poundedhis
pounded
pounded hisfists
his
his fistsmadly.
fists
fists madly.
madly. how
madly.________________________
________________________
how
________________________
________________________
funny
funny
funny element
element
element sweet
sweet
sweet seaside
seaside
seaside recipe
recipe
recipe
cope
cope valley
valley head
head Chinese
Chinese yellow
yellow
cope
cope valley
valley head
head Chinese
Chinese yellow
yellow 8.
8.8.
8. My
Mydog
My
My dogalways
dog
dog alwayswags
always
always wagshis
wags
wags histail.
his
his when
when
tail.________________________
tail.
tail. ________________________
when
when
________________________
________________________
great
great
great
great fly
fly
fly
fly bedding
bedding
bedding
bedding fried
fried
fried
fried radiant
radiant
radiant
radiant
9.
9.9.
9. Sometimes
SometimesIIIIwalk
Sometimes
Sometimes walkhome
walk
walk homefrom
home
home fromschool.
from
from school.
school. when
when
when
school.________________________
when
________________________
________________________
________________________
Unit5 5 3333
Unit Unit5 5 3737
Unit
Unit55 33
Unit 33 Unit55 37
Unit 37
© 2013 Core
© 2013 Knowledge
Core Foundation
© 2013 Knowledge
Core Foundation
©© 2013
2013 Core
Core Knowledge
2013 Core
Core Knowledge
Foundation

41
41 42
42
Name:
Name:
Name:
5.2
According
According to
According to the
to the selection,
the selection, which
selection, which of
which of the
of the following
the following is
following isis true?
true?
true?
Mirrors and Lenses A.
A.
A. Plane
Plane mirrors
Plane mirrors are
mirrors are curved
are curved inward.
curved inward.
inward.
B.
B.
B. Concave
Concave mirrors
Concave mirrors are
mirrors are curved
are curved inward.
curved inward.
inward.
Write plane,
Write
Write plane, convex, or
plane, convex,
convex, or concave
or concave on
concave on the
on the line
the line for
line for each
for each mirror.
each mirror. Then,
mirror. Then, look
Then, look back
look back in
back in the
in the reader
the reader to
reader to
to
find
find the
find the page
the page numbers
page numbers where
numbers where the
where the information
the information can
information can be
can be found.
be found.
found. C.
C.
C. Convex
Convex mirrors
Convex mirrors are
mirrors are curved
are curved inward.
curved inward.
inward.
D.
D.
D. All
All of
All of the
of the above.
the above.
above.
kaleidoscope
kaleidoscope
kaleidoscope
(mirrors)
(mirrors)
(mirrors)
plane
_________________
_________________
_________________
Page
Page 36
Page _____
_____
_____
solar
solar hot
solar hot dog
hot dog cooker
dog cooker
cooker corner
corner mirror
corner mirror
mirror
(mirror)
(mirror)
(mirror) (mirror)
(mirror)
(mirror)
concave
_________________
_________________
_________________ convex
_________________
_________________
_________________
Page
Page 40
_____
Page _____
_____ Page
Page 40
_____
Page _____
_____
Unit
Unit 5
Unit 55 41
41
41 42
42
42 Unit
Unit 5
Unit 55
©
©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©
©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
45
45 46
46
Name:
Name:
Name:
5.4
6.
6.
6. Which
Which definition
Which definition of
definition of chief
of chief matches
chief matches the
matches the use
the use of
use of the
of the word
the word in
word in the
in the sentence:
the sentence:
sentence:
Dictionary Skills The
The chief
The chief of
chief of police
of police is
police isis aaa friend
friend of
friend of mine.
of 1
mine. ________________
mine. ________________
________________
Use
Use the
Use the following
the following portion
following portion of
portion of aaa dictionary
of dictionary page
dictionary page to
page to answer
to answer the
answer the questions
the questions below.
questions below.
below.
What
What part
What part of
part of speech
of speech is
speech isis chief
chief in
chief in this
in this sentence?
this sentence? noun
sentence? _______________
_______________
_______________
chest chisel 7.
7.
7. Which
Which definition
Which definition of
definition of chief
of chief matches
chief matches the
matches the use
the use of
use of the
of the word
the word in
word in the
in the sentence:
the sentence:
sentence:
chest chisel
chief 1.
chief 1. noun
noun A leader
leader of
of aa group.
group. 2.
2. adjective
adjective Most
Most important
important or
or main.
main. My
My chief
My chief reason
chief reason for
reason for going
for going to
going to the
to the movies
the movies was
movies was to
was to see
to see my
see my favorite
my favorite actor.
favorite 2
actor. ________
actor. ________
________
What
What part
What part of
part of speech
of speech is
speech isis chief
chief in
chief in this
in adjective
this sentence?________________
this sentence?________________
sentence?________________
chimney noun
chimney noun AA pipe
pipe that
that carries
carries smoke
smoke out
out of
of aa building,
building, usually
usually
through the
the roof.
roof.
1.
1.
1. What
What are
What are the
are the two
the two guide
two guide words
guide words on
words on the
on the page?
the page?
page?
chest chisel
2.
2.
2. What
What are
What are the
are the two
the two entry
two entry words
entry words on
words on the
on the page?
the page?
page?
chief chimney
3.
3.
3. How
How many
How many definitions
many definitions are
definitions are there
are there for
there for chief?
for chief?
chief?
2
4.
4.
4. Would
Would the
Would the word
the word choir
word choir be
choir be on
be on this
on this page?
this page?
page?
no
5.
5.
5. Circle
Circle the
Circle the word(s)
the word(s) that
word(s) that would
that would come
would come before
come before chest from
before chest
chest from the
from the following
the following list:
following list:
list:
choke,
choke, cherry,
choke, cherry, chestnut.
cherry, chestnut.
chestnut.
Unit
Unit 5
Unit 55 45
45
45 46
46
46 Unit
Unit 5
Unit 55
©
©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©
©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation

55
55
55
55 56
56
56
56
Name:
Name:
Name:
Name:
7.1
7.1
7.1
7.1
4.
4.
4.4. Light
Lightrays
Light
Light rayschange
rays
rays changeand
change
change andappear
and
and appearto
appear
appear tobend
toto bendwhen
bend
bend whenlight
when
when lighttravels
light
light travelsthrough
travels
travels throughjust
through
through justone
just
just one
one
one
Refraction
Refractionand
andLenses
Lenses transparent
transparent
transparent object.
transparentobject.
object. false
false
false
false
_______________
object._______________
_______________
_______________
Refraction
Refraction and
and Lenses
Lenses
Light
Lightrays
Light
Light rayschange
rays
rays changeand
change
change andappear
and
and appearto
appear
appear tobend
to
to bendwhen
bend
bend whenlight
when
when light
light
light
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
IfIfthe
IfIf thesentence
the
the sentenceis
sentence
sentence istrue,
isistrue,
true, writetrue
true,write
write
write trueon
true
true onthe
on
on thefirst
the
the firstblank.
first
first blank.If
blank.
blank. Ifthe
IfIf thesentence
the
the sentenceis
sentence
sentence isfalse,
isis false,write
false,
false, writefalse
write
write falseon
false
false onthe
on
on the
the
the
blank
blankfollowing
blank
blank followingthe
following
following thesentence
the
the sentenceand
sentence
sentence andcorrect
and
and correctthe
correct
correct thesentence
the
the sentenceby
sentence
sentence byrewriting
by
by rewritingit,
rewriting
rewriting it,changing
it,it, changingthe
changing
changing theincorrect
the
the incorrect
incorrect
incorrect travels
travelsthrough
travels
travels throughone
through
through onething
one
one thingthat
thing
thing thatis
that
that istransparent
isis transparentto
transparent
transparent to
to
to
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
part ofof
partof the
ofthe sentence.
thesentence. Add
sentence.Add the
Addthe page
thepage number
pagenumber where
numberwhere you
whereyou found
youfound your
foundyour answer.
youranswer.
answer.
part
part the sentence. Add the page number where you found your answer. Page
Page
Page 48
48 something
48
48
Page _____
_____
_____
_____ something different
different that
that is
is transparent.
transparent.
something
something differentdifferent that that isis transparent.
transparent.
1.
1.
1.1. Light
Lighttravels
Light
Light travelsin
travels
travels incurvy
inin curvylines.
curvy
curvylines.
lines. false
false
false
lines._____________________
_____________________
false
_____________________
_____________________
5.
5.
5.5. AAmagnifying
AA magnifyingglass
magnifying
magnifying glassis
glass
glass isaaaagood
isis goodexample
good
good exampleof
example
example ofaaaaconcave
ofof concavelens.
concave
concavelens.
lens. false
false
false
lens._______________
_______________
false
_______________
_______________
Light
Lighttravels
Light
Light travelsin
travels
travels instraight
in
in straightlines.
straight
straight lines.
lines.
lines.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
AAmagnifying
AA magnifyingglass
magnifying
magnifying glassis
glass
glass isaaaagood
isis goodexample
good
good exampleof
example
example ofaaaaconvex
of
of convex
convex
convex
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
44
44 lens.
lens.
lens.
lens.
__________________________________________________________________________________
__________________________________________________________________________________
Page
Page
Page 44
44
Page _____
_____
_____
_____
__________________________________________________________________________________
__________________________________________________________________________________
54
54
Page
Page
Page 54
54
Page _____
_____
_____
_____
2.
2.
2.2. Shadows
Shadowsare
Shadows
Shadows areformed
are
are formedbecause
formed
formed becauselight
because
because lightis
light
light isabsorbed
isis absorbedby
absorbed
absorbed byaaaatransparent
by
by transparentobject.
transparent
transparentobject.
object. false
false
false
object._______
_______
false
_______
_______
6.
6.
6.6. Peepholes
Peepholesmake
Peepholes
Peepholes makeobjects
make
make objectslook
objects
objects looklarger.
look
looklarger.
larger. false
false
false
larger._______________
_______________
false
_______________
_______________
Shadows
Shadowsare
Shadows
Shadows areformed
are
are formedbecause
formed
formed becauselight
because
because lightis
light
light isabsorbed
isis absorbedby
absorbed
absorbed by
by
by
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Peepholes
Peepholesmake
Peepholes
Peepholes makethings
make
make thingslook
things
things looksmaller.
look
look smaller.
smaller.
smaller.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
an
anopaque
an
an opaqueobject.
opaque
opaque object.
object.
object.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page 45
45
45
45
Page _____
Page
Page _____
_____
_____
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page 58
58
58
58
Page _____
Page
Page _____
_____
_____
3.
3.
3.3. The
Thedenser
The
The denseran
denser
denser anobject
an
an objectis
object
object isthe
isis themore
the
the morequickly
more
more quicklylight
quickly
quickly lighttravels
light
light travelsthrough
travels
travels throughit.
through
throughit.it. false
false
false
false
it.__________
__________
__________
__________
The
Thedenser
The
The denseran
denser
denser anobject
an
an objectis
object
object isthe
isis theslower
the
the slowerlight
slower
slower lighttravels
light
light travels
travels
travels
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
through
throughit.
through
through it.
it.
it.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page 46
46
46
46
Page _____
Page
Page _____
_____
_____
Unit55 55
Unit 55 56
56 Unit
Unit55
Unit55 55
Unit 55 56
56 Unit
Unit55
©©
2013 Core
2013 Knowledge
Core Foundation
Knowledge Foundation ©©
2013 Core
2013 Knowledge
Core Foundation
©©
2013 Core
2013 Knowledge
Core Foundation
2013 Core
2013 Knowledge
Core Foundation
61
61
61
61 62
62
62
62
Name:
Name:
Name:
Name:
8.1
8.1
8.1
8.1
5.
5.
5.5. Why
Whydoes
Why
Why doesclothing
does
does clothingappear
clothing
clothing appearto
appear
appear tobe
toto becertain
be
be certaincolors?
certain
certain colors?
colors?
colors?
Color
Colorand
Color
Color andLight
and
and Light
Light
Light Different
Differentobjects objectsabsorb
absorblight lightwavelengths
wavelengthsof of
Different
Different objects
objects absorb
absorb light
light wavelengths
wavelengths of
of
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Take
Takenotes
Take
Take notesas
notes
notes asyou
asas youread,
you
you read,using
read,
read, usingthe
using
using thequestions
the
the questionsto
questions
questions toguide
toto guideyou.
guide
guide you.
you.
you. some
some
some colors,
colors,but
somecolors,
colors, butreflect
but
but reflectothers.
reflect
reflect others.This
others.
others. Thiscreates
This
This createscolor
creates
creates color
color
color
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1.
1. What
Whatis isaaaaprism
prismand
andwhat
whatisisititused
usedfor?
for?
1.1. What
What isis prism
prismand
andwhat
whatisisititused
usedfor?
for? in
in
in clothing.
clothing.
in clothing.
clothing.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
AAprism
AA prismis
prism
prism isaaaawedge-shaped
isis wedge-shapedpiece
wedge-shaped
wedge-shaped pieceof
piece
piece oftransparent
of
of transparent
transparent
transparent
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
glass.
glass.
glass. When
When
glass. When
When lightlight
light shines
shines
light shines through
through
shines through
through it, it,
it, it
it, itmakes
itit makesaaaa
makes
makes
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.
6.6. What
Whatis
6. What
What isultraviolet
isis ultravioletlight
ultraviolet
ultraviolet lightand
light
light andwhat
and
and whatcan
what
what canhappen
can
can happenas
happen
happen asaaaaresult
asas resultof
result
result ofit?
ofof it?
it?
it?
rainbow-like
rainbow-likeband
rainbow-like
rainbow-like band
bandof
band of
of colors.
ofcolors.
colors.
colors.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
On
Onthe
On
On theshorter
the
the shorterwavelength
shorter
shorter wavelengthend
wavelength
wavelength endof
end
end ofthe
of
of thelight
the
the light
light
light
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
2. Why
Whydoes
doesthe
thesun
sunlook
lookyellow?
yellow?
spectrum,
spectrum,there
spectrum,
spectrum, thereis
there
there isinvisible
isis invisibleultraviolet
invisible
invisible ultravioletlight
ultraviolet
ultraviolet lightwaves
light
light waves
waves
waves
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.2. Why
Why does
doesthe
thesun
sunlook
lookyellow?
yellow?
The
Thesun sungives
givesoff offmoremoreyellow
yellowlight lightthan
thanthe the that
that
that cause
thatcause
cause sunburn.
causesunburn.
sunburn.
sunburn.
__________________________________________________________________________________
__________________________________________________________________________________
The
The sun
sun gives
gives off
off more
more yellow
yellow light
light than
than the
the
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
other
othercolors
other
other colorsso
colors
colors soit
so
so itlooks
itit looksyellow.
looks
looks yellow.
yellow.
yellow.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7.
7.
7.7. What
Whatare
What
What arex-rays
are
are x-raysand
x-rays
x-rays andhow
and
and howwould
how
how wouldthey
would
would theybe
they
they beused?
be
be used?
used?
used?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
X-rays
X-raysare
X-rays
X-rays areshort
are
are shortwavelengths
short
short wavelengthsof
wavelengths
wavelengths oflight
of
of lightthat
light
light thatcan
that
that can
can
can
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
3. What
Whatcreates
createsaaaarainbow
rainbowafter
afterititrains?
rains?How
Howcan
canwe
wesee
seeit?
it?
travel
travel
travel through
throughthe
travelthrough
through thebody,
the
the body,creating
body,
body, creatingblack
creating
creating blackand
black
black andwhite
and
and white
white
white
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.3. What
What creates
creates rainbow
rainbowafter
afterititrains?
rains?How
Howcan
canwe
wesee
seeit?
it?
Raindrops
Raindropsin inthe
theskyskyrefract
refractthe thelight,
light,justjustlike
likeaaaa photos
photos
photos
photos of of
of what’s
what’s
of what’s inside
inside
what’s inside
inside thethe
the body.
body.
the body.
body.
__________________________________________________________________________________
__________________________________________________________________________________
Raindrops
Raindrops in
in the
the sky
sky refract
refract the
the light,
light, just
just like
like
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
prism,
prism,which
prism,
prism, which
whichcreates
which createsaaaarainbow.
creates
creates rainbow.
rainbow.
rainbow.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8.
8.
8.8. What
Whatmakes
What
What makesyour
makes
makes yourremote
your
your remotecontrol
remote
remote controlfor
control
control forthe
for
for theTV
the
the TVwork?
TV
TV work?
work?
work?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
AAremote
AA remotecontrol
remote
remote controlfor
control
control forthe
for
for theTV
the
the TVworks
TV
TV worksbecause
works
works becauseit
because
because it
itit
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4.
4. What
Whatare
arethe
thecolors
colorsof
ofaaaaspectrum?
spectrum?
has
has
has invisible
invisible
has invisible infrared
infrared
invisible infrared waves
infrared waveswaves
waves thatthat
that cause
cause
that cause a
a
cause aa TV TV
TV to
TV to
to
to
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4.4. What
What are
arethe
thecolors
colorsofof spectrum?
spectrum?
red,
red,orange,
orange,yellow,
yellow,green,
green,blue,
blue,indigo,
indigo,and
and change
change channels.
change
change channels.
channels.
channels.
__________________________________________________________________________________
__________________________________________________________________________________
red,
red, orange,
orange, yellow,
yellow, green,
green, blue,
blue, indigo,
indigo, and
and
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
violet
violet
violet
violet
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit55 61
Unit 61 62
62 Unit
Unit55
Unit55 61
Unit 61 62
62 Unit
Unit55
©©
2013 Core
2013 Knowledge
Core Foundation
2013 Core
2013 Knowledge
Core Foundation
©©
2013 Core
2013 Knowledge
Core Foundation
2013 Core
2013 Knowledge
Core Foundation

65
65
65
65 66
66
66
66
Name:
Name:
Name:
Name:
X.X
X.X
8.3
8.3
5.
5.
5.
5. Some
Some farmers
Some
Some farmers put
farmers
farmers put
put poisonous
poisonous chemicals
put _________________
_________________
poisonous
poisonous
_________________
_________________ chemicals on
chemicals
chemicals on their
on
on their crops
their
their crops to
crops
crops to
to
to
–ous: Suffix
–ous:
–ous:
–ous: Suffix meaning
Suffix
Suffix meaning “full
meaning
meaning “full of”
“full
“full of”
of”
of” keep
keep the
keep
keep the bugs
the
the bugs from
bugs
bugs from eating
from
from eating them
eating
eating them but
them
them but they
but
but they can
they
they can be
can
can be harmful
be
be harmful to
harmful
harmful to people
to
to people
people
people
who
who eat
who
who eat the
eat
eat the food.
the
the food.
food.
food.
joyous—(adjective)
joyous—(adjective)full fullof
ofaaaafeeling
feelingof ofgreat
great
happiness
happiness
full
full of
of feeling
feeling of
of great
great Answers
Answers may
Answers
Answers may vary.
may
may vary.
vary.
vary.
happiness
happiness Write
Write your
Write
Write your own
your
your own sentence
own
own sentence using
sentence
sentence using the
using
using the one
the
the one word
one
one word left
word
word left in
left
left in the
in
in the box.
the
the box.
box.
box.
dangerous—(adjective)
dangerous—(adjective) full
full of
of the
the chance
chancethat
chance that
dangerous—(adjective)
dangerous—(adjective)full
something
somethingbad
something
something bad
badwill
bad will
willhappen
will happen
fullof
happen
happen
ofthe
thechance that
that
Answers
Answers may
Answers
Answers may
may vary.
may vary.
vary.
vary.
mountainous—(adjective)
mountainous—(adjective)full full
fullof
of
ofland
land
landthatthat
thatrises
rises
rises
very
veryhigh
very
very highabove
high
high aboveits
above
above itssurroundings
its
its
full
surroundings
surroundings
surroundings
of land that rises Answers
Answers may
Answers
Answers may
may vary.
may vary.
vary.
vary. 6.
6.
6.
6. Answers
Answers may
Answers
Answers may vary
may
may vary but
vary
vary but should
but
but should include
should
should include
include
include
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
poisonous—(adjective)
poisonous—(adjective)full full
full of
fullofof aa substance
substance
ofaasubstance
substancethat that
that
that
can
canhurt
can
can hurt
hurtor
hurt or
orkill
or kill
killpeople
kill people
peopleor
people ororanimals
or animals
animalsif
animals ifif
iftouched,
touched,
touched,
touched, Answers
Answers may
Answers
Answers may vary.
may
may vary.
vary.
vary. the
the word
the
the word dangerous.
word
word dangerous.
dangerous.
dangerous.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
swallowed,
swallowed,or
swallowed,
swallowed, orinhaled
or
or inhaled
inhaled
inhaled
Write
Writethe
Write
Write thecorrect
the
the correctword
correct
correct wordto
word
word tocomplete
to
to completeeach
complete
complete eachsentence.
each
each sentence.
sentence.
sentence.
famous
famous
famous
famous poisonous
poisonous mysterious
poisonous
poisonous mysterious
mysterious
mysterious furious
furious
furious
furious dangerous
dangerous humorous
dangerous
dangerous humorous
humorous
humorous
1.
1.
1.
1. The
The
The humorous
humorous ending
The _________________
_________________
humorous
humorous
_________________
_________________ ending to
ending
ending to the
to
to the movie
the
the movie had
movie
movie had everyone
had
had everyone in
everyone
everyone in the
in
in the
the
the
theater
theater laughing
theater
theater laughing
laughing
laughing
2.
2.
2.
2. When
When IIII got
When
When got to
got
got to school,
to
to school, there
school,
school, there was
there
there was
was mysterious
mysterious smell
was aaaa _________________
_________________
mysterious
mysterious
_________________
_________________ smell in
smell
smell in our
in
in our
our
our
classroom
classroom and
classroom
classroom and IIII couldn’t
and
and couldn’t figure
couldn’t
couldn’t figure out
figure
figure out what
out
out what it
what
what it was
itit was coming
was
was coming from.
coming
coming from.
from.
from.
3.
3.
3.
3. My
My
My furious
furious
My _________________
_________________
furious
furious
_________________
_________________ brother
brother could
brother
brother could not
could
could not believe
not
not believe our
believe
believe our little
our
our little sister
little
little sister has
sister
sister has
has
has
scribbled
scribbled all
scribbled
scribbled all over
all
all over his
over
over his history
his
his history paper
history
history paper with
paper
paper with crayons.
with
with crayons.
crayons.
crayons.
4.
4.
4.
4. A
AA famous
famous
A _________________
_________________
famous
famous
_________________
_________________ basketball
basketball player
basketball
basketball player is
player
player is said
isis said to
said
said to be
to
to be coming
be
be coming to
coming
coming to our
to
to our
our
our
community
community fair
community
community fair next
fair
fair next week
next
next week but
week
week but nobody
but
but nobody knows
nobody
nobody knows who
knows
knows who it
who
who it is.
itit is.
is.
is.
Unit55 65
Unit 65 66
66 Unit
Unit55
Unit55 65
Unit 65 66
66 Unit
Unit55
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
69
69
69
69 70
70
70
70
Name:
Name:
Name:
Name:
X.X
X.X
8.5
8.5
–ous: Suffix
–ous:
–ous:
–ous: Suffix Meaning
Suffix
Suffix Meaning “full
Meaning
Meaning “full of
“full
“full of””””
of
of Write
Write your
Write
Write your own
your
your own sentence
own
own sentence using
sentence
sentence using the
using
using the one
the
the one word
one
one word left
word
word left in
left
left in the
in
in the box.
the
the box.
box.
box.
furiously—(adverb)
furiously—(adverb)in
furiously—(adverb)
furiously—(adverb) inaaaafurious
in
in furiousway
furious
furious way
way
way Answers
Answers may
Answers
Answers may vary.
may
may vary.
vary.
vary. 5.
5.
5.
5. Answers
Answers may
Answers
Answers may vary
may
may vary but
vary
vary but should
but
but should include
should
should include
include
include
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
mysteriously—(adverb)
mysteriously—(adverb)in
mysteriously—(adverb)
mysteriously—(adverb) inaaaamysterious
in
in mysteriousway
mysterious
mysterious way
way
way Answers
Answers may
Answers
Answers may vary.
may
may vary.
vary.
vary. the
the word
word
word furiously.
furiously.
the
the word furiously.
furiously.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
dangerously—(adverb)
dangerously—(adverb)in
dangerously—(adverb)
dangerously—(adverb) inaaaadangerous
in
in dangerousway
dangerous
dangerous way
way
way Answers
Answers may
Answers
Answers may
may vary.
may vary.
vary.
vary.
famously—(adverb)
famously—(adverb)in
famously—(adverb)
famously—(adverb) inaaaafamous
in
in famousway
famous
famous way
way
way Answers
Answers
Answers may
may
Answers may vary.
vary.
may vary.
vary.
Write
Writethe
Write
Write thecorrect
the
the correctword
correct
correct wordto
word
word tocomplete
to
to completeeach
complete
complete eachsentence.
each
each sentence.
sentence.
sentence.
dangerously
dangerously
dangerously
dangerously furiously
furiously
furiously
furiously mysteriously
mysteriously
mysteriously
mysteriously famously
famously
famously
famously humorously
humorously
humorously
humorously
1.
1.
1.
1. My
My cell
My
My cell phone
cell
cell phone
phone mysteriously
mysteriously turned
phone _________________
_________________
mysteriously
mysteriously
_________________
_________________ turned itself
turned
turned itself off
itself
itself off when
off
off when IIII put
when
when put it
put
put it
itit
down
down on
down
down on the
on
on the table.
the
the table.
table.
table.
2.
2.
2.
2. My
My uncle
My
My uncle
uncle famously
famously asked
uncle _________________
_________________
famously
famously
_________________
_________________ asked his
asked
asked his girlfriend
his
his girlfriend to
girlfriend
girlfriend to marry
to
to marry him
marry
marry him at
him
him at
at
at
the
the family
the
the family reunion
family
family reunion in
reunion
reunion in aaaa way
in
in way that
way
way that nobody
that
that nobody will
nobody
nobody will forget.
will
will forget.
forget.
forget.
3.
3.
3.
3. My
My
My humorously
humorously wore
My sister_________________
sister_________________
humorously
humorously
sister_________________
sister_________________ wore aaaa small
wore
wore small hat
small
small hat for
hat
hat for aaaa baby
for
for baby as
baby
baby as part
as
as part of
part
part of
of
of
her
her costume
her
her costume for
costume
costume for the
for
for the party.
the
the party.
party.
party.
4.
4.
4.
4. AA little
AA little boy
little
little boy in
boy
boy in the
in
in the subway
the
the subway station
subway
subway station walked
station
station walked
walked dangerously
dangerously near
walked _________________
_________________
dangerously
dangerously
_________________
_________________ near
near
near
the
the edge
the
the edge of
edge
edge of the
of
of the passenger
the
the passenger platform
passenger
passenger platform above
platform
platform above the
above
above the tracks.
the
the tracks.
tracks.
tracks.
Unit55 69
Unit 69 70
70 Unit
Unit55
Unit55 69
Unit 69 70
70 Unit
Unit55
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation

73
73
73
73 74
74
74
74
Name:
Name:
Name:
Name:
8.7
8.7
X.X
X.X
7.
7.
7.7. Our
Our
Our family
family
family
Our________________
________________
________________
________________ isismade
isis madeup
made
made upof
up
up oftwo
ofof twoadults
two
two adultsand
adults
adults andfive
and
and five
five
five
Blank young
young
young
________________
________________children.
children.
Blank Busters
Blank Busters
Busters ________________
________________ children.
children.
subway
subway payment
payment awaited
awaited ballplayers
ballplayers
8.
8.
8.8. The
The
The ballplayers
ballplayers were
ballplayers
The_________________
_________________
_________________
_________________ werelost
were
were lostin
lost
lost intheir
inin their
their daydreams
daydreams and
daydreams
their__________________
__________________
__________________
__________________ anddidn’t
and
and didn’t
didn’t
didn’t
subway
subway payment
payment awaited
awaited ballplayers
ballplayers
yesterday
yesterday great
great crayons
crayons explain
explain
pay
payattention
pay
pay attentionto
attention
attention tothe
to
to thegame,
the
the game,so
game,
game, sothey
so
so theylost.
they
they lost.
lost.
lost.
yesterday
yesterday great
great crayons
crayons explain
explain
mermaid
mermaid
mermaid
mermaid obtain
obtain
obtain
obtain breaker
breaker
breaker
breaker daydreams
daydreams
daydreams
daydreams
daisies
daisies
daisies
daisies dainty
dainty
dainty
dainty trainees
trainees
trainees
trainees betrayer
betrayer
betrayer
betrayer
9.
9.
9.9. My
Myteacher
My
My teacheris
teacher
teacher isis explaining
explaining multiplication
explaining
is________________
________________
________________
________________ multiplicationso
multiplication
multiplication soIIIIbetter
so
so betterpay
better
better payattention!
pay
pay attention!
attention!
attention!
beefsteak
beefsteak
beefsteak
beefsteak giveaway
giveaway
giveaway
giveaway
Challenge Word:
ChallengeWord:
Challenge
Challenge family
family
Word:family
Word: family
10.
10. Our
10.
10. Ourlong
Our
Our long
long awaited
awaited Spring
awaited
long________________
________________
________________
________________ SpringBreak
Spring
Spring Breakis
Break
Break isapproaching!
isis approaching!
approaching!
approaching!
Challenge
Challenge Word:young
ChallengeWord:
Challenge Word:
Word: young
young
young
Content
Content
Content Word:
ContentWord: straight
straight
Word:straight
Word: straight Write
Writethree
Write
Write threesentences
three
three sentencesusing
sentences
sentences usingspelling
using
using spellingwords
spelling
spelling wordsof
words
words ofyour
ofof yourchoice
your
your choicethat
choice
choice thatwere
that
that werenot
were
were notused
not
not usedin
used
used inthe
inin thefirst
the
the firstten
first
first ten
ten
ten
sentences.
sentences.
sentences. Make
sentences.Make
Make sure
Makesure
suretoto
sureto use
touse
use correct
usecorrect
correct capitalization
correctcapitalization
capitalization and
capitalizationand punctuation.
andpunctuation.
and You
punctuation.You
punctuation. may
Youmay
You use
mayuse
may the
usethe
use Challenge
theChallenge
the Challenge
Challenge
Fill
Fillin
Fill
Fill inthe
inin theblanks
the
the blanksin
blanks
blanks inthe
inin thesentences
the
the sentencesbelow
sentences
sentences belowwith
below
below withone
with
with oneof
one
one ofthe
ofof thespelling
the
the spellingwords
spelling
spelling wordsin
words
words inthe
inin thechart.
the
the chart.Only
chart.
chart. Onlyif
Only
Only if
ifif Words
Words or
orContent
Content Word
Word in
inyour
your sentences.
sentences.
Wordsor
Words orContent
ContentWord
Wordininyouryoursentences.
sentences.
needed,
needed,add
needed,
needed, add
addaaaasuffix
add suffix
suffix toto
suffixto the
tothe
theend
theend
endofof
ofaaaaword
endof word
word inin
wordin order
inorder for
orderfor
order the
forthe
for sentence
thesentence
the toto
sentenceto
sentence make
tomake sense:
makesense:
make –s,
sense:–s,
sense: –ed,
–s,–ed,
–s, –ing,
–ed,–ing,
–ed, –ing,
–ing,
or
or–ier.
–ier.
or–ier.
or –ier. 1.
1.
1.1. Answers
Answers may
Answers may vary.
may vary.
vary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
1.
1.
1.1. At
Atthe
At
At theend
the
the endof
end
end oftheir
ofof theirmeal,
their
their meal,the
meal,
meal, thewaitress
the
the waitress
waitress obtained
obtained change
obtained
waitress________________
________________
________________
________________ changefrom
change
change fromthe
from
from the
the
the ______________
_____________________________________________________________________________
______________
______________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
cashier
cashierfor
cashier
cashier forher
for
for hercustomers.
her
her customers.
customers.
customers.
2.
2.
2.2. The
Thebutcher
The
The butcheroffered
butcher
butcher offeredmany
offered
offered many
many giveaways
giveaways of
giveaways
many________________
________________
________________
________________ offree
ofof free
free beefsteak
beefsteak
beefsteak
free________________.
________________.
________________.
________________. 2.
2.
2.2. Answers
Answers may
Answers may vary.
may vary.
vary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________
_____________________________________________________________________________
3.
3.
3.3. The
Thetalented
The
The talentedartist
talented
talented artistputs
artist
artist putsher
puts
puts her
her crayons
crayons aside
crayons
her________________
________________
________________
________________ asideand
aside
aside anduses
and
and usesoil
uses
uses oilpaint
oil
oil painton
paint
paint on
on
on
______________
______________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
these
theseportraits.
these
these portraits.
portraits.
portraits.
3.
3.
3.3. Answers
Answers may
Answers may vary.
may vary.
vary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4.
4.
4.4. Our
Ourbeautiful,
Our
Our beautiful,yellow
beautiful,
beautiful, yellow
yellow daisies
daisies finally
daisies
yellow_______________
_______________
_______________
_______________ finallybloomed
finally
finally bloomed
bloomed yesterday
yesterday
yesterday
bloomed________________.
________________.
________________.
________________.
______________
_____________________________________________________________________________
______________
______________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5.
5.
5.5. The
Thesmallest
The
The smallest
smallest mermaid
mermaid was
mermaid
smallest________________
________________
________________
________________ wasthe
was
was theonly
the
the onlyone
only
only onewho
one
one whocould
who
who couldwear
could
could wearthe
wear
wear the
the
the
dainty
dainty seashell
dainty
________________
________________
________________
________________ seashellnecklace.
seashell
seashell necklace.
necklace.
necklace.
6.
6.
6.6. The
Theride
The
The rideon
ride
ride onthe
on
on the
the subway
subway car
subway
the________________
________________
________________
________________ carwas
car
car wasvery
was
was veryscary
very
very scarybecause
scary
scary becausethe
because
because thelights
the
the lightswent
lights
lights went
went
went
out.
out.
out.
out.
Unit
Unit5
Unit
Unit 5 73
55 73
73
73
74
74 Unit
74
74 Unit5
Unit
Unit 5
55
©©2013 Core
2013 CoreKnowledge
KnowledgeFoundation
Foundation ©©2013 Core
2013 CoreKnowledge
KnowledgeFoundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
81
81
81
81 82
82
82
82
Name:
Name:
Name:
Name:
X.X
9.2
X.X
9.2
6.
6.
6.6. Sound
Soundtravels
Sound
Sound travelsat
travels
travels atthis
atat thisspeed:
this
this speed:
speed: 186,000
186,000 mps
186,000 mps
mps
speed:__________________
__________________
__________________
__________________
What 78
78
78
What Is
What Is Sound?
Is Sound?
Sound? Page
Page _____
Page
Page _____
_____
_____
With
Withyour
yourReader
Readerclosed,
closed,use
usethe
thewords
wordsininthe
thebox
boxto tofill
fillininthe
theblanks
blanksbelow.
below.Then,
Then,check
check 7.
7.
7.7. What
Whatis
What
What isthe
isis themeaning
the
the meaningof
meaning
meaning ofthe
ofof theword
the
the word
word mediumin
wordmedium
medium
medium inthis
inin thissentence
this
this sentencefrom
sentence
sentence fromthe
from
from theselection?
the
the selection?
selection?
selection?
With
With your
your Reader
Reader closed,
closed, use
use the
the words
words inin the
the box
box toto fill
fill inin the
the blanks
blanks below.
below. Then,
Then, check
check
your
yourwork
your
your workby
work
work bylooking
by
by lookingback
looking
looking backin
back
back inthe
inin theReader
the
the Readerand
Reader
Reader andwriting
and
and writingthe
writing
writing thepage
the
the pagenumbers
page
page numberswhere
numbers
numbers whereyou
where
where youfound
you
you foundthe
found
found the
the
the There
Thereis
There
There isno
isis nosound
no
no soundin
sound
sound inouter
inin outerspace
outer
outer spacebecause
space
space becausethere
because
because thereis
there
there isno
isis no
no mediumto
nomedium
medium
medium tocarry
to
to carryit.
carry
carry it.
it.
it.
answers.
answers.
answers.
answers.
medium
medium
medium
medium gas
gas
gas
gas 750
750mph
750
750 mph
mph
mph A.
A.
A.
A. aaaasubstance
substancethat
substance
substance thatcreates
that
that createscolor
creates
creates color
color
color
energy
energy
energy
energy solid
solid
solid
solid farther
farther
farther
farther B.
B. aaaasubstance
substancethat
thatsound
soundisisunable
unableto
totravel
travelthrough
through
B.
B. substance
substance that
that sound
sound isis unable
unable to
to travel
travel through
through
vibrating
vibrating
vibrating
vibrating 186,000
186,000
186,000 mps
186,000mpsmps
mps waves
waves
waves
waves C.
C. aaaasubstance
C.
C. substancethat
substance
substance thatsound
that
that soundtravels
sound
sound travelsthrough
travels
travels through
through
through
1.
1.
1.1. Sound
Soundis
Sound
Sound isaaaaform
isis formof
form
form ofof energy
energy
energy
of__________________
__________________
__________________
__________________ that
thatmoves
that
that movesin
moves
moves in
inin D.
D. aaaasubstance
D.
D. substancethat
substance
substance thatcreates
that
that createsspectrums
creates
creates spectrums
spectrums
spectrums
waves
waves
waves
__________________.
__________________.
__________________.
__________________.
Page
Page
Page 74
74
Page _____74
_____
_____
_____
2.
2.
2.2. Sound
Soundwaves
Sound
Sound wavesmove
waves
waves moveout
move
move outfrom
out
out from
from vibrating
vibrating object.
vibrating
fromaaaa__________________
__________________
__________________
__________________ object.
object.
object.
Page 74
74
74
_____
Page _____
Page
Page _____
_____
3.
3.
3.3. The
The
The farther
farther
farther
The__________________
__________________
__________________
__________________ away
awayyou
away
away youget,
you
you get,the
get,
get, theweaker
the
the weakersounds
weaker
weaker soundsbecome.
sounds
sounds become.
become.
become.
Page
Page
Page 74
74
74
Page _____
_____
_____
_____
4.
4.
4.4. Sound
Soundwaves
Sound
Sound wavesneed
waves
waves need
need medium
medium to
medium
needaaaa__________________
__________________
__________________
__________________ tocarry
to
to carrythem.
carry
carry them.
them.
them.
Page 74
74
74
_____
Page _____
Page
Page _____
_____
5.
5.
5.5. Sound
Soundtravels
Sound
Sound travelsfaster
travels
travels fasterthrough
faster
faster through
through solid
solid
solid
throughaaaa__________________
__________________
__________________
__________________ than
thanaaaa
than
than
gas
gas
gas
__________________.
__________________.
__________________.
__________________.
Page 80
80
80
_____
Page _____
Page
Page _____
_____
Unit
Unit5
Unit
Unit 5 81
55 81
81
81
82
82 Unit
82
82 Unit5
Unit
Unit 5
55
©©2013 Core
2013 CoreKnowledge
KnowledgeFoundation
2013 CoreKnowledge
KnowledgeFoundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation

83
83
83
83 85
85
85
85
Name:
Name:
Name:
Name:
X.X
9.3
X.X
9.3 Name:
Name:
Name:
Name:
X.X
9.4
X.X
9.4
Grammar
Grammar Review
Review Practice
Practice Using
Using Suffixes
Suffixes –ous
–ous and
and –ly
–ly
Read
Read
Readeach
Read each
eachsentence.
each sentence.
sentence.Circle
sentence. Circle
Circlethe
Circle the
thenoun(s),
the noun(s),
noun(s),draw
noun(s), draw
drawaaaawiggly
draw wiggly
wigglyline
wiggly line
lineunder
line under
underthe
under the
theverb(s),
the verb(s),
verb(s),draw
verb(s), draw
drawaaaabox
draw box
box
box Choose
Choose
Choosethe
Choose the
thecorrect
the correct
correctword
correct word
wordto
word toto
tocomplete
complete
completeeach
complete each
eachsentence.
each sentence.
sentence.Write
sentence. Write
Writethe
Write the
theword
the word
wordand
word and
andits
and its
itspart
its part
partof
part ofof
ofspeech
speech
speech
speech
around
around
around the
aroundthetheadjective(s),
adjective(s),
theadjective(s), and
and
adjective(s),and draw
draw
drawaaaatriangle
anddraw triangle
triangle around
around
trianglearound the
aroundthethe adverb(s).
adverb(s).
theadverb(s). For
For
adverb(s).For adjectives,
adjectives,
Foradjectives, draw
draw
adjectives,draw
drawanan
an arrow
arrow
anarrow
arrow below
below
belowthe
below the
thesentence.
the sentence.
sentence.
sentence.
to
to the
the
totothe noun
noun
thenoun described,
described,
noundescribed, and
and
described,and for
for
andfor adverbs,
adverbs,
foradverbs, draw
draw
adverbs,draw
drawanan
anarrow
arrow
anarrow totothe
arrowtotothetheverb
verb
theverb described.
described.
verbdescribed. On
described.OnOn the
the
Onthe line,
line,
theline,
line,
write
write
write whether
whether
writewhether
predicate.
predicate.
the
the
whetherthe adverb
adverb
theadverb tells
tells
adverbtells how,
how,
tellshow, when
when
how,when
whenoror
orwhere.
where.
orwhere. Then
Then
where.Then divide
divide
Thendivide each
each
divideeach sentence
sentence
eachsentence into
into
sentenceinto subject
subject
intosubject and
and
subjectand
and 1.
1.1.
1. We
We
Weattended
We attended
attendedthe
attended the
the joyous
joyous party
the (joyous, party
partyto
party to
tocelebrate
to celebrate
celebrateMichael’s
celebrate Michael’s
Michael’sgraduation.
Michael’s graduation.
graduation.
graduation.
predicate.
predicate. (joyous,
(joyous, joyously)
joyously)
(joyous,joyously)
joyously)
Word:
Word:
Word: joyous
joyous
Word:______________
______________
______________
______________ Part
Part
Partof
Part ofof
ofSpeech:
Speech: adjective
adjective
Speech:_______________
Speech: _______________
_______________
_______________
Example:
Example:
Example:We
Example: We
Weran
We ran
ranquickly
ran quickly
quicklyto
quickly to
tocatch
to catch
catchthe
catch the
thelast
the last
lastbus.
last bus. how
how
bus._______________
bus. _______________
_______________
_______________
2.
2.2.
2. My
My
Mynew
My new
newpen
new penmysteriously
pen
pen mysteriouslyappeared
(mysteriously,
(mysteriously,
appeared
appearedon
appeared on
onmy
on my
mydesk
my desk
deskafter
desk after
afterdinner
after dinner
dinnereven
dinner even
even
even
(mysteriously,mysterious)
(mysteriously, mysterious)
mysterious)
mysterious)
though
though
thoughit
though itit
itwas
was
wasnot
was not
notthere
not there
therebefore
there before
beforewe
before we
weate.
we ate.
ate.
ate.
1.
1.1.
1. The
The
Therain
rain
rainpoured
poured
poureddown
down
downand
and
andsoaked
soaked
soakedthe
the
thebrown
brown
browngrass.
grass. where
where
grass.______________
______________ adverb
adverb
The rain poured down and soaked the brown grass. ______________
______________ Word:mysteriously
Word:
Word:
Word: mysteriously
______________
______________
______________ Part
______________ Part
Partof
Part ofof
ofSpeech:
Speech:
Speech:_______________
Speech: _______________
_______________
_______________
3.
3.3.
3. For
For
Foraaaahistory
For history
historyproject,
history project,
project,we
project, we
wehad
we had
hadto
had to
towrite
to write
writeaaaabiography
write biography
biographyof
biography ofof famous
famous person
ofaaaa(famously, person
person
person
2.
2.2.
2. IIIIused
used
usedblue
used blue
blueand
blue and
andgreen
and green
greenmarkers
green markers
markersduring
markers during
duringart
during art
artclass.
art class. when
when
class.________________
class. ________________
________________
________________ from
from
fromthe
from the
theAmerican
the American
AmericanRevolution.
American Revolution.
Revolution.
Revolution.
(famously,
(famously,famous)
(famously, famous)
famous)
famous)
Word:
Word:
Word: famous
famous
______________
______________
Word:______________
______________ Part
Part
Part
PartofofofSpeech:
Speech:
ofSpeech: adjective
adjective
_______________
_______________
Speech:_______________
_______________
3.
3.3.
3. My
My
Mybrother
My brother
brotherslowly
brother slowly
slowlyate
slowly ate
atehis
ate his
hisspicy
his spicy
spicychili.
spicy chili. how
how
chili.________________
chili. ________________
________________
________________ 4. furious
furious troll
4.4.
4. The
The
The
The(furiously,
(furiously,furious)
furious)
troll
trollshouted
troll shouted
shoutedat
shouted atat
atthe
the
theBilly
the Billy
BillyGoats
Billy Goats
GoatsGruff.
Goats Gruff.
Gruff.
Gruff.
(furiously,
(furiously,furious)
furious)
Word:
Word:
Word: furious
furious
______________
______________
Word:______________
______________ Part
Part
Partof
Part ofof
ofSpeech:
Speech: adjective
adjective
Speech:_______________
Speech: _______________
_______________
_______________
4.
4.4.
4. Andy
Andy
Andyleaves
leaves
leavessoon
soon
soonfor
for
forwinter
winter
wintervacation.
vacation. when
when
vacation.________________
________________
swaysdangerously
dangerously
Andy leaves soon for winter vacation. ________________
________________ 5.
5.5.
5. The
The
Thecrane
The crane
craneat
crane atat
atthe
the
theconstruction
the construction
constructionsite
construction site
sitesways
site sways
sways (dangerous,
(dangerous,
when
when
whenthere
when there
thereis
there isis
isaaaa
(dangerous,dangerously)
(dangerous, dangerously)
dangerously)
dangerously)
thunderstorm
thunderstorm
thunderstormwith
thunderstorm with
withlots
with lots
lotsof
lots ofof
ofwind.
wind.
wind.
wind.
Word:
Word:
Word: dangerously
dangerously
Word:______________
______________
______________ Part
______________ Part
Partof
Part ofof
ofSpeech:
Speech: adverb
adverb
Speech:_______________
Speech: _______________
_______________
_______________
6.
6.6.
6. The
The
Theactor
The actor
actorin
actor inin
inthe
the
the playhumorously
theplay
play
play humorouslysang
(humorous,
(humorous,
sang
sangwhile
sang while
whiledressed
while dressed
dressedin
dressed inin
inaaaaridiculous
ridiculous
ridiculous
ridiculous
(humorous,humorously)
(humorous, humorously)
humorously)
humorously)
costume.
costume.
costume.
costume.
Word:humorously
Word:
Word:
Word: humorously
______________
______________
______________
______________ Part Part
Part
PartofofofSpeech:
Speech:
ofSpeech: adverb
adverb
_______________
_______________
Speech:_______________
_______________
Unit
Unit
Unit 555 83
Unit5 83
83
83 Unit
Unit555 85
Unit5
Unit 85
85
85
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013 Core
2013 CoreKnowledge
KnowledgeFoundation
2013 CoreKnowledge
KnowledgeFoundation
Foundation
86
86
86
86 87
87
87
87
Name:
Name:
Name:
Name:
X.X
9.5
X.X
9.5
7.
7.7.
7. Our
Our
Our neighborjoyously
Ourneighbor
neighbor
neighbor joyouslyannounced
(joyous,
(joyous, joyously)
joyously)
announced
announcedthat
announced that
thathis
that his
hisson
his son
sonwas
son was
wasadmitted
was admitted
admittedto
admitted to
tothe
to the
thecollege
the college
college
college
(joyous,
(joyous,joyously)
joyously)
he
he
helikes
he likes
likesthe
likes the
themost.
the most.
most.
most. Word
Word Sort
Sort
Word:
Word:
Word: joyously
joyously
Word:______________
______________
______________
______________ Part
Part
Partof
Part ofof
ofSpeech:
Speech: adverb
adverb
Speech:_______________
Speech: _______________
_______________
_______________
Identify
Identify
Identifythe
Identify the
theheaders.
the headers.
headers.Read
headers. Read
Readthe
Read the
thewords
the words
wordsin
words inin
inthe
the
thebox
the box
boxand
box and
andcircle
and circle
circlethe
circle the
thevowels
the vowels
vowelsthat
vowels that
thathave
that have
havethe
have the
the/ae/
the /ae/
/ae/sound.
/ae/ sound.
sound.
sound.
Write
Writethe
the words
words under
under each
each header
headerthat
that match
match the
theheader’s
header’s spelling
spellingpattern.
pattern.
8.
8.8.
8. The
The
Thegovernor
The governor
governorhad
governor had humorous
humorous response
hadaaaa(humorously,
had response
responseto
to
toaaaaserious
responseto serious
seriousquestion
question
seriousquestion during
during
questionduring
during
Write
Writethe
thewords
wordsunder
undereach
eachheader
headerthat
thatmatch
matchthe
theheader’s
header’sspelling
spellingpattern.
pattern.
(humorously,
(humorously, humorous)
humorous)
(humorously,humorous)
humorous)
the
the
the interview.
interview.
theinterview.
interview. ‘ay’
‘ay’
‘ay’>
‘ay’ >>>/ae/
/ae/
/ae/
/ae/ ‘ai’
‘ai’
‘ai’>
‘ai’ >>>/ae/
/ae/
/ae/
/ae/ ‘ea’
‘ea’
‘ea’>
‘ea’ >>>/ae/
/ae/
/ae/
/ae/
Word:
Word:
Word: humorous
humorous
Word:______________
______________
______________
______________ Part
Part
Partof
Part ofof
ofSpeech:
Speech: adjective
adjective
Speech:_______________
Speech: _______________
_______________
_______________ bluejay
bluejay
_________________________
_________________________ paid
paid
_________________________ _________________________
_________________________ _________________________ breakneck
breakneck
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
Bonus:
Bonus:
Bonus:Circle
Bonus: Circle
Circlethe
Circle the
thecorrect
the correct
correctanswer
correct answer
answerand
answer and
andwrite
and write
writethe
write the
thepart
the part
partof
part ofof
ofspeech.
speech.
speech.
speech. waylay
waylay
_________________________
_________________________ maids
maids
_________________________ _________________________
_________________________ _________________________ greatest
greatest
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
1.
1.1.
1.Which
Which
Whichof
Which ofof
ofthe
the
thefollowing
the following
followingwords
following words
wordsmeans
words means
means“full
means “full
“fullof
“full ofof
ofcare
care
careto
care to
toavoid
to avoid
avoiddanger
avoid danger
dangeror
danger or
ormistakes”?
or mistakes”?
mistakes”?
mistakes”? bricklaying
bricklaying
_________________________
_________________________
_________________________ raisins
raisins
_________________________ _________________________
_________________________
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
cautious
cautious
cautious
cautious cautiously
cautiously
cautiously
cautiously
maybe
maybe
_________________________
_________________________
_________________________ waiter
waiter
_________________________ _________________________
_________________________
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
Part
Part
Partof
Part ofof
ofSpeech:
Speech: adjective
adjective
Speech:___________________________________
Speech: ___________________________________
___________________________________
___________________________________
always
always
_________________________
_________________________
_________________________ sailing
sailing
_________________________ _________________________
_________________________
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
2.
2.2.
2.Which
Which
Whichof
Which ofof
ofthe
the
thefollowing
the following
followingwords
following words
wordsmeans
words means
means“in
means “in
“inaaaacurious
“in curious
curiousway”?
curious way”?
way”?
way”?
_________________________
_________________________
_________________________ mailman
mailman
_________________________ _________________________
_________________________
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
curiously
curiously
curiously
curiously curious
curious
curious
curious
Part
Part adverb
adverb _________________________
_________________________
_________________________ prepaid
prepaid
_________________________ _________________________
_________________________
_________________________ _________________________
_________________________ _________________________
_________________________
_________________________
Partof
Part ofof
ofSpeech:
Speech:
Speech:___________________________________
Speech: ___________________________________
___________________________________
___________________________________
3. _________________________
_________________________
_________________________ _________________________
_________________________
_________________________ _________________________
_________________________
3.3.
3.Which
Which
Whichof
Which ofof
ofthe
the
thefollowing
the following
followingwords
following words
wordsmeans
words means
means“full
means “full
“fullof
“full ofof
ofsomething
something
somethingwonderful”?
something wonderful”?
wonderful”?
wonderful”? _________________________ _________________________ _________________________
_________________________
fabulously
fabulously
fabulously
fabulously fabulous
fabulous
fabulous
fabulous
paid
paid
paid
paid breakneck
breakneck
breakneck
breakneck headers
headers
headers
headers maybe
maybe
maybe
maybe sailing
sailing
sailing
sailing
Part
Part
Partof
Part ofof
ofSpeech:
Speech: adjective
adjective
Speech:___________________________________
Speech: ___________________________________
___________________________________
___________________________________
monkey
monkey
monkey
monkey waylay
waylay
waylay
waylay read
read
read
read prairie
prairie
prairie
prairie mailman
mailman
mailman
mailman
maids
maids
maids
maids aisle
aisle
aisle
aisle bricklaying
bricklaying
bricklaying
bricklaying waiter
waiter
waiter
waiter always
always
always
always
bluejay
bluejay
bluejay
bluejay raisins
raisins
raisins
raisins greatest
greatest
greatest
greatest despair
despair
despair
despair prepaid
prepaid
prepaid
prepaid
86
86
86 Unit
Unit
Unit5
86 Unit 555 Unit
Unit555 87
Unit5
Unit 87
87
87
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013 Core
2013 CoreKnowledge
KnowledgeFoundation
2013 CoreKnowledge
KnowledgeFoundation
Foundation

93
93
93
93 94
94
94
94
Name:
Name:
Name:
Name:
10.2
X.X
X.X
10.2
10.2
X.X
5.
5.5.
5. Whichof
Which
Which
Which ofthese
ofof thesebooks
these
these bookswould
books
books wouldbe
would
would bethe
be
be thebest
the
the bestto
best
best tofind
toto findout
find
find outmore
out
out morefacts
more
more factsabout
facts
facts aboutthe
about
about the
the
the
characteristicsof
characteristics ofsound?
ofof sound?
sound?
Characteristicsof
Characteristics
Characteristics
Characteristics ofSound
of
of Sound
Sound
Sound characteristics
characteristics sound?
A.
A.
A.
A. Adventuresin
Adventures
Adventures
Adventures inLight
inin Light
Light
Light
1.
1.
1.1. Whatis
What
What
What ispitch?
isis pitch?
pitch?
pitch? B.
B.
B.
B. CanYou
Can
Can
Can YouHear
You
You HearMe
Hear
Hear MeNow?
Me
Me Now?
Now?
Now?
A.
A.
A. Pitch
Pitch
Pitchis
A. Pitch ishow
isis howloud
how
how loudor
loud
loud orsoft
or
or softaaaasound
soft
soft soundis.
sound
sound is.
is.
is. C. All
C.
C.
C. AllAbout
All
All AboutAnimals
About
About Animals
Animals
Animals
B.
B.
B.
B. Pitchis
Pitch
Pitch
Pitch ishow
isis howhigh
how
how highor
high
high orlow
or
or lowaaaasound
low
low soundis.
sound
sound is.
is.
is. D. Experiments
D.
D.
D. Experimentswith
Experiments
Experiments withFood
with
with Food
Food
Food
C. Pitch
C.
C.
C. Pitchis
Pitch
Pitch ishow
isis howfast
how
how fastsound
fast
fast soundtravels
sound
travels
travels throughaaaamedium.
through
through medium.
medium.
medium.
D. Pitch
D. Pitchisisthe
theintensity
intensityof
ofaaaasound.
sound. 6.
6.6.
6. Readthis
Read
Read
Read thissentence
this
this sentencefrom
sentence
sentence fromthe
from
from theselection:
the
the selection:Very
selection:
selection: Veryloud
Very
Very loudsounds
loud
loud soundscan
sounds
sounds candamage
can
can damageyour
damage
damage yourhearing.
your
your hearing.
hearing.
hearing.
D.
D. Pitch
Pitchisisthe
theintensity
intensityofof sound.
sound.
Basedon
Based
Based
Based onthe
on
on thesentence,
the
the sentence,which
sentence,
sentence, whichphrase
which
which phrasebest
phrase
phrase bestdescribes
best
best describeswhat
describes
describes whatloud
what
what loudsounds
loud
loud soundscan
sounds
sounds cando.
can
can do.
do.
do.
2.
2.2.
2. Whatis
What
What
What isvolume?
isis volume?
volume?
volume? A.
A.
A.
A. Theycan
They
They
They canmake
can
can makeyou
make
make youhear
you
you hearwell.
hear
hear well.
well.
well.
A. Volume
A.
A.
A. Volumeis
Volume
Volume ishow
isis howhigh
how
how highor
high
high orlow
or
or lowaaaasound
low
low soundis.
sound
sound is.
is.
is. B.
B. Theycan
They canhurt
hurtyour
yourhearing.
hearing.
B.
B. They
They can
canhurt
hurtyour
yourhearing.
hearing.
B.
B.
B.
B. Volumeis
Volume
Volume
Volume isthe
isis theintensity
the
the intensityof
intensity
intensity ofaaaasound.
ofof sound.
sound.
sound. C. They
C. Theycan
canmake
makeyou
youable
abletotohear
hearfrom
fromgreat
greatdistances.
distances.
C.
C. They
They can
canmake
makeyou
youable
abletotohear
hearfrom
fromgreat
greatdistances.
distances.
C. Volume
C.
C.
C. Volumeis
Volume
Volume ishow
isis howlong
how
how longor
long
long orshort
or
or shortaaaasound
short
short soundwave
sound
sound waveis.
wave
wave is.
is.
is. D. They
D. Theycan
They canmake
makeyou
youable
abletotohear
hearaaaawhisper
whisperbetter.
better.
D.
D. They can
canmake
makeyou
youable
abletotohear
hear whisper
whisper better.
better.
D. Volume
D.
D.
D. Volumeis
Volume
Volume ishow
isis howfast
how
how fastsound
fast
fast soundtravels
sound
travels
travels throughaaaamedium.
through
through medium.
medium.
medium.
7.
7.
7.7. Howwould
How
How
How wouldthe
would
would theworld
the
the worldbe
world
world bedifferent
be
be differentif
different
different ifall
ifif allsounds
all
all soundswere
sounds
sounds werethe
were
were thesame
the
the samepitch
same
same pitchand
pitch
pitch and
and
and
3. Describehow
howthe
thelength
lengthof
ofsound
soundwaves
wavesaffects
affectspitch.
pitch. volume?
volume?
volume?
volume?
3.3.
3. Describe
Describe
Describe how
howthe
thelength
lengthofofsound
soundwaves
wavesaffects
affectspitch.
pitch.
Longerwavelengths
Longer wavelengthsmake
makelower
lowerpitches.
pitches. Answersmay
Answers
Answers
Answers mayvary.
may
may vary.
vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
Longer
Longer wavelengths
wavelengths make
make lower
lower pitches.
pitches.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Listthree
threesources
sourcesof
ofaaaalow-pitched
low-pitchedsound.
sound. __________________________________________________________________________________
__________________________________________________________________________________
4.
4.4. List
List
Listthree
threesources
sourcesofof low-pitched
low-pitchedsound.
sound.
__________________________________________________________________________________
__________________________________________________________________________________
tuba
tuba
tuba
tuba
______________________________________
______________________________________
______________________________________
______________________________________
__________________________________________________________________________________
__________________________________________________________________________________
cow
cow
cow
cow mooing
mooing
mooing
mooing
______________________________________
______________________________________
______________________________________
______________________________________
adult
adult
adult
adult voice
voice
voice
voice
______________________________________
______________________________________
______________________________________
______________________________________
Unit 93
Unit55 93 94 Unit
94 Unit55
Unit55 93
Unit 93 94
94 Unit
Unit55
©© 2013
2013 Core
Core Knowledge
2013 Core
Core Knowledge
Foundation
©©
2013 Core
2013 Knowledge
Core Foundation
2013 Core
2013 Knowledge
Core Foundation
97
97
97
97 98
98
98
98
Name:
Name:
Name:
Name:
10.4
X.X
X.X
10.4
10.4
X.X
6.
6.6.
6. Whichdefinition
Which
Which
Which definitionof
definition
definition ofpay
ofof paymatches
pay
pay matchesthe
matches
matches theuse
the
the useof
use
use ofthe
ofof theword
the
the wordin
word
word inthe
inin thesentence:
the
the sentence:
sentence:
sentence:
DictionarySkills
Dictionary
Dictionary
Dictionary Skills
Skills
Skills 33
Mymother
My
My
My motherreceives
mother
mother receivesher
receives
receives herpay
her
her payon
pay
pay onFridays.
on
on Fridays.
Fridays.
Fridays. 33
Usethe
Use
Use
Use thefollowing
the
the followingportion
following
following portionof
portion
portion ofaaaadictionary
ofof dictionarypage
dictionary
dictionary pageto
page
page toanswer
toto answerthe
answer
answer thequestions
the
the questionsbelow.
questions
questions below.
below.
below. Whatpart
What
What
What partof
part
part ofspeech
ofof speechis
speech
speech ispay
isis payin
pay
pay inthis
inin thissentence?
this
this sentence?
sentence?
sentence? noun
noun
noun
noun
part
part
part
part pickle
pickle
pickle
pickle 7.
7.
7.7. Writeaaaasentence
Write
Write
Write sentenceusing
sentence
sentence usingthe
using
using thedefinition
the
the definitionof
definition
definition ofpay
ofof paynot
pay
pay notalready
not
not alreadyused
already
already usedin
used
used inthe
inin thesentences
the
the sentences
sentences
sentences
above.
above.
above.
above.
pay
pay
pay 1.
1.
1. verb
verb
verb To
To
To give
give
give money
money
money to
to
to buy
buy
buy something.
something.
something. 2.
2.
2. verb
verb
verb To
To
To be
be
be worthwhile.
pay 1. verb To give money to buy something. 2. verb To be worthwhile.3.
worthwhile.
worthwhile. 3.
3.3.
nounMoney
noun
noun
noun Moneyearned
Money
Money earnedfrom
earned
earned fromworking
from
from workingat
working
working ataaaajob.
atat job.
job.
job. Answersmay
Answers
Answers
Answers mayvary.
may
may vary.
vary.
vary.
peck1.
peck
peck
peck 1.verb
1.1. verbTo
verb
verb Topick
To
To pickup
pick
pick upsomething
up
up somethingwith
something
something withaaaabeak.
with
with beak.2.
beak.
beak. 2.verb
2.2. verbTo
verb
verb Toeat
To
To eatsomething
eat
eat something
something
something
insmall
in
in
in smallbites
small
small biteswith
bites
bites withno
with
withnonoenjoyment
no enjoyment3.
enjoyment
enjoyment 3.noun
3.3. nounA
noun
nounAAAlight
lightkiss.
light
light kiss.
kiss.
kiss. 8.
8.8.
8. Whichdefinition
Which
Which
Which definitionof
definition
definition ofpeck
ofof peckmatches
peck
peck matchesthe
matches
matches theuse
the
the useof
use
use ofthe
ofof theword
the
the wordin
word
word inthe
inin thesentence:
the
the sentence:
sentence:
sentence:
1.
1. Whatare
What arethe
thetwo
twoguide
guidewords
wordson
onthe
thepage?
page? 2
1.1. What
What are
arethe
thetwo
twoguide
guidewords
wordson
onthe
thepage?
page? Thechild
The
The
The childpecked
child
child peckedat
pecked
pecked ather
atat herfood
her
her foodwithout
food
food withouteating
without
without eatingmuch.
eating
eating much.
much.
much. 2
22
part
part
part
part pickle
pickle
pickle
pickle noun
sentence? noun
Whatpart
What
What
What partof
part
part ofspeech
ofof speechis
speech
speech ispeck
isis peckin
peck
peck inthis
inin thissentence?
this
thissentence?
sentence? noun
noun
2.
2.
2.2. Whatare
What
What
What arethe
are
are thetwo
the
the twoentry
two
two entrywords
entry
entry wordson
words
words onthe
on
on thepage?
the
the page?
page?
page? 9.
9.9. Whichdefinition
Which definitionof
definition ofpeck
ofof peckmatches
peck matchesthe
matches theuse
the useof
use ofthe
ofof theword
the wordin
word inthe
inin thesentence:
the sentence:
sentence:
9. Which
Which definition peck matches the use the word the sentence:
pay
pay
pay
pay peck
peck
peck
peck Mygrandmother
My
My grandmothergives
grandmother givesme
gives meaaaapeck
me peckon
peck onmy
on mycheek
my cheekeach
cheek eachtime
each timeIIIIsee
time seeher.
see her.
her. 33
33
My grandmother gives me peck on my cheek each time see her.
3.
3.
3.3. Wouldthe
Would
Would
Would theword
the
the wordpill
word
word pillbe
pill
pill beon
be
be onthis
on
on thispage?
this
this page?
page?
page?
Whatpart
What
What
What partof
part
part ofspeech
ofof speechis
speech
speech ispeck
isis peckin
peck
peck inthis
inin thissentence?
this
thissentence?
sentence? noun
sentence? noun
noun
noun
no
no
no
no 10. Write
10. Writeaaaasentence
sentenceusing
usingthe
thedefinition
definitionof
ofpeck
pecknot
notalready
alreadyused
usedininthe
thesentences
sentences
10.
10. Write
Write sentence
sentenceusing
usingthe
thedefinition
definitionofofpeck
pecknot
notalready
alreadyused
usedininthe
thesentences
sentences
above.
above.
above.
above.
4.
4.
4.4. Circlethe
Circle
Circle
Circle theword(s)
the
the word(s)that
word(s)
word(s) thatwould
that
that wouldcome
would
would comebefore
come
come beforepart
before
before partin
part
part inthe
inin thefollowing
the
the followinglist:
following
following list:
list:
list:
pattern,peace,
pattern,
pattern,
pattern, peace,pack
peace,
peace, pack
pack
pack
Answersmay
Answers
Answers
Answers mayvary.
may
may vary.
vary.
vary.
5.
5.5.
5. Whichdefinition
Which
Which
Which definitionof
definition
definition ofpay
ofof paymatches
pay
pay matchesthe
matches
matches theuse
the
the useof
use
use ofthe
ofof theword
the
the wordin
word
word inthe
inin thesentence:
the
the sentence:
sentence:
sentence:
ItItpays
ItIt paysto
pays
pays tobe
toto bean
be
be anhonest
an
an honestperson.
honest
honest person.
person.
person. 22
22
Whatpart
What
What
What partof
part
part ofspeech
ofof speechis
speech
speech ispay
isis payin
pay
pay inthis
inin thissentence?
this
this sentence?
sentence?
sentence? verb
verb
verb
verb 97
Unit55 97
Unit 98 Unit
98 Unit55
Unit55 97
Unit 97 98
98 Unit
Unit55
©© 2013
2013 Core
Core Knowledge
2013 Core
Core Knowledge
Foundation
©©
2013 Core
2013 Knowledge
Core Foundation
2013 Core
2013 Knowledge
Core Foundation

105 109
Name:
Name:
Name:
Name:
12.2
X.X
12.2
X.X
12.2
X.X
12.2
X.X Name:
Name:
Name:
Name:
12.4
X.X
12.4
X.X
12.4
X.X
Take-Home
Take-HomeWorksheet
Take-Home Worksheet
Worksheet
Take-Home Worksheet
Conjunction
Conjunction
Conjunction and
Conjunctionand
and
and Practice the
Practicethe
Practice Conjunction
theConjunction and
Conjunctionand
and
Write
Write
In the
eachtheletter
letter‘S’‘S’over
over thethesubjects
subjects andandthetheletter
letter‘P’‘P’
over the
over the predicates
predicates in each
in each simple
simple
Write the letter ‘S’ over the subjects and the letter ‘P’ over the predicates inineach simple Write the sentence,
sentence.
sentence.letter
Draw
Draw ‘S’ draw
over
a line
aand
linetothe
to
two lines
subjects
separate
separate
under
theand
the
the
the
subject
subject
conjunction
letter
andand over and.
‘P’predicate
predicate theinin
Write
predicates
each
each
the in
simple
letter
simple each ‘S’simple
sentence.
sentence.
over top
Then,
Then,
Write the letter ‘S’ over the subjects and the letter ‘P’ over the predicates in each simple of the subject(s) the letter ‘P’
Write
Write the
the letter
letter ‘S’‘S’ over the subjects and the letter ‘P’ over the predicates each simple sentence. Draw a line to separate theover top of
subject and the predicate(s),
predicate in each draw a line
simple between
sentence. the
Then,
sentence.
sentence.
sentence. DrawDraw
Draw aover
a linelinetothe
to subjects
separate
separatetheand
the the
subject
subjectletter
andand‘P’ over
predicate
predicate the
inininpredicates
eacheachsimple
simpleinsentence.
each simple
sentence. Then,
Then,join
join join the
join two
the
subject(s) two simple
and simple sentences
sentences
predicate(s). together
Then,together using
circle using the
whether conjunction
the conjunction
the sentence andand to make
to
hastoamakemake
compounda compound
a compound
subject or a
sentence.
the two Draw
simple a aline
line
sentences totoseparate
separate
together
the
the
using
subject
subject
the andand predicate
predicate
conjunction andin each
each
tototo
make
simple
simple sentence.
sentence.
a acompound
Then,
Then, join
join
sentence. join the two
sentence.
sentence.Drawsimple
Draw two sentences
two lines
lines under together
the wordusing
and the conjunction
toto
show that and
it it
is is
a conjunction. a compound
the
the two
two simple
simple sentences
sentences together
together using
using the
the conjunction
conjunction and
and make
make acompound
compound sentence.
sentence. compound
sentence. Draw predicate
two lines is under
or undera compoundthe word
the word sentence
and
and to show
show
made that
up
that itofistwo
a simple
conjunction.
a conjunction.sentences. Answer
the
Drawtwo
Draw simple
twotwo lines sentences
linesunder
under the together
theword and
word using
and toto the
show conjunction
show that it it
that is is and to
a conjunction.
aconjunction.
conjunction.make a compound sentence.
Draw two lines under the word and the question that follows each sentence showing that the conjunction joined two subjects,
Draw two lines under the word and totoshow
show that
that ititisisa aconjunction. SS PP S S PP
two predicates,
Example:
Example: SAlan
Alan |orentertained
two
P simple
| entertained sentences.
allall
of us.us.
of S Eli
Eli P snacks.
| served
| served snacks.
Example:
Example:The
Example: Thebeautiful
The beautifulfish
beautiful fishswim
fish swiminininthe
swim thebowl.
the bowl.They
bowl. Theywatch
They watchme
watch mecarefully!
me carefully!
carefully! Example: Alan | entertained all of us. Eli | served snacks.
Example: The beautiful fish swim in the bowl. They watch me carefully! Alan
Alan entertained
entertained Sofof
allall us,us,
andand EliEli S snacks.
served
served snacks. P
SS PP SS PP
SS PP SS PP Alan entertained all of us, and Eli served snacks.
S S PP Example: Alan Sand S hisPPcrazy brother | entertained all of us.
The
Thebeautiful
beautiful
Thebeautiful fish
fish
beautifulfish | swim
|
fish| swim swim in the
in
| swimininthe bowl
the bowl
thebowl and
bowlandandthey
they
andthey | watch
| watch
they| watch me
| watchme mecarefully!
me carefully!
carefully!
The carefully! SAlansings
1.1. Alan Psingswacky
wackysongs. SElijuggles
songs.Eli P apples.
juggles apples.
S S PP SS PP compound subject compound predicate compound sentence
S went
1.1. Sally
S
Sallywent
went tothe
thecircus
circus tosee
seethe
P
P to the circus to see the clowns. HerSfriends joined
theclowns.
clowns.Her
Herfriends
P her there.
friendsjoined
joinedher
herthere.
there.
S P 1. Alan sings wacky songs. Eli juggles apples.
1.1. Sally
Sallywent totothe circus totosee the clowns. Her friends joined her there. Alan
Alan sings
Alansings
sings
What wacky
does wacky songs
songs
the conjunction
wacky songs joinand
and this Eli
inand juggles
Elijuggles
juggles
sentence?
Eli apples.
apples.
two subjects
apples.
S went
Sally
Sally wentto totoPthe
the circus
thecircus
circusto to see
tosee the
seethe clowns
theclowns
clownsand and her
andher her
Sally
Sally went
went to the circus to see the clowns and her
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________ S P
S
friends
friends joined P
joinedherher there.
herthere.
there. 1. Alan’s crazy brother | sings wacky songs and juggles apples at the same time.
friends
friends joined
joined her there.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________ S S compound
PP subject SS
compound PP
predicate compound sentence
_________________________________________________________________________________
_________________________________________________________________________________ SAlanthrows
2.2. Alan P lots
throws lotsofofparties. Sneighbors
parties.The
The Pcome.
neighborsalways
always come.
SS PP SS PP 2. Alan throws lots of parties. The neighbors always come.
2.2.2. The Ssportscarcarroared
Thesports P down
roared downthe
thestreet.
street.The S carcarwith
Thepolice
police withaasiren Pwasright
sirenwas
asiren right What does the conjunction join in this sentence? two predicates
_______________________
2. The sports car roared down the street. The police car with was right
The sports car roared down the street. The police car with a siren was right Alan
Alan
Alan throws
throwsPlots ofofparties
lotsof parties and
partiesSand the
andthe neighbors
theneighbors
neighbors
behind
behindit.it.it.
behind
behind it. Sthrows lots P
The sports S car roared down P the street and the 2. always
always come.
Alan sang his wacky songs and the neighbors all | came over to watch him.
come.
The
The sportscar
sports
sports carroared
car roareddown
roared downthe
down thestreet
the streetand
street andthe
and the
the
_________________________________________________________________________________
The
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
always come.
police
police car
car Swithaasiren
with siren was
was right
right Pbehind
behind it.
it. compound subject compound predicate compound sentence
policecar carwith
withaasirensirenwas wasright
rightbehind
behindit.it.
_________________________________________________________________________________
police
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________ S S PP SS PP
S P
Eli makes brownies. TheSneighbors enjoy
P them.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.3. What
Eli makes
doesbrownies. The neighbors
the conjunction enjoy
join in this sentence?
3. Eli makes brownies. The neighbors enjoy them.
two simple sentences
them. _______________________
_________________________________________________________________________________
SS PP SS PP Eli makes brownies and the neighbors enjoy
3.3.3. TheS goldfishswims
Thegoldfish
Pswimsaround
aroundinininitsits
itsbowl. The
bowl.
S childrenlove
Thechildren
Plovetotowatch
watchitititswim
swiminin
incircles.
circles.
Elimakes
Eli makesbrownies
browniesand
andthe
theneighbors
neighborsenjoy
enjoy
3. The goldfish swims around bowl. The children love to watch swim
The goldfish swims around in its bowl. The children love to watch it swim in circles. circles.
The S
goldfish swims around P in its bowl and the them.
them.
The
The goldfishswims
goldfish
goldfish swimsaround
swims aroundin
around inits
in itsbowl
its bowland
bowl andthe
and the
the
_________________________________________________________________________________
The
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
them.
children
children S lovelove totowatch P ititswim
watch swim inincircles.
circles.
childrenlove lovetotowatch
watchititswim swiminincircles.
circles.
________________________________________________________________________________
children
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Unit 5 5105
Unit 105 Unit 5 5109
Unit 109
Unit 5 105 Unit 5 109
© 2013 CoreCore
© 2013 Knowledge Unit 5 105
Foundation
Knowledge Foundation © 2013 CoreCore
© 2013 Knowledge Unit 5 109
Foundation
110 113
Name:
Name: PP11
X.X
PP11
X.X
13.1
PP11
X.X
S S PP SS Name:
Name: continued
S P S
4.4. Alan likes to entertain. Eli likes to cook.
Alan likes to entertain. Eli likes to cook.
4.Now Alan
createlikes
your to
ownentertain.
sentencesEli
andlikes to cook.
answer the question that follows.
Alan likes
Alanlikes totoentertain
likesto entertain
entertainand and Eli
andEliElilikes
likestotocook.
cook. Conjunction
Conjunction and
and Conjunction and
1. Alan
Write a sentence that has a compound subject. likes to cook.
1. What is the selection mainly about?
Write
Write A.letter‘S’
thethe
letter Doctors
over
‘S’ over use
thethe tuning
subjects
subjects and forks
andthethetoletter
test
letter hearing.
‘P’‘P’
over thethe
over predicates
predicatesinin
each
eachsimple
simple
Answers may vary.
__________________________________________________________________________________ Write the letter
sentence.
sentence. Draw
Draw‘S’ aover
a line
linetothe
to subjects
separate
separate and
thethe the letter
subject
subject andand‘P’ over the
predicate
predicate ininpredicates
each
eachsimpleinsentence.
simple each simple
sentence. Then,
Then,join
join
sentence.
thethe
two
two Draw
simple
simple a Playing
line
B. sentences to separate
sentences guitarthe
a together
together subject
isusing
using and
difficult.
thethe predicateand
conjunction
conjunction in
and each
toto simple
make
make a sentence.
a compound
compound Then, join
sentence.
sentence.
the
Drawtwo
Draw simple
twotwolinessentences
linesunder
under together
thetheword and
word using
and totothe
show conjunction
show that it it
that is is and to make
a conjunction.
a conjunction. a compound sentence.
__________________________________________________________________________________
Draw two C. Tuning
lines under the forks
word andare useful
to showtools.
that it is a conjunction.
What
Challenge:
Challenge: does
Mark
Mark thethe
the conjunction
subject(s)
subject(s)and
and join in this
predicate(s)
predicate(s) and sentence?
andunderline
underline _______________________________
the
theconjunction
conjunction and with
and with D.S S Musical
PP S S have
instruments P P different pitches
Challenge: inMark the subject(s) and predicate(s) and underline the conjunction with SCarla |Psings S | dances
P a jig.
two
twolines
lines the
in thefollowing
following sentences.
sentences.Write
Write‘Yes’ onon
‘Yes’ thetheline
lineif if
thethesentence
sentenceis is aand
a compound
compound Example: Carla
Example: | sings a song. Connie
a song. Connie | dances a jig.
two lines with
sentence inwith
thetwo
following sentences.
independent Write
clauses and‘Yes’
‘No’ onif the
it is line
not if
a the sentencesentence.
compound is a compound Example: Carla | sings a song. Connie | dances a jig.
2. Write a sentence that has a compound predicate.
sentence two independent clauses and ‘No’ if it is not a compound sentence. Carla sings a song, and Connie dances
sentence with two independent clauses and ‘No’ if it is not a compound sentence. 2. What Carla
does
Carla
sings
sings the aword
song,
a song,
and Connie
andpure mean
Connie inaathe
dances
dances
jig.
a jig.
jig. following sentence from the
SS PP
Example:
Example: Answers may vary.
SMeg |P
__________________________________________________________________________________
Meg | baked
baked a cake
a cakeand
andchocolate
chocolate chip
chipcookies.
cookies. NoNo S
SS PP
selection?
Plovesbasketball. STinaenjoys
Penjoystennis.
S S PP
Example: Meg | baked a cake and chocolate chip cookies. No 1.1. Matthew
Matthewloves
Tuningloves
forks basketball.Tina
make a Tina
very kindtennis.
SS S S PP 1. Matthew basketball. pure
enjoys tennis.of sound.
SAllenand
5.5. Allen SJohnrode
andJohn Prodetheir
theirbikes
bikestotothe
thepark.
park. No NoNo
__________________________________________________________________________________
Matthew
Matthewloves
loves basketball
basketball and Tina
andTina enjoys
Tinaenjoys tennis.
enjoystennis.
tennis.
5. Allen and John rode their bikes to the park.
What
S S does
PP the conjunction PPjoin in this sentence? _______________________________
Matthew loves
A. mixed basketball
with other sounds and
S read
6.6. Derek
Derek Preada book
a bookand P TV
andwatched
watched TVlastlastnight.
night. No NoNo B. not mixed with other sounds
6. Derek read a book and watched TV last night.
3. WriteS S a compoundPP sentence that connects
SS Ptwo
P simple sentences. C. beautiful sounds
7.7. My Smother
My P dinner
mothercooked
cooked dinnerandandmy Ssister
my Pmadedessert.
sistermade Yes
Yes
dessert. Yes S S notPbeautiful S Ssounds
PP
7. My Answers
mother cooked may vary.
dinner and my sister made dessert.
__________________________________________________________________________________ SD.bucket
2.2. The
The bucket
P
Pis isrusty. SIt Itleaks
rusty. Pleaksononmymyfoot.
foot.
2. The bucket is rusty. It leaks on my foot.
__________________________________________________________________________________
3. The
Thebucket
What bucketisthe
determines isrusty
pitch ofand
rusty and ititleaks
the sound leaks on
on
a tuning mymy
fork foot.
foot.
makes?
The bucket is rusty and it leaks on my foot.
What does the conjunction join in this sentence? _______________________________ A. the speed of vibration
B. the frequency of vibration
C. theS length S PP of the prongs S S PP
3.3. The
Thesilly Skittenpaws
sillykitten P
pawsatatthe
thestring. SHeplays
string.He Pplaysjoyfully!
joyfully!
3. TheD. silly kitten paws
all of the at the string. He plays joyfully!
above
The silly
Thesilly
The kitten
sillykitten paws
kittenpawspawsat atatthe
the string
thestring and
stringand andhe he plays
heplays
plays
4. joyfully!
Write true or false on the line following the sentence.
joyfully!
joyfully! false
The shorter the prongs on a tuning fork, the higher the pitch. ___________
110
110Unit
Unit5 5 Unit
Unit5 5161161
110
110Unit 5Core
© Unit
2013 5 Core
© 2013 Knowledge Foundation
Knowledge Foundation © 2013 CoreCore
© 2013 Knowledge UnitUnit
5 5
Foundation
Knowledge 161113
Foundation
Unit Workbook
Unit555|| |Workbook
Unit Answer
WorkbookAnswer Key
AnswerKey
Key Unit 5 | Workbook Answer Key 191
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
114
114
114
114 115
115
115
115
Name:
Name:
Name:
Name:
13.1
13.1
continued
continued
continued
continued
5.
5.What
5.5. Whatdoes
What
What doesthe
does
does theword
the
the word specificmean
wordspecific
word specific
specific meanin
mean
mean inthe
inin thefollowing
the
the followingsentence
following
following sentencefrom
sentence
sentence fromthe
from
from the
the
the
selection?
selection?
selection?
selection? 9.
9.If
9.9. Ifsomeone
IfIf someoneis
someone
someone isfamous
isis famousfor
famous
famous forsomething,
for
for something,what
something,
something, whatdoes
what
what doesthat
does
does thatmean?
that
that mean?
mean?
mean?
Every
Every tuning
tuning
Everytuning
Every fork
fork
tuningfork makes
makes a specific
makesaaaspecific
forkmakes specificpitch.
pitch.
pitch.
specificpitch. A.
A. That
A.A. Thatperson
That
That personis
person
person isfull
isis fullof
full
full ofaa aafunny
ofof funnyor
funny
funny oramusing
oror amusingquality.
amusing
amusing quality.
quality.
quality.
A.
A. exact
A.A. exact
exact
exact B.
B. That
B.B. Thatperson
That
That personis
person
person isfull
isis fullof
full
full ofsomething
ofof somethingthat
something
something thatis
that
that ishard
isis hardto
hard
hard tounderstand.
toto understand.
understand.
understand.
B.
B. unknown
B.B. unknown
unknown
unknown C.
C. That
C.C. Thatperson
That
That personis
person
person isfull
isis fullof
full
full ofthe
ofof thestate
the
the stateof
state
state ofbeing
ofof beingwell-known.
being
being well-known.
well-known.
well-known.
C.
C. varied
C.C. varied
varied
varied D.
D. That
D.
D. Thatperson
That
That personis
person
person isfull
isis fullof
full
full ofextreme
ofof extremeanger
extreme
extreme angeror
anger
anger orforce
oror force
force
force
D.
D. unfamiliar
D.
D. unfamiliar
unfamiliar
unfamiliar
10.
10.Draw
10.
10. Drawaaaatriangle
Draw
Draw trianglearound
triangle
triangle aroundthe
around
around theadverb
the
the adverband
adverb
adverb andaaaawiggly
and
and wigglyline
wiggly
wiggly lineunder
line
line underthe
under
under theverb.
the
the verb.
verb.
verb.
6.
6.Why
6.6. Whydid
Why
Why didthe
did
did theauthor
the
the authorwrite
author
author writethis
write
write thisselection?
this
this selection?
selection?
selection? Write
Write
Write whether
Writewhether
whether the
whetherthe adverb
theadverb
the tells
adverbtells
adverb how,
tellshow,
tells when,
how,when,
how, when,or
when, oror
where
orwhere
whereon
where on the
onthe
on line
theline
the line
line
A. following
followingthe
following
following thesentence.
the
the sentence.
sentence.
sentence.
A. to
A.A. toinform
toto informthe
inform
inform thereader
the
the readerabout
reader
reader aboutpitch
about
about pitch
pitch
pitch
B.
B. to
B.B. toinform
toto informthe
inform
inform thereader
the
the readerabout
reader
reader aboutmusical
about
about musicalinstruments
musical
musical instruments
instruments
instruments
Sometimes
SometimesII IIride
Sometimes
Sometimes ridemy
ride
ride mybike
my
my biketo
bike
bike toschool.
toto school.
school. when
when
when
when
school.________________
________________
________________
________________
C.
C. to
C.C. toinform
toto informthe
inform
inform thereader
the
the readerabout
reader
reader abouttuning
about
about tuningforks
tuning
tuning forks
forks
forks
D.
D. to
D.
D. toinform
toto informthe
inform
inform thereader
the
the readerabout
reader
reader abouthearing
about
about hearingloss
hearing
hearing loss
loss
loss
7.
7.The
7.7. Theselection
The
The selectionmentions
selection
selection mentionsthat
mentions
mentions thataaaaguitar
that
that guitarplayer
guitar
guitar playercan
player
player canuse
can
can useaaaatuning
use
use tuningfork.
tuning
tuning fork.What
fork.
fork. Whatis
What
What isis
is
another
another
another name
anothername
namefor
foraaaaperson
namefor
for person
person who
personwho who plays
whoplays
playsthe
playsthe guitar,
theguitar,
the that
guitar,that
guitar, includes
thatincludes
that the
includesthe
includes suffix
thesuffix
the suffix
suffix
guitarist
guitarist
–ist?___________________________________
–ist?___________________________________
guitarist
guitarist
–ist?___________________________________
–ist?___________________________________
8.
8.Draw
8.8. Drawaaaatriangle
Draw
Draw trianglearound
triangle
triangle aroundthe
around
around theadverb
the
the adverband
adverb
and
and wigglyline
wiggly
wiggly lineunder
line
line underthe
under
under theverb.
the
the verb.
verb.
verb.
Write
Writewhether
Write
Write whetherthe
whether
whether theadverb
the
the adverbtells
adverb
adverb tellshow,
tells
tells how,when,
how,
how, when,or
when,
when, orwhere
oror whereon
where
where onthe
on
on theline
the
the line
line
line
following
following
following the
followingthethesentence.
thesentence.
sentence.
sentence.
Dad
Dadset
Dad
Dad setthe
set
set thehammer
the
the hammeron
hammer
hammer onthe
on
on thetable
the
the tablethere.
table
table there.
there. where
where
where
where
there.________________
________________
________________
________________
114
114Unit
Unit5 Unit 5 115
115
114 Unit5 5
114Unit 5 Unit
Unit5 5
Unit 115
5115
© 2013 Core
© 2013 Knowledge
Core Foundation
© 2013 Knowledge
Core Foundation
© 2013
© 2013 Core
Core Knowledge
Foundation © 2013
© 2013 Core
Core Knowledge
Foundation
120
120
120
120 121
121
121
121
Name:
Name:
Name:
Name:
13.1
X.X
13.1
X.X
continued
continued
continued
continued
11.
11.What
11.
11. Whatdoes
What
What doesthe
does
does theword
the
the word stingymean
wordstingy
word stingy
stingy meanin
mean
mean inthe
inin thefollowing
the
the followingsentence
following
following sentencefrom
sentence
sentence fromthe
from
from the
the
the 14.
14.Why
14.
14. Whywasn’t
Why
Why wasn’tthe
wasn’t
wasn’t theold
the
the oldknight
old
old knightsorry
knight
knight sorryfor
sorry
sorry forhis
for
for hisactions
his
his actionsregarding
actions
actions regardinghis
regarding
regarding hishorse?
his
his horse?
horse?
horse?
selection?
selection?
selection?
selection? A.
The A. He
A.A. Hefelt
He
He felthe
felt
felt heowned
hehe ownedthe
owned
owned thehorse
the
the horseand
horse
horse andcould
and
and couldtreat
could
could treatit
treat
treat itas
itit ashe
asas hewished.
hehe wished.
wished.
wished.
Theold
The
The oldknight
old
old knightwas
knight
knight wasso
was
was stingythat
sostingy
soso stingy
stingy thathe
that
that hebarely
hehe barelyfed
barely
barely fedthe
fed
fed thehorse
the
the horsewho
horse
horse whohad
who
who had
had
had
served him
servedhim
served
served himsoso
himso well
sowell
wellfor
wellfor
formany
formany
many years.
manyyears.
years.
years. B.
B. He
B.B. Hedidn’t
He
He didn’tlike
didn’t
didn’t likethe
like
like thejudge
the
the judgewho
judge
judge whoruled
who
who ruledthat
ruled
ruled thathe
that
that heshould
hehe shouldtake
should
should takethe
take
take thehorse
the
the horsehome
horse
horse home
home
home
and
andcare
and
and carefor
care
care forhim.
for
for him.
him.
him.
A.
A. mean
A.A. meanand
mean
mean andunkind
and
and unkind
unkind
unkind C.
C. He
C.C. Hethought
He
He thoughtjustice
thought
thought justicefor
justice
justice foraa aahorse
for
for horsewas
horse
horse wassilly.
was
was silly.
silly.
silly.
B.
B. unwilling
B.B. unwillingto
unwilling
unwilling togive
toto giveor
give
give orspend
oror spend
spend
spend D.
D. He
D.
D. Hewas
He
He wasdeaf
was
was deafand
deaf
deaf andcould
and
and couldnot
could
could nothear
not
not hearthe
hear
hear thebell.
the
the bell.
bell.
bell.
C.
C. lacking
C.C. lackingfood
lacking
lacking food
food
food
15.
15.What
15.
15. Whathappened
What
What happenedin
happened
happened inthe
inin theselection
the
the selectionto
selection
selection toshow
toto showthat
show
show thatthe
that
that thewhole
the
the wholetown
whole
whole townapproved
town
town approved
approved
approved
D.
D. starving
D.
D. starving
starving
starving ofof
of the
ofthe
thejudge’s
thejudge’s
judge’sruling
judge’sruling
ruling regarding
rulingregarding the
regardingthe
regarding old
theold
the knight’s
oldknight’s
old horse?
knight’shorse?
knight’s horse?
horse?
The
The crowd
crowdcheered.
crowd cheered.
______________________________________________________
______________________________________________________
The
The crowd cheered.
cheered.
______________________________________________________
______________________________________________________
12.
12.What
12.
12. Whathappened
What
What happenedwhen
happened
happened whensomeone
when
when someonerang
someone
someone rangthe
rang
rang thebell
the
the bellin
bell
bell inAtri’s
inin Atri’stown
Atri’s
Atri’s townsquare?
town
town square?
square?
square?
A
AAAjudge
judgewould
judge
judge wouldcome
would
would cometo
come
come tothe
to
to thetown
the
the townsquare
town
town square
square
square
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
16.
16.Circle
16.
16. Circlethe
Circle
Circle thetrue
the
the truestatement.
true
true statement.
statement.
statement.
toto investigate.
investigate. A.
A. The
A.A. Thebell
The
The bellof
bell
bell ofAtri
ofof Atrihad
Atri
Atri hadbeen
had
had beenhung
been
been hungtwo
hung
hung twoyears
two
two yearsearlier.
years
years earlier.
earlier.
earlier.
totoinvestigate.
investigate.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B.
B. The
B.B. Thebell
The
The bellof
bell
bell ofAtri
ofof Atrihung
Atri
Atri hungin
hung
hung inthe
inin thejudge’s
the
the judge’sfront
judge’s
judge’s frontyard
front
front yardso
yard
yard sohe
soso hecould
hehe couldhear
could
could hearit.
hear
hear it.it.
it.
13.
13.What
13.
13. Whatmight
What
What mighthave
might
might havehappened
have
have happenedif
happened
happened ifthe
ifif thefarmer
the
the farmerhad
farmer
farmer hadnot
had
had notfixed
not
not fixedthe
fixed
fixed therope
the
the ropethat
rope
rope that
that
that C.
C. The
C.C. Thebell
The
The bellof
bell
bell ofAtri
ofof Atrirang
Atri
Atri rangwhen
rang
rang whensomeone
when
when someonepulled
someone
someone pulledon
pulled
pulled onits
on
on itsrope.
itsits rope.
rope.
rope.
hung
hung
hung from
hungfrom
fromthe
fromthe bell?
thebell?
the bell?
bell? D.
D. The
D.
D. Thebell
The
The bellof
bell
bell ofAtri
ofof Atriwas
Atri
Atri wasonly
was
was onlyused
only
only usedby
used
used bypeople.
byby people.
people.
people.
The
Thehorse
The
The horsemight
horse
horse mightnever
might
might neverhave
never
never havebeen
have
have beengiven
been
been givenjustice.
given
given justice.
justice.
justice.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
17.
17.Draw
17.
17. Drawaaaatriangle
Draw
Draw trianglearound
triangle
triangle aroundthe
around
around theadverb
the
the adverband
adverb
and
and wigglyline
wiggly
wiggly lineunder
line
line underthe
under
under theverb.
the
the verb.
verb.
verb.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Write
Writewhether
Write
Write whetherthe
whether
whether theadverb
the
the adverbtells
adverb
adverb tellshow,
tells
tells how,when,
how,
how, when,or
when,
when, orwhere
oror whereon
where
where onthe
on
on theline
the
the line
line
line
following
followingthe
following
following thesentence.
the
the sentence.
sentence.
sentence.
The
Thegirl
The
The girlscreamed
girl
girl screamedloudly.
screamed
screamed loudly.
loudly. how
how
how
how
loudly.________________
________________
________________
________________
120
120Unit
Unit5 Unit 5 121
121
120 Unit5 5
120Unit 5 Unit
Unit5 5
Unit 121
5121
© 2013 Core
© 2013 Knowledge
Core Foundation
© 2013 Knowledge
Core Foundation
© 2013
© 2013 Core
Core Knowledge
Foundation © 2013
© 2013 Core
Core Knowledge
Foundation

122
122
122
122 123
123
123
123
Name:
Name:
Name:
Name:
13.1
13.1
X.X
X.X
13.1
X.X
continued
continued
continued
continued
18.
18.
18.Which
18. Which
Whichof
Which ofof
ofthe
the
thefollowing
the following
followingwords
following words
wordswould
words would
wouldbe
would bebe
beon
on
onaa aadictionary
on dictionary
dictionarypage
dictionary page
pagewith
page with
withthe
with the
the
the 20.
20.
20.Circle
20. Circle
Circlethe
Circle the
thetwo
the two
twowords
two words
wordsin
words inin
inthe
the
thefollowing
the following
followingsentences
following sentences
sentencesfrom
sentences from
fromthe
from the
theselection
the selection
selectionthat
selection that
that
that
following
followingguide
following
following guide
guidewords?
guide words?
words?
words? have
havethe
have
have the
thesuffix
thesuffix
suffix–er.
suffix–er.
–er.Write
–er.Write
Writetheir
Write their
theirmeanings
theirmeanings
meaningson
meaningson
onthe
onthe
thelines.
the lines.
lines.
lines.
ballroom
ballroom
ballroom
ballroom bingo
bingo
bingo
bingo While
While
Whilethe
While the
thefarmer
the farmer
farmerwas
farmer was
wasmending
was mending
mendingthe
mending the
therope,
the rope,
rope,an
rope, anan
anold
old
oldknight
old knight
knightwas
knight was
waslimping
was limping
limpingout
limping out
outof
out ofof
ofhis
his
his
his
stable.
stable.
stable.In
stable. InIn
Inhis
his
hisyouth,
his youth,
youth,this
youth, this
thisknight
this knight
knighthad
knight had
hadbeen
had been
beenan
been anan
anavid
avid
avidhunter.
avid hunter.
hunter.
hunter.
A.
A.A.
A. bell
bell
bell
bell
B.
Word: farmer
farmer
farmer
farmer
Word:______________
Word:
Word: ______________
B.B.
B. brush
brush ______________
______________
brush
brush
C.
C. bunch
C.C. bunch
bunch
bunch
Meaning:
Meaning:aa_______________________________________________________________________
aaperson
person
personwho
person who
whofarms
who farms
farms
farms
Meaning:_______________________________________________________________________
Meaning: _______________________________________________________________________
_______________________________________________________________________
D.
D. baby
D.D. baby
baby
baby Word: hunter
hunter
hunter
hunter
Word:______________
Word:
Word: ______________
______________
______________
19.
19.
Meaning:
Meaning:aa_______________________________________________________________________
aaperson
person
personwho
person who
whohunts
who hunts
hunts
hunts
Meaning:_______________________________________________________________________
Meaning:
19.Write
Write
Writeadjectives,
adjectives,
adjectives,adverbs,
adverbs,
adverbs,andand
andsynonyms
synonyms
synonymsininin
inthe
the
theappropriate
appropriate
appropriateboxes.
boxes.
boxes.Then
Then _______________________________________________________________________
_______________________________________________________________________
19. Write adjectives, adverbs, and synonyms the appropriate boxes. Then
Then
write
writeaa aanew,
write
write new,
new,more
new,more
moreinteresting
more interesting
interestingsentence
interesting sentence
sentencein
sentenceinin
inthe
the
thespace
thespace
spaceprovided
spaceprovided
providedusing
providedusing
using
using
some
some
someof
some ofof
ofthe
the
thewords
the words
wordsfrom
words from
fromthe
from the
theboxes.
the boxes.
boxes.
boxes.
Starter
Starter
Starter Sentence:
StarterSentence:
Sentence:The
Sentence: The
The child
Thechild
child spoke.
childspoke.
spoke.
spoke.
Adjectives
Adjectives
Adjectivesto
Adjectives toto
to Adverbs
Adverbs
Adverbsto
Adverbs toto
to Adverbs
Adverbs
Adverbsto
Adverbs toto
to Adverbs
Adverbs
Adverbsto
Adverbs toto
todescribe
describe
describe
describe
describe
describethe
describe
describethe
the
the describe
describe
describehow
describe how
howthe
how the describe
describe
describewhen
the describe
the when
whenthe
when the where
the
the where
wherethe
where the
thechild
the child
child
child
child
child
child
child child
child
childspoke
spoke
childspoke
spoke child
childspoke
spoke
childspoke
child spoke spoke
spoke
spoke
spoke
Answers
Answers Answers
Answers
Answers Answers
Answers
Answers Answers
Answers
Answers
Answers Answers
Answers
Answers
Answers
may
may
may vary
vary
mayvary may
may
vary may vary
vary
mayvary may
may
mayvary
vary may vary
vary
vary may
may
mayvary
may vary
vary
vary
Synonyms
Synonyms
Synonymsfor
Synonyms for
forspoke
for spoke
spoke
spoke
New
New
NewSentence:
New Sentence:
Sentence: Answers
Answers
Answersmay
Answers may
mayvary.
may vary.
vary.
vary.
Sentence:________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
122
122Unit
Unit55 Unit
Unit5 5123
123
122
122Unit
Unit55 Unit
Unit5 5123
123
© 2013
© 2013
Core
Core
Knowledge
Knowledge
Foundation
Foundation © 2013
© 2013
Core
Core
Knowledge
Knowledge
Foundation
Foundation
© 2013 Core
© 2013 Knowledge
Core Foundation
© 2013 Knowledge
Core Foundation
128
128
128
128 129
129
129
129
Name:
Name:
Name:
Name:
13.1
13.1
13.1
continued
continued
continued
continued
21.
21.
21.Why
21. Why
Whydid
Why did
didthe
did the
theauthor
the author
authorwrite
author write
writethis
write this
thisselection?
this selection?
selection?
selection?
A. 24.
24.
24.What
24. What
Whatwould
What would
wouldhappen
would happen
happenif
happen ifif
ifBen
Ben
Bencould
Ben could
couldbuy
could buy
buyaa aacochlear
buy cochlear
cochlearimplant
cochlear implant
implantfor
implant for
forGrandpa
for Grandpa
Grandpa
Grandpa
A.A.
A. to
toto
tohelp
help
helpthe
help the
thereader
the reader
readerhear
reader hear
hearsounds
hear sounds
soundsfrom
sounds from
fromfar
from farfar
faraway
away
away
away
and
andGrandpa
and
andGrandpa
Grandpacould
Grandpacould
couldhave
couldhave
haveit
haveitit
itimplanted?
implanted?
implanted?
implanted?
B.
B.B.
B. to
toto
toinstruct
instruct
instructthe
instruct thethe
thereader
reader
readerabout
reader about
abouthow
about how
howto
how toto
tochange
change
changebatteries
change batteries
batteries
batteries
A.
A. Loud
A.A. Loud
Loud
Loudsounds
sounds
soundswould
sounds would
wouldnever
would never
neverbother
never bother
botherGrandpa
bother Grandpa
Grandpaagain.
Grandpa again.
again.
again.
C.
C.C.
C. to
toto
tosell
sell
sellthe
sell thethe
thereader
reader
readeran
reader anan
anear
ear
eartrumpet
ear trumpet
trumpet
trumpet
B.B.
B. Grandpa
B. Grandpa
Grandpawould
Grandpa would
wouldnot
would not
notneed
not need
needhis
need his
hisold
his old
oldhearing
old hearing
hearingaid.
hearing aid.
aid.
aid.
D.
D.D.
D. to
toto
toinstruct
instruct
instructthe
instruct thethe
thereader
reader
readerabout
reader about
abouthearing
about hearing
hearingaids
hearing aids
aidsand
aids and
andcochlear
and cochlear
cochlearimplants
cochlear implants
implants
implants C.C.
C. Grandpa
C. Grandpa
Grandpawould
Grandpa would
wouldsell
wouldsell
sellhis
his
sell hisold
hisold
oldear
oldear
eartrumpet.
eartrumpet.
trumpet.
trumpet.
22.
22. D.
D. Grandpa
Grandpa
Grandpawould
would
wouldbuy
buy
buybatteries
batteries
batteriesto
toto
tomake
make
makeit
itit
itwork.
work.
22.What
22. What
Whatdoes
What does
doesthe
does the
theword
the word
word amplifiedmean
wordamplified
amplified
amplified mean
meanin
mean inin
inthe
the
thefollowing
the following
followingsentence
following sentence
sentencefrom
sentence from
from
from D.D. Grandpa would buy batteries make work.
work.
the
the
theselection?
the selection?
selection?
selection?
Last
Last
Lastbut
Last but
butnot
but not
notleast,
not least,
least,it
least, itit
ithas
has
hasaa aaspeaker
has speaker
speakerthat
speaker that
thatdirects
that directs
directsthe
directs the
the amplifiedsounds
theamplified
amplified
amplified sounds
sounds
sounds 25.
25.
25.Why
25. Why
Whydidn’t
Why didn’t
didn’tpeople
didn’t people
peopleback
people back
backin
back inin
inhistory
history
historyuse
history use
usehearing
use hearing
hearingaids
hearing aids
aidslike
aids like
likethe
like the
theone
the one
one
one
into
into
intomy
into my
myear
my ear
earcanal.
ear canal.
canal.
canal. Grandpa
Grandpahas?
has?
has?
Grandpa
Grandpa has?
A.
A. louder
louder A.
A.A. louder
louder A.A. Hearing
Hearing
Hearingaids
A. Hearing aids
aidswere
aids were
weretoo
were too
tooexpensive
too expensive
expensiveback
expensive back
backthen.
back then.
then.
then.
B.
B. softer
softer B.
B.B. softer
softer B.B. People
People
Peopleback
B. People back
backin
back inin
inhistory
history
historyused
history used
usedcochlear
used cochlear
cochlearimplants.
cochlear implants.
implants.
implants.
C.
C. higher
higher C.
C.C. higher
higher C.C.
C. People
People
Peopleback
People back
backin
back inin
inhistory
history
historywere
history were
werenot
were not
notdeaf.
not deaf.
deaf.
deaf.
D.
D. lower
lower D.
D.D. lower
lower D.D.
D. Those
Those
Thosehearing
Those hearing
hearingaids
hearing aids
aidshad
aids had
hadnot
had not
notbeen
not been
beeninvented
been invented
inventedyet.
invented yet.
yet.
yet.
23.
23.
23.Circle
Circle
Circlethe
the
thetrue
true
truestatement.
statement. 26.
26.
23. Circle the true statement.
statement. 26.Write
26. Write
Writetrue
Write true
trueor
true oror
orfalse
false
falseon
false on
onthe
on the
theblank
the blank
blankfollowing
blank following
followingthe
following the
thesentence.
the sentence.
sentence.
sentence.
A.
A. Beethoven
A.A. Beethoven
Beethovenwas
Beethoven was
wasfamous
was famous
famousfor
famous for
forinventing
for inventing
inventingcochlear
inventing cochlear
cochlearimplants.
cochlear implants.
implants.
implants.
Grandpa’s
Grandpa’s
Grandpa’shearing
Grandpa’s hearing
hearingaid
hearing aid
aidincludes
aid includes
includesaa aamicrophone
includes microphone
microphoneand
microphone and true
true
true
true
andaa aaspeaker.____
and speaker.____
speaker.____
speaker.____
B.
B. Beethoven
B.B. Beethoven
Beethovenwas
Beethoven was
wasaa aaGerman
was German
Germancomposer
German composer
composerwho
composer who
whowent
who went
wentdeaf
went deaf
deaflate
deaf late
latein
late inin
inlife.
life.
life.
life.
C.
C. Beethoven
C.C. Beethoven
Beethovenused
Beethoven used
usedan
used anan
aneye
eye
eyetrumpet
eye trumpet
trumpetto
trumpet toto
tosee
see
seebetter.
see better.
better.
better.
D.
D. Beethoven
D.D. Beethoven
Beethovenconstructed
Beethoven constructed
constructedbatteries
constructed batteries
batteriesfor
batteries for
forhearing
for hearing
hearingaids.
hearing aids.
aids.
aids.
128
128Unit
Unit55 Unit
Unit5 5129
129
128
128Unit
Unit55 Unit
Unit5 5129
129
© 2013
© 2013
Core
Core
Knowledge
Knowledge
Foundation
Foundation © 2013
© 2013
Core
Core
Knowledge
Knowledge
Foundation
Foundation
© 2013 Core
© 2013 Knowledge
Core Foundation
© 2013 Knowledge
Core Foundation

130
130
130
130 131
131
131
131
Name:
Name:
Name:
Name:
13.1
13.1
13.1
13.1
continued
continued
continued
continued
27.
27.Write
27.
27. Writeadjectives,
Write
Write adjectives,adverbs,
adjectives,
adjectives, adverbs,and
adverbs,
adverbs, andsynonyms
and
and synonymsin
synonyms
synonyms ininthe
in theappropriate
the
the appropriateboxes.
appropriate
appropriate boxes.Then
boxes.
boxes. Then
Then
Then
write
writeaaaanew,
write
write new,more
new,
new, moreinteresting
more
more interestingsentence
interesting
interesting sentencein
sentence
sentence ininthe
in thespace
the
the spaceprovided
space
space providedusing
provided
provided using
using
using 30.
30.Write
30.
30. Writethe
Write
Write theletter
the
the letter‘S’
letter
letter ‘S’over
‘S’
‘S’ overthe
over
over thesubject
the
the subjectand
subject
subject andthe
and
and theletter
the
the letter‘P’
letter
letter ‘P’over
‘P’
‘P’ overthe
over
over thepredicate.
the
the predicate.
predicate.
predicate.
some
someof
some
some of
ofofthethewords
the
the wordsfrom
words
words fromthe
from
from theboxes.
the
the boxes.
boxes.
boxes. Then,
Then,join
Then,
Then, jointhe
join
join thetwo
the
the twosimple
two
two simplesentences
simple
simple sentencestogether
sentences
sentences togetherusing
together
together usingthe
using
using theconjunction
the
the conjunction
conjunction
conjunction
StarterSentence:
Starter
Starter
Starter Sentence:The
Sentence:
Sentence: Thepuppy
The
The puppyslept.
puppy
puppy slept.
slept.
slept. and
andto
and
and totowrite
to writeaaaacompound
write
write compoundsentence.
compound
compound sentence.
sentence.
sentence.
Adjectives
Adjectivesto to Adverbs
Adverbsto to Adverbs
Adverbsto to Adverbs
Adverbsto todescribe
describe
Adjectives
Adjectives
describe
describethe
to
to Adverbs
Adverbs
the describe
describehow
to
to
howthe
Adverbs
Adverbs
the describe
describewhen
to
to
whenthe
Adverbs
Adverbs
the where
wherethe
to
to describe
describe
thepuppy
puppy The SS sped
Themotorcycle
motorcycle
SS PP the
speddown
down thestreet.
PP
street.Other SS followed
Othermotorcycles
motorcycles
SS PP
followed
close
PP
closebehind.
behind.
describe
describe the
the describe
describe how
how the
the describe
describe when
when the
the where
where the
the puppy
puppy The
The motorcycle
motorcycle sped
sped down
down the
the street.
street. Other
Other motorcycles
motorcycles followed
followed close
close behind.
behind.
puppy
puppy
puppy
puppy puppy
puppy slept
puppyslept
puppy slept
slept puppy
puppy slept
slept
puppy slept
puppy slept slept
slept
slept
slept
Answers
Answers
Answers
Answers Answers
Answers
Answers
Answers Answers
Answers
Answers
Answers Answers
Answers
Answers
Answers TheThe
The
The motorcyclesped
motorcycle
motorcycle
motorcycle speddown
sped
sped downthe
down
down thestreet
the
the streetand
street
street andother
and
and other
other
other
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
may
mayvary.
may
may vary.
vary.
vary. may
mayvary.
may
may vary.
vary.
vary. maymayvary.
may
may vary.
vary.
vary. may
mayvary.
may
may vary.
vary.
vary.
Synonyms
Synonymsfor
Synonyms forslept
for slept
slept
motorcycles
motorcycles
motorcycles
motorcycles followedclose
followed
followed
followed closebehind.
close
close behind.
behind.
behind.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Synonyms for slept
New
NewSentence:
New
New Answers
Answersmay
Answers
Answers mayvary.
may
may vary.
vary.
vary.
Sentence:________________________________________________________________
Sentence:
Sentence: ________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28.
28.Which
28.
28. Whichof
Which
Which ofthe
of
of thefollowing
the
the followingwords
following
following wordswould
words
words wouldbe
would
would beon
be
be onaaaadictionary
on
on dictionarypage
dictionary
dictionary pagewith
page
page withthe
with
with the
the
the
following
followingguide
following
following guidewords?
guide
guide words?
words?
words?
toenail
toenail
toenail
toenail tomato
tomato
tomato
tomato
A.
A. today
A.
A. today
today
today
B.
B. toad
B.
B. toad
toad
toad
C.
C. topple
C.
C. topple
topple
topple
D.
D. together
D.
D. together
together
together
29.
29.IfIfIfIfGrandpa
29.
29. Grandpaacted
Grandpa
Grandpa actedhumorously,
acted
acted humorously,what
humorously,
humorously, whatwould
what
what wouldhe
would
would hebe
he
he bedoing?
be
be doing?
doing?
doing?
acting
actingin
acting
acting inaaaahumorous
in
in humorousway
humorous
humorous way
way
way
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
130130Unit
130 Unit
5 5 Unit 5 5131
Unit 131
130 Unit
Unit55 Unit55 131
Unit 131
© 2013
© 2013
CoreCore
Knowledge
Knowledge
Foundation
Foundation © 2013
© 2013
CoreCore
Knowledge
Knowledge
Foundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
137
137
137
137 138
138
138
138
Name:
Name:
Name:
Name:
14.1
X.X
14.1
X.X
14.1
X.X
14.1
X.X
5.5.
5.5. We
Weknocked
We
We knockedon
knocked
knocked onthe
on
on thedoor.
the
the door.No
door.
door. Noone
No
No onewas
one
one wasatatatathome.
was
was home.
home.
home.
SSSS PPPP SSSS PPPP
Conjunction
Conjunctionbut
Conjunction
Conjunction but
but
but We
Weknocked
We
We knockedon
knocked
knocked onthe
on
on thedoor
the
the doorbut
door
door butno
but
but noone
no
no onewas
one
one wasat
was
was athome.
at
at home.
home.
home.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Create
Create
Create
Createcompound
compound
compound
compound sentences
sentences
sentences
sentences by
byby
byconnecting
connecting
connecting
connectingthethe
the
thetwotwo
two
two simple
simple
simple
simple sentences
sentences
sentences
sentences with
with
with
withthethe
the
theconjunction
conjunction
conjunction
conjunction __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
but.
but.
but.Draw
but. Draw
Draw
Draw twotwo
two
twolines
lines
lines
lines under
under
under
under thethe
the
the conjunction
conjunction
conjunction
conjunctionandand
and
and label
label
label
labelthethe
the
thesubject(s)
subject(s)
subject(s)with
subject(s) with
with
withthethe
the
theletter
letter
letter‘S’
letter ‘S’
‘S’and
‘S’ and
and
andthethe
the
the
predicate(s)
predicate(s)
predicate(s) with
with
predicate(s)with the
withthetheletter
letter
theletter ‘P’.
‘P’.
letter‘P’.
‘P’. Create
Create
Create
Createthethe
the
thesecond
second
second
secondpart
part
part
partof
ofof
aaacompound
of acompound
compound
compoundsentence
sentence
sentence
sentenceusing
using
using
usingthethe
the
theconjunction
conjunction
conjunction
conjunctionbut.
but.
but.
but.
1.1.
1.1. Brownies
Browniesare
Brownies
Brownies arefun
are
are funto
fun
fun totomake.
to make.
make.
make.They
Theyare
They
They aresometimes
are
are sometimeshard
sometimes
sometimes hardto
hard
hard totoget
to getout
get
get outof
out
out ofthe
of
of thepan.
the
the pan.
pan.
pan.
SSSS PPPP SSSS 6.6.
6.6. Denise
Deniselikes
Denise
Denise likespepperoni
likes
likes pepperonipizza,
pepperoni
pepperoni pizza,but
pizza,
pizza, but
but
but
Brownies
Browniesare
Brownies
Brownies arefun
are
are funto
fun
fun totomake
to makebut
make
make butthey
but
but theysometimes
they
they sometimes
sometimes
sometimes
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answers
Answersmay
mayvary.
vary.
__________________________________________________________________________________
PPPP Answers
Answers may
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
arearehard
are
are hardto
hard
hard totoget
to getout
get
get outof
out
out ofthe
of
of thepan.
the
the pan.
pan.
pan.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(Hint:
(Hint:think
(Hint:
(Hint: thinkabout
think
think aboutaaafamily
about
about afamily
familymember
family memberwho
member
member wholikes
who
who likesaaadifferent
likes
likes adifferent
differenttopping
different toppingbetter)
topping
topping better)
better)
better)
2.2.
2.2. The
Theday
The
The dayisisisisrainy
day
day rainyand
rainy
rainy anddreary.
and
and dreary.
dreary.
dreary.The
Thesky
The
The skyisisisisbrightening
sky
sky brighteningoff
brightening
brightening offin
off
off ininthe
in thedistance.
the
the distance.
distance.
distance.
SSSS PPPP SSSS
TheTheday
The
The dayisis
day
day isisrainy
rainyand
rainy
rainy anddreary
and
and drearybut
dreary
dreary butthe
but
but thesky
the
the skyisis
sky
sky isis
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7777.... Linda
Lindaloved
Linda
Linda lovedthe
loved
loved themovie
the
the movieshe
movie
movie shejust
she
she justsaw,
just
just saw,but
saw,
saw, but
but
but
PPPP Answers
Answersmay
mayvary.
vary.
brightening
brightening
brightening
brightening off off
off
in
off inin the
in thethedistance.
distance.
the distance.
distance.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ Answers
Answers may
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.3.
3.3. My
Mynew
My
My newpuppy
new
new puppyisisisisvery
puppy
puppy verynaughty.
very
very naughty.IIIlove
naughty.
naughty. Ilove
loveher
love herso
her
her sosomuch.
so much.
much.
much.
SSSS PPPP SSSS PPPP (Hint:
(Hint:think
(Hint:
(Hint: thinkabout
think
think aboutaaafriend
about
about afriend
friendwho
friend whowent
who
who wentto
went
went totothe
to themovie
the
the moviewith
movie
movie withher
with
with herwho
her
her whohad
who
who hadaaaa
had
had
My
MyMynew
My newpuppy
new
new puppyisis
puppy
puppy isisvery
verynaughty
very
very naughtybut
naughty
naughty butIIIIlove
but
but loveher
love
love herso
her
her so
so
so
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
different
differentidea
different
different ideaabout
idea
idea aboutthe
about
about themovie)
the
the movie)
movie)
movie)
much.
much.
much.
much.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4.4.
4.4. This
Thismath
This
This mathhomework
math
math homeworkseems
homework
homework seemsvery
seems
seems veryhard.
very
very hard.I’m
hard.
hard. I’mgoing
I’m
I’m goingto
going
going totokeep
to keeptrying.
keep
keep trying.
trying.
trying.
SSSS PPPP SSSS
This
Thismath
This
This mathhomework
math
math homeworkseems
homework
homework seemsvery
seems
seems veryhard
very
very hardbut
hard
hard butI’m
but
but I’m
I’m
I’m
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
PPPP
going
goingto
going
going totokeep
to keeptrying.
keep
keep trying.
trying.
trying.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 5 5137
Unit 137 138138Unit
Unit
5 5
Unit55 137
Unit 137 138
138 Unit
Unit55
© 2013
© 2013
CoreCore
Knowledge
Knowledge
Foundation
Foundation © 2013
© 2013
CoreCore
Knowledge
Knowledge
Foundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation

141
141
141 142
142
142
Name:
Name:
Name:
PP1
X.X
PP1
X.X
6. 6. Describe
6. Describe
Describe how
how
how you
you
you would
would getget
would get your
your
your photos
photos
photos using
using
using aa box
a boxbox camera.
camera.
camera.
Light
Light and
Lightand Photography
andPhotography
Photography You
You
You would
would
wouldsend send
sendthe the camera
cameratoto
thecamera Eastman’s
toEastman’s
Eastman’s
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1. 1. What
1. What
What does
does thethe
does the word
word
word photography
photography
photography mean?
mean?
mean? company
company
company toto
to print
print
print the
the
the photos.
photos.
photos. They
They
They would
would
wouldsend send
send
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Photography
Photography means
Photographymeans “to
means“to draw
“todraw with
drawwith light.”
withlight.”
light.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ both
both
both the
the camera
thecamera
cameraand and
andthe the photos
thephotos
photosback back
backtoto you.
toyou.
you.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page
Page 102
102
102
_____
Page_____
_____ Page
Page 110
110
110
_____
Page_____
_____
2. 2. Describe
2. Describe
Describe aa pinhole
a pinhole
pinhole camera.
camera.
camera. 7. 7. Why
7. Why
Why were
were
were instant
instant
instant film
film
film cameras
cameras so so
cameras so popular?
popular?
popular?
A pinhole camera
cameraisis isa aabox
box with
witha aasmall
small hole. Light
A__________________________________________________________________________________
A__________________________________________________________________________________
pinhole
pinholecamera boxwith smallhole.hole.Light
Light
__________________________________________________________________________________ Instant
Instant
Instant film
film cameras
filmcameras
cameraswere were
weresoso popular
sopopular
popularbecausebecause
because
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
enters
enters
enters the
the hole
thehole
holeand and projects
projectsanan
andprojects image
animage
imageinsideinside
insidethe the
thebox.box.
box.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________ they
they
theywere were instant
wereinstant
instant——one — one minute
oneminute
minuteafter after
afteryou you
you
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. 3. Louis
3. Louis
Louis Daguerre
Daguerre
Daguerre developed
developed
developed daguerreotypes
daguerreotypes
daguerreotypes that
that
that used
used
used light-sensitive
light-sensitive
light-sensitive
_____________________
_____________________
_____________________
took
took
took the
the picture,
thepicture,
picture,you you
youhad had
hada aafully-developed
fully-developed
fully-developed
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
to to
to make
make
makeanan
an image
image onon
image on aa glass
a glass
glass plate.
plate.
plate. chemicals
chemicals
chemicals photograph
photograph
photograph inin your
inyour
yourhand.hand.
hand.
__________________________________________________________________________________
Page
Page 106106
106
_____
Page_____
_____
__________________________________________________________________________________
__________________________________________________________________________________
112
Page
Page 112112
_____
Page_____
_____
4. 4. George
4. George
George Eastman
Eastman
Eastman invented
invented
invented flexible
flexible rolled
flexiblerolled film
rolledfilm
film thatthat
__________________________
__________________________
__________________________ that replaced
replaced thethe
replaced the
glass plates used 8. 8. Today’s
8. Today’s
Today’s digital
digital
digital cameras
cameras
cameras don’t
don’t useuse
don’t use film
film
filmbutbut
but rather
rather a aa
rather
glass
glass
plates
plates
used in in
used in earlier
earlier
earlier cameras.
cameras.
cameras. computer chip
108 computer
computerchip chip
__________________________
__________________________
__________________________ . ..
Page
Page 108108
_____
Page_____
_____ Page
Page 114114
114
_____
Page_____
_____
5. 5. The
5. The
The invention
invention of of
invention of film
film
film
__________________________
__________________________ ledled
__________________________ to to
led thethe
to the creation
creation of of
creation thethe
of the
box camera. 9. 9. Write
9. Write
Writethethe
the main
main
main idea
idea of of
idea of this
this
this chapter.
chapter.
chapter.
box
box
camera.
camera.
Page
Page 110
110
110
_____
Page_____
_____ Photography
Photography
Photographyhas has changed
haschanged
changedand and developed
anddeveloped
developedover over
over
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
time
time because
becauseofof
timebecause new
ofnew inventions.
newinventions.
inventions.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit
Unit 55 141
141 142
142 Unit
Unit 55
5 141
UnitUnit 5 141 142142
UnitUnit
5 5
©© 2013
2013 Core
Core Knowledge
2013 Core
Core Knowledge
Foundation
© 2013
© 2013
Core Knowledge
Core Knowledge
Foundation
Foundation © 2013
© 2013
Core Knowledge
Core Knowledge
Foundation
Foundation
145
145
145 146
146
146
Name:
Name:
Name:
PP3
PP3
5. 5. What
5. What
What characteristics
characteristics diddid
characteristics did Aleck’s
Aleck’s
Aleck’s parents
parents
parents have
have
have that
that
that served
served as as
served anan
as an inspiration
inspiration forfor
inspiration for
him?
Alexander
Alexander Graham
AlexanderGraham Bell,
GrahamBell, Part
PartI II
Bell,Part him?
him?
His
His
His mother
mother
motherwas was mostly
wasmostly
mostlydeaf deaf
deafand and
andhis his father
hisfather
fatherwas was
was
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1. 1. What
1. What
Whatdiddid
did Aleck
Aleck
Aleck explore
explore
explore when
when hehe
when he lived
lived
lived outside
outside
outside Edinburgh?
Edinburgh?
Edinburgh?
Aleck explored nature (plants and animals) always
always
always looking
looking
lookingfor for ways
forways to
waystotohelp help
helpthe the deaf.
thedeaf.
deaf.
__________________________________________________________________________________
Aleck
Aleckexplored
explorednature nature(plants
(plantsand animals)asas
andanimals) asa aa
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
boy 6. 6. Writethethe main idea

of of this chapter.
boyboyinin Edinburgh.
inEdinburgh.
Edinburgh.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Write
Write the
main
main
idea
idea of
this
this
chapter.
chapter.
Page
Page 118118
118
_____
Page_____
_____ Alexander
Alexander
AlexanderGraham Graham
GrahamBell Bell followed
followedinin
Bellfollowed his
inhis parents’
hisparents’
parents’
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
footsteps
footstepstoto
footsteps invent
toinvent things
thingstoto
inventthings help
tohelp
helpthe the deaf.
thedeaf.
deaf.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. 2. How
2. How
How was
was
was Aleck’s
Aleck’s
Aleck’s mother
mother
mother able
able to to
able to hear
hear thethe
hear the music
music sheshe
music she played?
played?
played?
Aleck’s
Aleck’s
Aleck’smothermother
motherused used
usedanananearear trumpet
trumpettoto
eartrumpet hear
tohear
hearher her
her
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
music.
music.
music.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Page
Page
Page 120
120
120
_____
_____
_____
3. 3. Describe
3. Describe
Describethethe
the Visible
Visible
Visible Speech
Speech
Speech Aleck’s
Aleck’s
Aleck’s father
father
father invented.
invented.
invented.
Visible
Visible speech
Visiblespeech
speechwas was
wasa aasound
sound alphabet
soundalphabet
alphabetthat that
thatusedused
used
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
symbols
symbols
symbolsthat that looked
thatlooked
lookedthe the
thewayway a person’s
waya aperson’s
person’smouth mouth
mouth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page
Page 120120
120 looked
_____
Page_____
_____ looked
lookedwhen when
whenmakingmaking
makingcertain certain sounds.
certainsounds.
sounds.
4. 4. What
4. What
What motivated
motivated
motivated Aleck’s
Aleck’s
Aleck’s father
father to to
father to invent
invent
invent Visible
Visible
Visible Speech?
Speech?
Speech?
Aleck’s
Aleck’s father
Aleck’sfather wanted
wantedtoto
fatherwanted help
tohelp
helphis his wife
hiswife
wifeand and other
andother
other
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
deaf
deaf people.
deafpeople.
people.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page
Page 120120
120
_____
Page_____
_____
Unit
Unit 55 145
145 146
146 Unit
Unit 55
5 145
UnitUnit 5 145 146146
UnitUnit
5 5
©© 2013
2013 Core
Core Knowledge
2013 Core
Core Knowledge
Foundation
© 2013
© 2013
Core Knowledge
Core Knowledge
Foundation
Foundation © 2013
© 2013
Core Knowledge
Core Knowledge
Foundation
Foundation

149
149
149
149 150
150
150
150
Name:
Name:
Name:
Name:
PP5
X.X
PP5
X.X
4.
4.
4.
4. Describe
Describe
Describe how
Describe how
how an
how an
an accident
an accident
accident led
accident led
led to
led to
to the
to the invention
the invention
the of
invention of
invention the
of the
of first
the first
the telephone.
first telephone.
first telephone.
telephone.
Alexander
Alexander Graham
Alexander Graham Bell,
Graham Bell, Part
Bell, Part II
Part II
II The electricity
The electricity was was turned
turned off off but
but Aleck
Aleck could
could
The electricity was turned off but Aleck could
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1.
1.
1.
1. What
What
What isis
What isis aaaa telegraph?
telegraph?
telegraph?
telegraph? hear the
hear
hear the message
the message Watson
message Watson sent
Watson sent him.
sent him.
him.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
A.
A.
A. A
A telegraph
telegraph
A. A telegraph is
A telegraph isis
is aaaa machine
machine
machine that
machine that
that allows
that allows
allows people
allows people to
people to
people send
to send
to dots
send dots
send and
dots and
dots dashes
and dashes
and across
dashes across
dashes across
across __________________________________________________________________________________
__________________________________________________________________________________
wires.
wires.
wires.
wires.
__________________________________________________________________________________
__________________________________________________________________________________
Page 128
128
128
_____
Page _____
Page
Page _____
_____
B.
B.
B. A
B. A
A telegraph
A telegraph
telegraph isis
is aaaa machine
telegraph is machine
machine that
machine that
that allows
that allows people
allows people
allows to
people to
people hear
to hear
to each
hear each
hear others’
each others’
each words
others’ words
others’ words
words
across
across
across wires.
across wires.
wires.
wires. 5.
5.
5.
5. Alexander
Alexander
Alexander Graham
Alexander Graham
Graham Bell
Graham BellBell felt
Bell felt
felt that
felt that “self-education
that “self-education
that “self-education is
“self-education isis
is aaaa life-long
life-long affair.”
life-long affair.”
life-long What
affair.”What
affair.” does
What does
What does
does
C. A
C. A
C.
C. telegraph
A telegraph
A isis
is aaaa way
telegraph is
telegraph way to
way to
way record
to record
to voices
record voices
record so
voices so
voices people
so people
so can
people can
people hear
can hear
can each
hear each
hear each other.
each other.
other.
other. that
that
that mean
that mean
mean to
mean to
to you
to you
you as
as aaaa student
you as
as student
student who
student who
who is
who isis learning
is learning
learning new
learning new
new things
new things
things every
things every
every day?
every day?
day?
day?
D.
D.
D. A
D. A
A telegraph
A telegraph
telegraph isis
is aaaa way
telegraph is way
way to
way to
to record
to record
record written
record written
written words
written words so
words so
words people
so people
so can
people can
people communicate
can communicate
can communicate
communicate Answers
Answers may
Answers may vary.
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
with
with
with each
with each
each other.
each other.
other.
other.
Page 124
124
124
_____
Page _____
Page
Page _____
_____
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
2.
2.
2. Why
Why
Why was
Why was
was the
was the
the Massachusetts
the Massachusetts
Massachusetts Institute
Massachusetts Institute
Institute of
Institute of
of Technology
ofTechnology so
Technology so
Technology important
so important
so to
important to
important Aleck
to Aleck
to Bell?
Aleck Bell?
Aleck Bell?
Bell? Page
Page
Page _____
Page _____
_____
_____
The
The Massassachusetts
The Massassachusetts Institute
Massassachusetts Institute of
Institute of Technology
of Technology
Technology
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
made space
made
made space in
space in one
in one of
one of its
of its labs
its labs for
labs for Aleck
for Aleck to
Aleck to do
to do his
do his
his
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
experiments.
experiments.
experiments.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page 126
126
126
_____
Page _____
Page
Page _____
_____
3.
3.
3.
3. Aleck
Aleck
Aleck Bell
Aleck Bell
Bell said
Bell said
said that
said that
that electric
that electric
electric current
electric current
current could
current could
could be
could be
be used
be used to
used to
used carry
to carry
to sound.
carry sound.
carry Why
sound.Why
sound. do
Why do
Why you
do you
do you
you
think
think
think that
think that
that people
that people
people thought
people thought
thought he
thought he was
he was
he crazy?
was crazy?
was crazy?
crazy?
Answers
Answers may
Answers may vary.
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page 126
126
126
_____
Page _____
Page
Page _____
_____
Unit55 149
Unit 149 150
150 Unit
Unit55
Unit55 149
Unit 149 150
150 Unit
Unit55
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation ©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation
153
153
153
153 154
154
154
154
Name:
Name:
Name:
Name:
PP7
X.X
PP7
X.X
3.
3.
3. What
3. What
What does
What does
does the
does the
the author
the author
author want
author want
want you
want you to
you to
you know
to know
to about
know about
know Thomas
aboutThomas
about Edison?
Thomas Edison?
Thomas Edison?
Edison?
Thomas
Thomas Edison:
Thomas Edison: The
Edison: The Wizard
The Wizard of
Wizard of Menlo
of Menlo Park
Menlo Park
Park A. He
A. He
A.
A. kept
He kept
He trying
kept trying
kept even
trying even
trying when
even when
even when things
when things
things went
things went
went badly.
went badly.
badly.
badly.
B. He
B. He
B. gave
He gave up
gave up easily.
up easily.
easily.
1.
1.
1. According
1. According
According to
According to
to the
to the selection
the selection
the which
selection which
selection of
which of
which the
of the
of following
the following
the isis
following is
following true?
is true?
true?
true? B. He gave up easily.
C.
C.
C. He
C. He
He liked
He liked
liked the
liked the
the color
the color
color blue
color blue in
blue in
blue the
in the
in sky.
the sky.
the sky.
sky.
A.
A.
A. Thomas
A.Thomas
Thomas Edison
Thomas Edison
Edison isis
Edison is in
is in the
in the
in “Hall
the “Hall
the of
“Hall of
“Hall Fame.”
of Fame.”
of Fame.”
Fame.”
B. Thomas
B.Thomas Edison’s
Thomas Edison’s teachers
Edison’s teachers did
teachers did not
did not like
not like him.
like him.
him. D.
D.
D. He
D. He
He wanted
He wanted
wanted to
wanted to
to learn
to learn
learn how
learn how
how to
how to
to make
to make
make fire.
make fire.
fire.
fire.
B.
B. Thomas Edison’s teachers did not like him.
C.
C.
C. Thomas
C.Thomas
Thomas Edison
Thomas Edison
Edison worked
Edison worked
worked on
worked on telegraph
on telegraph
on machines.
telegraph machines.
telegraph machines.
machines. 4.
4.
4. For
4. For
For what
For what
what invention
what invention
invention isis
invention is Edison
is Edison best
Edison best
Edison known?
best known?
best known?
known?
D.
D.
D. Thomas
D.Thomas
Thomas Edison
Thomas Edison
Edison liked
Edison liked
liked to
liked to work
to work
to with
work with
work telescopes.
with telescopes.
with telescopes.
telescopes. A.
A.
A. phonograph
A. phonograph
phonograph
phonograph
2. Read
2. Read the
Read the following
the following from
following from the
from the selection:
the selection:
selection: B.
B.
B. light
B. light
light bulb
light bulb
bulb
bulb
2.
2. Read the following from the selection:
At
At
At the
At the
the age
the age
age of
age of
of 12,
of 12,
12, he
12, he
he worked
he worked selling
worked selling
worked selling newspapers
selling newspapers
newspapers on
newspapers on
on the
on the railroad
the railroad
the railroad
railroad C.
C. microphone
C. microphone
microphone
C. microphone
near
near
near his
near his
his home.
his home.
home.
home. D.
D.
D. iPod
D. iPod
iPod
iPod
Replacing
Replacing
Replacing the
Replacing the
the –ed
the –ed
–ed with
–ed with
with –er
with –er
–er in
–er in
in worked
in worked makes
makes aaaa new
worked makes
worked makes new
new word.
new word.
word. Write
word. Write
Write the
Write the
the
the 5. Write
5. Write
5.
5. the
Write the
Write main
the main
the idea
main idea
main for
idea for
idea this
for this
for chapter.
this chapter.
this chapter.
chapter.
new
new
new word
new word
word in
word in
in the
in the
the blank
the blank
blank and
blank and
and then
and then choose
then choose
then the
choose the
choose best
the best
the meaning.
best meaning.
best meaning.
meaning. Thomas
Thomas Edison
Thomas Edison was
Edison was an
was an inventor
an inventor who
inventor who never
who never gave
never gave
gave
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
worker
worker
worker
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________ up. He
up.
up. He invented
He invented aaa way
invented way to
way to make
to make aaa telegraph
make telegraph faster,
telegraph faster,
faster,
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
A.
A.
A. someone
A. someone
someone who
someone who
who works
who works
works
works make the
make
make the telephone
the telephone louder,
telephone louder, the
louder, the phonograph,
the phonograph,
phonograph,
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B. full
B. full of
full of work
of work
work
B.
B. full of work the
the electric light bulb, the kinetoscope, and
the electric
electric light
light bulb,
bulb, the
the kinetoscope,
kinetoscope, and the
and the
the
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
C.
C.
C. without
C. without
without work
without work
work
work
microphone.
microphone.
microphone.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
D.
D.
D. someone
D. someone
someone who
someone who
who sells
who sells things
sells things
sells things
things
Unit55 153
Unit 153 154 Unit 5
Unit55 153
Unit 153
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation © 2013 Core Knowledge Foundation
©©2013
2013Core
CoreKnowledge
KnowledgeFoundation
Foundation

157
157
157 158
158
158
Name:
Name:
Name:
Name: PP9
X.X
PP9
X.X
Change
Change
Change the
Changethe
the adjective
theadjective
adjective under
adjectiveunder
under the
underthe
the blank
theblank
blank to
blankto
to an
toan
an adverb
anadverb by
adverbby
adverb adding
byadding
by –ly
adding–ly
adding to
–lyto
–ly complete
tocomplete
to the
completethe
complete sentence.
thesentence.
the sentence.
sentence.
Answer
Answer
Answer the
Answerthe
the question
thequestion
question after
questionafter the
afterthe
after sentence.
thesentence.
the sentence.
sentence.
Adverbs that
Adverbsthat
Adverbs Tell
thatTell how
Tellhow
how
1. The
1. The
1. storm
Thestorm
storm badly
badly
badly
(bad)
(bad)
damaged the
damagedthe
damaged car.
thecar.
car.
Write
Write
Write an
Writean
an adverb
anadverb
adverb to
adverbto
to describe
todescribe
describe the
describethe
the verb
theverb
verb in
verbin
in the
inthe sentence.
thesentence.
the Do
sentence.Do
sentence. not
Donot
Do use
notuse
not the
usethe
use same
thesame
the adverb
sameadverb
same more
adverbmore
adverb than
morethan
more than
than (bad)
(bad)
once.
once.
once.
once.
was
Howwas
How
How the
wasthe car
thecar damaged?
cardamaged? badly
badly
badly
_______________________
damaged?_______________________
_______________________
We
We ran
Weran quickly
ranquickly to
quicklyto the
tothe car
thecar when
carwhen the
whenthe storm
thestorm started.
stormstarted.
started.
Adverb: quickly
quickly
Adverb:quickly
Adverb: Verb described
Verbdescribed
Verb by
describedby adverb:
byadverb: ran
ran
adverb:ran The
2. The
2.
2. big
Thebig baseball
bigbaseball uniform
baseballuniform hung
uniformhung
hung loosely
loosely
loosely
(loose)
(loose)
on
on Devon.
onDevon.
Devon.
(loose)
(loose)
1. The
1. The
1. referee
Thereferee blew
refereeblew his
blewhis whistle
hiswhistle Answers may
Answers may
Answers vary.
may vary.
vary. after
_____________________
whistle_____________________
_____________________ after the
afterthe play.
theplay.
play. How did
Howdid
How the
didthe baseball
thebaseball uniform
baseballuniform hang?
uniformhang? loosely
loosely
loosely
_______________________
hang?_______________________
_______________________
____________
Adverb:____________
Adverb:
Adverb: Verb
____________ Verb described
Verbdescribed by
describedby adverb:
byadverb: ____________
____________
adverb:____________
3. Dad
3. Dad
3. Dad proudly
proudly
proudly
(proud)
(proud)
clapped when
whenIIIscored
clappedwhen
clapped scored
scoredaaagoal.
goal.
goal.
(proud)
(proud)
Our
2. Our
2.
2. dog
Ourdog Answers may
Answers may
Answers vary.
may vary.
vary. sits
_____________________
dog_____________________
_____________________ sits in
sitsin the
inthe doorway
thedoorway at
doorwayat night.
atnight.
night.
proudly
did
Howdid
How
How Dad
didDad clap?
Dadclap? proudly
proudly
_______________________
clap?_______________________
_______________________
Adverb:
Adverb: ____________ Verb
____________ Verb
Adverb:____________ described
Verbdescribed by
describedby adverb:
byadverb: ____________
____________
adverb:____________
4.
4. The
4. The music
Themusic played
musicplayed
played loudly
loudly
loudly
(loud)
(loud)
the
throughthe
through
through speakers.
thespeakers.
speakers.
(loud)
(loud)
He
3. He
3.
3. searched
Hesearched Answers
Answers may
Answers may vary.
may vary.
vary. for
_____________________
searched_____________________
_____________________ for his
forhis math
hismath homework.
mathhomework.
homework.
How did
Howdid
How the
didthe music
themusic play?
musicplay? loudly
loudly
loudly
_______________________
play?_______________________
_______________________
____________
Adverb:____________
Adverb:
Adverb: Verb
____________ Verb described
Verbdescribed by
describedby adverb:
byadverb: ____________
____________
adverb:____________
5. She
5. She
5. She shyly
shyly
shyly walked into
walkedinto
walked her
intoher new
hernew classroom.
newclassroom.
classroom.
4. We
4. We
4. walked
Wewalked Answers may
Answers may
Answers vary.
may vary.
vary. into
_____________________
walked_____________________
_____________________ into the
intothe kitchen
thekitchen for
kitchenfor dinner.
fordinner.
dinner. (shy)
(shy)
(shy)
(shy)
Adverb:
____________ Verb
Verbdescribed by
describedby adverb:
byadverb: ____________
____________
adverb:____________ How
How did
Howdid she
didshe walk?
shewalk? shyly
shyly
shyly
_______________________
walk?_______________________
_______________________
The
5. The
5.
5. posters
Theposters on
posterson the
onthe wall
thewall were
wallwere placed
wereplaced Answers
Answers
placedAnswers may
may vary.
may vary.
vary.
_____________________.
_____________________.
_____________________.
Adverb:
____________ Verb
Verbdescribed by
describedby adverb:
byadverb: ____________
____________
adverb:____________
Unit
Unit55
Unit
Unit 157
157
55 157
157 158
158
158 Unit
Unit55
158 Unit
Unit 55
©©© 2013
2013
2013 Core
Core
Core Knowledge
Knowledge
Foundation
Foundation ©©© 2013
2013
2013 Core
Core
Core Knowledge
Knowledge
Foundation
Foundation
159
159
159 160
160
160
Name:
Name:
Name:
Name: PP10
X.X
PP10
X.X
Choose
Choose
Choose the
Choosethe
the adverb
theadverb
adverb that
adverbthat
that best
thatbest
best fits
bestfits
fits in
fitsin each
ineach
in blank
eachblank
each and
blankand
blank write
writeitit
andwrite
and write in.
ititin.
in.
in.
Adverbs that
Adverbsthat
Adverbs Tell
thatTell when
Tellwhen and where
andwhere
whenand where
here
here
here already
already
already home
home
home outside
outside
outside
Choose
Choose
Choose the
Choosethe
the adverb
theadverb
adverb that
adverbthat
that best
thatbest
best fits
bestfits
fits in
fitsin each
ineach
in blank
eachblank
each and
blankand
blank write
writeitit
andwrite
and write in.
ititin.
in.
in.
My
My brother
Mybrother and
andIIIran
brotherand ran
ran outside
outside
outside tolook
to
to lookfor
look forour
for our
our
weekly
weekly
weekly always
always
always last
last
last after
after
after sometimes
sometimes
sometimes friends.
friends. We
friends.We did
Wedid not
didnot see
notsee anyone
seeanyone
anyonesoso
sowewe walked
wewalked
walked home
home
home ...
When
Whenwe
When we got
wegot
got here
here
here we saw
sawaaanote
wesaw
we note
noteonon the
onthe door.
thedoor. It
door.ItIt
We
Wevisit
We visit my
visitmy grandfather
mygrandfather
grandfather weekly
weekly ...
weekly
wasfrom
was
was fromDavid
from Davidand
David andsaid
and said“Meet
said “Meetat
“Meet atmy
at myhouse,
my house,and
house, andwe’ll
and we’llgo
we’ll goto
go tothe
to the
the
We
We
We always
always
always go
goon
go on Sunday
onSunday afternoon.
afternoon.IIIlike
Sundayafternoon. like to
liketo
to
parktogether!”
park
park together!”We
together!” Wegot
We gotto
got toDavid’s
to David’shouse
David’s houseand
house andanother
and anothernote
another notesaid
note said
said
bring books
bringbooks
bring sometimes
sometimes and
books sometimes and read
andread them
readthem
themto to him.
tohim.
him.
hehad
he
he had
had already
already gone
already goneto
gone tothe
to thepark.
the park.We
park. Wefound
We foundhim
found himat
him atthe
at the
the
WhenIIIdo
When
When dobring
do bringbooks,
bring books,he
books, heasks
he asksme
asks meto
me toread
to readmy
read myfavorite
my favorite
favorite
parkand
park
park andplayed
and playeduntil
played untilitititgot
until gotdark!
got dark!
dark!
book
book
book last
last
last ...He
Heknows
He knowsIIIwill
knows willbe
will beexcited
be aboutitititand
excitedabout
excited about and
and
readitititwell
read
read wellat
well atthe
at theend.
the end.
end. After
After
After IIIread
readmy
read mybooks
my booksto
books to
to
Write
Writeaaaasentence
Write
Write sentence
sentence using
sentenceusing
using each
usingeach adverb.
eachadverb.
each adverb.
adverb.
him,we
him,
him, wewehave
havedinner.
have dinner.
dinner.
1.
1. never
1. never
never
Write
Writeaaaasentence
Write
Write sentence using
sentenceusing
sentence each
usingeach
using adverb.
eachadverb.
each adverb.
adverb. Answers
Answers may
Answers may vary.
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1.
1. recently
1. recently
recently __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answers
Answers may
Answers may vary.
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. inside
2. inside
2. inside
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answers
Answers may
Answers may vary.
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
2. tomorrow
2. tomorrow
tomorrow __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answers
Answers may
Answers may vary.
may vary.
vary.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit
Unit55
Unit
Unit 159
159
55 159
159 160
160
160 Unit
Unit55
160 Unit
Unit 55
©©© 2013
2013
2013 Core
Core
Core Knowledge
Knowledge
Foundation
Foundation ©©© 2013
2013
2013 Core
Core
Core Knowledge
Knowledge
Foundation
Foundation

105 Unit 5 109
Name: PP11
X.X Na
S P S P Na
4. TheSdentist uses
P a mirror to check my teeth. She
S Pis very gentle with me.
4. The dentist uses a mirror to check my teeth. She is very gentle with me.
Conjunction and The dentist uses a mirror to check my teeth and
The dentist uses a mirror to check my teeth and
Write the letter ‘S’ over the subjects and the letter ‘P’ over the predicates in each simple she is very gentle with me. Wr
sentence. Draw a line to separate the subject and predicate in each simple sentence. Then, join she is very gentle with me. Wr
sen
the two simple sentences together using the conjunction and to make a compound sentence. sen
the
Draw two lines under the word and to show that it is a conjunction. the
Dr
Dr
Challenge: Mark the subject(s) and predicate(s) and underline the conjunction and with two
S P S P Challenge:
lines in the Mark the subject(s)
following sentences.and predicate(s)
Write ‘Yes’ on theandline
underline the conjunction
if the sentence and with
is a compound two
sentence
d Example: Carla | sings a song. Connie | dances a jig. lines
with in
twothe following sentences.
independent Write
clauses and ‘No’‘Yes’
if it on thealine
is not if the sentence
compound is a compound sentence
sentence. Ex
with two independent clauses and ‘No’ if it is not a compound sentence. Ex
Carla sings a song, and Connie dances a jig.
S P
S P S P Example: Tom
S | fixed
P breakfast and dinner for his family. No
1. Matthew loves basketball. Tina enjoys tennis. Example: Tom | fixed breakfast and dinner for his family. No 1.
S S P 1.
Matthew loves basketball and Tina enjoys tennis. 1. S and Tony
Lindsay S walked
P to the library. No
1. Lindsay and Tony walked to the library.
S P P
No
2. S jumped
Linda P rope and playedP soccer yesterday. No
2. Linda jumped rope and played soccer yesterday. No
S P S P
3. S chose
Tina P the movie and Jeff
S picked
P out the candy. Yes
S P S P 3. Tina chose the movie and Jeff picked out the candy. Yes 2.
2. The bucket is rusty. It leaks on my foot.
2.
The bucket is rusty and it leaks on my foot.
S P S P
3. The silly kitten paws at the string. He plays joyfully! 3.
3.
The silly kitten paws at the string and he plays
joyfully!
Unit 5 161 162 Unit 5

162 Unit 5
Name: PP12
X.X S P S P
4. S are
Clouds P beautiful. The whole
S class loves
P to watch them.
4. Clouds are beautiful. The whole class loves to watch them.
Conjunction and Clouds are beautiful and the whole class loves to
Clouds are beautiful and the whole class loves to
watch them.
Write the letter ‘S’ over the subjects and the letter ‘P’ over the predicates in each simple watch them.
sentence. Draw a line to separate the subject and predicate in each simple sentence. Then, join
the two simple sentences together using the conjunction and to make a compound sentence.
Draw two lines under the word and to show that it is a conjunction.
Challenge: Mark the subject(s) and predicate(s) and underline the conjunction and with two
o Challenge:
lines in the Mark the subject(s)
following sentences.and predicate(s)
Write ‘Yes’ on theandline
underline the conjunction
if the sentence and with
is a compound two
sentence
nce S P S P lines
with in
twothe following sentences.
independent Write
clauses and ‘No’‘Yes’
if it on thealine
is not if the sentence
compound is a compound sentence
sentence.
Example: The straw | is broken. I | can’t drink out of it. with two independent clauses and ‘No’ if it is not a compound sentence.
The straw is broken, and I can’t drink out of it. S P
Example: Steve
S | wore
P a coat and gloves. No
S P S P Example: Steve | wore a coat and gloves. No
1. The beavers are playful. Their babies splash around in the lake.
S S P
1. Emma
S and Ryan P the zoo. No
S visited
The beavers are playful and their babies splash 1. Emma and Ryan visited the zoo. No
S P P
2. S painted
Amy P a picture and read P a book on Saturday. No
around in the lake. 2. Amy painted a picture and read a book on Saturday. No
S P S P
3. S washed
Kate P the dishes and Sam S cleaned
P the sink. Yes
S P S P 3. Kate washed the dishes and Sam cleaned the sink. Yes
2. We watched the beavers. We took pictures of them.
We watched the beavers and we took pictures of

them.
S P S P
3. The white clouds float across the sky. They make me feel good.
The white clouds float across the sky and they

make me feel good.
166 Unit 5
Unit 5 165 © 2013 Core Knowledge Foundation
166 Unit 5

163 Unit 5 165
167 168 171
Name: PP13
X.X Na
5. The salesman knocked on our door. We were out of town.

Conjunction but S P S Us
The salesman knocked on our door but we
__________________________________________________________________________________
P 1.
Create compound sentences by connecting the two simple sentences with the conjunction were out of town.
__________________________________________________________________________________
s__ but. Draw two lines under the conjunction and label the subjects with the letter ‘S’ and the
predicates with the letter ‘P’.
Create the second part of a compound sentence using the conjunction but.
1. Marshmallows are fun to melt. They can make a mess.
2.
S P S P 1. David likes peanut butter and jelly sandwiches, but
Marshmallows are fun to melt but they can make
__________________________________________________________________________________
Answers may vary.
__________________________________________________________________________________
a__________________________________________________________________________________
mess. 3.
__ __________________________________________________________________________________
2. The day is sunny and beautiful. The sky is getting dark off in the distance. (Hint: Think about a family member who likes a different kind of sandwich.)
S P S
The day is sunny and beautiful but the sky is
__________________________________________________________________________________ 2. Lulu loved the book she just read, but
4.
P
getting dark off in the distance.
__________________________________________________________________________________ Answers may vary.
__________________________________________________________________________________
s__ 3. My new kitten is very naughty. I laugh at her so often. __________________________________________________________________________________
S P S P (Hint: Think about a friend who read the same book but who had a different
5.
My new kitten is very naughy but I laugh at her
__________________________________________________________________________________ idea about it.)
so often.
__________________________________________________________________________________
4. This grammar homework seems very easy tonight. I’m going to do my best 6.
and not hurry.
S P
This grammar homework seems very easy tonight,
__________________________________________________________________________________
S P 7.
but I’m going to do my best and not hurry.
__________________________________________________________________________________
Unit 5 167 168 Unit 5

171 172 173
Name: PP15
X.X Na
8. Which words on the chart name people who might work at a school?
Use the chart on Worksheet PP14 to fill in the blanks. teacher
________________ ________________ librarian
counselor ________________
___
1. Which words on the chart are people who play musical instruments? 9. Which words on the chart name people who do things outside? Ad
___
cellist
________________ organist
________________ builder
________________ farmer
________________ sailor
________________
guitarist
________________ pianist
________________ climber
________________ hunter
________________ player
________________ 1.
2. Which word on the chart is what Julius Caesar had himself appointed for life? 10. Which words on the chart name people who might work together to help
dictator
________________ someone look his or her best?
___ stylist
________________ cosmetician ________________
________________ optician 2.
3. Which word on the chart names someone who can help you pick out books at
___
the library? BONUS:
)
librarian
________________
11. Alphabetize the words that begin with ‘c’. 3.
4. Which words on the chart name people that might work together while they cellist
_______________________
___ are on a boat? climber
_______________________
sailor
________________ navigator
________________ cosmetician
_______________________
___ counselor
_______________________ 4.
t
5. Which word on the chart names someone who writes lyrics, or words to songs,
for a vocalist to sing? 12. Count the number of words on the chart for each suffix and write the number
lyricist
________________ here. Circle the suffix that has the most words.
10
–er: ________ 9
–or: ________ –ist: ________ 8
9 –ian: ________ 5.
6. Which words on the chart name people who might work together to build a
house?
builder
________________ designer
________________ electrician
________________
7. Which word on the chart names someone that every team needs as someone to
guide, or lead them?
leader
________________
Unit 5 171 172 Unit 5

173
Name: PP16
X.X © 2013 Core Knowledge Foundation
Unit 5 171
173 174
174 175
175
Name: PP16
X.X NaN
Circle
Circlethe
theword
wordthat
thatmatches
matchesthe
themeaning.
meaning.
Words with Suffixes –y and –al
1.1. Meaning:
Meaning:full
fullofofsoil
soil
Add the correct suffix to the root word provided. Write the new word in a sentence. ChC
Word:
Word: dirty
dirty dirt
dirt beb
1. Root word: nutrition
nutritional
Add –y or –al to make: _________________ 2.2. Meaning:
Meaning:the
thetraditions,
traditions,beliefs,
beliefs,and
andarts
artsofofa agroup
groupofofpeople
people 1.1
Answers may vary.
__________________________________________________________
Word:
Word: culture
culture cultural
cultural
2. Root word: leak
leaky
Meaning:something
somethingthat
thatisisuntidy
untidyand
anddirty
dirty 2.2
Answers may vary.
__________________________________________________________
Word:
Word: mess
mess messy
messy
3. Root word: curl
curly
Meaning:a apower
powerthat
thatallows
allowspeople
peopletotododoimpossible
impossiblethings
thingsbybysaying
sayingspecial
special
Answers may vary.
__________________________________________________________ words
wordsororperforming
performingspecial
specialactions
actions 3.3
4. Root word: tradition Word:

Word: magical
magical magic
magic
traditional
Add –y or –al to make: _________________
er Answers may vary.
__________________________________________________________ 5.5. Meaning:
Meaning:fullfullofofa areddish
reddishbrown
brownsubstance
substancethat
thatforms
formsononcertain
certainmetals
metalswhen
when 4.4
they
theyare
areexposed
exposedtotomoisture
moisture
5. Root word: music
musical
Add –y or –al to make: _________________ Word:
Word: rusty
rusty rust
rust
Answers may vary.
__________________________________________________________ 5.5
6.6. Meaning:
Meaning:related
relatedtotothe
theland
landnear
nearthe
thesea
seaororocean
ocean
Word:
Word: coast
coast coastal
coastal
6.6
Unit 5 173 174

174Unit
Unit55
175 176
176 177
177
Name: PP17
X.X NaN
7.7. The
Theclass respondedjoyously
classresponded joyously
(joyous, joyously)
when
whenthey
theyfound
foundout
outthey
theyhad
hadwon
wonthe
the
(joyous, joyously)
Practice Using Suffixes –ous and –ly attendance
attendanceprize
prizefor
forthe
themonth.
month.
Word: joyously
joyously Part
Word:______________
______________ PartofofSpeech: adverb
adverb
Speech:_______________
_______________
Choose the correct word to complete each sentence. Write the word and its part of speech UsU
below the sentence. 8.8. IfIfyou
youare
areoutside
outsideand
andhave
havenonoshelter
shelterwhen
whena athunderstorm
thunderstormhits,
hits,you
youare
areinina a
dangerous
dangeroussituation.
situation. p
1. The mayor famouslydenied he did anything wrong but an investigation (dangerous, humorous)
(dangerous, humorous)
(famous, famously) Word: dangerous
dangerous Part
Word:______________
______________ PartofofSpeech: adjective
adjective
Speech:_______________
_______________ p
proved otherwise.
famously
Word: ______________ adverb
Part of Speech: _______________
Bonus:
Bonus:Circle
Circlethe
thecorrect
correctanswer
answerand
andwrite
writethe
thepart
partofofspeech
speech
humorous p
2. Marcus drew a representation of the animal he wrote about 1.1.Which
Whichofofthe
thefollowing
followingwords
wordsmeans
means“full
“fullofofdanger
dangerand
andexcitement”?
excitement”?
(humorous, humorously)
for his report.
adventurously adventure
humorous
Word: ______________ adjective
Part of Speech: _______________ adventurously adventure 1.1
l adverb
3. The road curved dangerouslywhen you got near the top of the
Part
PartofofSpeech: adverb
Speech:___________________________________
___________________________________
(dangerous, dangerously)
mountain.
2.2.Which
Whichofofthe
thefollowing
followingwords
wordsmeans
means“in
“ina acourteous
courteousway”?
way”?
Word:dangerously
______________ adverb
Part of Speech: _______________ 2.2
courteously
courteously courteous
courteous
n 4. I heard a mysterious sound coming from the somewhere by the
(mysteriously, mysterious)
window but I couldn’t figure out what it was. Part
PartofofSpeech: adverb
adverb
Speech:___________________________________
___________________________________ 3.3
mysterious Part of Speech: _______________
3.3.Which
Whichofofthe
thefollowing
followingwords
wordsmeans
means“full
“fullofofthe
thefeeling
feelingofofwanting
wantingwhat
whatsomeone
someone
else
elsehas”?
has”?
5. The crew who worked to clean up hazardous materials kept the
poisonous items in a special container when they collected them. 4.4
(poisonous, mountainous)
envious
envious enviously
enviously
poisonous Part of Speech: _______________
Part
PartofofSpeech: adjective
adjective
Speech:___________________________________
___________________________________ 5.5
6. The passenger furiouslyran through the terminal, upset that the security line
(furious, furiously)
had been so long and worried he would miss his flight.
furiously
Word: ______________ adverb
Part of Speech: _______________
Unit 5 175 176
176Unit
Unit55
177
Name:
PP18
X.X
Unit 5 175
177 178
Name: PP18
X.X
6. Which definition of present matches the use of the word in the sentence:
Practice Dictionary Skills 3
Every student is present today. ________________
adjective
What part of speech is present in this sentence?________________
Use the following portion of a dictionary page to answer the questions below.
7. Write a sentence using the definition of present not already used in the
preschool prod sentences above. Answers may vary.
present 1. verb To give a gift. 2. verb To introduce a person. 3. adjective
To be in a place.
8. Which definition of private matches the use of the word in the sentence:
private 1. noun A soldier of a low rank. 2. adjective Not for sharing. My diary is private property and should not be read by anyone else.
3. adjective Belonging to one person and no one else. 2
________________
adjective
What part of speech is private in this sentence? _________________
1. What are the two guide words on the page?
9. Which definition of private matches the use of the word in the sentence:
preschool prod 1
The private saluted the general when he walked by. ________________
noun
What part of speech is private in this sentence? _______________
2. What are the two entry words on the page?
present private 10. Write a sentence using the definition of private not already used in the
sentences above.
3. Would the word presentation be on this page? Answers may vary.
ne yes
4. Circle the word(s) that would come before the word preschool in the following
list: presently, prescribe, prepare
5. Which definition of present matches the use of the word in the sentence:
2
May I present the governor of our state? _______________
verb
What part of speech is present in this sentence? _______________
Unit 5 177 178 Unit 5


Core Knowledge Language Arts
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.
Unit 5 | Acknowledgments 203

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.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
Illustrators and Image Sources

12: Core Knowledge Staff; 14: Shutterstock; 19: Shutterstock; 23: Core Knowledge Staff; 25: Shutterstock; 26: Shutterstock; 31: Shutterstock;
35: Shutterstock; 37: Shutterstock; 38: Shutterstock; 39: Core Knowledge Staff; 40: Core Knowledge Staff; 43: Shutterstock; 44: Shutterstock;
46: Shutterstock; 47: Shutterstock; 49: Shutterstock; 51: Shutterstock; 56: Shutterstock; 57: Shutterstock; 60: Core Knowledge Staff; 61: Core
Knowledge Staff; 63: Core Knowledge Staff; 65: Shutterstock; 70: Shutterstock; 73: Shutterstock; 75: Core Knowledge Staff; 76: Core Knowledge
Staff; 78: Shutterstock; 79: Shutterstock; 83: Shutterstock; 85: Shutterstock; 90: Shutterstock; 92: Core Knowledge Staff; 93: Core Knowledge Staff;
96: Shutterstock; 100: Shutterstock; 101: Shutterstock; 103: Core Knowledge Staff; 105: Shutterstock; 106: Shutterstock; 109: Shutterstock; 110:
Shutterstock; 113: Core Knowledge Staff; 114: Core Knowledge Staff; 116: Core Knowledge Staff; 117: Shutterstock; 121: Shutterstock; 125: Core
Knowledge Staff; 126: Core Knowledge Staff; 128: Shutterstock; 129: Shutterstock; 134: Shutterstock; 138: Shutterstock; 145 (top): Shutterstock;
145 (middle): Jed Henry; 145 (bottom): Shutterstock; 148: Shutterstock; 150 (top): Shutterstock; 150 (middle): Jed Henry; 153: Shutterstock; 156:
Shutterstock; 158: Shutterstock; 161: Shutterstock; 168: Core Knowledge Staff; 5.2: Shutterstock; Take Home Icon: Core Knowledge Staff
Regarding the Shutterstock items listed above, please note: No person or entity shall falsely represent, expressly or by way of reasonable
implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.
204 Unit 5 | Acknowledgments

Unit 5
Teacher Guide
Skills Strand
grade 3
The Core Knowledge Foundation

www.coreknowledge.org

Light Sound Teacher Guide PDF

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Light Sound Teacher Guide PDF

Загружено:

Авторское право:

Доступные форматы

Unit 5

ABCDEFGH KLMNO QRS

You are free:

Under the following conditions:

With the understanding that:

Copyright © 2013 Core Knowledge Foundation

All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning,

Trademarks and trade names are shown in this book strictly

Reading Standards for Informational Text: Grade 3

Ask and answer questions to

Ask and answer questions

Ask and answer questions, orally

Determine the main idea of a

Unit 5 | Alignment Chart v

Craft and Structure

Determine the meaning of

Integration of Knowledge and Ideas

Describe images, orally or in

Interpret information from

Range of Reading and Level of Text Complexity

By the end of the year, read

vi Unit 5 | Alignment Chart

Reading Standards for Foundational Skills: Grade 3

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

Decode words with common

STD RF.3.3c Decode multi-syllable words.

Independently read grade-

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

CKLA Independently read on-level text

Use linking words, conjunctions,

Speaking and Listening Standards: Grade 3

Unit 5 | Alignment Chart vii

Comprehension and Collaboration

Prior to independently reading a

Make predictions (orally or

During a discussion, explain

Language Standards: Grade 3

Use nouns, verbs, and adjectives

STD L.3.1h Use coordinating and subordinating conjunctions.

Use adverbs and explain their

viii Unit 5 | Alignment Chart

Use spelling patterns and

Vocabulary Acquisition and Use

Determine the meaning of the

Use root words, affixes,

Identify real-life connections

Unit 5 | Alignment Chart ix

At a Glance Exercise Materials Minutes

Family Letter; Glossary for

Spellings for the Sound /ee/

Here are some patterns for you to be aware of:

Reading Time 45 minutes

Guided Reading Supports and Purpose for Reading

1. succeeded 12. degree

• Point to the Challenge Words on the board. Explain to students that

• Remind students that this lesson is a review of the /ee/ spelling

• Practice the words as follows during the remaining time. Call on a

At a Glance Exercise Materials Minutes

Extension Extend Student Knowledge choice of material 30

“What Is Light?”; Making

1. I tapped my friend on the shoulder to ask him a question.

Reading Time 25 minutes