Read and Understand Grade 3

Read &
Grade 3 Correlated Standards

to State
• Lexile® levels 480–710

• Comprehension and
Understand
vocabulary activities
EMC 3443
• Supports students’
varied reading abilities
• Covers a range of
WITH LEVELED TEXTS reading skills
c a b u l a ry
Vo My H o m
Ate
The Dog ork
ew NEW
EDITIO
Name N!
ean?
oes It M
What D its meanin
g.
r e h e n s i o n trouble
Comp
rd next to
wo drain
Write each
explain restriction Ate
groan The Dog
work
homework My Home
you from
in g th at keeps Name
e th work
1. som
g s o m ething els
e
D o g A te My Home
do in sink The
r out of a s About
Re a d i n g
e th a t ta kes wate Question
2. a pip on restrictio
n?
re a s o n for 1. W h y was Kim
a
3. to give e
lw o rk that you d
o at hom
ing if she d he Dog Ate My Ho
idn’t have to
finish
mework
4. sch o o
uld K im h a ve b e e n d o T
lem 2. What co rk?
5. a prob la st w e e k’s homewo
n d
appy sou
6. an unh ppened?
s re a lly co uld have ha
tions f Kim’s excu
se
Contrac 3. Which o
n s.
contractio 4. that is
Write the
Corp.
ot
an-Moor
1. I will 5. could n ave gone d

own
h o m e w ork could h
43 • © Ev
y Kisim ’s e r.
2. did no
t n. yww heare r your answ
4. Is there a6 rain? Give a reason fo em.
n d t to th
the kitche nouns nex
• EMC 34
t
3. will no se d w ith the pro ey mean.
ften c o n fu hat th is stopp ry? . It was Saturday, the
b elow are o sentences to show w e use
xcwo s upin th so ha y this morning
, Grade 3
o n s f th e ke
ac ti
The contr rds correctly in the er belieitve ’s a n
– itsy o Ki m et her friends at the
o yo u r teyaoch
u r ng , an d Kim was going to me
Use th e w o u ld –
5. W you’re n for your answ sun use e r. wa s sh ini go to Jiffy Burger
ok d
ho play ball. After that, they were going to
led Texts
– th e ir e a re a so re n t’s
they’r e G iv grand p a park to can’t go!” She had
groaned, “Oh no! I
. 21
5 Repr
ly, Ki m
d with Leve
for lunch . Su dd en y.
going to restriction. Here’s wh
e
.......
1. jus t re
e me
a w amb
y ered that she was on
inner. gam ked Mr. Hobbs.
Read and Un
od u sgiving d . re’s your homework, Kim?” as

Understan
t It
for Thank inhkavAebtoopuut
bo c
Thto thdain g
y: h a p p
“Wenhe
mes
Tu e
cib going an event th
at makes so “My dog ate it,” Kim
answered.
E- an
is c t.
Read and
e e
derstand wit
c a u s e e ff
2. A appens is th bath. Kim?” asked Mr. Ho
bbs.
le before yo
ed.
u go to b The thing that h for
tim e
g cause and ef
fect . W ed ne sd ay : “W he re’s your homework,
ped it up,” Kim an sw er ed.
in the missin “My baby brother rip
h Leveled Te
g kn o w s F il l
3. My d o d Mr. Hobbs.
mework, Kim?” aske
Sto
ns.
he re’
h s
e r yoto co
ur home
“W answered.
h
contractio : d
Cause ursday: aske
the kitchen drain,” Kim
e
an d us
Thmother and
xts, Grade 3
ry; make
ills: Build
vocabula
lle d K im ’s “It go t wa sh ed do wn
e teacher ca
Sk
40
rie
Effect: Th er.work, Kim?” asked Mr. Ho

bbs.
En
ol. ach
to the scho “W hee d re’
tos yo
th eurteho me
lk I needed to st,”
re
• EMC 3443
Friday:ol and ta
s ..
40
th e r w e n t to the scho “I wa s too sic k to do homework.
3443.indb
’s mo
Cause: Kim Kim answered.
• © Evan-M
.. .
phone.
Effect: and d
use lle
ntifyscaca
Kit. m’s39mother on the
; idebb
. nsHo effec
Th at’ s wh en Mr d Kim was
dic tio
school, an
ew, her mom was at
ke pre
ions; ma
draw conclus
oor C
questions;
Correlated
Correlated
to State
to State
Standards
Standards
VisitVisit
www.evan-moor.com
www.evan-moor.com
to view
to view
a correlation
a correlation
of of
thisthis
book’s
book’s
activities
activities
to your
to your
state’s
state’s
standards.
standards.
ThisThis
is aisfree
a free
service.
service.
What?
What?
• 21 stories with assigned reading levels based on text accessibility
• 21 stories with assigned reading levels based on text accessibility
• Reproducible activity pages for practicing comprehension,
• Reproducible activity pages for practicing comprehension,
vocabulary, and other reading skills
vocabulary, and other reading skills
• Reading selections that cover a variety of engaging fiction and
• Reading selections that cover a variety of engaging fiction and
nonfiction topics
nonfiction topics
• NEW “Comparing Texts” section to guide students in making
• NEW “Comparing Texts” section to guide students in making
text-to-text connections
text-to-text connections
Why?
Why?
• Read and Understand with Leveled Texts helps develop
• Read and Understand with Leveled Texts helps develop
the reading skills that students need to be successful in the
the reading skills that students need to be successful in the
classroom, on assessments, and in the real world.
classroom, on assessments, and in the real world.
• Leveled reading selections enable you to provide the extra practice
• Leveled reading selections enable you to provide the extra practice
your students need at the right readability level for each student.
your students need at the right readability level for each student.
• Entertaining stories engage students and follow-up activities
• Entertaining stories engage students and follow-up activities
strengthen comprehension and vocabulary skills.
strengthen comprehension and vocabulary skills.
• Comparing texts aids comprehension and helps build
• Comparing texts aids comprehension and helps build
higher-level thinking skills.
higher-level thinking skills.
Thank you for purchasing
an Evan-Moor e-book!
Attention Acrobat Reader Users: In order to use this e-book you need to have
Adobe Reader 8 or higher. To download Adobe Reader for free, visit www.adobe.com.
Using This E-book

This e-book can be used in a variety of ways to enrich your classroom instruction.
You can:
• engage students by projecting this e-book onto an interactive whiteboard

• save paper by printing out only the pages you need
• find what you need by performing a keyword search
… and much more!
For helpful teaching suggestions and creative ideas on how you can use the features of
this e-book to enhance your classroom instruction, visit www.evan-moor.com/ebooks.
User Agreement
With the purchase of Evan-Moor electronic materials, you are granted a single-user
license which entitles you to use or duplicate the content of this electronic book for
use within your classroom or home only. Sharing materials or making copies for
additional individuals or schools is prohibited. Evan-Moor Corporation retains full
intellectual property rights on all its products, and these rights extend to electronic
editions of books.
If you would like to use this Evan-Moor e-book for additional purposes not outlined
in the single-user license (described above), please visit www.evan-moor.com/help/
copyright.aspx for an Application to Use Copyrighted Materials form.
This page intentionally left blank
Grade
3443.indb 1 7/2/10 3:13 PM

Writing: Jill Norris EMC 3443
Content Editing: Barbara Allman
Congratulations on your purchase of some of the
De Gibbs finest teaching materials in the world.
Copy Editing: Carrie Gwynne
Art Direction: Cheryl Puckett Photocopying the pages in this book
Cover Design: Liliana Potigian
Illustration: Don Robison Visit is permitted for single-classroom use only.
Design/Production: Yuki Meyer teaching-standards.com Making photocopies for additional classes
John D. Williams to view a correlation or schools is prohibited.
of this book.
This is a free service. For information about other Evan-Moor products, call 1-800-777-4362,
fax 1-800-777-4332, or visit our Web site, www.evan-moor.com.
Correlated to State and Entire contents © 2010 EVAN-MOOR CORP.
Common Core State Standards 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA.
CPSIA: Printed by McNaughton & Gunn, Saline, MI USA. [01/2013]
3443.indd 2 1/4/13 9:21 AM

Contents
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Skills Chart.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Stories Daedalus and Icarus. . . . . . . . . . . . . . . . . . 97

Lexile: 590
New Shoes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
When Granny Met
Lexile: not rated (Poem)
Johnny Appleseed. . . . . . . . . . . . . . . . . 104
The Wise Old Woman. . . . . . . . . . . . . . . . . . 12 Lexile: 580
Lexile: 480
The Koala.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
The Messiest Room in Town.. . . . . . . . . . 19 Lexile: 710
Lexile: 530
Shannon Lucid – Astronaut.. . . . . . . . . . 117
A Grasshopper’s Life Cycle.. . . . . . . . . . . 26 Lexile: 680
Lexile: 650
Vampire Bats.. . . . . . . . . . . . . . . . . . . . . . . . . . 123
The Three Sisters.. . . . . . . . . . . . . . . . . . . . . . 32 Lexile: 670
Lexile: 630
George Washington Carver.. . . . . . . . . . 129
The Dog Ate My Homework.. . . . . . . . . . . 38 Lexile: 710
Lexile: 500
Tornado!.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Off to California.. . . . . . . . . . . . . . . . . . . . . . . . 44 Lexile: 700
Lexile: 500
Comparing Texts . . . . . . . . . . . . . . . 141
Harry’s Helping Hand. . . . . . . . . . . . . . . . . . 51
Lexile: 640
The Wise Old Woman and
Hush, Little Baby. . . . . . . . . . . . . . . . . . . . . . . 57 The Tortoise and the Hare.. . . . . . . . . 142
Lexile: not rated (Poem) The Messiest Room in Town and
The Fisherman and His Wife.. . . . . . . . . . 63 The Dog Ate My Homework. . . . . . . . 143
Lexile: 540 A Grasshopper’s Life Cycle and
It’s Not Fair!.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 The Koala.. . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lexile: 640 The Fisherman and His Wife and
Daedalus and Icarus.. . . . . . . . . . . . . . . 145
The Tortoise and the Hare. . . . . . . . . . . . . 77
Lexile: 660 When Granny Met Johnny Appleseed
and George Washington Carver. . . 146
Let’s Go Snorkeling. . . . . . . . . . . . . . . . . . . . 84
Lexile: 680
Answer Key .. . . . . . . . . . . . . . . . . . . . . . 147
Alligators and Crocodiles.. . . . . . . . . . . . . 90
Lexile: 700
© Evan-Moor Corp. • EMC 3443 • Read and Understand with Leveled Texts, Grade 3 3
3443.indb 3 7/2/10 3:13 PM

How to Use This Book
The Stories
The stories in this book include fairy tales, folk tales, realistic fiction, nonfiction, .
and poetry. With Lexile® scores ranging from 480 to 710, the reading levels span .
late second grade to beginning fourth grade.
Select a Story
Before selecting a story, determine how you will use the story. .
Each story can be used
• as a directed lesson, with either an individual student or a group of students .
reading at the same level;
• by partners reading together; or
• for independent reading practice in the classroom or at home.
Preview the Story
1. Reproduce the story and give a copy to each student.
2. Discuss any vocabulary that might be difficult to decode or understand.
3. Have the students think about the title of the story and look at the picture .
or pictures to help them predict what the story is about.
4. Help students relate their prior knowledge and experience to the story.
Read the Story
A single story can be read for more than one purpose. You might first read the story .
for instructional purposes, and then have partners read the story again to improve
comprehension and fluency. At a later time, you can use the story for independent
reading. Each purpose calls for a different degree of story difficulty.
The Skill Pages

The five pages of reproducible activities that follow each story cover a variety of essential
reading skills. The Skills Chart on page 5 provides an overview of the skills practiced in
the activities. The focus skills for each activity are printed at the bottom of the worksheet..
Each activity is suitable for either group instruction or independent practice.
Group Instruction
1. Reproduce the activity page for each student.
2. Make a transparency of the activity or write its content on the board.
3. Introduce the skill and guide students through the lesson.
4. Have students complete the activity as the group works through the lesson.
Independent Practice
Although many students will read the same story, they may each need .
to practice different skills. Assign the activities that are the most appropriate .
for each student’s needs.
1. Be sure that the activity practices skills that have already been introduced .
to the student.
2. Review the directions and be sure that the student understands the task.
3. Go over the completed assignment with the student to assess his or her .
need for further practice.
4 Read and Understand with Leveled Texts, Grade 3 • EMC 3443 • © Evan-Moor Corp.
3443.indb 4 7/2/10 3:13 PM

Skills Chart
Inferring/drawing conclusions
Describing story characters

Relating personal information
Letter/sound association
Critical/creative thinking
Categorizing/organizing
Recalling information
Synonyms/antonyms
Fact or fiction/opinion
Building vocabulary
Problems/solutions
Compare/contrast
Verbs/adverbs
Word endings
Syllabication
Contractions
Cause/effect
Sequencing
Adjectives
Predicting
Skills
Writing
Stories
New Shoes • • • • • • • • • •
The Wise Old Woman • • • • • • • • •
The Messiest Room in Town • • • • • • •
A Grasshopper’s Life Cycle • • • • • • •
The Three Sisters • • • • • • • • •
The Dog Ate My Homework • • • • • • • •
Off to California • • • • • • •
Harry’s Helping Hand • • • • • • • • •
Hush, Little Baby • • • • • • • • • • • •
The Fisherman and His Wife • • • • • • • • •
It’s Not Fair! • • • • • • • •
The Tortoise and the Hare • • • • • • • •
Let’s Go Snorkeling • • • • • • • •
Alligators and Crocodiles • • • • • • •
Daedalus and Icarus • • • • • • • • •
When Granny Met
Johnny Appleseed • • • • • • • •
The Koala • • • • • •
Shannon Lucid – Astronaut • • • • • • • • • •
Vampire Bats • • • • • • • • • •
George Washington Carver • • • • • • • • •
Tornado! • • • • • • •
3443.indb 5 7/2/10 3:13 PM

New Shoes
My shoes are new and squeaky shoes.
Read and Understand with Leveled Texts, Grade 3 • EMC 3443 • © Evan-Moor Corp.
They’re very shiny, creaky shoes.
I wish I had my leaky shoes
That Mother threw away.
I liked my old brown leaky shoes

Much better than these creaky shoes,
These shiny, creaky, squeaky shoes
I’ve got to wear today.
3443.indb 6 7/2/10 3:13 PM

Name New Shoes
Questions About New Shoes

1. What words are used to describe the new shoes?
2. What words are used to describe the old shoes?
3. Why do you think Mother threw away the old shoes?
4. Why do you think the boy wants his old shoes back?
5. Which words in the poem rhyme with squeaky?

Think About It
Design a machine to remove the “squeak” from new shoes. .

Draw a picture of your machine and explain how it works.
Skills: Recall information to answer questions; draw conclusions; identify rhyming words; practice creative thinking. 7
3443.indb 7 7/2/10 3:13 PM

Name New Shoes
What Does It Mean?

Match the words to the meanings.
shiny • • letting water in
threw away • • the contraction for they are
old • • making a high, squealing sound
creaky • • to put on
they’re • • bright and sparkling
wear • • the contraction for I have
leaky • • the opposite of new
wish • • making a shrill, grating sound
I’ve • • got rid of
squeaky • • to want
On My Feet
List types of shoes and other things you can wear on your feet.
1.
2.
3.
4.
5.
6.
8 Skills: Build vocabulary; recognize contractions; recognize opposites.
3443.indb 8 7/2/10 3:13 PM

Name New Shoes
Words Beginning with thr

Fill in the letters thr. Then use the words to complete the sentences.
ew ee ush
oat ead eat
ough ill ob
1. Kim has a sore .
2. Sid the ball to Marcus.
3. Mom used a needle and to mend my shirt.
4. The bus went a long tunnel.
5. My little brother is years old.
6. A was chirping in the apple tree.

The eak Word Family

Use the clues to help you make words in the eak word family.
1. mountaintop eak
2. to creep up eak
3. a bird’s bill eak
4. not strong eak
5. a noise a mouse makes eak
6. to let water pass through eak
7. to talk eak
8. a noise an old door makes eak
Skills: Make and use words with the initial blend thr; create a word family for –eak. 9
3443.indb 9 7/2/10 3:13 PM

Name New Shoes
Homophones
Homophones are words that sound the same but are not
spelled the same and have different meanings.
Write the correct homophone on each line.
byte dough rain
bear flee scent
bury maize through
1. bare 4. threw 7. bite
2. sent 5. berry 8. doe

3. flea 6. rein 9. maze
Using Homophones
Write the correct word to complete each sentence.
1. The fell all day.
rain rein
2. The was eating .
bare bear buries berries
3. Ted the answer to the question.
new knew
4. Farmers seeds in spring.

sow sew
5. Soo and Kim helped Mom make cookie .

dough doe
6. Mark nailed a on the fence to fix it.

bored board
7. She hurt her when she stepped on a nail.
he’ll heel
8. Angela a letter to her friend.

sent scent
10 Skill: Identify and use homophones.
3443.indb 10 7/2/10 3:13 PM

Name New Shoes
My Favorite Shoes
Draw your favorite pair of shoes.

1. Write four words that describe the shoes.

2. Why are they your favorite pair of shoes?
3. Write a two-line poem about the shoes.
Skills: Use adjectives; relate personal information to text; write a poem. 11
3443.indb 11 7/2/10 3:13 PM

The Wise Old Woman
A wise old woman lived at the edge of the woods. Her

son lived down the path and across the woods. One day, the
old woman filled a basket with cookies for her son and started
down the path into the woods. On the way, she met a bushy-tailed
gray wolf. “I’m hungry,” barked the wolf. “I’m going to eat you,
old woman.”
“Don’t eat me now,” said the old woman. “I’m just skin and
bones. When I come back from my son’s house, I will be fatter.”
“Very well,” said the wolf. “I will wait for you.”
The old woman went on down the path. She saw a long
green snake hanging from a tree. “I’m hungry,” hissed the snake.
“I’m going to eat you, old woman.”
“Very well,” said the snake. “I will wait for you.”
The old woman went on down the path. She saw a big
black bear crossing the path. “I’m hungry,” growled the bear.
“I’m going to eat you, old woman.”
“Very well,” said the bear. “I will wait for you.”
12
3443.indb 12 7/2/10 3:13 PM

The wise old woman got to her son’s house at lunchtime.
They ate and ate. Then the old woman took a nap. After her nap,
she said to her son, “Let’s eat the cookies in the basket. Then I
must go home.”
When the cookies were gone, the old woman asked,
“Son, may I have that giant pumpkin in your garden?”
The old woman cut open the giant pumpkin and took out all
the seeds. She got into the pumpkin and rolled down the path into
the woods. The bear saw the pumpkin roll by, but he was waiting
for the old woman. The snake saw the pumpkin roll by, but he was
waiting for the old woman, too.
After the pumpkin rolled past the wolf, it hit a big tree and
broke open with a loud “crack!” The snake, the bear, and the wolf
ran over to see what was going on.
“It’s the old woman,” barked the wolf. “I’m going to eat her!”
“No!” hissed the snake. “I’m going to eat her.”
“No, no!” growled the bear. “I’m going to eat her.”

The wise old woman looked at the animals and said,

“The strongest of you can eat me.”
While the animals were fighting over which was the

strongest, the old woman ran away home.
13
3443.indb 13 7/2/10 3:13 PM

Name The Wise Old Woman
Questions About The Wise Old Woman

1. Where did the wise old woman live?
2. How did she get to her son’s house?
3. Who did she meet on the way, and what did they want to do to her?
4. What did she do at her son’s house?
5. Why did she want the giant pumpkin?
6. What are two wise things the old woman did? List them.
Think About It
How can you tell that this story is make-believe?
14 Skills: Recall information to answer questions; draw conclusions; distinguish between real and make-believe.
3443.indb 14 7/2/10 3:13 PM

What Does It Mean?

Match each word to what it means in the story.
old • • not fat
wise • • fell apart
giant • • has lived a long time
path • • along the outside
skin and bones • • knows things
woods • • needs food
broke • • very big
edge • • forests
hungry • • a place to walk
Who Am I?
Who or what do the words describe? You may use a word more than once.
bushy-tailed green gray wise big

skin and bones hungry long black old

woman wolf
snake bear
Skills: Build vocabulary; use adjectives. 15
3443.indb 15 7/2/10 3:13 PM

The Sounds of g
Write g or j on each line to show the sound the letter g makes in the word.
1. got 5. edge
2. giant 6. goat
3. gum 7. gem
4. garden 8. girl
Write g or j on each line to complete the words.
um am ar iant
acks orilla eep
Who Owns It?

Write ’s on the line to show who owns it.
1. son pumpkin 4. pumpkin seeds
2. old woman basket 5. tree branch

3. wolf bushy tail 6. black bear paw
16 Skills: Practice the sounds of hard and soft g; use ’s to show possession.
3443.indb 16 7/2/10 3:13 PM

What Happened Next?

Cut and glue the sentences in order.
1. glue
2. glue
3. glue
4. glue
5. glue
6. glue

7. glue
The old woman got into the pumpkin and rolled into the woods.
The old woman filled a basket with cookies.
The pumpkin rolled past the bear, the snake, and the wolf.
The giant pumpkin hit a big tree and broke open.
“When I come back from my son’s house, I will be fatter,” she said.
The old woman ate and took a nap at her son’s house.
While the animals were fighting, the old woman ran home.
Skill: Sequence story events. 17
3443.indb 17 7/2/10 3:13 PM

What Did the Old Woman Do?

Fill in the correct circle to tell how the wise old woman solved the problem.
1. The big bear wanted to eat her.

A She ran away.
B She told the bear to wait.
C She called for help.
2. The wise old woman had to go through the woods to get home.
A She went around the woods.
B She had her son go with her.
C She got into a pumpkin and rolled into the woods.
3. The pumpkin broke. The wolf, snake, and bear wanted to eat her.
A She got them to fight.
B She hit them with a big stick.
C She paid them to go away.
Draw the animals from the story.
bushy-tailed gray wolf
long green snake

big black bear hanging from a tree
18 Skills: Identify problems and solutions; draw story characters.
3443.indb 18 7/2/10 3:13 PM

The Messiest Room in Town
Everyone said Herbert’s bedroom was the messiest room

in town. It was littered with toys and clothes (clean and dirty).
Pet hair, rotten apple cores, and moldy pizza scraps were all over
the floor and under the bed. What a mess! But Herbert didn’t
care. He liked his room the way it was.

Herbert’s mother said, “It smells in here! How do you stand

it? And I’ll bet you have dust bunnies under your bed.”
“Not dust bunnies, dust monsters!” said his sister.

Herbert just grinned and closed the door. “Why do they care
about my room?” he thought. “If I put things away, I won’t be able
to find them. Besides, I don’t think it smells so bad in here.”
One night, as Herbert was reading in bed, he heard a
rumble. Then his bed began to move. When he looked up, he
saw something coming out from under the bed.
Out popped two big brown eyes. Then out came a big brown
nose with a clothespin stuck on the end. A dirty brown head came
out next. It was a dust monster!
19
3443.indb 19 7/2/10 3:13 PM

The dust monster
frowned. “Herbert,” it said, “this
room has passed messy. It has
become a disaster area.”
Herbert’s only question
was, “Why do you have a
clothespin on your nose?”
“Because I can’t stand
the smell of dirty socks and
rotten food,” the monster
answered. “It’s time to clean
up your mess.”
The monster lurched over to a window and threw it open.
“Fresh air at last,” the monster sighed.
Then the dust monster began to grow bigger and bigger.
“Clean up this room right now, Herbert!” it shouted. “If you
don’t, I will do something really terrible.”
Herbert jumped out of bed. He quickly hung his clean
clothes in the closet. He shoved his dirty clothes into a box
by the door. He put his toys and books on shelves. As Herbert
worked faster and faster, the dust monster got smaller and
smaller. By the time Herbert was done, the monster was gone.
“Wow,” said Herbert, “I’ll never let my room get that messy
again!” Then Herbert went to bed.
The next morning, everyone was shocked to see how neat
and clean Herbert’s room was. They wanted to know what had
happened. Herbert just grinned as he put a “Keep Out” sign
on the door.
20
3443.indb 20 7/2/10 3:13 PM

The Messiest Room
Name
in Town
Questions About The Messiest Room in Town

1. What made people think Herbert had the messiest room in town?
2. Why did Herbert’s room smell bad?
3. Why did the dust monster come out from under Herbert’s bed?
4. Why did the dust monster have a clothespin on its nose?
5. What do you think the dust monster would have done

if Herbert hadn’t cleaned his room?

6. How did the bedroom get so messy?
Think About It
Circle the words that describe your bedroom.
very messy a little messy neat and clean
How do you clean your room?
Skills: Recall information to answer questions; make predictions; make inferences; relate personal information to text. 21
3443.indb 21 7/2/10 3:13 PM

The Messiest Room
Name in Town
What Does It Mean?

Use the words in the word box to complete the puzzle.
1
Word Box
2
clothespin
3
core
disaster 4
dust
lurched 5
messiest 6
moldy
rotten n
7
rumble
8
shocked
9
10
Clues
1. covered with a fuzzy growth 6. spoiled
2. small bits of dirt 7. very surprised
3. the biggest mess 8. a bad happening
4. a clip for hanging out clothes 9. moved in a jerky way
to dry 10. the center of an apple
5. a noise
Use the words in the shaded boxes outlined in bold to complete this sentence.
A is hiding under the bed!
22 Skill: Use story-related vocabulary to solve a puzzle.
3443.indb 22 7/2/10 3:13 PM

The Messiest Room
Name
in Town
Short Vowel Sounds

Say each word below and write it under the letter that tells .
the short vowel sound you hear.
dollar that still hush in
get rock pup sing rest
can bed glass tug bottle
pocket ring tell rattle of
a e i o u

Add the Endings

Add er and est to each word. If the word ends in y,

change the y to i before you add the ending.
happy happier happiest
er est
1. small
2. messy
3. funny
4. silly
5. fast
6. tiny
Skills: Practice short vowel sounds; add the suffixes er and est to words ending in y. 23
3443.indb 23 7/2/10 3:13 PM

The Messiest Room
Name in Town
The Messy Bedroom

1. Circle the pillow on the floor.
2. Make an X on the pillow on the bed.
3. Color all the footwear brown.
4. Color the clothes red.
5. Draw an apple core and a half-eaten pizza on the floor.
6. How many toys do you see?
7. List four things that might be under the bed.
24 Skill: Read and follow directions.
3443.indb 24 7/2/10 3:13 PM

The Messiest Room
Name
in Town
Read and Draw
Herbert was in bed, A dust monster came out

reading a book. from under the bed.

The dust monster threw open Herbert put a “Keep Out”

the window. sign on his bedroom door.
Skill: Draw to show comprehension of a sentence. 25
3443.indb 25 7/2/10 3:13 PM

A Grasshopper’s Life Cycle
eggs
nymph
adult
Grasshoppers lay their eggs in fall. The female grasshopper

lays many eggs in a hole in the ground. The eggs stay in the
ground for several months.
When spring comes, the new grasshoppers are born. Tiny
grasshoppers called nymphs hatch from the eggs. The hungry
little nymphs eat and grow. As they grow, they shed their skin
many times. Shedding their skin is called molting.
At first, a grasshopper nymph has no wings. Its wings grow
as the nymph grows and molts. With the last molt, the wings are
fully grown. The nymph is now an adult grasshopper.
When fall comes, the female grasshoppers lay more eggs
in the ground, and the cycle begins again.
26
3443.indb 26 7/2/10 3:13 PM

A Grasshopper’s
Name
Life Cycle
Questions About A Grasshopper’s Life Cycle

1. Where and when do female grasshoppers lay their eggs?
2. What are new grasshoppers called when they hatch?
3. Why does a grasshopper shed its skin?

What is it called when this happens?
4. Name the following stages in a grasshopper’s life cycle.

5. Why do you think this is called a life cycle?

Think About It
This story is about the life cycle of a grasshopper. Humans have a life cycle, too.
Think about what the stages of a human life cycle might be and write them below.
Skills: Recall information to answer questions; make inferences. 27
3443.indb 27 7/2/10 3:13 PM

A Grasshopper’s
Name Life Cycle
What Happened Next?

Number the pictures in order. Write a sentence about what happens at each stage.
nymph with no wings egg adult nymph with wings
1.
2.
3.
4.
The Parts of a Grasshopper

Look at the parts of a moth. Read the labels..
A grasshopper has the same parts.. wing antennae
Label the parts below.
head
abdomen legs (6) thorax
28 Skills: Sequence events in a life cycle; label a diagram.
3443.indb 28 7/2/10 3:13 PM

A Grasshopper’s
Name
Life Cycle
What Does It Mean?

Match each word to its meaning.
adult • • the young of some insects
molt • • to keep going
nymph • • full-grown
female • • to shed skin or feathers
several • • the grasshopper that lays eggs
continue • • more than two but not a lot
More Than One Meaning

Fill in the circle next to the correct meaning.
1. In the story, hatch means .
A a trapdoor covering

B to come out of an egg

C the opening in a ship’s deck
2. In the story, cycle means .

A a long period of time
B to ride a bike or a motorcycle
C the stages in an insect’s life
3. In the story, shed means .

A to throw off old skin
B a building used to store things
C to cry tears
Skills: Build vocabulary; practice words with multiple meanings. 29
3443.indb 29 7/2/10 3:13 PM

A Grasshopper’s
Name Life Cycle
Letters That Say /f/

Circle the letters that make the /f/ sound in each word.
Draw a picture to show what each word means.
finger calf telephone
nymph coffee alphabet
Past and Present

Write the past tense of each word.
lays come
eat make
hatch molt
grow begin
send sleeps
Use the past tense words you made to fill in the blanks.
1. Beth me an e-mail message last night.
2. The female grasshopper her eggs in fall.
3. The nymphs several times as they .

4. We all the pizza before Mom home.
5. My baby sister in the cradle Grandpa .

30 Skills: Identify letters that make the /f/ sound; make and use past tense verbs.
3443.indb 30 7/2/10 3:13 PM

A Grasshopper’s
Name
Life Cycle
Fact or Opinion?
Make a check mark in the correct box to show if the statement .
is a fact or an opinion.
fact opinion
1. Grasshoppers eat plants.
2. Chocolate-covered grasshoppers taste good.
3. Female grasshoppers lay eggs in the ground.
4. A nymph is a young grasshopper.
5. Grasshoppers are pretty insects.
6. All grasshoppers should be killed.
7. Grasshoppers have strong legs for hopping.

Compound Words
Circle the compound words in this paragraph. Write the words on the lines.
One morning, a cowgirl was riding across a field of sunflowers.

She was in a hurry to get back to the bunkhouse for breakfast. “I hope
we’re having pancakes with peanut butter and applesauce,” she said.
Just then, it started to rain. Her horse, Grasshopper, took off in a flash.
By the time they reached the ranch, the storm was over. A rainbow
was sparkling in the sunshine.

Skills: Distinguish between fact and opinion; recognize compound words. 31
3443.indb 31 7/2/10 3:13 PM

The Three Sisters
A Native American Legend
Native Americans tell a story about
three sisters who loved each other very
much. Each one could be happy only
when she was with her other two sisters.
The oldest sister stood tall and
golden. She was graceful and strong.
Her name was Corn.
The middle sister’s name was Bean.
She liked to twine around her sister Corn.
As Bean grew taller, she could give Corn
bigger and bigger hugs.
The youngest sister was very brave.
She stayed at the feet of Corn and Bean
to protect them from danger. Her name
was Squash.
Where one of the sisters grew,
the other two also wanted to grow. They
never wanted to be apart. That’s why
they were always planted together
in the same field.
On summer nights, when stars
twinkled in the moonlit sky, the three
sisters changed into young girls. Dressed
in green, they danced and sang. They
praised their Mother Earth and their
Father Sun.
If you have a vegetable garden, think
about planting corn, bean, and squash seeds in the same mound.
Then you will have your own “three sisters” garden. Maybe some
summer night, you’ll see the three sisters dancing in the moonlight.
32
3443.indb 32 7/2/10 3:14 PM

Name The Three Sisters
Questions About The Three Sisters
1. What are the names of the three sisters?
2. What does Corn look like?
3. What does Bean do?
4. What is Squash’s job?
5. What happens on moonlit nights?

6. What could be true in this story?

7. What parts of this story could not be true?
Think About It
A legend tries to explain things that happen in nature. .
What does the legend of The Three Sisters tell us?
Skills: Recall information to answer questions; distinguish between real and make-believe; practice critical thinking. 33
3443.indb 33 7/2/10 3:14 PM

What Does It Mean?

Write each word next to its meaning.
mound graceful praise twine

moonlit Native Americans protect sisters
1. the first people to live in North America
2. girls with the same parents
3. moving in a smooth and easy way
4. to wind around
5. to keep safe
6. to worship in song
7. a hill of soil
8. lighted by the moon
Write the correct sister’s name under each picture.
34 Skills: Build vocabulary; use picture clues to identify story characters.
3443.indb 34 7/2/10 3:14 PM

Letters That Say Long e

Circle the letters that make the long e sound.
see bean weak

fleas clean three
seed feet please
Fill in the missing letters.
1. Did you s the thr sisters?

2. Are your hands cl n?
3. My dog has fl s.
4. Let’s plant some b ns ds in the garden.
Add the Endings

Add d or ed to each word.

want plant love stay
Write a sentence for each new word.
1.
2.
3.
4.
Skills: Identify letters that make the sound of long e; make and use words with d and ed suffixes. 35
3443.indb 35 7/2/10 3:14 PM

Opposites
Match the opposites.
stay • • youngest
oldest • • hate
tall • • go
love • • winter
summer • • day
father • • short
night • • mother
Same or Opposite?
Circle the pairs of words that have the same meaning. .
Make an X on the pairs of words that have opposite meanings.
come – go work – play
small – little happy – jolly
below – under dirty – clean
fat – thin wet – dry
awake – asleep sad – unhappy
late – early scared – afraid
36 Skills: Identify synonyms and antonyms.
3443.indb 36 7/2/10 3:14 PM

Growing Vegetables
Read and then answer the questions.
Do you have only a little space for a garden? Plant the “three sisters”
together. The corn will grow tall and strong. The bean vine will climb up
the cornstalk. The squash will grow around the bottom of the corn and
bean plants. You can grow a lot of vegetables in a small space.
1. How can you plant corn, beans, and squash to fit in a small
garden space?
2. List some of the vegetables that you have eaten.

3. Draw the vegetables that you like best.

Skills: Read for information; relate personal information to text. 37
3443.indb 37 7/2/10 3:14 PM

The Dog Ate My Homework
Kim woke up so happy this morning. It was Saturday, the

sun was shining, and Kim was going to meet her friends at the
park to play ball. After that, they were going to go to Jiffy Burger
for lunch. Suddenly, Kim groaned, “Oh no! I can’t go!” She had
just remembered that she was on restriction. Here’s why.
Tuesday: “Where’s your homework, Kim?” asked Mr. Hobbs.
“My dog ate it,” Kim answered.
Wednesday: “Where’s your homework, Kim?” asked Mr. Hobbs.
“My baby brother ripped it up,” Kim answered.
Thursday: “Where’s your homework, Kim?” asked Mr. Hobbs.
“It got washed down the kitchen drain,” Kim answered.
Friday: “Where’s your homework, Kim?” asked Mr. Hobbs.
“I was too sick to do homework. I needed to rest,”
Kim answered.
That’s when Mr. Hobbs called Kim’s mother on the phone.
The next thing Kim knew, her mom was at school, and Kim was
in trouble—BIG trouble. She didn’t even try to explain.
Now Kim is finishing last week’s homework. And she’s
thinking about what she could have been doing instead on
a sunny Saturday.
38
3443.indb 38 7/2/10 3:14 PM

The Dog Ate
Name
My Homework
Questions About The Dog Ate My Homework

1. Why was Kim on restriction?
2. What could Kim have been doing if she didn’t have to finish
last week’s homework?
3. Which of Kim’s excuses really could have happened?
4. Is there any way Kim’s homework could have gone down

the kitchen drain? Give a reason for your answer.
5. Would your teacher believe any of the excuses in this story?

Give a reason for your answer.

Think About It
A cause is an event that makes something happen.
The thing that happens is the effect.
Fill in the missing cause and effect.
Cause:
Effect: The teacher called Kim’s mother and asked her to come
to the school.
Cause: Kim’s mother went to the school and talked to the teacher.
Effect:
Skills: Recall information to answer questions; draw conclusions; make predictions; identify cause and effect. 39
3443.indb 39 7/2/10 3:14 PM

The Dog Ate
Name My Homework
What Does It Mean?

explain drain trouble
homework groan restriction
1. something that keeps you from

doing something else
2. a pipe that takes water out of a sink
3. to give a reason for
4. schoolwork that you do at home
5. a problem
6. an unhappy sound
Contractions
Write the contractions.
1. I will 4. that is
2. did not 5. could not
3. will not 6. where is
The contractions below are often confused with the pronouns next to them..
Use the words correctly in the sentences to show what they mean.
they’re – their you’re – your it’s – its
1. going to grandparent’s house

for Thanksgiving dinner.
2. going to have to put game away

before you go to bed.
3. My dog knows time for bath.
40 Skills: Build vocabulary; make and use contractions.
3443.indb 40 7/2/10 3:14 PM

The Dog Ate
Name
My Homework
Compound Words
Match the words to make compound words.
week • • noon
sun • • water
some • • parents
after • • end
home • • thing
under • • book
apple • • work
grand • • shine
skate • • sauce
note • • board

Draw a picture of the compound word in each box.

spaceship grasshopper
watermelon peanut
Skills: Make compound words; draw pictures to build vocabulary. 41
3443.indb 41 7/2/10 3:14 PM

The Dog Ate
Name My Homework
Add the Endings

less means without ful means full of
er means a person who ly tells in what manner
Add the ending that makes the correct word.

1. without harm harm
2. a person who teaches teach
3. full of joy joy
4. in a sad way sad
5. without a home home
6. full of care care
7. a person who sings sing
8. in a quick way quick
Base Words and Endings
Write the base word on the first line. Write the ending .
on the second line.
1. restless
2. slowly
3. player
4. nicely
5. wonderful
6. careless
7. dreamer
42 Skills: Add suffixes; identify base words and suffixes.
3443.indb 42 7/2/10 3:14 PM

The Dog Ate
Name
My Homework
What Happened Next?

Pretend that you are Kim. Write a letter to a friend. .
Tell your friend how you got into trouble, in the order it happened.
Dear ,

Your friend,
Kim
Skill: Sequence story events. 43
3443.indb 43 7/2/10 3:14 PM

Off to California
“Laura,” Mama called. “It’s time to go.”

Mama and Papa were just about finished packing up the
car. Papa was tying a mattress to the roof of the car. Mama was
putting her pots and pans among the clothes and tools in the
trunk. It was time to load the children and the dog into the back
seat and hit the road. Papa wanted to get an early start. It would
take four or five days to get to California.
Mama looked around and muttered, “Where is that child?
I told her we’d be leaving right after breakfast.”
Laura was hiding in the barn. She was huddled in a corner,
clinging to a wiggling kitten.
“I won’t go, Skeeter,” she sobbed. “I won’t go without you.
Who will take care of you if I go? It’s not fair to leave you behind.
Dog gets to go. Why can’t you go, too? I won’t go if you can’t go.
I just won’t!”
Mama looked for Laura in the treehouse and under the
porch. As she walked past the barn, she heard Laura crying.
Mama went in and sat down beside her weeping daughter.
44
3443.indb 44 7/2/10 3:14 PM

“I know you’re unhappy,” said Mama, giving Laura a hug.
“But we have to go. Times are hard. There’s no work here for
Papa. Uncle Henry says he can help Papa find work if we come
to his place in California.”
Laura petted her kitten as she listened to Mama talk.
“You know, Laura, we all have to leave behind things we
love,” Mama continued. “We had to sell your sister’s piano and
your brother’s horse. And Papa and I can’t take much from the
house. It’s hard on everyone. We just don’t have a choice right
now. Papa has to have work.”
Laura looked up at Mama and whispered, “Will we ever
get to come back home?”
Mama smiled and wiped away Laura’s tears. “We’re going to
make a new home in California,” she explained. “When times are
better, we’ll come back for a good long visit. I know it doesn’t
seem fair that Dog gets to go and Skeeter can’t. We’re taking
Dog because he’s a good watchdog. Skeeter can’t do much to

help, but don’t worry about her. Aunt Lizzie will take good care
of Skeeter. She has always wanted a kitten.”
Laura got up and hugged Mama. “I’ll go find Aunt Lizzie,”

she said. She was determined now to be brave and helpful as
the family set off to California.
45
3443.indb 45 7/2/10 3:14 PM

Name Off to California
Questions About Off to California

1. Why was Laura’s family moving to California?
2. What did Mama and Papa pack in the trunk for the trip?
3. Why was Laura hiding in the barn?
4. Mama was upset with Laura at the beginning of the story.

Why was she so kind to Laura when she found her in the barn?
5. What did Mama say that made Laura feel better?
6. Why do you think Mama and Papa sold the piano and the horse
instead of leaving them with someone?
Think About It
Think about how you would feel if your family had to move far away with only
what would fit in the car. List three reasons you would be unhappy.
46 Skills: Recall information to answer questions; draw conclusions; make inferences; practice critical thinking.
3443.indb 46 7/2/10 3:14 PM

What Does It Mean?

cling determined mutter
choice huddle porch
1. to complain or grumble
2. to crowd close together
3. to hold on tight to something
4. a covered entrance to a building
5. the power to choose
6. having your mind firmly made up


1. In the word watchdog, what does watch mean?

A to keep guard
B a device for telling time
C to look at something for some purpose
2. How is the word fair used in the story?

A a place to show farm produce and animals
B giving the same treatment to all
C having light-colored skin
3. What kind of trunk is being filled in the story?

A an elephant’s long nose
B a tree’s main stem
C a car’s storage compartment
3443.indb 47 7/2/10 3:14 PM

Word Webs
Write each word in a box on the correct word web.
aunt explained trunk Skeeter

back seat Laura roof whispered
brother cried sister
Lizzie muttered parents
ways of proper
speaking names
parts family
of a car members
48 Skills: Categorize words; use a graphic organizer (word web).
3443.indb 48 7/2/10 3:14 PM

Where Do You Hear Long o?

Circle the words that have the long o sound.
open out foam come doctor
hello often of whole piano
flower throat joke load owner
stone know mower now gone
Write each of the long o words you circled in the correct category.
o–e open syllable oa ow

The Sounds of ed
Write each word under the sound that ed makes in the word.
cooked headed planned hunted

traveled washed wanted picked
played begged baked planted
ed d t
Skills: Identify letters that make the sound of long o; practice the sounds of ed. 49
3443.indb 49 7/2/10 3:14 PM

Dear Diary,
This has been a crazy day. We had just started down the road this
morning when we heard “thump-thump, thump-thump.” It was a flat tire!
We didn’t have a spare tire. Papa had to walk almost two miles before
he found a place to get the tire fixed. And he had to use up all of our
gas money to pay for fixing it.
Papa and Mama were worried about the gas money. Then a farmer
came by in his truck. He asked if we’d like to pick corn for him. Papa,
Mama, and Sis picked corn all afternoon. They made enough money
for gas and food for about two days. Papa says that will get us to
Uncle Henry’s place in California.
While they were gone picking corn, Dog took off after a rabbit. I wanted
to go find him, but my brother said we couldn’t leave the car and all our
stuff to go after him. He said that a dog will come back on its own when
it gets hungry. That’s all for now.
Good news! A man just came by to see if we had lost a dog. It sure is
good to have Dog back.
Find three problems in the story above. Write the problems and solutions.
Problem:
Solution:
Problem:
Solution:
Problem:
Solution:
50 Skill: Identify problems and solutions.
3443.indb 50 7/2/10 3:14 PM

Harry’s Helping Hand
Hi! I’m Harry.
I have to be in a
wheelchair all day.
The muscles in my
arms and legs are
weak. I can’t use my
legs at all, and I’m
not too great with my
hands either. When I
drop something, it stays
dropped until someone
picks it up for me. I can’t
open doors or turn lights on
and off. Carrying the things I need for school is a problem, too.
Life has been kind of difficult for me.
But now things are easier. I have a helping hand—or, I
should say, a helping paw. I have Pete! Pete is a golden retriever

that has been trained to help kids like me. He went to service-dog
school for two years to learn how to do dozens of different tasks.
I had to be trained, too. I had to learn how to give Pete commands

and how to take care of him.
When Pete is working, he doesn’t play around. My friends
know that they are not to pet or call Pete when he’s working.
Pete pulls my wheelchair and picks up things I drop. He carries
my school books and my lunch in his backpack. He pushes the
button on the school elevator and opens some kinds of doors.
He even knows how to turn on lights.
Pete is here when I need a helping hand. But best of all,
Pete is here when I need a friend.
51
3443.indb 51 7/2/10 3:14 PM

Name Harry’s Helping Hand
Questions About Harry’s Helping Hand

1. Why does Harry need help?
2. How does Pete help Harry?
3. Where did Pete learn his skills?
4. Why did Harry need training?
5. Why can’t people pet Pete when he’s working?
6. Who would these dogs help?

seeing service dogs:
hearing service dogs:
Think About It
Fill in the blanks with information from the story.
Characters:
Problem:
Solution:
52 Skills: Recall information to answer questions; draw conclusions; make inferences; identify problems and solutions.
3443.indb 52 7/2/10 3:14 PM

What Does It Mean?

Use these words to complete the paragraph below.
wheelchairs problems tasks

service dogs taught trained
Dogs must be to help disabled people.
The dogs go to school for a long time to be .
They must learn how to do many different before
they are ready to be helpful. Some help people
who have to be in all day. The dogs can help
solve for their human partners.
Comparing Things

Write the word that completes each comparison.

1. hand is to person as paw is to
2. ear is to hear as eye is to
3. moon is to night as sun is to
4. bird is to fly as fish is to
5. cookie is to eat as milk is to
6. giant is to large as elf is to
7. on is to off as in is to
8. chair is to sit on as bed is to
Skills: Build vocabulary; complete analogies to make comparisons. 53
3443.indb 53 7/2/10 3:14 PM

Present Tense Verbs

Add s or es to each verb.
stay know drop
push open take
pick use wash
Use the new words to complete the sentences.
1. Pete with Harry all day and all night.
2. Harry good care of Pete.
3. Pete the door for Harry.
4. Pete how to turn on the lights.
5. Pete his dish with his nose when he wants dinner.
6. Harry colored markers to draw pictures.
7. Harry Pete in the shower.
8. Pete up things that Harry .
Add the Ending

Change the y to i and add es.
1. carry 5. worry
2. fly 6. study
3. hurry 7. try
4. cry 8. bury
54 Skills: Use present tense verbs; add the suffix es to words that end in y.
3443.indb 54 7/2/10 3:14 PM

The Sounds of oo
Write each word under the correct sound.
look loose good soon

smooth goose hook stood
balloon shampoo cookie brook
book school
Opposites
Circle the words that are opposites in each sentence.

1. Tanisha closed the door Lee had opened.
2. We have to do our work before we can play.

3. Maria says math is easy, but science is difficult.
4. Do you know the answer to that question?
5. Lee pulled the wagon while Carlos and Sam pushed it.
6. I want to learn to play checkers so I can teach my friends.
7. The truck went under the bridge before it went over the mountain.
8. Cary was so excited, he was laughing and crying at the same time.
Skills: Practice the sounds of oo; identify antonyms. 55
3443.indb 55 7/2/10 3:14 PM

Opposites Crossword Puzzle

Write the opposite of the clue to solve the puzzle. .
Use the words in the word box.
1 2 3 4
Word Box
5
end
6
enemy
few
go 7 8
here
lower 9 10
noisy
11
question
quiet
12
same
something
together
Across Down
wrong
1. many 2. right
3. noisy 3. answer
5. stay 4. higher
6. nothing 8. there
7. apart 10. different
9. quiet
11. begin
12. friend
56 Skills: Identify antonyms to solve a crossword puzzle.
3443.indb 56 7/2/10 3:14 PM

Hush, Little Baby
A Lullaby
Hush, little baby, don’t say a word.

Papa’s going to buy you a mockingbird.
If that mockingbird won’t sing,

Papa’s going to buy you a diamond ring.
If that diamond ring turns brass,

Papa’s going to buy you a looking glass.
If that looking glass gets broke,

Papa’s going to buy you a billy goat.
If that billy goat won’t pull,

Papa’s going to buy you a cart and bull.
If that cart and bull turn over,

Papa’s going to buy you a dog named Rover.
If the dog named Rover won’t bark,

Papa’s going to buy you a horse and cart.
If that horse and cart fall down,

You’ll still be the sweetest little baby in town.
57
3443.indb 57 7/2/10 3:14 PM

Name Hush, Little Baby
Questions About Hush, Little Baby

1. Who is singing to the baby in the lullaby?
2. Why do people sing lullabies to babies?
3. List the things Papa says he will buy.

4. What might go wrong with the following gifts?

diamond ring
looking glass
cart and bull
Rover the dog
5. What words describe the baby?
Think About It
Papa sang about some unusual baby gifts. .
Write what you think a baby would really like to have.
58 Skills: Recall information to answer questions; draw conclusions; make predictions; practice critical thinking.
3443.indb 58 7/2/10 3:14 PM

Rhyming Words
Find the word in the lullaby that rhymes with each of the following words. .
Then write another word that rhymes with each pair.
1. word
2. glass
3. sing
4. down
5. pull
Circle the rhyming pairs. Make an X on pairs that do not rhyme.
brass – glass fell – bell broke – goat

over – cover bark – cart buy – fly
you – shoe come – home papa – saw
Contractions

Write the long form of each contraction..

Write the numbered letters in the boxes at the bottom to name a fun snack.
don’t
2
you’ll
won’t
5
Papa’s
1 3
can’t
4
isn’t
7
they’re
6
1 2 3 4 5 6 7
Skills: Identify and make rhyming words; understand contractions. 59
3443.indb 59 7/2/10 3:14 PM

Letters That Say Long i

i–e ie y
mine lie fly
Write the long i word that names each picture.
Comparing Things
Use er to compare two things. Use est to compare many things.
Write er or est on each line.
1. Hummingbirds are the small birds.
A robin is small than an eagle.
2. Jay runs fast than Pete.
He is the fast runner in class.
3. My brother is tall than me.
My dad is the tall person in our family.
60 Skills: Identify letters that make the sound of long i; use the suffixes er and est to make comparisons.
3443.indb 60 7/2/10 3:14 PM

What Does It Mean?

Find the words in the song that go with the meanings below. .
Write the words on the lines next to their meanings.
1. a piece of jewelry
2. a sweet-singing bird
3. a male goat
4. to pay money for
5. a two-wheeled vehicle
6. a small telescope
What’s My Name?
Write each name on the line below the correct picture.
billy goat mockingbird baby

horse and cart diamond ring looking glass

Skill: Build vocabulary. 61
3443.indb 61 7/2/10 3:14 PM

Good Night, Sleep Tight

Hush, Little Baby is a lullaby. Lullabies are sung to babies and
young children to help them go to sleep.
Write about how your parents got you to go to sleep when you were a baby.
My Favorite Lullaby
Ask ten classmates to name their favorite lullaby. Complete this list.
classmate asked favorite lullaby
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
62 Skills: Write a personal narrative; organize information on a list.
3443.indb 62 7/2/10 3:14 PM

The Fisherman and His Wife
Once upon a time, long, long ago, there lived a fisherman

and his wife. They were very poor. They lived in an old wooden
hut by the seashore. All they had to eat were fish that the husband
caught and vegetables that the wife grew in her garden. The
husband was content going to fish in the sea each day, but his
wife wanted more.

One day, the fisherman caught an unusual fish. As he

looked at the fish, it began to speak.
“I am an enchanted prince,” said the fish. “Please put me

back into the water before I die.” The kindhearted fisherman put
the fish back into the water and went home.
“I caught a talking fish today,” he told his wife. “It was really
an enchanted prince.” The fisherman’s wife became very excited.
“Go back and call the fish,” she demanded. “You saved its
life. It should give you a reward. Tell it you want a cottage.”
The fisherman went back to the seashore and called,
“Magic fish, I am the fisherman who put you back into the water.
May I talk to you?”
63
3443.indb 63 7/2/10 3:14 PM

When the fish appeared, the fisherman asked for a cottage.
“Go home,” said the fish. “It is done.”
When the fisherman got home, he saw a new cottage
standing in place of the old wooden hut. His wife was happy for
a while, but then she wanted more.
One day she said, “I am uncomfortable in this small cottage.
Go back and tell the fish I want a castle. I want to be a queen.”
The fisherman went to the seashore and called for the
magic fish. He told the fish that his wife wanted to be a queen
and live in a castle.
When the fisherman got home, he saw the castle. His wife
was happy for a while, but then she wanted more. She wanted
to rule the world. She sent her husband to the seashore again.
When the fish appeared, the fisherman explained that, now,
his wife was unhappy being a queen. She wanted to rule the world.
The greedy wife was happy for a while, but then she started
to think about how she had no control over day and night. Once
more, she sent her husband to talk to the fish.
When the fisherman told the magic fish that his wife wanted
to rule the sun and the moon, the fish became angry.
“You ask for too much!” the fish
shouted. “Go home!”
When the fisherman got home,
all he saw was the old wooden hut.
Once again, his greedy wife grows
vegetables in her garden. And the
contented fisherman goes to the
sea to catch fish for supper.
64
3443.indb 64 7/2/10 3:14 PM

The Fisherman
Name
and His Wife
Questions About The Fisherman and His Wife

1. What did the fisherman do each day?
2. What was unusual about the fish he caught?
3. Why did his wife keep sending the fisherman back to see the fish?
4. Why did the fish agree to grant the wife’s wishes?
5. What made the fish angry? How did it show that it was angry?

6. What word is used to describe the fisherman’s wife?

7. What do you think the moral (lesson) of the story is?
Think About It
What would you ask for if you caught an enchanted fish? Why?
Skills: Recall information to answer questions; draw conclusions; write a personal narrative. 65
3443.indb 65 7/2/10 3:14 PM

The Fisherman
Name and His Wife
What Happened Next?

Write the sentences in the order that they happened in the story.
His wife wanted to rule the world.

The fisherman caught an enchanted fish.
His wife sent him to ask for a castle.
The angry fish shouted, “You ask for too much!”
Once upon a time, there lived a poor fisherman and his wife.
His wife sent him to ask for a cottage.
The couple were back in their old hut.
His wife wanted to control day and night.
1.
2.
3.
4.
5.
6.
7.
8.
66 Skill: Sequence story events.
3443.indb 66 7/2/10 3:14 PM

The Fisherman
Name
and His Wife
What Does It Mean?

Match each word to what it means in the story.
supper • • wanting more than your share
unusual • • satisfied
enchanted • • to come into sight
contented • • under a magic spell
greedy • • to make the meaning clear
couple • • an evening meal
appear • • to have control over
explain • • strange or rare
rule • • two people who are married

to each other

Draw a picture to show the meaning of each word.

cottage castle
3443.indb 67 7/2/10 3:14 PM

The Fisherman
Name and His Wife
The Sounds of c
Write the letter s or k on the line to show the sound
that c makes in the word.
cent candy
once magic
cereal city
canary popcorn
fence pancake
cut pencil
Un Means not
Add un to each word. Then use each new word in a sentence.
usual comfortable happy
1.
2. Read and Understand with Leveled Texts, Grade 3 • EMC 3443 • © Evan-Moor Corp.
3.
68 Skills: Practice the sounds of hard and soft c; make and use words with the prefix un.
3443.indb 68 7/2/10 3:14 PM

The Fisherman
Name
and His Wife
How Many Syllables?

Find words in the story that have two, three, and four syllables. .
List the words under the correct headings.
2 syllables 3 syllables 4 syllables

Write a sentence that contains both of the four-syllable words.

Real and Make-Believe

List three things in the story that could really happen.

1.
2.
3.
List three ways you can tell that this story is make-believe.
1.
2.
3.
Skills: Count syllables; distinguish between real and make-believe. 69
3443.indb 69 7/2/10 3:14 PM

It’s Not Fair!
Being the middle kid stinks! I’m always too young or too
old for things. Mom and Dad don’t listen when I say it’s not fair.
I made a couple of lists to show them how bad it is being in
the middle.
Here is my list of complaints about my big sister.
1. She gets to stay up late watching television.

2. She goes to her friends’ houses on school nights.
3. She gets to go places, like the mall, without an adult.
4. She gets a really big allowance.
5. She gets to shop for her own clothes
without Mom or Dad going along.
6. She has her own computer in her bedroom.
When I ask for these things, my parents just say,

“You’re too young for that yet.”
70
3443.indb 70 7/2/10 3:14 PM

Then, there’s my little brother.
1. He gets to sleep as late as he wants to

every morning.
2. He gets to eat yummy mashed potatoes, while
I have to eat lima beans.
3. Someone reads to him before his nap and before
he goes to sleep at night.
4. He has some great toys that I never get to use.
5. We always have the baby sitter he likes when
Mom and Dad go out.
6. He can make a big mess, and no one complains
or makes him clean it up.

When I ask for these things, my parents just say,

“You’re too old for that anymore.”
Being the middle kid stinks! It’s not fair!
71
3443.indb 71 7/2/10 3:14 PM

Name It’s Not Fair!
Questions About It’s Not Fair!

1. What was the boy in the story complaining about?
2. What are three things his parents said he was too young for?
a.
b.
c.
3. What are three things his parents said he was too old for?
a.
b.
c.
Think About It
How old do you think the boy’s big sister is? Why?
How old do you think the boy’s little brother is? Why?
72 Skills: Recall information to answer questions; make inferences.
3443.indb 72 7/2/10 3:14 PM

What Does It Mean?

Fill in the circle next to each correct answer.
1. What does stinks mean in the story?

A smells bad
B is not fair
C moves slowly
2. What can you do at a mall?
A shop for things
B plant flowers
C find something to eat
3. What does allowance mean in the story?
A permission to do something
B the brim on a hat
C money a parent gives a child
4. What are you doing when you complain?
A telling what you want
B saying you don’t like something

C writing a thank-you note

5. Which word is the opposite of young?
A child
B old
C new
6. Which of these people is an adult?
A your mother
B your father
C a grown-up
Write sentences to show that you know what these words mean.
fair
baby sitter
lima beans
3443.indb 73 7/2/10 3:14 PM

Silent Letters
Say each word. Cross out the letter or letters that do not make a sound.
listen write knit
talk climb sign
Use the past tense form of the words to fill in the blanks.
1. I a letter and my name at the end.
2. Carlos to the top of the tree.
3. Tanisha a sweater for her baby sister.
4. We to what the teacher said, and then
we about it.
Word Families
Read the clues to make words in the ight and old word families.
to argue with someone ight
not dark ight
the opposite of day ight
the sense we use to see ight
too snug ight
brave old
the opposite of hot old
to bend in half old
spoke to someone old
it grows on old food old

74 Skills: Identify silent letters; make and use past tense verbs; create word families for –ight and –old.
3443.indb 74 7/2/10 3:14 PM

Can You Do It?

Cut and glue the phrases to show which ones someone your age can do .
and which ones you are too young for.
I can do it. I am too young.
glue glue

drive a car work in an office
fly a kite fix my own breakfast
stay out until midnight go to R-rated movies
stay overnight with a friend use in-line skates
play soccer rent an apartment
Skills: Draw conclusions; categorize information. 75
3443.indb 75 7/2/10 3:14 PM

It’s Not Fair!

What would you like to do that your parents think you are too old for? .
Why do you think that you are young enough?
What would you like to do that your parents think you are too young for? .
Why do you think that you are old enough?
76 Skill: Write a personal narrative.
3443.indb 76 7/2/10 3:14 PM

The Tortoise and the Hare

One fine summer day, Hare was showing off to the other
animals. “I’m faster than any animal in the woods,” Hare boasted.
“None of you is as quick as I am.”

Slow-moving Tortoise was passing by and heard what Hare
was saying. “I know someone who can beat you in a race,” said
Tortoise. “Me!”
Hare nearly fell down laughing at the thought of such a poky
animal beating him in a race. “Very well,” said Hare. “I will race
you, and I will win!”
The other animals marked off a racecourse through the
woods. Tortoise and Hare came to the starting line.
“Get ready. Get set. Go!” shouted Owl.
Hare raced off as fast as he could go. Soon, he was so far
ahead that he could not see slow-moving Tortoise.
77
3443.indb 77 7/2/10 3:14 PM

“I think I’ll take a little nap under this shady tree,” Hare
decided. “Tortoise is so far behind, he will never catch up.”
Soon, Hare was fast asleep.
Slowly and steadily, Tortoise moved along the racecourse.
He quietly passed the sleeping Hare and continued on his way.
When Hare woke up from his nap, he didn’t see Tortoise
anywhere.
“I knew that silly tortoise was the slowest animal on earth,”
Hare laughed as he continued the race. Suddenly, Hare heard
some loud shouting. “What is that?” he wondered.
Hurrying toward the sounds, he saw that Tortoise was only
a few feet from the finish line. The loud shouting he had heard
was the sound of the other animals cheering for Tortoise.
Hare raced as fast as he could, but there was no way he
could get to the finish line before Tortoise did. While the other
animals congratulated Tortoise, the embarrassed Hare quietly
crept away.
The moral of this story is: Slow and steady wins the race.
78
3443.indb 78 7/2/10 3:14 PM

The Tortoise
Name
and the Hare
Questions About The Tortoise and the Hare

1. What part did Owl play in the race between Tortoise and Hare?
2. Why did the speedy Hare lose the race?
3. Circle the words that describe Tortoise.

Make an X on the words that describe Hare.
quick poky unkind
steady embarrassed well-liked
foolish slow-moving showoff
4. What is the moral of the story?

Think About It
Why do you think Hare always bragged about his speed to the other animals?
Skills: Recall information to answer questions; draw conclusions; practice critical thinking. 79
3443.indb 79 7/2/10 3:14 PM

The Tortoise
Name and the Hare
What Does It Mean?

Find the word in the story that goes with each meaning. .
Write the word on the line next to the meaning.
1. a kind of turtle
2. praised for winning
3. uneasy and ashamed
4. sneaked
5. an animal like a rabbit
6. with a regular motion
7. bragged
Antonyms
Antonyms are words that mean the opposite.
Hare was fast. Tortoise was slow.
Write the correct antonym for the underlined word in each sentence.
sunny quickly winter lost
cried loudly behind finish
1. It was a fine summer day.

2. Tortoise moved slowly.
3. Hare laughed at the poky tortoise.
4. Owl said “Go!” to start the race.
5. Hare was far ahead of Tortoise.
6. He stopped under a shady tree.
7. Tortoise quietly passed Hare.
8. Tortoise won the race.
80 Skills: Build vocabulary; identify antonyms.
3443.indb 80 7/2/10 3:14 PM

The Tortoise
Name
and the Hare
Letters that Say Long o

o o–e oa oe ew ow
piano rope road toe sew follow
Write the long o word that names each picture.
0

The Sounds of gh
The letters gh can sound like the letter f. They can also be silent.
Say each word. Circle f or silent to tell what sound you hear gh make.
laugh f silent thought f silent
tough f silent daughter f silent

night f silent eight f silent
cough f silent enough f silent
Skills: Use letter combinations that make the sound of long o; practice the /f/ sound of gh and silent gh. 81
3443.indb 81 7/2/10 3:14 PM

The Tortoise
Name and the Hare
Adverbs
An adverb that ends in ly usually tells how something is done.
Fill in the missing adverb in each sentence.
happily steadily slowly angrily
1. A tortoise moves most of the time.

2. They worked all day to finish the job.
3. The animals cheered when Tortoise won the race.
4. The boy shouted when the dog took his sandwich.
Add ly to the words below to make adverbs. If the word ends in y,

change the y to i before you add ly.
steady + ly = steadily happy + ly = happily
1. sleepy 4. handy
2. sudden 5. quick
3. loud 6. pretty
Write sentences using at least three of the adverbs you made.
1.
2.
3.
82 Skill: Make and use adverbs that end in ly.
3443.indb 82 7/2/10 3:14 PM

The Tortoise
Name
and the Hare
An Interview
A reporter from the local television station is interviewing Hare and .
Tortoise at the scene of the big race. Write the answers that you think .
Hare and Tortoise would give to the reporter.
Before the race:
Reporter: Why are you racing Tortoise today?
Hare:
Reporter: How easy do you think it will be to win the race?
Hare:
Reporter: Tortoise, why do you think you can beat Hare?
Tortoise:
Reporter: What is your plan for beating Hare in the race?

Tortoise:
After the race:
Reporter: Congratulations, Tortoise! At what point did you

know you would win the race?
Tortoise:
Reporter: I can’t talk to Hare about the race. He seems

to have disappeared.
Skills: Answer questions to show understanding of characters in a story. 83
3443.indb 83 7/2/10 3:14 PM

Let’s Go Snorkeling
My Aunt Gertie likes to try
new things. Not only does she
want to try them, she wants you
to try them, too. When you see
her with a big grin on her face,
you know something is about
to happen. The next thing you
know, Aunt Gertie is saying,
“Let’s have an adventure.”
Our last adventure
together was a trip to the
Hawaiian Islands. Aunt Gertie
wanted to go snorkeling to see
the beautiful ocean fish and
underwater plants. But the
adventure didn’t start when we got on the airplane. We had a lot
to learn before we headed to the islands.
We took snorkeling classes at the sports center. We had
to learn how to breathe with a snorkel and how to dive and swim
wearing a mask and fins. We also learned safety tips.
Next, we went to buy our equipment. We each got a snorkel,
which is a tube that is used for breathing. One end goes in your
mouth. The other end sticks out of the water. And we each bought
a face mask to keep water out of our eyes and nose. We also
bought fins to wear on our feet. Fins help you have more power
when you kick your feet as you swim.
At last we were ready to go. We packed our clothes and
equipment and went to the airport. As soon as we landed, we
checked in at the hotel. Then we changed into our swimsuits and
headed for the beach. Aunt Gertie couldn’t wait another minute
to start our underwater adventure.
Uh-oh! Aunt Gertie is starting to grin again. What will her
next adventure be?
84
3443.indb 84 7/2/10 3:14 PM

Name Let’s Go Snorkeling
Questions About Let’s Go Snorkeling

1. What makes Aunt Gertie’s nephew think she’s so interesting?
2. What might you see when you go snorkeling?
3. What equipment do you need for snorkeling? Tell how each is used.
a.
b.
c.
4. Why is it important to be trained before you go snorkeling?

Think About It
Circle yes or no.
Would you like to go snorkeling? yes no
Give three reasons for your answer.
1.
2.
3.
Skills: Recall information to answer questions; make inferences; draw conclusions; practice critical thinking. 85
3443.indb 85 7/2/10 3:14 PM

What Does It Mean?

Put these words from the story into the correct categories.
airport fins kick
breathe sports center hotel
face mask Hawaiian Islands swim
dive snorkel swimsuit
places what you wear when actions

you’re snorkeling
Label each piece of equipment.
86 Skills: List theme-related vocabulary words in categories; use picture clues to practice vocabulary.
3443.indb 86 7/2/10 3:14 PM

Letters That Say Long i

i i–e igh uy y
climb dive high buy dry
islands line sight guy fly
Fill in the missing long i words in this paragraph.
I took lessons to learn how to into the water
wearing a snorkel. After each lesson, I out of
the pool and off with my towel. When I completed
all the lessons, Aunt Gertie took me to snorkeling
equipment. The cost of some items was very .
Tomorrow, we’re going to get on a plane and to
the Hawaiian for a snorkeling holiday.

More Than One

Write the plural form of each word. Use s or es for most words.
Change y at the end to i and add es. Some of the words have special plurals.
1. fin 9. beach
2. class 10. woman
3. berry 11. bunny
4. man 12. jet
5. book 13. child
6. dish 14. house

7. baby 15. goose
8. island 16. story

Skills: Use letter combinations that make the sound of long i; add the suffixes s and es to make plurals. 87
3443.indb 87 7/2/10 3:14 PM

What Happened Next?

Cut out the sentences and glue them in the order they happened.
1. glue
2. glue
3. glue
4. glue
5. glue
6. glue
We took classes to learn how to use the equipment.
Aunt Gertie said, “Let’s have an adventure.”
We changed into our swimsuits and headed for the beach.
Aunt Gertie and I flew to the Hawaiian Islands.
We bought snorkels, face masks, and fins.
Aunt Gertie is grinning again. What will her next adventure be?
88 Skill: Sequence story events.
3443.indb 88 7/2/10 3:14 PM

Find the Answers

You want to learn how to snorkel. Read the sign and follow the directions.
1. Draw a red circle around
the words that tell how Learn to Snorkel
much the lessons cost. Markham Sports Center
2. Draw a blue box around the Saturday, 8:00–10:00 a.m.
words that tell where you have 6 lessons: $50
to go for the lessons. Must be 8 years or older.
3. Draw a green line under the day
that the lessons are given. Draw
two green lines under the time.
4. Are you old enough to take the lessons? yes no
Snorkeling Word Search
a d v e n t u r e x e s
h v w s n o r k e l q a

a i r p o r t i m i u f
w g o o s w i m p s i e
a f t r d i v e l l p t
i f i t s a w e a a m y
i z u s m a s k b n e n
f i n s h f l y t d n w
u n d e r w a t e r t e
l p a r n q h o t e l t
.
Find each word in the puzzle and circle it. Then check off the word on the list.
adventure fins island sports
airport fish mask swim
dive Hawaii safety trip
equipment hotel snorkel underwater
Skills: Read and follow directions; use visual discrimination to find story-related vocabulary in a word search puzzle. 89
3443.indb 89 7/2/10 3:14 PM

Alligators and Crocodiles
Alligator Crocodile
Alligators and crocodiles are reptiles. Like all reptiles, they

have dry, scaly skin and lay eggs. They are coldblooded. This
means they can’t make heat to keep their bodies warm. They
have to be in a warm place to stay warm. That’s why most
alligators and crocodiles live in hot climates.
These reptiles are good swimmers. They swim by moving
their long, strong tails. Most kinds of alligators and crocodiles live
near fresh water. A few kinds live near rivers that flow into the sea.
The water is salty there.
Their bodies are well-suited to life in the water. With their
eyes and nostrils on top of their heads, they can see and breathe
when their bodies are in the water. A transparent flap of skin
protects each eye. Their nostrils close to keep water out.
An alligator has a wide, round snout. A crocodile’s snout is
narrower. One bottom tooth shows on each side of a crocodile’s
closed mouth, but not on an alligator’s.
Alligators and crocodiles are hunters. Lying still in the water,
their greenish-brown bodies look like big logs. This often tricks
other animals into coming close—and becoming dinner! Alligators
and crocodiles eat large animals, such as cattle. They also eat
small animals like birds and fish. They use their powerful tails,
sharp teeth, and strong jaws to catch food.
90
3443.indb 90 7/2/10 3:14 PM

Their teeth are not good for tearing or chewing. They shake
their prey to break off big chunks. Then they swallow the chunks
whole. They often lose teeth, but new ones grow in quickly. They
might grow fifty or more sets of teeth in a lifetime.
On land, an alligator slithers along on its stomach with its
legs spread out to the sides. A crocodile moves quickly, using
its front and back legs together.
A mother crocodile digs a nest in the sand for her eggs.
She lays the eggs and then covers them up. A mother alligator
lays her eggs in a pile of rotting plants and mud. When the eggs
are ready to hatch, the babies make noises in their shells. Then
the mothers uncover the nests.
In the nest, the hatchlings eat small worms, snails, and
insects. As soon as they leave the nest, they head for water.
Most alligators and some crocodiles help their babies get to the
water. They carry the babies in their mouths or on their backs.
The mothers look after their young while the babies are small.
Still, many young alligators and crocodiles are eaten by other

animals before they grow up.

91
3443.indb 91 7/2/10 3:14 PM

Name Alligators and Crocodiles
Questions About Alligators and Crocodiles

1. Describe a reptile.
2. Why do reptiles need to live where it’s warm?
3. List three ways alligators and crocodiles are suited for life in the water.
a.
b.
c.
4. What is unusual about the teeth of alligators and crocodiles?
5. How do alligators and crocodiles know when their eggs are ready
to hatch?
Think About It
Why is it a bad idea to sell baby alligators and crocodiles as pets?
92 Skills: Recall information to answer questions; practice critical thinking.
3443.indb 92 7/2/10 3:14 PM

What Does It Mean?

Fill in the circle next to each correct answer.
1. Which word tells what is on the outside of a reptile?
A fur
B scales
C feathers
2. What does prey mean in the story?

A animals that are caught for food
B to say grace
C scaly animals
3. What is the climate of a place?

A how high it is there
B how the weather is there
C how many people live there
4. Which animals are reptiles?

A snake

B alligator
C turtle
5. Which words mean the opposite of fresh water?

A muddy water
B new water
C salty water
Use clues in the story to help you write the meaning of these words.
1. coldblooded
2. hatchling
3. transparent
Skills: Build vocabulary; use context clues to define words. 93
3443.indb 93 7/2/10 3:14 PM

Letters That Say er

Circle the letters that say er in each of these words.
water bird turn word earn
Use the letters you circled to fill in the missing letters in the words below.
My moth is a n se. H w k is very
important. Last Friday aft noon, she left w k ly
so we could go to the movies togeth . But f st, we ate
at the pizza parl next to the movie theat .
The movie was about a gigantic monst that was
cov ed with f . The monst went around frightening
everyone on th.
Articles
The articles a and an come before nouns.
Use a before nouns that start with a consonant.
Use an before nouns that start with a vowel.
Write a or an on each line.
alligator crocodile egg
nest octopus pony
angel snout orange
tail insect tooth
94 Skills: Identify letters that make the sound of er; use the articles a and an correctly.
3443.indb 94 7/2/10 3:14 PM

Antonyms
Write each word on the line next to the word that means the opposite.
asleep full light slow
clean happy night small
cooked hard safe warm
1. soft 7. chilly
2. angry 8. empty
3. huge 9. heavy
4. rapid 10. awake
5. day 11. raw
6. dangerous 12. dirty
What Doesn’t Belong?

Cross out the word in each group that does not belong.
eyes alligator pond

mouth turtle river
toes snake creek
nostrils bird stream
capture hat chair

release bonnet bench
trap cap table
catch ribbon stool
Skills: Identify antonyms; categorize words and objects that are similar. 95
3443.indb 95 7/2/10 3:14 PM

Alligator and Crocodile

Fill in the chart to show the differences between an alligator and a crocodile.
Alligator Crocodile
how it moves
on land
shape of
snout
position of
teeth
nest material
and location
96 Skills: Complete a chart to compare and contrast.
3443.indb 96 7/2/10 3:14 PM

Daedalus and Icarus
A Greek Myth
Pronunciation Key
Daedalus ded • l • uhs
Minos my • nuhs
Icarus ik • uh • ruhs
Sicily sis • uh • lee

Daedalus was an architect and an inventor. King Minos hired

Daedalus to design his palace. Minos was the king of the island of
Crete. King Minos became angry with Daedalus when he helped
one of the king’s enemies escape. The king made Daedalus and
his son, Icarus, his prisoners. He would not let them leave Crete.
Daedalus told his son, “There is no escape by land, and
Minos controls the sea. But he does not control the air. That is
how we will escape!”
Icarus gathered feathers of the gulls that soared over the
island. Daedalus designed a pair of wings. He made a wooden
frame and attached gull feathers to it with wax and string. Then
he studied the flight of the island birds. Daedalus learned how
they moved their wings. He also watched how the birds hovered
on air currents. When the wings were ready, Daedalus called
Icarus to him.
97
3443.indb 97 7/2/10 3:14 PM

“My son,” he said, “what we are about to do is very
dangerous. Listen carefully to what I say. Keep to the middle path
between heaven and earth. Do not go too near the sun. Its heat
will melt the wax. Do not go too near the sea. The fog will wet the
feathers, and the wings will become too heavy. Stay close to me,
and no harm will come to you.”
At first, Icarus followed his father as he had been told.
But soon, he wanted to fly higher. Up, up, up, he flew, ignoring
his father’s warning cry.
When he felt warm wax running over his shoulders, Icarus
realized his mistake. He tried to flutter his wings, but no feathers
remained. Icarus fell from the sky! He plunged into the sea and
drowned.
Daedalus hurried to save his son, but he was too late.
He picked up Icarus and flew to land. After Daedalus buried
Icarus, he flew to the island of Sicily. He remained in Sicily
for the rest of his life.
98
3443.indb 98 7/2/10 3:14 PM

Name Daedalus and Icarus
Questions About Daedalus and Icarus

1. Why did Daedalus and Icarus have to escape by air?
2. What were their wings made of?
3. Why did Daedalus watch flying birds?
4. Why did Icarus’s wings fall apart?
5. Why should Icarus have listened to his father’s instructions?

6. What two islands are named in the story?

Think About It
Think of a time when you did not listen to a warning or an instruction.
Tell what happened.
Skills: Recall information to answer questions; make inferences; write a personal narrative. 99
3443.indb 99 7/2/10 3:14 PM

What Does It Mean?

Match each word to its meaning.
inventor • • to fall
soar • • to move through the air
design • • a creator of new things
hover • • injury or damage
warning • • to make a plan
ignore • • to not pay attention to
plunge • • to remain in one place in the air
harm • • a notice of danger
To – Too – Two
The words to, too, and two are homophones.
They have different spellings, but they all sound the same.
Fill in the blanks with the correct homophone.
1. Juan planned a trip the aquarium.
2. Alan needs new tires for his bike.
3. Kelly wants new tires, .
Write a sentence using each homophone.
to
too
two
100 Skills: Build vocabulary; use the homophones to – too – two.
3443.indb 100 7/2/10 3:14 PM

The Sounds of ou
Listen to the sound of ou in each word. Write the symbol
for the sound on the line next to the word.
ow loud oo could o though

aw thought oo tour u country
1. should 9. about
2. shoulder 10. couple
3. cloud 11. ouch
4. cousin 12. cough
5. you 13. would
6. bought 14. court
7. hour 15. your
8. boulder 16. enough

Synonyms
Match the words that mean about the same thing.

design • • collect
angry • • caution
gather • • injury
dangerous • • mad
middle • • plan
near • • fall
harm • • center
warn • • close
remain • • unsafe
plunge • • stay
Skills: Practice the sounds of ou; recognize synonyms. 101
3443.indb 101 7/2/10 3:14 PM

Add the Endings

Write each base word with the suffixes to make new words.
1. Drop the e and add the endings ing and ed.
move
hope
smile
Just add s at the end.
move
hope
smile
2. Double the last letter and add the endings ed and ing.
hop
control
plan
Just add s at the end.
hop
control
plan
3. Change y to i and add the endings es and ed.

hurry
study
bury
Just add ing at the end.

hurry
study
bury
102 Skill: Add suffixes to base words.
3443.indb 102 7/2/10 3:14 PM

Cause and Effect

Write the effect of each cause listed below.
Cause Effect
The king was angry and

would not let Daedalus
leave the island.
The king controlled the land

and the sea.
Icarus ignored his father’s

warning about flying too near
the sun.

Draw What Happened

Daedalus built a pair of wings. Icarus flew too near the sun.
Skills: Determine cause and effect; illustrate story events. 103
3443.indb 103 7/2/10 3:14 PM

When Granny Met Johnny Appleseed
“Tell us a story, Granny,” begged the children.

Granny was the best storyteller in the whole state. She was
very, very old and had lived in many places. She had experienced
many adventures and knew many interesting people.
“Well, you youngins have been mighty good all day,” said
Granny. “I guess I can remember one story. Did I ever tell you
about the time I met Johnny Appleseed?”
“You met Johnny Appleseed?” asked the children.
“Yep,” answered Granny.
“I was just a little mite when Ma, Pa, and me headed west.
It was a long, hard trip, travelin’ by covered wagon. When we
stopped, Pa would collect firewood, and Ma would start supper.
While Pa took care of the oxen and Ma cooked, I was supposed
to stay out of the way.
“Well, one evening, while I was stayin’ out of the way, I spied
a little rabbit. It was as cute as a button. I set out followin’ that
rabbit, and the next thing I knew, I was lost in the woods. I started
to blubber, and tears ran down my cheeks. Then I started to bawl
big, loud sobs.
“ ‘My, my, what’s the matter youngin’?’ asked a funny-looking
old man. ‘Why are you raisin’ such a ruckus? Are you lost?’
104
3443.indb 104 7/2/10 3:14 PM

“I whispered, ‘Yes.’
“He said, ‘Now don’t you be scared. I’ll take you back to
your folks.’
“I’d never seen anyone that looked so strange. He was
dressed in worn-out old clothes, his feet were bare, and he had
on a funny hat. But I wasn’t afraid. He had a kind smile and a
twinkle in his eyes.
“ ‘Folks call me Johnny Appleseed,’ he said after Ma and Pa
thanked him for finding me.
“Ma invited Johnny to eat with us. While we ate, he told
us how he was travelin’ west with his apple seeds. Everywhere
he stopped, he planted apple seeds and made friends. He was
friendly with Indians, settlers, and the wild animals in the woods.
“ After supper, Johnny gave me a handful of apple seeds.
‘Plant these seeds when you settle, youngin’,’ he said. Then he
disappeared into the woods.”
“Did you plant the seeds, Granny?” asked the children.

“Yep,” said Granny. “Look out the window. You can see them
growin’ on the side of the hill. And I’ve got me a hankerin’ right
now to pick some and make an apple pie for supper.”
105
3443.indb 105 7/2/10 3:14 PM

When Granny Met
Name Johnny Appleseed
Questions About When Granny Met Johnny Appleseed

1. Why did Granny agree to tell the children a story?
2. Where was Granny’s family headed in their covered wagon?
3. How did Granny get lost in the woods?
4. Describe the man who found Granny in the woods.
5. Why wasn’t Granny afraid of the man?
6. How did Johnny Appleseed get his nickname?
7. Where did the apple trees on the hill at Granny’s house come from?
8. Granny planned to make an apple pie for supper.
What is another way she could have used the apples?
Think About It
Do you think it’s possible that Granny really met Johnny Appleseed? .
Tell why or why not.
106 Skills: Recall information to answer questions; make inferences; draw conclusions; practice critical thinking.
3443.indb 106 7/2/10 3:14 PM

When Granny Met
Name
Johnny Appleseed
Add ing
In the story, the letter g was dropped from many words with an ing ending
and was replaced with an apostrophe. In the past, many people spoke that .
way. Some people still do. Write the correct spelling of the underlined words .
in these sentences.
1. We were travelin’ west in a covered wagon.
2. I was stayin’ out of the way while Ma cooked.
3. The bear cub was followin’ its mother.
4. Granny is raisin’ apples on the hillside.
5. She was wishin’ for a pet of her very own.
6. They were goin’ for a walk in the park.
Similes
A simile compares things in an interesting or funny way, using
the words like or as.
The rabbit was as cute as a button.

Match the parts of the following similes.

as mad • • as a mule
as stubborn • • as an owl
as wise • • as a penny
as strong • • as a bug in a rug
as bright • • as a wet hen
as snug • • as an ox
Write your own similes.
1. as big as
2. as cold as
3. as fast as
4. as old as
Skills: Interpret colloquial word endings; recognize and use similes. 107
3443.indb 107 7/2/10 3:14 PM

When Granny Met
What Does It Mean?

Fill in the circle next to the correct answer.
1. Youngins are .
A children
B old men
C apple seeds
2. When you blubber, you are .

A making bubbles
B taking a bath
C crying
3. If you answer yep, you are saying .

A no
B yes
C maybe
4. A ruckus is a .
A broken toy
B noisy commotion
C kind of backpack
5. If you have a hankerin’, you .
A want to do or to have something
B need a handkerchief
C have a headache
6. In the story, the word folks is used to mean .

A Granny and the children
B Ma and Pa
C people Johnny met
7. In the story, mighty means .

A strong
B big
C very
108 Skill: Define colloquial language.
3443.indb 108 7/2/10 3:14 PM

When Granny Met
Name
Johnny Appleseed
Spelling the Long a Sound

Circle the correct spelling.
1. your hand if you have a question. raise rase
2. Mother set the flowers on the . table tayble
3. Mario is the best in our league. plaier player
4. My grandparents flew here on a jet . plane plain
5. Don’t be to try new things. afrade afraid
6. The astronaut flew into outer . spayce space
7. Kelly broke the white in her box. crayon craone
8. Mr. Lee was elected of the city. maire mayor
Pronouns
I we it he she they

me us you him her them

Replace each underlined noun with the correct pronoun.

1. Granny is a great storyteller.
2. Ma invited Johnny to eat supper.
3. I followed the rabbit into the woods.
4. Ma and Pa worked hard.
5. Granny picked apples for a pie.
6. Johnny planted apple seeds.
7. Granny made pie for Ma and me.
8. Ma and I like apple pie.
Skills: Spell words with letter combinations that make the sound of long a; replace nouns with pronouns. 109
3443.indb 109 7/2/10 3:14 PM

When Granny Met
Who Was Johnny Appleseed?

Find out more about the real man who was called Johnny Appleseed. .
Write a paragraph about what you learned.
I read:
(title of book, magazine, or encyclopedia)
This is what I learned: Draw Johnny Appleseed.
110 Skills: Read to find information; write and draw to record information.
3443.indb 110 7/2/10 3:14 PM

The Koala
The koala is a mammal that
lives in Australia. In many ways, it is
like any other mammal. It has thick fur.
Its young are born live. The young
drink milk from the mother’s body.
But the koala is a special kind
of mammal. It is a marsupial. A female
marsupial has a pouch on her underside.
This is where she will carry her baby as
it grows.
A newborn koala is tiny, blind, and
hairless. It is only about the size of a
lima bean, but it must crawl up into its
mother’s pouch. There it will eat, sleep,
and grow for about six months. After
that, the baby rides on its mother’s
back until it can take care of itself. But
it will hop back into the pouch when it

is sleepy or scared.
The koala feeds on the leaves
of eucalyptus (gum) trees. It eats the

tender shoots from the tips of the
branches. Most of the water it needs
also comes from these leaves. A koala
has two sharp teeth in front for tearing
the leaves or stripping bark. It has flat
teeth in back for chewing the leaves.
The koala is a nocturnal animal. This means that it is active
at night and sleeps most of the day. A koala doesn’t have a home
or a nest. It eats and sleeps in a tree, but it may go to the ground
to move to a new tree. The koala just wedges its body into the
fork of the tree. Then it wraps its arms or legs around a branch,
closes its eyes, and goes to sleep.
111
3443.indb 111 7/2/10 3:14 PM

Name The Koala
Questions About The Koala

1. How is a koala the same as other mammals?
2. How is a koala different from other mammals?
3. Describe how a koala uses its teeth to eat.
4. How does a koala sleep if it doesn’t have a nest or a burrow?
5. Why doesn’t a male koala have a pouch?
Think About It
Read about the marsupials below. Then write a general statement about marsupials.
koala
• has two thumbs on each hand
for climbing
• eats eucalyptus leaves
• is found in Australia
wombat
• has sharp claws for digging
• eats grass
kangaroo
• has large feet for hopping
• eats grass and low-growing plants
112 Skills: Recall information to answer questions; make inferences; make generalizations.
3443.indb 112 7/2/10 3:14 PM

Name The Koala
What Does It Mean?

Use the correct word in each sentence.
nocturnal marsupials mammal eucalyptus
wedge female pouch Australia
1. A baby drinks its mother’s milk.
2. Only the koala has babies.
3. At night, animals become active.
4. A koala baby grows up in its mother’s .
5. Koalas themselves in the fork of a tree to sleep.
6. Animals that have pouches are .
7. The is a kind of tree.
8. Most marsupials live in .


1. In the story, gum means .

A a eucalyptus tree B something to chew
2. In the story, fork means .

A a tool to eat with B where two branches come together
3. In the story, bark means .

A the outside layer of a tree B the sound a dog makes
4. In the story, shoots means .

A fires a gun B tender new growth on a plant
3443.indb 113 7/2/10 3:14 PM

Name The Koala
Words into Syllables

A word that has two consonants in the middle is divided
into syllables between the two consonants.
funnel = fun – nel circus = cir – cus
Divide the words into syllables.

1. funny – 5. only –
2. tender – 6. into –
3. pencil – 7. mammal –
4. basket – 8. active –
Who Owns It?

mother’s purse only one owner – add ’s
all birds’ nests more than one owner – add s’
children’s lunches irregular plural – add ’s
its saddle exception – add s only
Circle the missing word.
1. Put the letter on your desk. dad’s dads’
2. The kitten opened eyes. it’s its
3. All of the bikes were blue. boy’s boys’
4. Both cars needed washing. men’s mens’
Rewrite each phrase, using an apostrophe.

1. the pouch of a koala
2. a letter to Mario
3. cookies for the children
4. a new leash for it
5. the leader of a country
6. toys belonging to the kittens
114 Skills: Divide words into syllables; form singular and plural possessives.
3443.indb 114 7/2/10 3:14 PM

Name The Koala
Compare the Mammals

Make check marks to show how a koala and a dog are alike and .
how they are different.
Koala Dog Both

1. The baby drinks its mother’s milk.
2. The baby grows inside its mother until birth.
3. The mother protects the baby.
4. The baby is born live.
5. The baby is born before it is fully formed.
6. The baby’s body is covered with hair at birth.
7. The newborn is the size of a lima bean at birth.
8. The mother has many babies at one time.
What Koalas Can Do

Circle the verbs in the list below. Then find them in the word search.
born grow carry c l i m b w r a p s w

tear tree crawl r e s l e e p g d c a
koala eat strip a c a r r y x o r h l
w h s t r i p z i o k
feed chew wedge
l e s e e b i r n o w
slow sleep wrap q w e d g e f x k l y
go see walk t e a r g z f f e e d
pouch climb drink
Skills: Compare and contrast; identify verbs; use visual discrimination to solve a word search puzzle. 115
3443.indb 115 7/2/10 3:14 PM

Name The Koala
Koala Crossword Puzzle

Use the words in the word box to complete the crossword puzzle.
Word Box 1
2 3
Australia
bark 4
eucalyptus 5
gum
koala 6
lima 7
mammal
8 9
marsupials
nocturnal
pouch
tree 10
Across Down
1. an animal that feeds its own 1. mammals that have a pouch
milk to its young 3. a kind of marsupial
2. A newborn koala is the size 4. where a koala eats
of a bean. and sleeps
5. the country koalas come from 7. another name for the
6. the outside covering of a tree eucalyptus tree
8. Koalas eat the leaves of 9. where a female marsupial
this tree. carries her baby
10. the name for animals that
are active after dark
116 Skills: Use theme-related vocabulary to solve a crossword puzzle.
3443.indb 116 7/2/10 3:14 PM

Shannon Lucid – Astronaut
How would you feel if your mom went to outer space for
six months? That’s what happened to Shannon Lucid’s children.
Mrs. Lucid spent 188 days on the Russian space station Mir (meer).
With two Russian cosmonauts, she made over 3,000 trips around
Earth. She sent e-mail to her family every day. Her favorite snack,
M&Ms, was sent up to her in space capsules.
Shannon Lucid was born in China, where her parents were

American missionaries. After age six, she grew up in Oklahoma.

Even as a child, she wanted to explore space. Later, she studied
science in college. She also learned to fly a plane. These skills

helped her become one of the first women astronauts.
Her project on Mir was to exercise. Being weightless for a
long time can make bones and muscles weak. Some astronauts
have to be carried off the shuttle after a long time in space. Doctors
wanted to see if exercise would help keep their bodies strong.
Mrs. Lucid exercised for a couple of hours every day on Mir.
When she came back to Earth, she was wobbly. But she was able
to walk off the space shuttle. She had checkups over the next few
years to keep looking for any changes in her bones and muscles.
What does Mrs. Lucid want to do next? She says she’d like
to go to Mars!
117
3443.indb 117 7/2/10 3:14 PM

Shannon Lucid –
Name Astronaut
Questions About Shannon Lucid – Astronaut

1. What is Mir?
2. Who was on board Mir with Shannon Lucid?
3. What does the story tell you about Shannon Lucid’s childhood?
4. What skills helped her become an astronaut?
5. How did she keep in touch with her family while out in space?
6. What was her project on the space station?
7. Do you think Mrs. Lucid enjoyed her trip? Why or why not?
Think About It
What questions would you ask Shannon Lucid if you met her?
Would you like to be an astronaut someday?

Give at least two reasons for your answer.
118 Skills: Recall information to answer questions; make inferences; practice critical thinking.
3443.indb 118 7/2/10 3:14 PM

Shannon Lucid –
Name
Astronaut
What Does It Mean?

Write each word from the story next to its meaning.
astronaut Mir space station
cosmonaut missionary weightless
exercise shuttle wobbly
1. the Russian space station

2. an American space traveler
3. an aircraft made for travel into space
4. having no weight
5. a Russian space traveler
6. to use your body to get stronger
7. shaky or unsteady
8. a manned satellite orbiting Earth

9. a person who helps people in other

lands and teaches them about religion
What Happened Next?

Complete the sentences to tell events in Shannon Lucid’s life.
1. Shannon Lucid was born in .
2. She grew up in .
3. She studied .
4. She learned how to .
5. She was one of the first .
6. She spent 188 days .
7. Next, she would like to .
Skills: Build vocabulary; sequence story events. 119
3443.indb 119 7/2/10 3:14 PM

Shannon Lucid –
Name Astronaut
Beginning or Ending?
Put a prefix at the beginning of a word to change its meaning.
pre = before un = not
Put a suffix at the end of a word to change its meaning.
less = without ful = filled with
Add a prefix or a suffix to make each word.
1. not able to able 5. not happy happy
2. filled with joy joy 6. see before view
3. without weight weight 7. very pretty beauti
4. before the game game 8. no money penni
Write a sentence for each of the new words you made.
1.
2.
3.
4.
5.
6.
7.
8.
120 Skill: Use prefixes (pre and un) and suffixes (less and ful).
3443.indb 120 7/2/10 3:14 PM

Shannon Lucid –
Name
Astronaut
Space Adventure
Circle the verbs in the story below. Then write each verb in the correct box.
Alex climbed into the shuttle. He felt excited and worried
at the same time.
“What happens next?” he asked himself. He read the schedule

of procedures once more.
1. Put on spacesuit and pack equipment.

2. Examine shuttle and make sure everything works.
3. Fly to Zennox.
4. Collect rock samples.
5. Return to ship.
Alex smiled and started the engine. Then the shuttle blasted off.
Alex looked out the window and watched as Earth grew smaller and
smaller.
Travel to Zennox took three months. Alex exercised every day.

He wanted to be strong when he reached the distant planet. At last

he arrived!
Present Tense Past Tense
Skills: Identify verbs; recognize and categorize verbs by tense. 121
3443.indb 121 7/2/10 3:14 PM

Shannon Lucid –
Name Astronaut
Dreams
Shannon Lucid dreamed of becoming a space explorer when she
grew up. What do you dream of becoming? Tell why.
Studying science and learning to fly a plane helped Shannon Lucid

become an astronaut. What could you learn that will help you reach
your dream?
122 Skill: Write a personal narrative.
3443.indb 122 7/2/10 3:14 PM

Vampire Bats
Eli saw a scary movie on television last night. In the movie,

a man turned into a vampire and attacked people to drink their
blood. Eli woke up in the middle of the night screaming, “No! No!
Don’t suck my blood!” His father decided it was time to go to the
library and find out the truth about vampires.
Eli learned that there are animals called vampire bats.
These small bats drink blood, but they are not like the vampires
in the movies. And they usually don’t bite humans.
Vampire bats live in the warm, tropical parts of Central and
South America. They sleep during the day. Then they come out at

night to feed on the blood of other animals.

The hungry bat lands near a sleeping animal. It climbs
onto its prey to feed. With its razor-sharp teeth, it makes a small
incision on a bare part of the animal. It does not suck the blood
up through fangs. It laps the blood up like a kitten laps up milk.
The blood stays thin while the bat eats. A vampire bat has
something in its saliva that keeps the blood from clotting.
There is one way vampire bats can be harmful. Many of
them carry serious diseases, including rabies. As they eat, they
can give these diseases to other animals.
So Eli learned two important things. First, people don’t
turn into bloodsucking vampires. And second, don’t watch scary
movies before going to bed. They can give you nightmares!
123
3443.indb 123 7/2/10 3:14 PM

Name Vampire Bats
Questions About Vampire Bats

1. What caused Eli to have a nightmare?
2. What are five true things Eli learned about vampire bats? List them.
a.
b.
c.
d.
e.
3. Why is it dangerous to handle wild animals, even small ones

like vampire bats?
4. What do you think a person should do if bitten by a bat?
Think About It
Eli had a nightmare after watching a scary movie. .
Write about a nightmare you have had and tell what you think caused it.
124 Skills: Recall information to answer questions; make inferences; practice critical thinking; write a personal narrative.
3443.indb 124 7/2/10 3:14 PM

Name Vampire Bats
Long Vowel Sounds

Write the long vowel you hear in each word. Circle the letter or .
letter combination that makes the long vowel sound.
1. they 8. though
2. time 9. movie
3. scream 10. cute
4. night 11. cloak
5. go 12. fly
6. sleep 13. human
7. day 14. strain
List all the ways the long vowel sounds were spelled in the words above.
long a long e long i long o long u

The Sound of y at the End

Say the words below. Write the letter that y sounds like in each word.
1. scary 4. happy
2. fly 5. my
3. carry 6. try
At the end of many one-syllable words, y says .
At the end of many two-syllable words, y says .

Skills: Identify long vowel sounds; identify the sounds of y at the end of one- and two-syllable words. 125
3443.indb 125 7/2/10 3:14 PM

Name Vampire Bats
What Does It Mean?

Use the words in the word box to complete the crossword puzzle.
Word Box Down
1. a bat that drinks blood
bare 2. a flying mammal
bat 4. a disease of warmblooded animals
blood 5. to make up your mind
clot 7. a long, sharp tooth
8. a red fluid in the body
decide
fang Across
3. a liquid in the mouth; spit
incision
6. a frightening dream
nightmare 8. not covered
rabies 9. a cut
saliva 10. important; needing thought
serious 11. to become thick and stick together
vampire 1 2
4 5
6 7
8 9
10
11
126 Skill: Use theme-related vocabulary to solve a crossword puzzle.
3443.indb 126 7/2/10 3:15 PM

Name Vampire Bats
Fact or Fiction?
Write true or false after each statement.
1. Vampire bats drink blood.
2. People can turn into vampires.
3. You can learn about vampires at the library.
4. Vampire bats suck blood up through their fangs.
5. Vampire bats can carry diseases.
6. Vampire bats have razor-sharp teeth.
7. Vampire bats eat during the day and

sleep when it is dark.
8. A vampire bat’s saliva makes blood stay

thin so it is easier to drink.
9. Vampire bats live all over the world.

Draw a vampire bat. Draw a vampire in a nightmare.
Skill: Distinguish between fact and fiction by identifying statements as true or false. 127
3443.indb 127 7/2/10 3:15 PM

Name Vampire Bats
Alike and Different

Think of what you know about birds and about vampire bats. .
How are they alike? How are they different? Write at least three facts .
in each space on the diagram.
birds only
both birds and vampire bats
vampire bats only
128 Skill: Use prior knowledge to compare and contrast.
3443.indb 128 7/2/10 3:15 PM

George Washington Carver
What can you make out of
peanuts? Most of us would think
of peanut butter or peanut cookies.
George Washington Carver didn’t
stop thinking until he had come up
with more than one hundred things
to make out of peanuts.
George was born in 1864.
His mother was a slave. She was
stolen when George was still a baby,
so he was raised by her owners,
Moses and Susan Carver.
All his life, George loved plants. At only seven years old,
he already knew a lot about plants. He knew so much that people
called him “the plant doctor.”
George loved to learn, but there were no schools for black
children where he lived. At age ten, he left home to find a town that
let black children go to school. He went to schools in Missouri and

Kansas until he finished high school. All that time, he had to earn
a living. He worked as a cook, and he opened his own laundry.
When he went to college, Carver first studied art and music.

But he still loved plants, so he began to study agriculture. After he
graduated, the well-known inventor Thomas Edison asked him to
work in his laboratory. But George had other plans. He became a
teacher. In 1896, he was named head of the agriculture program
at Tuskegee Institute in Alabama. It was a school that had been
started for black students in 1881.
In those days, many farmers in the South grew cotton as
their only crop. Always growing the same crop was hard on the
soil. Soon, the cotton didn’t grow well. Carver trained the farmers
to grow other plants. Plants such as sweet potatoes and peanuts
helped make the soil rich again. Before he died, in 1943, Carver
invented hundreds of ways to use these two plants. He invented
so many things that he was called “The Wizard of Tuskegee.”
129
3443.indb 129 7/2/10 3:15 PM

George
Name Washington Carver
Questions About George Washington Carver
1. Why was George raised by Moses and Susan Carver?
2. What did George do at

seven years old?
ten years old?
3. After George finished college, who wanted him to work in his

laboratory? Why did George say no?
4. How did George Washington Carver help southern farmers?
5. What did Carver do at Tuskegee Institute?
6. How did Carver earn the nickname “The Wizard of Tuskegee”?
Think About It
It was difficult for George Washington Carver to go to school when he .
was a boy. How would it be different for him if he were a boy today?
130 Skills: Recall information to answer questions; make inferences; practice critical thinking.
3443.indb 130 7/2/10 3:15 PM

George
Name
Washington Carver
What Does It Mean?
1 3
4 5
Down
Word Box
1. the seed of one kind of plant
agriculture 2. a person who is owned by someone
crop 3. a type of vegetable
institute 5. a type of plant that is grown on a farm
6. a very clever person
invent
laundry Across
peanut 4. farming
slave 7. a place to study specialized subjects
after high school
sweet potato
8. to create something new
wizard 9. a place where clothes are washed
and ironed
Skills: Use theme-related vocabulary to solve a crossword puzzle. 131
3443.indb 131 7/2/10 3:15 PM

George
The Sounds of ow
Say the words. Then write each word under the correct sound.
allow crowd own
below flow tow
brow flower town
ow −
o
In the Past
Write the past tense for each verb.
run grow
keep find
begin blow
Use the words you made to fill in the blanks.

1. Many slaves away from their owners.
2. Our neighbor his car in our garage.
3. The flowers to bloom in spring.
4. The farmers peanuts and sweet potatoes.
5. The pirates hidden treasure in a cave.
6. Toby out the candles on his birthday cake.
132 Skills: Practice the sounds of ow; use irregular past tense verbs.
3443.indb 132 7/2/10 3:15 PM

George
Name
Washington Carver
Peanuts
List all the ways that you have eaten peanuts or have seen peanuts used.
Made from Peanuts

Find these products that George Washington Carver made from peanuts .
in the word search puzzle below. Then look at the word list again and .
draw a line under the products that you have used.
axle grease shampoo ice cream plastic soap

shoe polish bleach ink rubber milk

coffee linoleum salad oil candy dye

a c s h a m p o o b l
s h o e p o l i s h i
a o d f h c a n d y n
l r u b b e r k m l o
a m i p l a s t i c l
d y e p e o q s l n e
o u s o a p u w k v u
i a z i c e c r e a m
l e b d h c o f f e e
a x l e g r e a s e y
Skills: Record personal information on a list; use visual discrimination to find theme-related vocabulary in a word search puzzle. 133
3443.indb 133 7/2/10 3:15 PM

George

Write what you learned about the life of .
George Washington Carver, in the order .
it happened.
How would you describe George Washington Carver? .
Give reasons for your answer.
134 Skills: Recall story events in sequence; analyze a story character.
3443.indb 134 7/2/10 3:15 PM

Tornado!
Twister, cyclone, and tornado
are all names for the same kind of
storm. Whichever name you use, the
storm is powerful and frightening. It
can also cause a lot of damage.
Some of the clouds in the
storm grow very large. Then they
form a funnel shape. The funnel is
thick and dark. It forms when cold air
rushes up under warm air. The warm
air is lighter, so it rises quickly and
spins around. As the tornado twists,
storm winds push it across land. At
times, the small end of the funnel
touches the ground. Usually, the
storm also brings lightning, thunder,
and heavy rain.
The center of the tornado
causes the most damage. The air

pressure inside the funnel is much

lower than the outside pressure.
The difference in pressure makes

the tornado act like a giant vacuum
cleaner. It can pull up trees by their
roots and toss cars into the air. It can rip the roofs off buildings.
A building caught by the center of the funnel can explode.
People who live where tornadoes happen need a safe place
to go during the storm. Many homes have underground storm
cellars. The family can stay there until the tornado passes.
Almost all tornadoes happen in the United States. They
happen most often during spring and early summer. Storm
watchers warn people when weather conditions could cause a
tornado. But no one can tell ahead of time exactly where it will
touch down.
135
3443.indb 135 7/2/10 3:15 PM

Name Tornado!
Questions About Tornado!

1. What is a tornado?
2. Describe a tornado’s shape.
3. What are two other names for a tornado?
4. How is a tornado like a giant vacuum cleaner?
5. What kinds of damage does a tornado cause when it touches

the ground?
6. Fill in the circles next to the ways to be safe during a tornado.
Run around and scream. Go to a storm cellar.

Stay away from windows. Listen to a battery radio.
Stand under a big tree. Get in a car and drive away.
Think About It
What do people do to help each other after a tornado has done its damage?
Include at least three things.
136 Skills: Recall information to answer questions; draw conclusions; practice critical thinking.
3443.indb 136 7/2/10 3:15 PM

Name Tornado!
What Does It Mean?

Match each word with its meaning.
pressure • • harm
explode • • the force of air on a surface
lightning • • a loud sound caused by lightning
damage • • an underground room
clouds • • to blow up
thunder • • a place
cellar • • electric flashes in the sky
location • • a large group of water drops

in the air
Riddles

Write and draw the answer to each riddle.

I am a machine used to clean I flash across the sky during

carpets. What am I? a bad storm. What am I?
3443.indb 137 7/2/10 3:15 PM

Name Tornado!
Letters That Say aw

aw ough ol al
raw bought follow fall
Fill in the missing letters.

1. I want to c my grandfather on his birthday.
2. The wild dogs f over the bones.
3. There is a squirrel’s nest in that h tree.
4. Dad used a s to cut the log.

5. Tony bounced his b against a brick w .
6. We heard the crows c outside our window.
Base Words
Write the base word on the line.
1. tornadoes
2. lighter
3. touches
4. dried
5. passes
6. scary
7. flies
8. exploding
9. hurried
10. rises
138 Skills: Practice letter combinations that make the /aw/ sound; identify base words.
3443.indb 138 7/2/10 3:15 PM

Name Tornado!
Natural Disasters
A natural disaster is an event that causes a lot of damage. A tornado .
is one kind of natural disaster. The list of words below names other .
natural disasters. Find each word in the puzzle and circle it. Make .
a check mark next to the word when you find it.
blizzard
h u r r i c a n e f l
drought e a r t h q u a k e a
earthquake a r i b a u s w n r n
t c b l i z z a r d d
fire w t o u s a l z k r s
flood a f i r e t w v f o l
v o l c a n o d q u i
hailstorm e a r o g h t r o g d
heat wave u m t l o v i q m h e
m y h w b d r u j t v
hurricane
landslide

volcano
Stormy Weather
What kinds of storms or other natural disasters happen where you live? .
Describe the damage they cause.
Skills: Use visual discrimination to find theme-related vocabulary in a word search puzzle; write a descriptive personal narrative. 139
3443.indb 139 7/2/10 3:15 PM

Name Tornado!
Tornado in a Jar
Read the directions. Then answer the questions.
Materials:
a jar with a lid
water
liquid detergent
small objects (pebble, game piece, button)
Steps to Follow:
1. Fill the jar almost to the top with water.
2. Add 1/4 cup of liquid detergent and the
small objects.
3. Put the lid on the jar securely.
4. Hold the jar with both hands and shake
it in a circular motion.
5. Watch the tornado appear.
1. How many materials do you need?
2. What do you do after you put water into the jar?
3. What happens when you shake the jar in a circular motion?
4. Why do you put small objects into the jar?
Now collect your materials and make your own “tornado in a jar.”
140 Skills: Read and follow directions; make inferences.
3443.indb 140 7/2/10 3:15 PM

Comparing Texts
Name
Along with building background and activating prior knowledge or experience, .

comparing texts is an important reading strategy that aids and improves reading
comprehension. The focus of this reading strategy is making connections. In .
comparing texts, students make text-to-text connections based on what they read.
Comparing texts is a heavily tested reading objective that promotes both literary .
analysis and critical-thinking skills. By making text-to-text connections, students
• learn how to compare and contrast literary elements .
such as characters, plot, theme, and setting;
• better understand individual texts by seeing them .
juxtaposed with one another; and
• practice higher order critical and creative thinking.
The activities on the following pages ask students to think about two stories and .
then answer questions that compare the texts. The activities are suitable for both .
group instruction and independent practice (see page 4). Before comparing the texts,
students must have read both of the stories and should have completed some or all .
of their related skill pages.
The Wise Old Woman / The Tortoise and the Hare.. . . . . . . 142
The Wise Old Woman—page 12
The Tortoise and the Hare—page 77
The Messiest Room in Town /

The Dog Ate My Homework.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

The Messiest Room in Town—page 19
The Dog Ate My Homework—page 38
A Grasshopper’s Life Cycle / The Koala.. . . . . . . . . . . . . . . . . . 144

A Grasshopper’s Life Cycle—page 26
The Koala—page 111
The Fisherman and His Wife /

Daedalus and Icarus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
The Fisherman and His Wife—page 63
Daedalus and Icarus—page 97
When Granny Met Johnny Appleseed /

George Washington Carver.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
When Granny Met Johnny Appleseed—page 104
George Washington Carver—page 129
141
3443.indb 141 7/2/10 3:15 PM

Name Comparing Texts
The Wise Old Woman and The Tortoise and the Hare
1. A fable is a story that has a moral, or lesson.
Write what you think the moral is of each story.
The Wise Old Woman:
The Tortoise and the Hare:
2. Name the character or characters in each story who learned

the lesson. Explain how the character learned the lesson.
The Wise Old Woman:
3. Name the character in each story who taught the lesson. Tell how.
The Wise Old Woman:
4. Which story did you like better? Tell why.
142
3443.indb 142 7/2/10 3:15 PM

The Messiest Room in Town and

The Dog Ate My Homework
1. What was the lesson that both stories were trying to teach?
2. At the end of each story, which character or characters learned

the lesson? How do you know?
3. Which story could not happen in real life? Tell why.
4. Compare the story endings. Was each ending happy or not happy?

Circle the answer and explain why you think that.

The Messiest Room in Town happy not happy
The Dog Ate My Homework happy not happy
143
3443.indb 143 7/2/10 3:15 PM

A Grasshopper’s Life Cycle and The Koala

1. How are these two stories alike? Name two ways.
2. Read the facts below about each animal’s young.

Then write the facts where they belong in the diagram.
molts needs food does not look like an adult
born live tiny as a lima bean hatches from an egg
Grasshopper Koala
Both
3. Which story tells about something that
this diagram would help you show?
A Grasshopper’s Life Cycle

The Koala
144
3443.indb 144 7/2/10 3:15 PM

The Fisherman and His Wife and Daedalus and Icarus

1. Who wanted too much in each story? Write the character’s name.
Then tell what the character wanted to do that was too much.
The Fisherman and His Wife:
Daedalus and Icarus:
2. How was the sea important in each story?
3. Write the names of the characters under the correct headings.

Icarus fisherman Daedalus fisherman’s wife fish

gives always follows does not always

instructions instructions follow instructions
145
3443.indb 145 7/2/10 3:15 PM

When Granny Met Johnny Appleseed and

1. Which story does each clue tell about?
Write the correct title on the line.
This story is about a person’s life.
This story is about one day in a person’s life.
This story is told by someone who is in the story.
This story is told by someone who is not in the story.
2. Read each story detail and make an X in the correct box.
Appleseed Carver Both
worked in the South
traveled west
helped people grow
plants for food
was called “the plant doctor”
loved to grow things
3. Which story could you use for information if you were writing
a report about a famous person? Why?
146
3443.indb 146 7/2/10 3:15 PM

Answer Key
Page 7 Page 10 Page 15
1. squeaky, shiny, creaky 1. bear 4. through 7. byte old • • not fat
2. leaky, brown 2. scent 5. bury 8. dough wise • • fell apart
3. The old shoes leaked. or 3. flee 6. rain 9. maize giant • • has lived a
The old shoes were worn out. long time
1. rain 5. dough path • • along the
4. Answers will vary but might 2. bear / berries 6. board outside
include:
3. knew 7. heel skin and bones • • knows
They were more comfortable.
4. sow 8. sent things
He liked the way they looked.
woods • • needs food
They were his favorite shoes. Page 11 broke • • very big
5. creaky, leaky edge • • forests
Drawings and answers will vary.
hungry • • a place to
Page 8 walk
Page 14
shiny • • letting water in 1. She lived at the edge woman wolf
threw away • • the contraction of the woods. old bushy-tailed
for they are
2. She walked down the path and skin and bones hungry
old • • making a high,
across the woods. wise gray
squealing
3. She met a wolf, a snake, snake bear
sound
and a bear. hungry big
creaky • • to put on
they’re • • bright and They wanted to eat her. green black
sparkling 4. She ate and took a nap. long hungry
wear • • the contraction 5. She wanted the pumpkin to
for I have hide in. Page 16
leaky • • the opposite 6. Answers will vary but should 1. g 5. j
of new include some of the following 2. j 6. g
wish • • making a points: 3. g 7. j
shrill, grating She tricked the animals into 4. g 8. g
sound letting her go to her son’s
gum jam jar giant
I’ve • • got rid of house.
jacks gorilla jeep
squeaky • • want She hid in the pumpkin so the
Answers will vary but might animals couldn’t see her. 1. son’s 4. pumpkin’s
include: She got the animals to fight 2. woman’s 5. tree’s
boots sneakers with each other so she could 3. wolf’s 6. bear’s
slippers sandals run away.
skates socks Page 17
Answers will vary but should
1. The old woman filled a basket
include:
Page 9 with cookies.
Animals can’t talk to people.
threw three thrush 2. “When I come back from my
throat thread threat son’s house, I will be fatter,”
through thrill throb she said.
3. The old woman ate and took
1. throat 4. through
a nap at her son’s house.
2. threw 5. three
4. The old woman got into the
3. thread 6. thrush
pumpkin and rolled into the
1. peak 5. squeak woods.
2. sneak 6. leak 5. The pumpkin rolled past the
3. beak 7. speak bear, the snake, and the wolf.
4. weak 8. creak 6. The giant pumpkin hit a big
tree and broke open.
7. While the animals were
fighting, the old woman ran
home.
3443AK.indd 147 7/2/10 3:41 PM

The Messy Bedroom
1. Circle the pillow on the fl oor.
2. Make an X on the pillow on the bed.
3. Color all the footwear brown.
4. Color the clothes red.
5. Draw an apple core and a half-eaten pizza on the fl oor.
6. How many toys do you see?
Page 18 Page 24
7. List four things that might be under the bed. Page 29
1. B 2. C 3. A 1–4 adult • • the young of
some insects
Drawings look like the animals.
molt • • to keep going
Page 21 nymph • • full-grown
1. Answers will vary but should R female • • to shed skin
R or feathers
include some of the following:
It was littered with toys and several • • the
clothes. B B grasshopper
that lays eggs
There was stuff under the bed. B
B continue • • more than
Rotten, moldy food and pet
B two but not
hair were all over the floor. a lot
2. Dirty clothes, rotten apple 24 Skill: Read and follow directions.
5. Apple core and half-eaten

cores, and moldy pizza made it 1. B 2. C 3. A
pizza are drawn somewhere on
smell bad. the floor.
3. The dust monster wanted Page 30
6. 11 toys finger calf telephone
Herbert to clean his room.
4. It didn’t want to smell the dirty 7. Answers will vary. nymph coffee alphabet
clothes and rotten food. laid came
Page 25
5. Answers will vary. ate made
Drawings will vary but must include
6. Answers will vary but should the items mentioned in each hatched molted
include the idea that Herbert sentence. grew began
threw things around and never
sent slept
put anything away.
Page 27
1. sent
Answers will vary. 1. Female grasshoppers lay their
eggs in a hole in the ground 2. laid
in fall. 3. molted / grew
Page 22
2. They are called nymphs. 4. ate / came
m o l d y
3. A grasshopper molts when it 5. slept / made
d u s t
m e s s i e s t
grows too big for its skin.
Page 31
c l o t h e s p i n 4. nymph adult egg
1. fact
5. It is a cycle because it happens
over and over again. or 2. opinion
r u m b l e 3. fact
r o t t e n It is a cycle because the eggs
are laid, the nymphs hatch, 4. fact
n 5. opinion
they grow up, more eggs are
s h o c k e d 6. opinion
laid, and then it all starts again.
d i s a s t e r
Answers will vary but should 7. fact
l u r c h e d
c o r e
include the following stages:
Name
A Grasshopper’s
Life Cycle cowgirl peanut
baby
What Happened Next?
sunflowers applesauce
A dust monster is hiding under child
Number the pictures in order. Write a sentence about what happens at each stage. bunkhouse Grasshopper
the bed! 2
adult 1 4 3 breakfast rainbow
pancakes sunshine
Page 23 Page 28
nymph with no wings egg adult nymph with wings
a e i o u 2 1 4 3
1.
can get ring dollar pup 1. An

2.
egg is laid.
that bed still pocket hush 3.
2. A nymph with no wings
4.
glass tell sing rock tug hatches from the egg.
rattle rest in bottle of The Parts of a Grasshopper
Look at the parts nymph
3. The gets
of a moth. Read the
A grasshopper has the same parts.
labels. bigger and
wing
grows
parts below. wings.
antennae
1. smaller smallest Label the
head
2. messier messiest 4. The grasshopper is fully grown. abdomen legs (6) thorax
3. funnier funniest
wing thorax
4. sillier silliest antennae
5. faster fastest head
6. tinier tiniest legs
abdomen
28 Skills: Sequence events in a life cycle; label a diagram.
3443AK.indd 148 7/2/10 3:41 PM

1. Corn, Bean, Squash see bean weak 1. restriction
2. She is tall, golden, graceful, fleas clean three 2. drain
and strong. seed feet please 3. explain
3. She twines around Corn. 4. homework
1. see / three
4. Squash protects Corn and 5. trouble
2. clean
Bean. 6. groan
3. fleas
5. The sisters change into young
4. bean / seeds 1. I’ll 4. that’s
girls, and they dance and sing.
2. didn’t 5. couldn’t
6. Answers will vary but should wanted planted loved stayed
include one or more of the 3. won’t 6. where’s
Sentences will vary.
following: 1. They’re / their
Corn, beans, and squash 2. You’re / your
Page 36
can be planted together in 3. it’s / its
stay • • youngest
a garden.
oldest • • hate
Vegetable plants can grow. tall • • go Page 41
Bean plants can twine around love • • winter week • • noon
a cornstalk. summer • • day sun • • water
father • • short some • • parents
Corn can be tall and strong.
night • • mother after • • end
Squash grows close to the home • • thing
ground. circled X under • • book
7. Answers will vary but should small – little come – go apple • • work
include one or more of the below – under fat – thin grand • • shine
following: happy – jolly awake – asleep skate • • sauce
Beans, corn, and squash are sad – unhappy late – early note • • board
not really sisters. scared – afraid work – play
dirty – clean Drawings look like the words.
Plants can’t turn into girls.
wet – dry
Plants can’t dance. Page 42
Answers will vary but should Page 37 1. harmless
contain information similar to the 1. You can plant them close 2. teacher
following: together. 3. joyful
Some plants grow well 2. Answers will vary. 4. sadly
together. or 3. Drawings will vary. 5. homeless
Some plants can help 6. careful
each other grow. Page 39 7. singer
1. Kim had not done her 8. quickly
Page 34
homework all week.
1. Native Americans 1. rest less
2. She could be at the park
2. sisters 2. slow ly
playing ball and then going to
3. graceful 3. play er
Jiffy Burger for lunch.
4. twine 4. nice ly
3. Her brother could have ripped
5. protect up her homework. 5. wonder ful
6. praise She could have been sick. 6. care less
7. mound 4. Answers will vary. 7. dream er
8. moonlit 5. Answers will vary.
Corn, Bean, Squash Page 43
Cause: Kim had not done her Answers will vary but must retell
homework all week. the story in sequence.
Effect: Kim’s mother put her on
restriction.
3443AK.indd 149 7/2/10 3:41 PM

1. Papa was going to California circled 1. His leg and arm muscles are
to find work. open know whole weak, and he’s in a wheelchair.
2. They packed pots, pans, hello foam load 2. Answers will vary but could
clothes, and tools in the trunk. stone joke piano include:
3. She didn’t want to go without throat mower owner He picked up things.
her kitten, Skeeter. o-e open syllable oa ow He pulled the wheelchair.
4. She understood that Laura stone open throat know He opened doors.
was unhappy about leaving joke hello foam mower He pushed elevator buttons.
her home and her pet. whole piano load owner He turned lights on and off.
5. Answers will vary but should He carried things in a
include some of the following ed d t
backpack.
points: headed begged washed
3. Pete went to school for two
Mama explained why they had wanted planned cooked
years.
to go. hunted traveled baked
planted played picked 4. Harry had to learn how to give
She said that they would make Pete commands and how to
a new home in California. take care of him.
Page 50
Aunt Lizzie would take good Problem: 5. Pete has to be able to listen
care of Skeeter. They had a flat tire and didn’t to Harry and to do what Harry
They would come back for have a spare. needs.
a visit someday. Solution: 6. seeing service dogs: blind
6. They needed money for Papa took the tire to a garage people
the trip. to be fixed. hearing service dogs: deaf
people
Problem:
Reasons will vary. Characters: Harry, Pete
They needed money for gas and
food. Problem: Harry is in a wheelchair
Page 47 and can’t do many things for
Solution:
1. mutter himself.
A farmer paid them to pick corn.
2. huddle Solution: Harry gets help from
3. cling Problem: Pete, a service dog.
4. porch Dog ran away.
5. choice Solution:
Page 53
6. determined A man found him and brought
taught
him back.
trained
1. A 2. B 3. C tasks
service dogs
Page 48 wheelchairs
ways of speaking problems
explained
1. animal 5. drink
cried
2. see 6. small
muttered
whispered 3. day 7. out
4. swim 8. lie on
proper names
Lizzie Page 54
Laura stays knows drops
Skeeter pushes opens takes
parts of a car picks uses washes
back seat
1. stays 5. pushes
roof
2. takes 6. uses
trunk
3. opens 7. washes
family members 4. knows 8. picks / drops
aunt
brother 1. carries 5. worries
parents 2. flies 6. studies
sister
3. hurries 7. tries
4. cries 8. buries
3443AK.indd 150 7/2/10 3:41 PM

book school 1. mockingbird 1. He went to the sea to fish.
look brook smooth balloon 2. brass 2. The fish was magic (or
good hook loose goose 3. ring an enchanted prince). or
cookie stood shampoo soon 4. town The fish could talk.
1. closed opened 5. bull 3. She kept wanting more things.
2. work play Answers in second column 4. The fisherman had saved his
3. easy difficult will vary. life. or The fisherman had put
him back into the water.
4. answer question rhyme do not rhyme 5. The fish was angry because
5. pulled pushed (circled) (X)
the fisherman’s wife wanted
6. learn teach brass–glass over–cover
too much (or was greedy). The
7. under over you–shoe bark–cart
fish took back everything he
8. laughing crying fell–bell come–home
had given to the fisherman and
buy–fly broke–goat
his wife.
Page 56 papa – saw
6. greedy
f e w q u i e tl do not 7. Don’t be greedy.
r u g o you will
Answers will vary.
s o m e t h i n g w will not
n s e Papa is
cannot Page 66
g t o g e t h e r
is not 1. Once upon a time, there lived
i e
they are a poor fisherman and his wife.
n o i s y r
2. The fisherman caught an
n a e n d The snack is popcorn. enchanted fish.
m
3. His wife sent him to ask for
e n e m y Page 60 a cottage.
kite tie cry 4. His wife sent him to ask for
Page 58 dime pie fry a castle.
1. Papa
1. smallest 5. His wife wanted to rule the
2. Answers will vary but could
smaller world.
include:
2. faster 6. His wife wanted to control day
To help the baby go to sleep.
fastest and night.
To make the baby stop crying.
3. taller 7. The angry fish shouted, “You
To make the baby happy.
tallest ask for too much!”
3. mockingbird
8. The couple were back in their
diamond ring old hut.
looking glass Page 61
1. diamond ring 4. buy
billy goat
2. mockingbird 5. cart
cart and bull
3. billy goat 6. looking glass
dog named Rover
horse and cart top row: mockingbird, horse and
4. A diamond ring might cart, baby
turn brass. bottom row: diamond ring,
A looking glass might break. looking glass, billy goat
A cart and bull might turn over.
Page 62
Rover the dog might not bark.
Answers will vary.
5. sweetest, little
Lists will vary.
Answers will vary.
3443AK.indd 151 7/2/10 3:41 PM

supper • • wanting more 1. He was complaining that being Answers will vary.
than your the middle child wasn’t fair. or
share He was complaining that his Page 79
unusual • • satisfied big sister and little brother got 1. Owl started the race.
enchanted • • to come into to do things that he didn’t get 2. He stopped to take a nap.
sight to do. or 3. circled: steady, poky,
contented • • under a He didn’t like being the slow-moving, well-liked
magic spell middle child. X: quick, foolish,
greedy • • to make the 2. Answers will vary (any three embarrassed, unkind, showoff
meaning from the story list). 4. Keep trying and you will
clear 3. Answers will vary (any three succeed.
couple • • an evening from the story list).
meal Answers will vary.
appear • • to have Answers will vary, but sister’s
control over age should be 12 to early teens, Page 80
explain • • strange or and little brother’s age should be 1. tortoise
rare in the baby to toddler range. 2. congratulated
rule • • two people 3. embarrassed
Page 73
who are 4. crept
1. B
married 5. hare
2. A and C
to each other
3. C 6. steadily
Drawings look like the words. 7. boasted
4. B
5. B
Page 68 1. winter
6. A, B, and C
s k 2. quickly
s k Sentences will vary. 3. cried
s s 4. finish
k k Page 74
5. behind
s k listen write knit
6. sunny
k s talk climb sign
7. loudly
1. wrote / signed 8. lost
unusual uncomfortable
unhappy 2. climbed
3. knitted Page 81
Sentences will vary. 4. listened / talked bow goat bone
sew hoe globe
ight old
Page 69 zero toast arrow
fight bold
Two-syllable words:
light cold
Answers will vary. f silent
night fold
Three-syllable words (any five f silent
sight told
of the following): fisherman, silent silent
tight mold
enchanted, kindhearted, excited, f f
demanded, unhappy, contented Page 75
Page 82
Four-syllable words: I can do it.
1. slowly
vegetables, unusual fly a kite
stay overnight with a friend 2. steadily
could really happen (any three) 3. happily
play soccer
The man could go fishing. 4. angrily
fix my own breakfast
The woman could grow use in-line skates
vegetables. 1. sleepily 4. handily
I am too young. 2. suddenly 5. quickly
The couple could live by the sea. drive a car 3. loudly 6. prettily
The wife could be greedy. stay out until midnight
work in an office Sentences will vary.
make-believe (any three)
The fish was magic. go to R-rated movies
The fish could talk. rent an apartment
The fish could grant wishes.
The wife could rule the world.
3443AK.indd 152 7/2/10 3:41 PM

Answers will vary. dive
1. A reptile has dry, scaly skin;
Examples: climb
lays eggs; and is coldblooded.
Hare: I want to show everyone dry
2. Reptiles can’t make heat to
that I am the fastest animal in keep their bodies warm onbuy
the world. high
cold days. They have to live
Hare: Tortoise doesn’t have a fly
in a place that is warm to stay
chance. He’s the slowest animal warm. Islands
there is. 3. Answers will vary (any three of
1. fins 9. beaches
Tortoise: Hare boasts about 2. classes 10. women the following):
how fast he is, but I will 3. berries 11. bunnies Their eyes and nostrils are on
outsmart him. the tops of their heads.
4. men 12. jets
Tortoise: I plan to move They can close their nostrils to
5. books 13. children
steadily, without stopping, keep out water.
6. dishes 14. houses
the whole race.
7. babies 15. geese They have a transparent flap
Tortoise: I knew I had won
8. Islands 16. stories covering each eye, so they can
when I saw Hare taking a nap.
see underwater.
Page 88 Their bodies look like logs
Page 85
1. Aunt Gertie said, “Let’s have when they lie still in the water,
1. Aunt Gertie likes to try new
an adventure.” making it easy for them to hide.
things. or
2. We took classes to learn how 4. When their teeth fall out, they
Aunt Gertie likes adventures.
to use the equipment. grow new ones right away. or
2. Answers may vary.
3. We bought snorkels, face They can grow fifty or more
Example:
masks, and fins. Let’s Go sets
Snorkeling of teeth in a lifetime.
You might see fish and
Name
underwater plants. 4. Aunt Gertie and I flew to the 5. The mother can hear the
Hawaiian Islands. babies making noises inside
3. snorkel: goes in your
Find mouth
the Answers
and lets in air so you can 5. We changed into our swimsuits their shells.
You want to learn how toand snorkel.
headedReadforthethe
signbeach.
and follow the directions.
breathe underwater Answers will vary.
6. Aunt Gertie is grinning again.
face mask: keeps water
1. Draw a red circle around
out of
What will her next adventure Learn to Snorkel
your nose and eyes the words that tell how Page 93
be?
much the lessons cost. Markham Sports Center
fins: adds power when kicking 1. B
2. Draw a blue box around the Saturday, 8:00–10:00 a.m.
2. A
your feet as you swim Page 89
words that tell where you have 6 lessons: $50 3. B
4. so you will know how to go for the lessons.
to do 1. (red circle) 6 lessons:Must be 8 years or older.
$50
it safely 4. A, B, and C
2. (blue box) Markham Sports
3. Draw a green line under the day
Center
that the lessons are given. Draw 5. C
Answers and reasons will vary.
two green lines under the time.
3. (green line) under “Saturday” coldblooded: not able to make
Page 86 (two green lines) under
4. Are you old enough to take the lessons? yes bodyno heat
places: airport, hotel, Hawaiian “8:00–10:00 a.m.” hatchling: a baby animal that has
Islands, sports centerSnorkeling Word 4. Answers
Searchwill vary. hatched from an egg
what you wear when you’re transparent: clear (You can see
snorkeling: face mask, fins, a d v e n t u r e x e s through it.)
snorkel, swimsuit h v w s n o r k e l q a
actions: breathe, dive, snorkel, a i r p o r t i m i u f
kick, swim w g o o s w i m p s i e
a f t r d i v e l l p t
mask snorkel fins i f i t s a w e a a m y

i z u s m a s k b n e n
f i n s h f l y t d n w
u n d e r w a t e r t e
l p a r n q h o t e l t
Find each word in the puzzle and circle it. Then check off the word on the list.
adventure fi ns island sports
airport fi sh mask swim
dive Hawaii safety trip
© Evan-Moor Corp. • EMC 3443 • Read and Understand with Leveled Texts, Grade 3
equipment hotel snorkel underwater 153
Skills: Read and follow directions; use visual discrimination to fi nd story-related vocabulary in a word search puzzle. 89
3443AK.indd 153 7/2/10 3:41 PM

water bird turn word earn 1. King Minos controlled the land 1. oo 9. ow
My mother is a nurse. Her and the sea. 2. o 10. u
work is very important. Last 2. The wings were made of wax 3. ow 11. ow
Friday afternoon, she left work and feathers tied onto 4. u 12. aw
early so we could go to the a wooden frame. 5. oo 13. oo
movies together. But first, we ate 3. He needed to see how they 6. aw 14. o
at the pizza parlor next to the moved their wings and how 7. ow 15. oo
movie theater. they hovered on air currents.
8. o 16. u
4. He flew too near the sun, and
The movie was about a
the sun’s heat melted the wax design • • collect
gigantic monster that was covered
and made the feathers fall off angry • • caution
with fur. The monster went around
his wings. gather • • injury
frightening everyone on earth.
5. Icarus wouldn’t have fallen dangerous • • mad
an a an from the sky if he had followed middle • • plan
a an a his father’s instructions. near • • fall
an a an 6. Crete and Sicily harm • • center
a an a warn • • close
Answers will vary. remain • • unsafe
Page 95 plunge • • stay
1. hard 7. warm Page 100
2. happy 8. full inventor • • to fall Page 102
soar • • to move 1. moving moved
3. small 9. light
through the air hoping hoped
4. slow 10. asleep
design • • a creator of
5. night 11. cooked smiling smiled
new things
6. safe 12. clean hover • • injury or moves
damage hopes
crossed out:
toes bird pond warning • • to make a plan smiles
release ribbon table ignore • • to not pay 2. hopped hopping
attention to controlled controlling
Page 96
Alligator and Crocodile plunge • • to remain in
planned planning
Fill in the chart to show the differences between an alligator and a crocodile.
one place in
Alligator Crocodile the air hops
harm • • a notice of controls
moves along on its moves quickly with
how it moves
on land
stomache with legs front and back legs danger plans
spread out at its sides working together
1. to 3. hurries hurried
2. two studies studied
shape of
snout
round and wide narrow
3. too buries buried
Sentences will vary. hurrying
position of two lower teeth don’t two lower teeth show studying
teeth show when mouth is closed

burying
nest material
piles up a mound of Page 103
plant material and digs a nest in the sand
and location
mud for a nest Daedalus had to find a way
to leave the island.
Daedalus designed wings
to fly off the island.
96 Skills: Complete a chart to compare and contrast.
The wax melted, and he fell

into the sea and drowned.
Drawings show what the

sentences describe.
3443AK.indd 154 7/2/10 3:41 PM

1. The children had been good 1. raise 5. afraid 1. fun-ny 5. on-ly
all day. 2. table
Name 6. space 2. ten-der 6. in-to
The Koala
2. They were headed west. 3. player 7. crayon 3. pen-cil 7. mam-mal
3. She followed a rabbit into 4. plane 8. mayor 4. bas-ket 8. ac-tive
the woods. Compare the Mammals
4. He was strange-looking (or 1. She
Make check marks to show how a koala 1. dad’s
5. them and a dog are alike and
“funny-looking”). or how they
2. him are different.
6. He 2. its
He was dressed in old, worn- 3. it 7. us 3. boys’
out clothes, his feet were bare, Koala Dog Both
4. They 8. We 4. men’s
and he had on a funny hat. 1. The baby drinks its mother’s milk.
5. She wasn’t afraid, because he Page 110 1. koala’s pouch
2. The baby grows inside its mother until birth.
had a kind smile and a twinkle Sources, answers, and drawings 2. Mario’s letter
in his eyes. 3. The mother protects the baby.
will vary. 3. children’s cookies
6. People started calling him 4. The baby is born live. 4. its new leash
Johnny Appleseed because, Page 112 5. country’s leader
5. The baby is born before it is fully formed.
everywhere he went, he gave 1. It has fur. Its babies are born 6. kittens’ toys
people apple seeds to plant. 6. The baby’s body is covered with hair at birth.
live and drink milk from the
7. Granny planted them with mother.
7. The newborn is the size of a lima bean at birth.
Page 115
the seeds Johnny Appleseed 2. A8. The mother has many babies at one time.
female koala has a pouch 1. both 5. koala
gave her. where she raises her baby. 2. both 6. dog
8. Answers will vary. 3. A koala uses its sharp front 3. both 7. koala
teeth to tear off leaves or strip
Answers will vary. 4. both 8. dog
What
bark. Koalas
It uses its flatCan
backDoteeth
to chew its food. The only words not circled are:
Page 107 Circle the verbs in the list below. Then find them in the word search.
4. The koala wedges itself into born, koala, slow, pouch, tree
1. traveling
the fork of a tree and wraps its

2. staying born or legsgrow
arms around a carry
branch. c l i m b w r a p s w
3. following
5. Male
tear koalas don’t
tree needcrawl r e s l e e p g d c a
4. raising
pouches because they don’t
5. wishing have babies.eat
koala strip a c a r r y x o r h l
6. going w h s t r i p z i o k
feed kinds ofchew
Several marsupials live
wedge
as mad • • as a mule in Australia. or Marsupials eat l e s e e b i r n o w
as stubborn • • as an owl slow
plants. sleep wrap
as wise • • as a penny
q w e d g e f x k l y
as strong • • as a bug in Page go 113 see walk t e a r g z f f e e d
a rug 1. mammal
as bright • • as a wet hen pouch climb drink
2. female Page 116
as snug • • as an ox 3. nocturnal
m a m m a l
Similes will vary. 4. pouch
l i m a k
Examples: 5. wedge r t o
as big as a house 6. marsupials Skills: Compare and contrast; identify verbs; use visual discrimination to solve a word search puzzle.
A u s t r a l i a
115
as cold as ice 7. eucalyptus u e l

as fast as a jack rabbit 8. Australia p e b a r k
as old as the hills g i
1. A
e u c a l y p t u s
2. B m l o
Page 108
3. A s u
1. A
4. B n o c t u r n a l
2. C
h
3. B
4. B
5. A
6. C
7. C
3443AK.indd 155 7/2/10 3:41 PM

Shannon Lucid –
Name
Astronaut
Page 118 Page 121

Space Adventure Page 125
Circle the verbs in the story below. Then write each verb in the correct box.
1. a Russian space station Alex climbed into the shuttle. He felt excited and worried
1. a 8. o
2. two Russian cosmonauts at the same time.
“What happens next?” he asked himself. He read the schedule
2. i 9. e
3. Answers will vary but could of procedures once more.
3. e 10. u
1. Put on spacesuit and pack equipment.
include: 2. Examine shuttle and make sure everything works. 4. i 11. o
She was born in China.

3. Fly to Zennox.
4. Collect rock samples.
5. o 12. i
Her parents were missionaries. 5. Return to ship.
6. e 13. u
Alex smiled and started the engine. Then the shuttle blasted off.
She grew up in Oklahoma. Alex looked out the window and watched as Earth grew smaller and 7. a 14. a
smaller.
She wanted to be a space Travel to Zennox took three months. Alex exercised every day.
long a long e long i
explorer. He wanted to be strong when he reached the distant planet. At last
he arrived!
ey ea i–e
4. She studied science in college, Present Tense Past Tense ay ee igh
and she learned to fly a plane. happens climbed grew ai ie y
5. She sent them e-mail put felt took
messages every day.

pack
examine
asked
read
exercised
wanted long o long u
make smiled reached
o u–e
6. She exercised every day to see works started arrived
fl y blasted ough u
if it would keep her bones and collect looked
return watched oa
muscles strong. Skills: Identify verbs; recognize and categorize verbs by tense. 121
7. Yes. She wants to go to Mars. 1. e 4. e

Page 122 2. i 5. i
Questions will vary. Answers will vary. 3. e 6. i
Answers will vary.
Page 124 one-syllable words: i
1. He watched a scary movie two-syllable words: e
Page 119
1. Mir about vampires.
2. Answers will vary but should Page 126
2. astronaut
3. shuttle include some of the following: v b
Bats can fly. s a l i v a
4. weightless m t
5. cosmonaut Vampire bats are small. p r d
6. exercise They live in Central and South n i g h t m a r e f
r b c a
7. wobbly America.
b a r e i n c i s i o n
8. space station They drink blood. l e d g
9. missionary They have razor-sharp teeth. o s e r i o u s e
c l o t
They usually don’t bite d
1. China
humans.
2. Oklahoma
They can carry rabies and Page 127
3. science in college
other diseases. 1. true 6. true
4. fly a plane
They sleep during the day and 2. false 7. false
5. women astronauts
eat at night. 3. true 8. true
6. on the Mir space station
They don’t suck blood; they lap 4. false 9. false
7. go to Mars
it up. 5. true
Page 120 Their saliva keeps blood from Drawings will vary.
1. unable 5. unhappy clotting.
2. joyful 6. preview 3. Wild animals can carry
3. weightless 7. beautiful diseases.
4. pregame 8. penniless 4. Answers will vary but could
include:
Sentences will vary. Call 911.
Tell parents.
Go to a doctor.
Answers will vary.
3443AK.indd 156 7/2/10 3:41 PM

George
Answers will vary but could
Name ow o Washington 1. A Carver tornado is a powerful storm.
include: allow below 2. It is shaped like a thick funnel.
birds only Peanuts brow flow 3. twister, cyclone
crowd own 4. The low air pressure inside the
lay eggs List all the ways that you have eaten peanuts or have seen peanuts used.
flower tow funnel sucks things up like a
eat seeds and insects town vacuum cleaner.
are covered with feathers
5. Answers will vary but should
both birds and vampire bats ran grew include some of the following
have wings kept found points:
can fly began blew Trees can be pulled up by
take care of their babies their roots.
1. ran
vampire bats only Made from 2. kept Peanuts Cars can be turned over.
are covered with fur 3. began Houses can explode.
Find these products that George Washington Carver made from peanuts
are born live in the word search 4. grew
puzzle below. Then look at the word list again and Roofs can be torn off
feed babies milk from draw a line under 5. found the products that you have used.
buildings.
the mother’s body 6. blew
axle grease shampoo ice cream plastic 6. Stay soapaway from windows.
Go to a storm cellar.
Page 130 shoe polish
Page 133 bleach ink rubber milk
1. His mother, who was a slave,
coffee linoleum salad oil candy Listen
dye to a battery radio.
Answers on lists will vary.
was stolen from Moses and Answers will vary.
Susan Carver when George a c s h a m p o o b l Example:

was a baby. s h o e p o l i s h i People help each other clean
2. At seven, George knew so a o d f h c a n d y n up the mess, take care of
much about plants that he was l r u b b e r k m l o people with injuries, and try
called “the plant doctor.” a m i p l a s t i c l to rebuild their homes and
At ten, George left home to find d y e p e o q s l n e businesses.
a school he could go to. o u s o a p u w k v u
i a z i c e c r e a m
3. Thomas Edison wanted Page 137
l e b d h c o f f e e
George to work in his pressure • • harm
a x l e g r e a s e y
laboratory, but George wanted explode • • the force
to teach. of air on
4. He developed hundreds of Underlined products will vary. a surface
ways to use peanuts and sweet lightning
Skills: Record personal information on a list; use visual discrimination to fi nd theme-related vocabulary in a word search puzzle.
• 133
• a loud sound
potatoes so the farmers could Page 134 caused by
grow things besides cotton and Answers will vary but should lightning
make the soil rich again. reflect information in the story. damage • • an underground
5. He was the head of the room
agriculture program. clouds • • to blow up
6. He got his nickname because thunder • • a place
of all his inventions made from cellar • • electric flashes
peanuts and sweet potatoes. in the sky
location • • a large group
Answers will vary. of water drops
in the air
Page 131
vacuum cleaner lightning
p s
e s w Drawings will vary.
a g r
i c u l t u r e
n r a e
u o v t
t p e p
w o
i n s t i t u t e
z a
a i n v e n t
l a u n d r y o
d
3443AK.indd 157 7/2/10 3:41 PM

1. call 1. Wording will vary but morals 1. They both tell how animals
2. fought should contain the following grow. They are both nonfiction.
3. hollow ideas: 2. Grasshopper: molts, hatches
4. saw Don’t let yourself be distracted from an egg
5. ball / wall from your goal or purpose. Koala: born live, tiny as a lima
6. caw If you move steadily toward bean
your goal, you will succeed. Both: needs food, does not
1. tornado 6. scare 2. The wolf, the snake, and the look like an adult
Name Tornado!
2. light 7. fly bear learned the lesson. They 3. A Grasshopper’s Life Cycle
3. touch 8. explode were fooled into fighting with 4. Answers will vary.
Natural Disasters
4. dry 9. hurry each other, and the old woman
A natural disaster is an event that causes a lot of damage. A tornado escaped.
5. pass 10. rise
is one kind of natural disaster. The list of words below names other Page 145
natural disasters. Find each word in the puzzle and circle it. Make The hare learned the lesson. 1. the fisherman’s wife
a check mark next to the word
Pagewhen139you find it. He lost the race because he She wanted to rule the sun
blizzard stopped to take a nap instead and the moon.
h u r r i c a n e f l of going on until he reached
drought Icarus
e a r t h q u a k e a the finish line.
a r i b a u s w n r n He wanted to fly higher and
earthquake 3. The old woman taught the
t c b l i z z a r d d higher.
fi re w t o u s a l z k r s
lesson. She got the animals to 2. The enchanted fish that the
a f i r e t w v f o l focus on each other instead of
fl ood fisherman caught came from
v o l c a n o d q u i on her so she could run away. the sea.
hailstorm e a r o g h t r o g d The tortoise taught the lesson. Icarus fell into the sea and
heat wave u m t l o v i q m h e By moving steadily toward his
m y h w b d r u j t v
drowned when his wings
goal, he won the race.
hurricane melted.
4. Answers will vary.
landslide 3. gives instructions: Daedalus,
Answers will vary.
fisherman’s wife, fish
volcano Page 143 always follows instructions:
Page 140 1. to be responsible fisherman
1. You need four materials. 2. Herbert learned the lesson.
Stormy Weather does not always follow
2. You add 1/4 cup of liquid He cleaned his room and said
What kinds of storms or other natural disasters happen where you live? instructions: Icarus, fish
detergent and one or more
Describe the damage they cause. that he would never let it get
small objects. 4. Answers will vary.
that messy again.
3. A tornado-like funnel appears. 3. The Messiest Room in Town
4. The small objects will look like Page 146
There’s no such thing as a dust 1. George Washington Carver
things picked up by the funnel. monster. When Granny Met Johnny
4. happy: Herbert cleaned his Appleseed
room, so the dust monster When Granny Met Johnny
went away, and Herbert Appleseed
surprised his family. George Washington Carver
not
Skills: Use visual discrimination to fi nd theme-related vocabulary in a word search puzzle; write a descriptive personal narrative. 139 happy: Kim had to stay
2. worked in the South: Carver
inside on a sunny Saturday to
traveled west: Appleseed
finish the homework she hadn’t
done during the week. helped people grow plants
for food: both
5. Answers will vary.
was called “the plant
doctor”: Carver
loved to grow things: both
3. George Washington Carver
The story contains many facts
about his life.
3443AK.indd 158 7/2/10 3:41 PM

Get daily reading comprehension
practice into your curriculum!
Daily Reading Comprehension
Supplement your reading instruction and
prepare students for state testing with 150
daily lessons. In just 10 to 15 minutes a
day, Daily Reading Comprehension presents
students with the reading strategies and
skills they need to become successful lifetime
readers! 192 pages. Correlated to state and
Common Core State Standards.
You’ll love Daily Reading

Comprehension because it…
• includes 150 original fiction and
nonfiction passages accompanied
by follow-up comprehension
activities
• includes teacher pages with
suggestions and ideas for guiding
students through each passage Standard WEEK Organization
When students use this strategy, they recognize the organizational pattern of what
3 they are reading. This helps students anticipate how the author will organize the
• provides instruction and practice and

information in the text. Common organizational patterns are main idea and
details, compare and contrast, cause and effect, and sequence.
on six reading strategies, such as ENHANCED Introduce the Organization strategy to students. Say: This week we’ll practice figuring out how an
author organizes a passage. This means we’ll look for a pattern that the author uses to tell us the
asking questions and determining

information. One way an author can organize a passage is by sequence. This means the author
DAY tells us the events in the order that they happened. Read aloud the instructions at the top of the
1 page. Prompt students to list words that describe sequence, and list them on the board (first, Next,
Then, finally). Direct students to look for those words as they read. When students have finished
importance, and 12 important

reading, direct them to complete the strategy practice activity. Invite volunteers to share the signal
words they found in the passage. Then direct students to complete the skill practice activity.
available online Remind students of the strategy, and read the instructions at the top of the page aloud. Then read
go to evanmoor.com
skills, such as cause and effect and
aloud the title and first paragraph. Ask: What do you think the next paragraph will be about? (the
DAY reasons why the author thinks earthworms are a farmer’s best friend) Say: The author organized
this passage by giving an idea and then telling more about the idea. As you read the rest of the
2 passage, look for reasons why the author thinks earthworms are a farmer’s best friend. Have
nonfiction text features.

students finish reading the rest of the passage. When students have finished, direct them to complete
the strategy and skill practice activities. Review the answers together.
Remind students of the strategy. Say: Sometimes authors tell us what happens and the reason why
it happens. What happens is the effect, and the reason why it happens is the cause. Authors can
organize the things they write by cause and effect. Read the instructions at the top of the page
DAY aloud. Then read the title and first paragraph aloud. Say: The last sentence tells me what happens—
3 there was no room to sleep in the wagon—and why it happens—the wagon was too full. Because
the passage is organized this way, I will look for more causes and effects as I read. Direct students
to finish reading the passage and to complete the strategy practice activity. Review the answers
together before having students complete the skill practice activity.
Remind students of the strategy, and prompt them to recall the ways a passage can be organized
DAILY READING COMPREHENSION

(by sequence, by giving an idea and telling more about the idea, and by cause and effect). Say:
Sometimes an author might organize each paragraph a little differently. As we read, let’s make
DAY sure we look for words that tell us how each paragraph is organized. These are called signal
4 words. Direct students to read the first paragraph and look for signal words that show cause and
so). Ask: What are some words you would look for to show sequence? ( first, next,
effect (because, Name: WEEK 3
Grade Teacher’s Student Pack Class Pack then, last, etc.) Direct students to look for signal words as they finish reading the passage. Then Organization DAY 3
direct students to complete the strategy and skill practice activities. Review the answers together.
READ THE PASSAGE Think about reasons why travel to the West was uncomfortable.
Level Reproducible Edition (5 Student Books) (20 Student Books Remind students of the strategy, and read the instructions at the top of the page aloud. Say: The
author has organized this passage to tell us an idea and then details about that idea. Have
+ Teacher’s Edition)
Rugged Roads
students read the passage. When students have finished, ask: Why do you think the author waited
DAY In the 1800s,
until the end of the first paragraph to tellpeople moved
that Grace to the
is a mule? (to West inthe
surprise covered wagons.
reader; to keep the Mules or oxen
5 reader entertained; etc.) Say: Sometimes
pulled the wagons. authors organize
Families a passage
piled their to make it and
furniture interesting to the inside. Because
belongings
reader. But if something is not clear when you read it the first time, you should read it again to
the wagons
it. Directwere so to
full, there the
wasstrategy
no room in the wagon for sleeping.
1 EMC 3451 EMC 6631 EMC 9691
make sure you understand students complete and skill practice activities.
Then review the answers together.
Traveling was an adventure. The wagons were not comfortable to ride in
because the wagon wheels were covered in iron, not rubber. Roads made wagons
22 Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.
more uncomfortable because they were bumpy and not paved. People who did
2 EMC 3452 EMC 6632 EMC 9692 3453.indb 22

not drive the wagon walked beside it.
The roads were rugged, but they did help with one daily chore.5/6/10
Women
3:59 PM
or
children milked their cows in the morning. Then they poured some fresh milk into
3
a wooden butter churn. They hung the container on the wagon. The wagon
EMC 3453 EMC 6633 EMC 9693 bounced so much that by night, the churn held a lump of butter.
STRATEGY PRACTICE Look back at the second paragraph. Write a C above each cause.

4 EMC 3454 EMC 6634 EMC 9694 Write an E above each effect.
SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.

1. Which one is not a reason why people 3. Which sentence is an opinion?
5 EMC 3455 EMC 6635 EMC 9695 walked alongside their wagons?
A The roads were bumpy.
A Traveling by covered wagons
was fun.
B The wagon was filled. B Wagon wheels were covered
6
in iron.
EMC 3456 EMC 6636 EMC 9696 C The wagon bounced.
D The wagon was used to make butter.
C Cows were milked in the morning.
D Butter was made from milk.
2. Which of these was one good result
of the rugged roads? 4. Why were the wagons uncomfortable
A The milk was turned into butter.
to ride in?
A because they were pulled by oxen
B The women milked the cows.
B because they were full of furniture
C People walked beside the wagon.
C because the wheels were covered
D The wagons were full of belongings.
in iron
D because people walked beside them
© Evan-Moor Corp. • EMC 3453 • Daily Reading Comprehension 25
3453.indb 25 5/6/10 3:59 PM
bobcat_gradesk-3 2.indd 1 7/18/12 2:56 PM

Differentiate your class’s
reading instruction!
Nonfiction Reading Practice
Support the varied reading levels in your classroom! Each
unit in Nonfiction Reading Practice presents three articles on
the same topic at three levels of difficulty, making it easy for
you to differentiate instruction. Follow-up comprehension and
vocabulary activities make it a great resource for test prep.
176 pages. Correlated to state and Common Core State
Standards.
Standard Each book gives you everything you need!

• 20 nonfiction reading units with selections
and
at three different reading levels
ENHANCED
• A reproducible test page to assess
comprehension and vocabulary
available online
go to evanmoor.com • A vocabulary list for each unit
Grade 1
Teacher pages Articles at 3 reading levels Multiple-choice tests EMC 3312
Introduce the topic and each Progress in difficulty from Assess students’ vocabulary Grade 2
article’s vocabulary words. easiest to hardest. and comprehension. EMC 3313
Grade 3
Bicycle Safety
EMC 3314
Name ___________________________
Bike Helmets Are Cool!
Introducing the Topic
Bike Helmets Are Cool!
1. Reproduce page 95 for individual students, or make a transparency to use with a group or the There are 28 million children, ages
whole class. 5 to 14, who ride bicycles in this country. Fill in the bubble to answer each question or complete each sentence.
Grade 4
2. Ask students what they think is the most important thing they can do to be safe when riding Riding bicycles is fun and good exercise
a bicycle. Then share with them that the answer is wearing a helmet. Read and discuss the when you ride safely. Unfortunately, 1. Which of these statements is always true?
safety requirements for buying and wearing helmets. each year thousands of children are ÅRiding a bike is fun.
disabled or die as a result of bike ÇWearing a helmet is not comfortable.
Reading the Selections
EMC 3315
accidents. Experts say wearing one ∏Wearing bike helmets saves lives.
piece of safety equipment—a helmet— ´Girls have more bike accidents than boys.
__________
can help save children.

__________ __________
Name _________________ Helmet! Name _________________ Are Cool! Name _________________
Sad Statistic
Wear Your or complete each sentence. Bike Helmetsor complete each Another
sentence.
each sentence.
Become or complete
each question answer
each question Don’t each question What does
the
bubble to
answer bubble to bubble to
answer safety issues.
Fill in the in the story? Fill in the true? Fill in the about bicycle
happen is always
bike accident statements many statistics
of these is fun.
2. How many children between the ages of 5 and 14 wear bike helmets?
did the 1. Which
contains
1. The article
About Helmets
1. Where park a bike comfortable. mean?
Å�at the garage Å�Riding a helmet is notsaves lives. word statistics
tips
Ç�in the driveway almost Ç�Wearing bike helmets than boys. Å�helpfulwords
by injuries accidents bike helmets?
∏�in the of two streets ∏�Wearing more bike 14 wear Bike Helmets Ç�scary and answers
Don’t Become
´�at a meeting a bike can
reduce Wear Your ´�Girls have the ages
of 5 and
Are Cool! ∏�questions
while riding Helmet! many children
between There are 28 ´�facts and
figures
Another
a helmet million children, is a statistic?
Sad Statistic!
2. How to 10 percent
Å0 to 10 percent
2. Wearing 5 to 14, who ages statements prevented.
ride bicycles
Å� 0 percent to 25 percent of these
Today’s bike helmets are lightweight

88 percent. Riding bicycles in this country.
2. Which can be
Ç� 15 percent
is fun and good accidents and comfortable. This is what oneinjuries.
Å�back to 75 percent when you ride exercise
safely. Unfortunately, Å�Bicycle are lightweight helmet laws.telling parents that children’s doctor
Ç�head ∏� 50 percent year thousands
helmet? of children are disabled each Ç�Helmets 19 states have bicycle-related their child sufferedhad to say about bicycle helmets:
withwearing
´�100 percent a helmet.” brain damage “It is an awful
a safe bike
Grade 5
∏�shoulder die as a result
of bike accidents. or ∏�Currently, are hospitalized that could have
been prevented
task
words describes and heavy children Scary Statistics
´�leg is true? wear helmets. group of Styrofoam pad,
say wearing
one piece of
safety
Experts
´�A lot of is false?
by
lightweight The statistics, the time.
Ç15 to 25 percent
statements percent of children 3. Which sticker, pad, and
equipment—a
helmet—can statements saves lives. all
or facts and figures,
of these Å�CPSC sticker, Styrofoam of these who ridehelmets
and comfortable. They also have a Styrofoam

25 help bicycles in 88 percent. are in and they
3. Which 15 percent to wear helmets. save children.
stylish 3. Which bicycle helmets wear bicycle
emergencyby up to this country. Over 300,000 are scary. There
Å�Only 50 percent of children wear helmets. Ç�CPSC borrowed, big About Helmets Å�Wearing percent
of children head injuries roomsSafety
bicycle-related
Commission.
for bicycle-related children a year are 28 million
get medical treatmentchildren
Ç�About 75 percent of children in bike
∏�reflective, and
Today’s bike Ç�Over 50 helmets can reduce for Consumer
Productinjuries. injuries. Almost
. of those children 9,000 children are hospitalized in
About half
∏�About wear bike
helmets. It’s been rainingbe injured
likely to for a week. You’ve
´�cool, comfortable, be replaced?
and comfortable.
helmets are
lightweight ∏�Wearing CPSC stand
Brain Trauma
means it
hospitalized with
have a serious
´�All children themore
is five times
rain stops. You been stuck indoors
should a
bike helmetone Styrofoam pad
They also have
a ´�The initials this
it,The brain is very head injury.
children helmet. You
dash into the
garage. There’s waiting for the
4. When a new that protects
the head. Safe sticker inside crash affects fragile. Damage
or trauma to
you want
∏50 to 75 percent
helmets have
group of
only want to
go across the your brand new sky to clear.
Finally,
Å�when a rain a Consumer has a CPSC by a child person’s a person’s ability the brain from
pad that protects the head. Safe helmets

and leave bike. Next to walk, talk,
4. If a helmet
4. Which street
the helmet behind. to the park. to it is your has been tested Product Safety life forever. But and think. The an injury such
Commission decorated as a bicycle
accidents? Once you reach
You push the
bike out of the
new
garage
Ç�after it has been in a crash helmets lose theirfor safety. But if a helmet has. been (CPSC) sticker inside. This Å�has been in a crash Simple Protection
bicycle accidents
don’t have to
consequences
end up this way!
can change a
∏�when two years and
ability to absorb in a crash, it means it
Å�toddlers down as you
reach an intersection.
the driveway,
you jump
on the bike and Excuses happen
v. Facts
shock. should be replaced. Ç�has been to be tested
for safety Wearing a helmet
Ç�girls screeching sound All close
seems
ride
to pedal down
the street. You ´�every accidents
Damaged
∏�needs tested for safety 88 percent. who wear bicycle helmets? A helmet
provides protection.
∏�boys gets louder they clear. You zoom slow most bike Wearing bike
´�has been
Today’s bicycle can
Know the a helmet is
thatand louder. Wham! across the street. intersections
show that of home, atchildren
helmets save
lives. But estimates childrenpadding that helmets are lightweight and reduce head injuries by up to
Styrofoam
´�teenagers Facts Suddenly, a
5. Studies who ride bikes range ofCommission protects the comfortable.
not wearing home. one mile at intersections wear a helmet. show that only head. Safe helmets They also have
´100 percent
children
give for The facts about
Å�within five miles of home,that are say it’s uncomfortable. ProblemsChildren give excuses for not 15 percent to
is the percentage (CPSC) sticker
have a Consumer Product Safety Commission (CPSC) sticker inside. This means it has been
bike the bicyclist’s 25 percent of all a
children a good5excuse?to 14 ride bikes. mile ofaccidents are alarming. 5. What to 25 percent helmet has been involved inside. This means the helmet have a Consumer Product Safety
5. One reason is this nott within one More than 300,000 children Almost 28 million children
bike-related
Ç�within traffic, near busesneed to too small or too big. Children newspaper with comfort
happen when
wearing a helmet.
Some Å�15 percent to 50 percent Children Helping in a crash, it
should be replaced. has been tested for safety.
occur ∏�in city children wear
home. Why
fit just right. should notcool
school. Almost
crashes more near a injuries. were treated from
in hospital emergencythe ages of at on-ramps your school of a borrow other people’s helmets Ç�25 percent to 75 percent Only 15 Children But, if a
half of these article for Add a picture bicycle safety.
Å�Most bike/car occur likely to be injured
crashes mile in bike accidents
involved an
injury to the rooms for ´�on freeways, write an
Some children
is cool.
think
helmets. The
helmets ∏�50 percent to 100 percent percent to 25
class on
percent of childrenyour friends
Ç�Most bike/car cool. of the bicyclist’s than girls.back head. Boys are this page,
you crash helmets it isn’t cool low numbers to your
can look home. On the Most bike/car crashes occur five times back of bike and do damage to your to wear bike helmets. But you ´�75 percent change?
a speech Actually, convince
willchildren actually wear
bicycle helmets.
Use Your On the why wearinginjuries could body. Studies definitely won’t to givewear
would
speechif that have the answer.
∏�Helmets can be comfortable. Head—Wear serious
concern.
to use a
helmet within one Bonus: be prevented show that 90 look cool if been askedpage, write no
aahelmet theirfour statistics.
parents In a survey,
How can these
bike is a a Helmet! explaining by wearing helmets. percent “No helmet,
helmets will You have at least had that as a
rule. The children children said they
tested for safety. But if a helmet has been in a crash, it should be replaced. Damaged helmets
´�Helmets These alarming
riding a children make them look Adding fluorescent, of deaths due to head of this include bike!”
get more
numbers helmet! cooler. Bonus:
On the
back Be sure
to suggested parents
EMC 3316
while
15 percent to 25will
that
can be reduced More reflective 99 The children
a helmet a poster percent of children if only children 97 Excuses,
More Facts
stickers to helmets. Currently, said that they 101 say,
Wearing designuncomfortable. Others think who ride bikes Safetywould wear helmets. Many children Safety to wear thought
only 19 states it would help Safety
Bonus: Bicycle
of this page, a bike! it isn’t cool. wear helmets.
Bicycle But only feel they are have helmet Bicycleif their state
won’t get into Or, many children Some children little kids get in control and helmets if they laws. The children had a bicycle
an accident. say it’s were comfortable helmet law.
when riding their • EMC
3316 Still others
bikesGrade
close5 to
feel they
don’t think they are in control, morePractice,
into
likelyGrade
EMC 3316
5 • more accidents. The won’t get into
truth is that an accident. Recently, makers• EMC
Grade 5
3316 and looked stylish. also thought
kids would wear
Practice, home. need to wear and they to be injured boys between You probably Practice, of bicycle helme
At
Reading helmets. They Reading or even killed think listening
Reading
Nonfiction the Hospital Nonfiction in bike accidents. the ages of 10 Nonfiction to these
3. Which group of words describes a safe bike helmet?

Corp. • only ride Corp. • Still others think and 14 are Corp. •
requests. A mor
racing look,
lose their ability to absorb shock.

Evan-Moor they don’t need
©2003 by
Evan-Moor Three hours ©2003 by Studies show to wear helmets ©2003 by
Evan-Moor complete with
later, you come that most bike and decorations, fluore
around you. to. There is a child bike-accident crashes occur because they’re has hit the mark
cast around within one mile riding close
your arm. Your deaths occur of home. About to home. Remember, bicycles
“What happened?” family is standing where driveways, 75 percent of
So now you alleys, and streets toys; they are are not re
you ask. know the facts. intersect. a speedy means
A doctor leans And yes, it is of
over you and cool to ride your transportation.
on your face. says, “You broke bike safely! Don’t become
But you were your arm and another sad
statistic. Play
ÅCPSC sticker, Styrofoam pad, and heavy

your helmet.” lucky. You didn’t you have scrapes it
injure your head. and bruises safe and wear
Next time, I a helmet!
“I will,” you hope you wear
Excuses v. Facts
reply. 98
96 Bicycle Safety 100
Bicycle Safety Bicycle Safety
Nonfiction Reading
Nonfiction Reading Practice, Grade Nonfiction Reading
Practice, Grade 5 • EMC 3316 Practice, Grade
5 • EMC 3316 • ©2003 by 5 • EMC 3316
• ©2003 by Evan-Moor Corp. • ©2003 by
Evan-Moor Corp. Evan-Moor Corp.
LEVEL 1
LEVEL 1 LEVEL 2
LEVEL 2 LEVEL 3
LEVEL 3 Wearing bike helmets save lives. But estimates show that only 15 to 25 percent of children ÇCPSC sticker, Styrofoam pad, and lightweight
who ride bikes wear a helmet. Children give excuses for not wearing a helmet. Some children ∏reflective, borrowed, stylish
Words to
Words to Introduce
Introduce Words to
Words to Introduce
Introduce Words to
Words to Introduce
Introduce say it’s uncomfortable. Problems with comfort happen when children wear helmets that are ´cool, comfortable, and big
Grade 6+
too small or too big. Children should not borrow other people’s helmets. The helmets need to
garage disabled statistics fit just right. 4. When should a bike helmet be replaced?
intersection styrofoam hospitalized
Some children think it isn’t cool to wear bike helmets. But you definitely won’t look cool if
Åwhen you want a new one
Çafter a rain
EMC 3317
alarming estimates fragile
you crash and do damage to your body. Studies show that 90 percent of deaths due to head
emergency uncomfortable trauma injuries could be prevented by wearing helmets. Adding fluorescent, reflective stickers to
∏when it has been in a crash
injuries reflective consequences helmets will make them look cooler. ´every two years
accidents Consumer Product survey More Excuses, More Facts
Safety Commission 5. Studies show that most bike accidents happen and .
uncomfortable stylish Many children feel they are in control and won’t get into an accident. You probably think
(CPSC) Åwithin one mile of home, at intersections
bruises fluorescent little kids get into more accidents. The truth is that boys between the ages of 10 and 14 are Çwithin five miles of home, at intersections
Consumer Product more likely to be injured or even killed in bike accidents.
Safety Commission
∏in city traffic, near buses
(CPSC)
Still others think they don’t need to wear helmets because they’re riding close to home. ´on freeways, at on-ramps
Studies show that most bike crashes occur within one mile of home. About 75 percent of
child bike-accident deaths occur where driveways, alleys, and streets intersect. Bonus: On the back of this page, write an article for your school newspaper
So now you know the facts. And yes, it is cool to ride your bike safely! explaining why wearing bike helmets is cool. Add a picture of a cool
helmet!
94 Nonfiction Reading Practice, Grade 5 • EMC 3316 • ©2003 by Evan-Moor Corp. 98 Bicycle Safety Nonfiction Reading Practice, Grade 5 • EMC 3316 • ©2003 by Evan-Moor Corp. ©2003 by Evan-Moor Corp. • Nonfiction Reading Practice, Grade 5 • EMC 3316 Bicycle Safety 99
Teacher page Story page Comprehension page

3316Book.indb 94 11/24/09 12:10 PM 3316Book.indb 98 11/24/09 12:10 PM 3316Book.indb 99 11/24/09 12:10 PM
Leveled Readers’ Theater

Develop your students’ fluency, automaticity, and comprehension
with the meaningful reading practice in Leveled Readers’ Theater!
Each play contains parts for students reading below, on, or
above grade level, so you can support all the students in your
classroom! 160 pages. Correlated to state and Common Core
State Standards.
• leveled plays accessible to students at all reading levels
• reproducible student scripts
The Puppy Principal • teaching guidelines with ideas for building background
Bitts
Written by: Kibbles N.
• dictionary pages to introduce vocabulary

• follow-up activities that boost comprehension
Mr. Kenley: Whoops
y daisy. Well, one of
them had to be the
Grade 1 Grade 3 Grade 5

one out of the box, first
I guess.
Mrs. Buttons: It’s
running out the door!
Mr. Kenley: Here,
you keep an eye on
catch uh … whichev
the rest of them, and
er one that was.
I’ll go EMC 3481 EMC 3483 EMC 3485
Travis: Seeing Mr.
Name Kenley race down the
Grade 2 Grade 4 Grade 6+

little puppy was quite hall after that
• © Evan-Moor Corp.
a sight. Did I mention

it was the first day of that
school? Well, it was,
hallways were crowded and the
. with students. Of course,
Corp.
EMC 3482 EMC 3484 EMC 3486

a lot of Pennington
I am reading the part of students spend more
• EMC 3486 • © Evan-Moor
hallways than in the time in the

classrooms. It’s a real
Theater • EMC 3486
around here, especial problem

ly with one particula
eighth-graders — Brad, r group of
Character description: Hunter, Nicole, and
Yep, those four are Aaron.
a handful.
Brad: So wha’d’ya
Leveled Readers’
think, Hunter? You wanna

second period and just skip

jet down to Games
I wanna check out the Galore?
new … Hey! What the
…?
2
The Puppy Principal
bobcat_gradesk-3 2.indd 2 2/23/12 2:28 PM

Building Fluency
Help your students become fluent readers with
engaging stories chosen for their rich language,
humor, and cultural literacy value. Assessment
selections, a table of oral reading fluency
norms, and a tracking sheet for recording
students’ fluency proficiency provide everything
you need to improve students’ reading fluency,
one of five essential reading components
identified in Reading First. 80 pages plus
20 transparencies. Each bo
o
includes k
Correlated to state standards.
Name
BUILDING FLUEN
Fiction
CY
Name
transpare
BUILDING FLUEN
Iroquois MythCY
20
The Dog Ate My
Homework The Three Sist ncies!
Grade 1 EMC 3341-PRO The oldest siste
was Corn. Corn
r stood tall, gree
was graceful and
ers
n, and golden.
strong.
Her name
EMC 3342-PRO
The middle siste
Grade 2 Corn. Her nam
give Corn a bigg
r liked to twin
e was Bean. As
er hug.
e around her big
Bean grew talle
sister
r, she could
Grade 3 EMC 3343-PRO shining. The youngest

py. The sun was sister was very
morning so hap to play of Corn and Bean brave. She stay
Kim woke up this ting her friends to protect them ed at the feet
rday she was mee was Squash. from danger. Her
This was the Satu name
Grade 4 EMC 3344-PRO

.
ball at the park lunch. Then Where one of
Jiffy Burger for the sisters grew
were going to , no! I wanted to grow , the other two
After that, they g anywhere. “Oh . They never wan
—she wasn’t goin It happened That is why they ted to be apar
Kim remembered on restriction. were always plan t.
Grade 5 EMC 3345-PRO ned Kim . She was the same field ted together in
can’t go, ” groa .
this way… On summer nigh
ts, when stars
Grade 6+
bs. moonlit sky, the shined in the
EMC 3346-PRO
Tuesday ?” asked Mr. Hob three sisters chan
r homework, Kim girls. Dressed
in green, they
ged into young
“Where is you Kim. would dance and
yesterday, ” said They praised thei sing.
“My dog ate it Sun. They gave
r Mother Earth
and their Fath
thanks that they er
Wednesday ?” asked Mr. Hob
bs. were together
.
r homework, Kim Kim.
“Where is you last night, ” said
her ripped it up
“My baby brot
Thursday ?” asked Mr. Hob
bs.
r homework, Kim ” said Kim.
Includes reading selections “Where is you
“My homework
Friday
went down the
kitchen drain,
bs.
?” asked Mr. Hob
that meet NCTE Standard 2. “Where is you
r homework, Kim
“I was much too
sick. I needed
my rest, ” said
Kim.
Fictio n
Fictio n
Grade 3
selections
Corp.
• © Evan-Moor Building Fluenc
y • EMC 3343 y • EMC 3343
• © Evan-Moor
Building Fluenc Corp.
About Evan-Moor Educational Publishers
About Evan-Moor Educational Publishers Who We Became

At Evan-Moor, our products are written, edited, Evan-Moor now offers over 450 titles, many of
and tested by professional educators. We strive which have won awards for quality, creativity, and
to provide the best products and service possible. innovation. Our materials are used in classrooms
Evan-Moor’s materials are directed to teachers around the world.
and parents of prekindergarten through 6th-grade
students, and most materials are correlated to Our Mission
state standards. We address all major curriculum Now, as then, we are dedicated to helping children
areas, including: learn. We think it is the world’s most important job,
Reading Science and we strive to assist teachers and parents in this
Math Early Childhood essential endeavor.
ELL Writing
Geography Social Studies
Arts & Crafts Teacher Resources
How We Began
In 1979, Joy Evans and Jo Ellen Moore were
team-teaching first grade in a Title I school. They
decided to put ideas that worked for their students Evan-Moor products are available
into a book. They joined with Bill Evans (Joy’s at fine teacher supply stores and
brother) to start Evan-Moor Educational Publishers bookstores everywhere and
with one title. at www.evan-moor.com.
Why Educators Use
Read &
Understand
with Leveled Texts
Easy-to-use reading practice that strengthens • It’s correlated to state

comprehension and vocabulary skills! standards.
Supplement your core reading program with • Leveled reading

selections make it easy
leveled reading selections and follow-up practice
to match practice to
in comprehension, vocabulary, and other important students’ reading abilities.
reading skills. Read and Understand with Leveled
Texts is an easy and effective way to provide • Activities cover a broad
students with extra reading and comprehension range of reading skills,
including comprehension
practice, and with 100+ story-related activities, it is and vocabulary.
a perfect test-prep resource.
• The stories and activities
are perfect for test prep.
Grade K EMC 3440 Grade 4 EMC 3444
Grade 1 EMC 3441 Grade 5 EMC 3445
Grade 2 EMC 3442 Grade 6+ EMC 3446
Grade 3 EMC 3443
Additional Teacher Resource Books

Develop your students’ fluency, automaticity, and
comprehension with the meaningful reading practice
in Leveled Readers’ Theater! Each play contains parts
for students reading below, on, or above grade level,
so you can support all the students in your classroom!
160 pages. Correlated to state standards.
Grade 1 EMC 3481-PRO Grade 4 EMC 3484-PRO

Grade 2 EMC 3482-PRO Grade 5 EMC 3485-PRO
Grade 3 EMC 3483-PRO Grade 6+ EMC 3486-PRO
51999
0 23472 03440 3
9 781608 236695
EMC 3443i
ISBN 9781608237388

Read and Understand Grade 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Read and Understand Grade 3

Uploaded by

Copyright:

Available Formats

Read &

Grade 3 Correlated Standards

• Lexile® levels 480–710

1. I will 5. could n ave gone d

od u sgiving d . re’s your homework, Kim?” as

Effect: Th er.work, Kim?” asked Mr. Ho

Using This E-book

• engage students by projecting this e-book onto an interactive whiteboard

3443.indb 1 7/2/10 3:13 PM

3443.indd 2 1/4/13 9:21 AM

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Skills Chart.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Stories Daedalus and Icarus. . . . . . . . . . . . . . . . . . 97

3443.indb 3 7/2/10 3:13 PM

The Skill Pages

3443.indb 4 7/2/10 3:13 PM

Describing story characters

3443.indb 5 7/2/10 3:13 PM

My shoes are new and squeaky shoes.

I liked my old brown leaky shoes

3443.indb 6 7/2/10 3:13 PM

Questions About New Shoes

2. What words are used to describe the old shoes?

3. Why do you think Mother threw away the old shoes?

5. Which words in the poem rhyme with squeaky?

Design a machine to remove the “squeak” from new shoes. .

3443.indb 7 7/2/10 3:13 PM

What Does It Mean?

shiny • • letting water in

threw away • • the contraction for they are

old • • making a high, squealing sound

they’re • • bright and sparkling

wear • • the contraction for I have

leaky • • the opposite of new

wish • • making a shrill, grating sound

I’ve • • got rid of

8 Skills: Build vocabulary; recognize contractions; recognize opposites.

3443.indb 8 7/2/10 3:13 PM

Words Beginning with thr

1. Kim has a sore .

2. Sid the ball to Marcus.

3. Mom used a needle and to mend my shirt.

4. The bus went a long tunnel.

5. My little brother is years old.

6. A was chirping in the apple tree.

The eak Word Family

3. a bird’s bill eak

4. not strong eak

5. a noise a mouse makes eak

6. to let water pass through eak

8. a noise an old door makes eak

3443.indb 9 7/2/10 3:13 PM

2. sent 5. berry 8. doe

4. Farmers seeds in spring.

5. Soo and Kim helped Mom make cookie .

6. Mark nailed a on the fence to fix it.

8. Angela a letter to her friend.

10 Skill: Identify and use homophones.

3443.indb 10 7/2/10 3:13 PM

1. Write four words that describe the shoes.

2. Why are they your favorite pair of shoes?

3. Write a two-line poem about the shoes.

Skills: Use adjectives; relate personal information to text; write a poem. 11