3rd Grade Homeschool Curriculum - Third Grade Homeschool Language Arts - Best Homeschool Curriculum - Cheap Homeschool Curriculum (Affordable)!

Acknowledgments
Complete Curriculum’s K-12 curriculum has been team-developed by a consortium
of teachers, administrators, educational and subject matter specialists, graphic artists
and editors.
In a collaborative environment, each professional participant contributed to ensuring the quality,
integrity and effectiveness of each Compete Curriculum resource was commensurate with the
required educational benchmarks and contemporary standards Complete Curriculum had set
forth at the onset of this publishing program.
SAM
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Lesson 1
Putting Words Together
Objective: The student will be introduced to:
Spelling: Compound words; New Spelling words:
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Writing: Journal writing in 3 different notebooks for specific skills assignments:
Reading, Writing, and Spelling and Vocabulary; Cursive writing.
Lesson 2
Magic in Books
Objective: The student will practice or learn to do the following:
Reading: Apply prior knowledge to reading. Use prior knowledge by becoming
familiar with book structure and layout before reading.
Writing: Continue to practice cursive handwriting.
Spelling: Have the student continue to study the Spelling words.
Lesson 3
Narrowing Our Topic
Spelling: Connect frequently used compound words.
Writing: Narrow down writing topics.
Lesson 4
Thrilling Use of Words
Reading: Self-monitor comprehension when reading by automatically applying
reading strategies.
Writing: Spelling word practice; synonyms.
Spelling: Recognize basic sight words and common nouns. Correctly spell
SAM
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frequently encountered words.
Literary Selections: “The Great Trash Pick-Up” (Placed in Lesson 2)
Lesson 5
Nicely Narrowed
Writing: Use compound words correctly. Use a variety of prewriting strategies.
Spelling: Study spelling words.
Lesson 6
Fluency
Reading: Read for fluency.
Writing: Drafting summaries.
Spelling: Continue to review Spelling words.
butterfly myself weekend
Lesson 7
Nicely Tapered
Writing: Prewriting strategies.
Grammar: Use compound words correctly.
Spelling: Continue to review Spelling words.
SAM
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Lesson 8
Cleaning it Up
Spelling: Complete a Spelling Assessment covering the following words:
Reading: Self-monitor comprehension when reading; Apply reading strategies.
Lesson 9
Making a Point
Writing: Use compound words correctly; Use a variety of prewriting strategies.
Lesson 10
Subjects and Predicates
Objective: The student will practice or learn the following:
Spelling: New spelling words.
baby today going
together ring seed
sandals bucket window
shoulders sunflower unearthed
examined treasures determined
Writing: Identify subjects and predicates in the context of writing.
Lesson 11
Going on an Adventure
Objective: The student will practice the following:
Spelling: Spell frequently encountered words.
Reading: Recognize basic sight words and common nouns. Self-monitor
comprehension when reading by automatically applying reading strategies.
Writing: Continue practicing cursive handwriting.
Lesson 12
Proof is in the Pudding
Objective: The student will be introduced to and practice the following:
Spelling: Studying the Spelling words.
Writing: Identifying subjects and predicates in the context of writing; revise drafts
based on specific oral and written responses to writing; proofread and edit writing.
SAM
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Lesson 13
Escape with a Book
Objective: The student will be introduced to and learn to do the following:
Spelling: Recognize basic sight words and common nouns; correctly spell
frequently encountered words; Review new Spelling words presented in
Lesson 12.
reading strategies.
Lesson 14
Diamond in the Rough
Spelling: Classify words by alphabetization.
Writing: Use outlining to pre-draft writing.
Lesson 15
Finding New Things
Spelling: Edit Spelling words for correctness.
Reading: Self-monitoring reading comprehension by automatically applying
reading strategies.
Writing: Continue to practice cursive handwriting.
Lesson 16
Easy Editing
Grammar: Review sentence subjects.
Writing: Proofread and edit writing using appropriate resources; revise
drafts based on specific c oral and written responses to her writing.
Lesson 17
Mapping out New Territory
Objective: The student will complete the following:
Spelling: Spelling Assessment.
baby today going
together ring seed
sandals bucket window
shoulders sunflower unearthed
examined treasures determined
Reading: Comprehension Worksheet.
SAM
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Lesson 18
Rev Up Writing
Spelling: New spelling words.
Writing: Writing sentences containing subjects and predicates; proofread and
edit writing using appropriate resources, such as a dictionary. Revise drafts
based on specific oral and written responses to his writing.
Lesson 19
Creepy Spiders
Objective: The student will continue working with the new Spelling words and review
nouns in the context of a new Progressive Reader introduced in Lesson 22.
Lesson 20
Hair Raising Books
Spelling: Correctly spelling frequently encountered words.
Reading: Recognizing basic sight words and common nouns; self-monitor
comprehension when reading by automatically applying reading strategies.
Lesson 21
Weird Writing
Spelling: Writing and using the Lesson 20 Spelling words.
Writing: Proofread and edit writing using appropriate resources. Revise drafts
based on specific oral and written responses to his writing; use nouns in the
context of writing.
Lesson 22
Eerie Creatures
Objective: The student will be introduced to:
Spelling: Basic sight words and common nouns; correctly spell frequently
encountered words.
Reading: Read an informational text; self-monitor comprehension when reading
by automatically applying reading strategies.
Lesson 23
Writing about Spiders
Spelling: Spelling words.
Grammar: Identifying nouns in a sentence.
Writing: Proofread and edit writing using appropriate resources; revise drafts
based on specific oral and written responses to writing.
SAM
PLE

Lesson 24
Peculiar Readings
Objective: The student will practice:
Spelling: Recognizing basic sight words and common nouns as well as
correctly spell frequently encountered words.
Reading: Self-monitoring comprehension when reading by automatically
applying reading strategies.
Writing: Write an informational piece that demonstrates the understanding of
central ideas and supporting details.
Lesson 25
Naughty Baby Spiders
Spelling: Using Spelling words in a sentence.
Writing: Correctly use nouns in the context of writing; proofread and edit writing
using appropriate resources; revise drafts based on specific oral and
written responses.
Lesson 26
Spider Assessment
Objective: The student will accomplish the following:
Spelling: Complete a Spelling Assessment.
Reading: Complete a “Spiders” Reading Comprehension Assessment.
Lesson 27
Stringing Together a Web
Objective: The student will practice and accomplish the following:
Grammar: Complete a Grammar Assessment gauging his understanding of the
grammar lessons.
Writing: Proofreading and editing; revise drafts based on specific oral and
written responses to writing.
Lesson 28
Proper Terms
Spelling: New Spelling words.
Writing: Identifying proper nouns in a sentence; recognizing the difference
between a proper and common noun.
SAM
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Lesson 29
Correct Nouns
Spelling: Studying Spelling words
Reading: Short fiction
Lesson 30
Vivacious Vivid Details
Writing: Writing a short story using sensory description.
Lesson 31
Wild Bats
Spelling: Spelling several common words and use them in sentences.
Vocabulary: Using a dictionary.
reading strategies.
Lesson 32
Writing the Room
Writing: Use nouns properly in writing; exhibit personal style and voice to
enhance writing.
Lesson 33
Passionate About Reading
Spelling: Identify and correct misspelled words.
Reading: Read for fluency.
Grammar: Identify synonyms.
Lesson 34
Flamboyant Details
Spelling: Studying Spelling words:
name woods existence
animals creatures long
frolicked friends from
different fuzzy strolling
stomped if
Grammar: Use and identify proper nouns.
SAM
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Writing: Insert sensory details into writing.
Lesson 35
Batty Words
Objective: The student will practice or accomplish the following:
Spelling: Complete a Spelling Assessment on the following words:
name woods existence
animals creatures long
frolicked friends from
different fuzzy strolling
stomped if
Reading: Complete a Reading Comprehension Assessment.
Grammar: Learn how to find and identify synonyms for common words.
Lesson 36
Goofy Grammar
Grammar: Identify proper nouns.
Writing: Use vivid details to enhance writing.
Lesson 37
Number of Nouns
Objective: The student will practice properly using plural nouns in writing.
Materials Needed: Paper, Pencil, Blue Crayon, Red Crayon, Written Work from
Lesson 36 (Writing Notebook)
Lesson 38
Pursuing Meaning
Objective: The student will be introduced to and gain familiarity with:
Spelling: Homophones; New Spelling words:
your you’re one
won sell cell
cash cache discussed
disgust night knight
herd heard
Reading: New reading strategies to aid comprehension.
Lesson 39
More Than One Noun
your you’re one
won sell cell
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herd heard
Grammar: Working with plural nouns.
Writing: Recognizing an author’s purpose for writing.
Lesson 40
Are You Ready to Question?
Spelling: Research definitions; alphabetize.
your you’re one
won sell cell
herd heard
Reading: Apply effective reading techniques.
Grammar: Identify homophones.
Lesson 41
Writing a Message
Grammar: Use plural nouns in writing.
Writing: Write a folktale.
Lesson 42
Writing Connection
Spelling: Correctly spell frequently encountered words.
Reading: Make judgments based on character traits and decisions.
Grammar: Identify homophones.
Lesson 43
Something of Value
Grammar: Make singular nouns plural.
Writing: Proofread and edit writing.
Lesson 44
Quest for the Best
Spelling: Complete the Spelling Assessment on the following words:
you you’re one
SAM
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won sell cell
herd heard
Reading: Identifying character traits, feelings and expressions.
Writing: Becoming familiar with correct and incorrect homophone usage.
Lesson 45
Storytelling
Reading: Read with inflection, pacing, and expression.
Grammar: Change singular nouns to plural nouns.
Lesson 46
Controlling Nouns
Objective: The student will practice or learn to:
Grammar: Use an apostrophe to show ownership.
Writing: Express possessive nouns in writing.
Lesson 47
Voyage to the New Land
Objective: The student will practice or learn the following:
farmed fished water
draw far long
liked learned loved
premature telescope multilingual
unhappy impossible peaceful
Grammar: Identifying and using prefixes.
Writing: Using pre-reading strategies, like KWL charts, to help activate
prior knowledge.
Lesson 48
Grammar with Ownership
Grammar: Using possessive nouns correctly.
Writing: Conduct research for an informational writing assignment.
SAM
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Lesson 49
Search for Knowledge
Grammar: Identify prefixes and their meanings.
Reading: Read non-fiction; Find the main idea of a text while reading.
Lesson 50
Being an Owner
Grammar: Use and identify possessive nouns.
Writing: Write a non-fiction essay.
Lesson 51
Plowing through the Pages
Reading: Reading for comprehension.
Grammar: Finding synonyms for frequently encountered words.
Lesson 52
Repairing Writing
farmed fished water
draw far long
liked learned loved
unhappy impossible
Grammar: Understand and use possessive nouns.
Writing: Proofread and edit writing using a dictionary; Revise drafts based on
specific oral and written responses to his writing.
Lesson 53
Rummage through Text
Objective: The student will learn or demonstrate ability to:
Spelling: Complete a Spelling Assessment of the following words:
farmed fished water
draw far long
liked learned loved
unhappy impossible
Reading: Identify main ideas within a text.
Grammar: Identify and properly use suffixes.
SAM
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Lesson 54
Questioning Writing
Reading: Read an informative text; Question a text to improve it.
Grammar: Accurately complete exercises with possessive nouns.
Writing: Use the technique of questioning to help improve writing.
Lesson 55
Learning from History
Objective: The student will reinforce reading comprehension skills by answering
specific questions pertaining to an informational reading.
Materials Needed: Pencil, Paper, Reading Notebook, Writing Notebook
Literary Selection: “Men in History: Martin Luther King, Jr.”
Lesson 56
Reading about History
Objective: The student will gain or reinforce the ability to:
Spelling: Correctly spell frequently encountered words:
born woman women
men man struggle
history she he
door home house
got hold
Reading: Read and understand informational text; demonstrate understanding
by answering comprehension questions.
Lesson 57
The Man who Lived in a Log Cabin
Reading: Read an informative article; Demonstrate understanding by answering
comprehension questions.
Lesson 58
Men Who Shaped History
Spelling: Correctly spell frequently encountered words:
born woman women
men man struggle
history she he
door home house
got hold
Reading: Read informational text; demonstrate understanding by answering
comprehension questions.
SAM
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Lesson 59
Women Who Shaped History
Reading: Read informational texts.
Writing: Demonstrate reading comprehension through written responses to
topical questions.
Lesson 60
Influencing History
Objective: The student will demonstrate the ability to:
Spelling: Complete a Spelling Assessment on the following words:
born woman women
men man struggle
history she he
door home house
got hold
Reading: Read and comprehend an informational text.
Lesson 61
Bringing Fairy Tales to Life
Objective: The student will be introduced and learn to:
Spelling: Write and define new Spelling words.
amphibian thinking dozing
jumping looking astonished
running growling emotions
shining sleeping rudely
squeezing plucking fall
Reading: Recognize the characteristics of a fairly tale.
Grammar: Write verbs in the present tense using -ing.
Writing: Identify, spell, and use present tense verbs.
Lesson 62
Once Upon a Time
Objective: The student will reinforce or gain the ability to:
Spelling: Write sentences using Spelling words:
amphibian jumping running
shining squeezing thinking
looking growling sleeping
plucking dozing astonished
emotions rudely fall
Reading: Understand elements of a story.
Grammar: Use linking and showing verbs.
Writing: Identify and mimic fairy tales.
SAM
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Lesson 63
Boot the Letter E
Spelling: Determine definitions for words using context.
Reading: Self-monitor comprehension when reading by automatically applying reading
strategies.
Writing: Identify, use, and spell present tense verbs.
Lesson 64 Lifting a Fairy Tale
Spelling: Write spelling words in sentences. amphibian jumping running shining
squeezing thinking looking growling sleeping plucking dozing astonished emotions
rudely fall
Grammar: Identify linking verbs in common sentences.
Writing: Use a Graphic Organizer to create a fairy tale.
Lesson 65
Comparing Snow White and Leo
Objective: The student will do the following:
Spelling: Continue to study Spelling words:
strategies; compare and contrast stories.
Grammar: Demonstrate understanding of the third rule of present tense verbs.
Lesson 66
Linking Snow White with the Seven Dwarfs
Objective: The student will learn to do the following:
Grammar: Identify linking verbs in a sentence.
Writing: Use conferencing as an editing technique.
SAM
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Lesson 67
Sleeping Froggies
Reading: Compare and contrast fairy tales.
Lesson 68 Peculiar Publishing
Grammar: Use linking verbs in the context of writing.
Writing: Create and publish a book with key literary elements common to fairy tales.
Lesson 69
Laughter really is the Best Medicine
Objective: The student will develop the ability to:
Spelling: Learn new Spelling words:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Reading: Complete pre-reading strategies; Recognize patterns of organization to help
understand meaning.
Lesson 70
Writing for Laughs
Spelling: Study spelling words:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Grammar: Use past tense verbs in the context of writing.
Writing: Use the internet, books and magazines to research jokes and riddles.
SAM
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Lesson 71
Cracking Jokes
Spelling: Correctly spell frequently encountered past tense verbs:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
strategies.
Lesson 72
Making Jokes a Thing of the Past
Objective: The student will gain or practice the ability to:
Spelling: Write Spelling words and use them in a sentence.
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Grammar: Identify and use past tense verbs.
Writing: Identify past tense verbs while writing and automatically recognize
basic sight words and past tense verbs.
Lesson 73
Belly Jiggling Laughter
Spelling: Study Spelling words:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Reading: Read aloud with fluency, pace, and appropriate intonation and vocal patterns
to emphasize key ideas and areas of importance.
Lesson 74
Walk with Ed
Spelling: Study the Spelling words:
caught wore did
saw stuck had
took was danced
SAM
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frozen wanted kept
flunked went
Grammar: Identify past tense verbs.
Writing: Proofread and edit writing using appropriate resources like the dictionary and
spell check; Revise drafts based on specific oral and written responses to writing;
Fluently and legibly write the cursive alphabet.
Lesson 75
Stand Up and Let’s Joke
Spelling: Accurately complete a Spelling Assessment of the following words:
caught wore did
do saw stuck
had took was
danced frozen wanted
kept flunked went
Reading: Read with fluency.
Writing: Properly use past tense verbs in writing.
Lesson 76
Perfect Parrots
Spelling: Recognize vowel patterns within these frequently encountered words:
bird molt tail
warm bored sore
keep parrot boss
advanced placement glide
gracefully feathers flight
Reading: Find, preview, and define difficult Vocabulary words.
Lesson 77
Gliding into Commas
Spelling: Write and define Spelling words:
bird molt tail
warm bored soar
keep parrot boss
Writing: Recognize and write sentences that correctly place commas within items in a
series
SAM
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Lesson 78
Reading for Real
bird molt tail
warm bored soar
keep parrot boss
Reading: Identify an author’s purpose for writing.
Lesson 79
Flying High With Commas
Spelling: Continue to practice Spelling words:
bird molt tail
warm bored soar
keep parrot boss
Grammar: Identify and use correct punctuation including commas for a series.
Writing: Write information on a topic that includes clear, focused, ideas in a sensible
order, and sufficient supporting details.
Lesson 80
Precise Parrot Assessment
Spelling: Successfully complete a Spelling Assessment on the following words:
bird molt tail
warm bored soar
keep parrot boss
Reading: Form an opinion about a text and draw a logical conclusion about a topic.
Lesson 81 Louisianan Hot
Spelling: Write out a new list of Spelling words:. if hot money street laugh live stuffed
bear food need make like better cold watch
Reading: Recognize dialect in conversational voices in stories when read aloud.
Lesson 82
Yes, I Love Skits!
SAM
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if not live
stuffed laugh food
street bear like
need make cold
better money watch
Grammar: Use commas after names, and after the words, yes, no, and well.
Writing: Write a skit using commas correctly throughout.
Lesson 83
Cajun Excerpts
if hot live
street laugh food
stuffed bear like
need make cold
better money watch
Reading: Use reading strategies to form judgments about characters.
Lesson 84
Design a Web Page
Spelling: Write and define Spelling words.
if not live
stuffed laugh food
street bear like
need make cold
better money watch
Reading: Use commas in a series.
Writing: Design a web page and use commas correctly throughout.
Lesson 85
Hot, Hot, Hot!
Objective: The student will successfully:
Spelling: Complete a Spelling Assessment
if not live
stuffed laugh food
street bear like
need make cold
better money watch
Reading: Identify story elements such as main character, problem and solution; retell a
story from beginning to end.
SAM
PLE

Lesson 86
Grasping Folk Literature
Spelling: Study a new Spelling word list.
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Reading: Identify theme as a moral Lesson in folktales and fables.
Lesson 87
A Mouse’s Plea
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Writing: Write a letter complete with date, salutation, body, closing, and signature with
correctly placed commas.
Lesson 88
Wolves and Goats Don’t Mix
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Reading: Identify themes as moral Lessons in folktales and fables.
Lesson 89
Writing Connection
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
tree
SAM
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Writing: Write a friendly letter complete with date, salutations, body, closing, and
signature; Place commas in the body of a letter correctly.
Lesson 90
Grasping Folk Literature
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Reading: Identify themes as moral Lessons in folktales and fables.
Lesson 91
Greek Mythology
Objective: The student will review and be introduced to:
Spelling: Frequently encountered words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Reading: Common characteristics of mythology.
Lesson 92
Important Writing Tools
Spelling: Correctly spell the Spelling words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Writing: Recognize the four types of sentences — declarative, imperative, interrogative,
exclamatory; use the correct punctuation for each sentence type
Lesson 93
Charting Golden Ideas
flower sun try
bed gold fail
garden drink pail
morning grow trail
SAM
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water hot sail
Reading: Create and understand the purpose of a Concept Chart for organizing key
points and ideas from a story.
Lesson 94
Letter to a King
Spelling: Write Spelling words in sentences.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Grammar: Identify and use four different kinds of punctuation.
Writing: Write a letter and identify different types of sentences
Lesson 95
Elaboration and Personalization
Spelling: Correctly spell frequently encountered words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Reading: Personalize and expand a Concept Web to organize and remember main
ideas and themes.
Lesson 96
The Final Touch
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Reading: Extract main ideas from a reading.
Lesson 97
One Smart Fish
Objective: The student will be introduced to and learn to:
Spelling: Spell new words.
fish fight game
dish sheep same
SAM
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swish peep lame
night keep stick
sight beep pick
Lesson 98
Brainstorming Lessons
fish fight game
dish sheep same
swish peep lame
night keep stick
sight beep pick
Grammar: Demonstrate understanding and use of complete declarative, imperative,
interrogative, and exclamatory sentences in writing and speaking.
Writing: Write a fable
Lesson 99
The Trickster Tale
Spelling: Recognize word families; Spell frequently encountered words and write them
in sentences.
fish fight game
dish sheep same
swish peep lame
night keep stick
sight beep pick
Reading: Identify common characteristics of a fable.
Lesson 100
Morals and Principles
Objective: The student will continue writing an original fable with a moral or lesson
(Begun in Lesson 98).
Lesson 101
Comparing is Easy!
fish fight game
dish sheep same
swish peep lame
night keep stick
sight beep pick
Reading: Compare and contrast stories.
SAM
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Lesson 102
Bragging Bear
Spelling: Correctly spell, say, and write, ea vowel patterns.
flea creak reach ahead teacher beat dream leaf speak meat leaps beak
Reading: Recognize different patterns of organization.
Lesson 103
When a Skunk Helped
Objective: The student will review, or gain the ability to:
Reading: Narration, first and third person, transition words
Grammar: Identify adjectives.
Writing: Write a narrative paragraph in the third person.
Lesson 104
Swimming Like a Duck
Spelling: Identify misspelled words in a paragraph.
Grammar: Differentiate between first and third person narration.
Lesson 105
The Best Day!
Reading: Read and comprehend a short story.
Grammar: Identify adjectives.
Writing: Write a narrative paragraph in the first person.
Lesson 106
Show What You Know
Objective: The student will display understanding of first and third person in narration
and gain mastery of spelling the frequently encountered Spelling words.
Spelling Words:
Literary Selection: “The Day I Became an Equal” (Placed in Lesson 105)
Lesson 107
Time and Order
Objective: The student will practice, review or learn to:
Reading: Recognize different patterns of organization.
Spelling: Spell a new list of words.
SAM
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can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Literary Selection: “PB&J”
Lesson 108
Creating a Sequence
Spelling: Write Spelling words in sentences; practice the rules of silent e
can cane bit
bite fad fade
pin pine kite
kit not note
cop cope time
Reading: Recognize and understand Time Order writing
Writing: Organize a sequential Time Order writing.
Lesson 109
Bath Time Fun
Spelling: Categorize Spelling words; review rules of the silent e.
can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Reading: Recognize sequencing within Time Order writing.
Lesson 110
Celebrating Sequence
Spelling: Practice Spelling words; learn the rules of silent e.
can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Reading: Read and understand a Time Order text.
Writing: Organize and create a sequential Time Order writing.
SAM
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Lesson 111
Let’s Make a Snowman
Spelling: Take a Spelling Assessment.
can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Reading: Recognize elements of Time Order writing.
Lesson 112
Historical Tales
Objective: The student will be introduced to or learn to:
Spelling: Become familiar with a new list of Spelling words.
bird farm horse rain
boat father man snow
box girl men stick
children ground morning
Reading: Historical fiction.
Lesson 113
Verbs that Agree
bird father men
boat girl morning
box ground rain
children horse snow
farm man stick
Grammar: Identify incorrect subject/ verb agreement.
Lesson 114
Realistic Fiction
Spelling: Write Spelling words and use them in sentences.
bird father men
boat girl morning
box ground rain
children horse snow
farm man stick
Reading: Identify story elements of Realistic Fiction.
SAM
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Lesson 115
Writing in a Real Way
Spelling: Writing Spelling words.
bird rain ground horse box morning snow children man girl boat stick farm men father
Grammar: Identify correct subject verb agreement.
Writing: Write a Realistic Fiction story.
Lesson 116
Solving Realistic Problems
Objective: The student will demonstrate the ability to:
Spelling: Correctly spell Spelling words.
bird morning boat
box rain snow
stick girl ground
children farm father
horse man men
Reading: List the main characters, solution, problem, and setting within Realistic
Fiction.
Lesson 117
Sunshine Poetry
Objective: The student will learn to:
Spelling: Become familiar with a new list of Spelling words.
bird girl toy
birthday garden light
boat robin myself
box rain own
sun top only
Reading: Identify themes within poetry.
Lesson 118
Windy Days
bird girl toy sun box birthday garden light top rain boat robin myself only own
Reading: Read and interpret poetry.
Grammar: Identify adjectives within a sentence.
Lesson 119
Going to War with Love
bird girl toy box top birthday garden light sun own boat robin myself rain only
Reading: Read and interpret poetry.
SAM
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Grammar: Identify adjectives within a sentence.
Lesson 120
Natural Lyrics
bird girl toy box top birthday garden light sun own boat robin myself rain only
Reading: Understand and interpret lyrics.
Lesson 121
Quoting Geppetto
Spelling: Learn a new list of spelling words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Writing: Use quotations in written dialogue; Recognize signal words that call out
dialogue.
Lesson 122
Stop and Think
Spelling: Spell and define frequently encountered words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Reading: Identify main ideas within writing using the Stop, Think, and Write method.
Lesson 123
Framing Text
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Grammar: Identify text that should be within quotation marks.
SAM
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Lesson 124
Pinocchio Has Troubles
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Reading: Describe the main idea of longer texts using the Stop, Think, and Write
method.
Lesson 125
Quick Quotation Marks
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Grammar: Identify text that should be within quotation marks.
Lesson 126
Pinocchio Meets his Match
Spelling: Correctly spell Spelling words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Reading: Organize thoughts about a text by using the Stop, Think, and Write method.
Lesson 127
Wacky Numbers in Writing
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Writing: Express numbers within writing.
SAM
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Lesson 128
Reading in a Grocery Store
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Reading: Identify numerical words in a text.
Lesson 129
The Necessity of Numbers
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three
Lesson 130
Skimming through Text
Spelling: Spell frequently encountered number words.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Reading: Skim a text to find answers.
Lesson 131
Lessons in Numbers
Spelling: Prepare for a Spelling Assessment.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Writing: Write numbers out in words.
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Lesson 132
Comprehension and Skimming
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Reading: Skim for answers in a text.
Lesson 133
Campers’ Quotations
Spelling: Learn a new Spelling word list.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Grammar: Correctly use quotation marks.
Lesson 134
What Does That Mean?
Spelling: Spelling frequently encountered words.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Reading: Using the dictionary to find the meaning of unknown words.
Lesson 135 Telling a Story
father ground tent bring carry cut fall drink hurt much myself never only own small
Reading: Review and understand a story.
Writing: Brainstorm ideas for writing a story.
Lesson 136
Finding the Unfamiliar
father ground tent
SAM
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bring carry cut
fall drink hurt
much myself never
only own small
Reading: Increase Vocabulary while reading a story.
Lesson 137
Quotes within Writing
Spelling: Review spelling words.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Grammar: Use quotations within writing.
Writing: Write a short story.
Lesson 138
Postcards from Camp
Objective: The student will learn and review how to do the following:
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Reading: Read and understand a short story.
Lesson 139
Tricky Pigs and Adjectives
unwrap unhappy disable
mislead misspell subway
submarine preview postdate
rewrite retake tripod
tricycle exit extract
Grammar: Identify adjectives within writing.
Lesson 140
The Wolf and Three Pigs
SAM
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Grammar: Identify prefixes.
Reading: Highlight common features within a fairy tale.
Lesson 141
Creative Fairy Tales
Spelling: Define Spelling words.
Reading: Identify characteristics of fairy tales.
Grammar: Identify and write descriptive adjectives.
Writing: Brainstorm ideas for an original fairy tale.
Lesson 142
Pigs in Fairy Tales
Objective: In this Lesson, the student will show the ability to:
Spelling: Understand the meaning of common prefixes; Identify root words
Reading: Identify common traits of fairy tales; recognize an Accumulation Fairy Tale.
Lesson 143
Descriptive Fairy Tales
Grammar: Identify and write descriptive adjectives.
Writing: Write a fairy tale.
SAM
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Lesson 144
Chain Reaction
submarine preview postdated
Reading: Identify cause and effect relationships.
Materials Needed: Paper, Pencil, Reading Notebook
Literary Selections: “The Old Woman and Her Pig” (Placed in Lesson 142) and
“The Story of the Three Little Pigs” (Placed in Lesson 140)
Lesson 145
Finding Contractions
Spelling: Understand new Spelling words.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
Grammar: Use contractions in writing.
Lesson 146
Analyzing Jack and his Thoughts
Spelling: Identify and use contractions.
Reading: Understand and analyze characters.
Lesson 147
Making Contractions
Objective: In this Lesson, the student will become fluent in:
Spelling: Using Spelling words in sentences.
SAM
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Grammar: Using contractions in writing.
Lesson 148
Jack and the Giant
Spelling: Identify and use contractions.
Reading: Analyze characters and identify problems in a story.
Lesson 149
Contraction Match-Up
Objective: The student will show the ability to:
Spelling: Study spelling words.
Grammar: Identify and understand contractions.
Lesson 150
Jack Solves a Problem
Reading: Analyze a story.
Writing: Write a new ending and solve a problem within a story.
Lesson 151
Searching for the Same
Spelling: Become fluent with new Spelling words.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
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Grammar: Understand and identify synonyms.
Lesson 152
Pleasing Everyone
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Reading: Identify and write about the main idea of the story.
Writing: Journal about a text.
Lesson 153
Synonyms in Writing
Spelling: Writing Spelling words in sentences.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Writing: Using descriptive words to make stories and characters more interesting.
Lesson 154
Getting to the Core
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Reading: Mentally visualize stories.
Writing: Journal about a text.
Lesson 155
Hunting for Synonyms
Objective: The student will learn to:
Spelling: Practice spelling words.
boy farm farmer
father bread street
watch night thing
start never much
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bring grow
Grammar: Use and understand synonyms.
Lesson 156
Visualizing New Data
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Reading: Identify and write about the main idea of a story.
Lesson 157
Figurative Language
Spelling: Learning new Spelling words.
apple ball bear
chair chicken children
kitty horse squirrel
snow milk table
leg picture good-bye
Reading: Writing similes and metaphors.
Lesson 158
Reading Fiction and Nonfiction
Spelling: Practice and define Spelling words.
Reading: Identify nonfiction narratives.
Lesson 159
Comparisons: Similes and Metaphors
apple ball bear
snow milk table
Reading: Identify similes and metaphors in a text.
SAM
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Lesson 160
Real Life and Fiction
apple ball bear
snow milk table
Reading: Analyze the main character of a story.
Lesson 161 Writing Similes and Metaphors
apple ball bear
snow milk table
Writing: Write similes and metaphors.
Lesson 162
Nice Narratives
apple ball bear
snow milk table
Reading: Read and comprehend grade level narratives.
Lesson 163
Giving Life to Objects
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Writing: Identify and use personification within writing.
SAM
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Lesson 164
Personification in Reading
king well water
ball golden roll
hand head eye
crown fell carry
Reading: Recognize personification within a text.
Lesson 165
Breathing Life into Writing
king well water
ball golden roll
hand head eye
crown fell carry
Writing: Journal about special talents and use personification in writing.
Lesson 166
Rats Galore
king well water
ball golden roll
hand head eye
crown fell carry
Reading: Identify personification within a text.
Lesson 167
Listing and Personification
king well water
ball golden roll
hand head eye
crown fell carry
Writing: Write sentences using personification.
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Lesson 168
Perfect Pig Portrayal
king well water
ball golden roll
hand head eye
crown fell carry
Reading: Identify personification in poems and other literary styles.
Lesson 169
I Like Subject Pronouns
Spelling: Understand a new list of spelling words.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Grammar: Identify pronouns within sentences.
Lesson 170
The Duck who was a Swan
Spelling: Identify meaning and spelling of common literary terms.
chores duck ugly
link flax paper
song home school
Reading: Identify antagonists and protagonists within stories.
Lesson 171
Pronouns Must Agree
chores duck ugly
link flax paper
song home school
Grammar: Use correct verb and subject pronoun agreement.
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Lesson 172
The Little Flax Plant
Spelling: Identify the meaning and spelling of common literary terms.
chores duck ugly
link flax paper
song home school
Lesson 173
You Are the Object of My Affection
Spelling: Practice spelling frequently encountered words.
chores duck ugly
link flax paper
song home school
Grammar: Identify and use object pronouns.
Lesson 174
Discovering the Hero
chores duck ugly
link flax paper
song home school
Lesson 175
I and Me — When Do We Use Thee?
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Grammar: Use the pronouns I and me correctly.
SAM
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Lesson 176
Sleeping Bears
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Reading: Use the title of a story to make predictions about the story.
Lesson 177 They’re Over There!
deer bear brown jam blue jay honey field mouse black berry fox snow party sleep
Grammar: Use the words — there, their, and they’re properly.
Lesson 178
Bears at Breakfast
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Reading: Make predictions about a story based on the story’s title.
Lesson 179
Assessment Taking
Spelling: Write Spelling words five times each.
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Grammar: Complete a multiple choice Assessment on recent grammar Lessons.
SAM
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Lesson 180
Prediction of Father and Son
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Reading: Make predictions about a story based on the title.
SAM
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Third Grade Language Arts
Common Core Alignment
Complete Curriculum Lesson
Key Ideas and Details
RL.3.1. Ask and answer questions to
demonstrate understanding of a text, 2, 8, 11, 13, 17, 38, 42, 69, 71, 85, 86, 88, 89, 90, 93, 95, 96, demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
2, 8, 11, 13, 17, 38, 42, 69, 71, 85, 86, 88, 89, 90, 93, 95, 96,
97, 101, 106, 114, 116, 122, 124, 126, 128, 130, 132, 138, 14
2, 144, 148, 154, 156, 168, 170, 172, 174, 178, 180
RL.3.2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
h i i d h h k d il i 6 31 40 42 44 61 62 63 65 66 85 86 87 88 89 90 91how it is conveyed through key details in
the text.
6, 31, 40, 42, 44, 61, 62, 63, 65, 66, 85, 86, 87, 88, 89, 90, 91
, 93, 95, 97, 99, 101, 140, 142, 172, 174, 178, 180
RL.3.3. Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their actions
contribute to the sequence of events. 8, 17, 42, 83, 89, 96, 116, 126, 146, 148, 156, 170contribute to the sequence of events. 8, 17, 42, 83, 89, 96, 116, 126, 146, 148, 156, 170
Craft and Structure
RL.3.4. Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteraldistinguishing literal from nonliteral
language. 89,
RL.3.5. Refer to parts of stories, dramas,
and poems when writing or speaking
about a text, using terms such as
chapter, scene, and stanza; describe
how each successive part builds on
earlier sections. 83
RL.3.6. Distinguish their own point of
view from that of the narrator or those
of the characters. 35, 91
Integration of
Knowledge and Ideas
RL.3.7. Explain how specific aspects of a
text’s illustrations contribute to what is
conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a , p p
character or setting). 106, 128, 135
RL.3.8. (Not applicable to literature)
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RL.3.9. Compare and contrast the
themes, settings, and plots of stories
written by the same author about the
same or similar characters (e.g., in books
from a series). 101, 172
Range of Reading and
Complexity of Text
RL.3.10. By the end of the year, read and
2, 4, 6, 8, 11, 12, 15, 17, 29, 31, 37, 40, 42, 44, 45, 61, 63, 65
, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103, 104, RL.3.10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of
the grades 2–3 text complexity band
independently and proficiently.
, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103, 104,
105, 112, 114, 116, 117, 118, 119, 120, 122, 124, 126, 128, 1
30, 132, 134, 136, 138, 140, 142, 144, 146, 147, 150, 152, 15
4, 155, 156, 158, 160, 162, 164, 166, 168, 169, 170, 172, 174
, 176, 178, 180
Key Ideas and Details
RI.3.1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. 22, 26, 35, 49, 53, 55, 56, 57, 60, 78, 109, 111
RI.3.2. Determine the main idea of a
text; recount the key details and explain
how they support the main idea. 49, 55, 80
RI.3.3. Describe the relationship
between a series of historical events,
scientific ideas or concepts or steps inscientific ideas or concepts, or steps in
technical procedures in a text, using
language that pertains to time,
sequence, and cause/effect. 59
Craft and Structure
RI.3.4. Determine the meaning of
general academic and domain‐specific
words and phrases in a text relevant to a
grade 3 topic or subject area . 53, 55, 78
SAM
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RI.3.5. Use text features and search tools
(e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given
topic efficiently. 29, 35, 42, 97
RI.3.6. Distinguish their own point of
view from that of the author of a text 55 80view from that of the author of a text. 55, 80
Integration of
Knowledge and Ideas
RI.3.7. Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur). 22,
RI.3.8. Describe the logical connection
b i l dbetween particular sentences and
paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a
sequence). 109, 111
RI.3.9. Compare and contrast the most
important points and key details
presented in two texts on the same presented in two texts on the same
topic. 49, 55
Range of Reading and
Level of Text
ComplexityComplexity
RI.3.10. By the end of the year, read and
comprehend informational texts,
including history/social studies, science,
and technical texts, at the high end of
2, 4, 6, 8, 11, 12, 15, 17, 29, 31, 37, 40, 42, 44, 45, 61, 63,
65, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103,
104, 105, 112, 114, 116, 117, 118, 119, 120, 122, 124, 126,
128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 147, 150, g
the grades 2–3 text complexity band
independently and proficiently
152, 154, 155, 156, 158, 160, 162, 164, 166, 168, 169, 170,
172, 174, 176, 178, 180
Phonics and Word
RecognitionRecognition
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RF.3.3. Know and apply grade‐level
phonics and word analysis skills in
decoding words. 13, 22, 29, 38, 53, 61, 76, 99, 107, 108, 122, 134, 140, 142
Identify and know the meaning of the
most common prefixes and derivational
suffixes. 20, 53, 61, 140, 142
Decode words with common LatinDecode words with common Latin
suffixes. 22,
Decode multisyllable words. 1, 76, 140, 155
Read grade‐appropriate irregularly
spelled words. 6, 13, 22, 38, n76, 81
FluencyFluency
RF.3.4. Read with sufficient accuracy and
fluency to support comprehension. 6, 13, 22, 29, 33, 38, 45, 73
Read grade‐level text with purpose and
understanding. 6, 22. 29, 33, 45, 73understanding. 6, 22. 29, 33, 45, 73
Read grade‐level prose and poetry orally
with accuracy, appropriate rate, and
expression. 117, 118, 119
Use context to confirm or self‐correct
word recognition and understanding,
di 15 33rereading as necessary. 15, 33
Text Types and
Purposes
W.3.1. Write opinion pieces on topics or
texts, supporting a point of view with
reasons. 12, 55, 80
Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons. 80
Provide reasons that support the
opinion. 12, 55, 80
Use linking words and phrases (e.g.,
because , therefore , since , for example )
to connect opinion and reasons 12 55to connect opinion and reasons. 12, 55
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Provide a concluding statement or
section. 80,
W.3.2. Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly. 7, 15, 21, 23, 24, 50, 51, 54, 57, 58, 59, 79, 108, 110
Introduce a topic and group relatedIntroduce a topic and group related
information together; include
illustrations when useful to aiding
comprehension. 21, 23, 24, 50, 79
Develop the topic with facts, definitions,
and details. 14, 21, 23, 24, 50, 51, 54, 59, 79
Use linking words and phrases (e.g., g p ( g ,
also , another , and , more , but ) to
connect ideas within categories of
information. 21, 23, 50
Provide a concluding statement or
section. 7, 9, 21, 23, 24, 79
W 3 3 Write narratives to develop realW.3.3. Write narratives to develop real
or imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. 30, 32, 34, 36, 41, 64, 68, 100, 115, 135, 137, 143, 150, 152
Establish a situation and introduce a
narrator and/or characters; organize an narrator and/or characters; organize an
event sequence that unfolds naturally. 82, 135
Use dialogue and descriptions of actions,
thoughts, and feelings to develop
experiences and events or show the
response of characters to situations. 30, 64, 68,100, 135, 137
U t l d d h tUse temporal words and phrases to
signal event order. 64, 135
Provide a sense of closure. 30, 68
Production and Production and
Distribution of Writing
SAM
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W.3.4. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose. (Grade‐
specific expectations for writing types
are defined in standards 1 3 above ) 16 21 23 32 34 36 50 54 55 59 68 75 79 82 89 137are defined in standards 1–3 above.) 16, 21, 23, 32, 34, 36, 50, 54, 55, 59, 68, 75, 79, 82, 89, 137
W.3.5. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. 16, 17, 23, 25, 27, 37, 43, 52, 66, 74, 89
W.3.6. With guidance and support from g pp
adults, use technology to produce and
publish writing (using keyboarding skills)
as well as to interact and collaborate
with others. 68, 84
Research to Build and
Present Knowledge
W.3.7. Conduct short research projects
that build knowledge about a topic. 21, 57, 79, 84
W.3.8. Recall information from W.3.8. Recall information from
experiences or gather information from
print and digital sources; take brief
notes on sources and sort evidence into
provided categories. 21, 47, 48, 57, 58, 59, 60, 70, 79, 84
W.3.9. (Begins in grade 4)
Range of Writing
W.3.10. Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter 3, 5, 9, 12, 13, 14, 16, 16, 21, 23, 24, 25, 27, 30, 32, 34, 41, 5
time frames (a single sitting or a day or
two) for a range of discipline‐specific
tasks, purposes, and audiences.
1, 52, 54, 55, 57, 58, 59, 64, 68, 72, 79, 80, 82, 83, 87, 89 , 9
4, 98, 100, 103, 105, 108, 110, 115, 131, 135, 137, 138, 141,
143, 150, 152, 153, 154, 159, 161, 163, 165, 176
SAM
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Comprehension and
Collaboration
SL.3.1. Engage effectively in a range of
collaborative discussions (one on one incollaborative discussions (one‐on‐one, in
groups, and teacher‐led) with diverse
partners on grade 3 topics and texts ,
building on others’ ideas and expressing
their own clearly. 29, 54, 80,
Come to discussions prepared, having Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under discussion. 44, 54, 80,
Follow agreed‐upon rules for discussions
( i i h fl i f l(e.g., gaining the floor in respectful
ways, listening to others with care,
speaking one at a time about the topics
and texts under discussion). 2, 29
Ask questions to check understanding of
information presented, stay on topic, information presented, stay on topic,
and link their comments to the remarks
of others. 54, 80,
Explain their own ideas and
understanding in light of the discussion. 29, 54, 80,
SL.3.2. Determine the main ideas and
supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally. 44,
SL 3 3 Ask and answer questions aboutSL.3.3. Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail. 76, 140
Presentation of Knowledge and Ideas
SAM
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SL.3.4. Report on a topic or text, tell a
story, or recount an experience with
appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace. 44, 54, 75,
SL 3 5 Create engaging audio recordingsSL.3.5. Create engaging audio recordings
of stories or poems that demonstrate
fluid reading at an understandable pace;
add visual displays when appropriate to
emphasize or enhance certain facts or
details. 73,
SL.3.6. Speak in complete sentences p p
when appropriate to task and situation
in order to provide requested detail or
clarification. 44, 54, 75,
Conventions of
Standard English
L.3.1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
6, 21, 23, 25, 27, 29, 30, 32, 34, 36, 37, 41, 45, 50, 54, 55, 58
, 59, 64, 64, 66, 68, 69, 75, 77, 79, 80, 82, 83, 87, 92, 94, 98,
100, 127, 129, 131, 143, 145, 147, 149, 150, 153speaking. 100, 127, 129, 131, 143, 145, 147, 149, 150, 153
Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular
sentences.
10, 12, 14, 16, 17, 19, 21, 23, 24, 25, 28, 32, 36, 37, 62, 63, 6
5, 66, 70, 103, 105, 118, 119, 139, 141, 167, 169, 173, 175, 1
79
Form and use regular and irregular
plural nouns. 37, 39, 41,43, 45
Use abstract nouns (e.g., childhood ). 28,
Form and use regular and irregular
verbs. 63, 64, 65,68
Form and use the simple (e.g., I walked;
I walk; I will walk ) verb tenses 71 72 74I walk; I will walk ) verb tenses. 71, 72, 74
Ensure subject‐verb and pronoun‐
antecedent agreement.* 68, 113, 1115, 171, 179
Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on
what is to be modified. 30, 141
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Use coordinating and subordinating
conjunctions. 24, 64, 77
Produce simple, compound, and
complex sentences. 65,
L.3.2. Demonstrate command of the
conventions of standard English
capitalization punctuation and spelling 23 25 41 45 55 58 59 64 65 66 68 69 75 77 79 82 8capitalization, punctuation, and spelling
when writing.
23, 25, 41, 45, 55, 58, 59, 64, 65, 66, 68, 69, 75, 77, 79, 82, 8
4, 87, 94, 98, 100, 127, 129, 131, 145, 147, 150, 153, 155
Capitalize appropriate words in titles. 25,
Use commas in addresses. 82, 84
Use commas and quotation marks in
dialogue. 121, 123,125, 133, 137g , , , ,
Form and use possessives. 46, 48, 50, 52, 54
Use conventional spelling for high‐
frequency and other studied words and
for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness ).
1, 3,4, 5, 7, 8, 10, 11, 12, 13, 16, 17, 19, 22, 24, 25, 26, 28, 2
9, 33, 35, 38, 44, 47, 53, 56, 58, 60, 61, 62, 64, 65, 67, 69, 71
, 73, 74, 75, 77, 78, 79, 80, 81, 83, 85, 86, 87, 88, 90, 91, 92,
94, 95, 96‐99, 101‐108
Use spelling patterns and generalizationsUse spelling patterns and generalizations
(e.g., word families, position‐based
spellings, syllable patterns, ending rules,
meaningful word parts ) in writing
words. 61, 63, 65, 74, 94, 97, 99, 102, 107‐110, 122, 140, 142
Consult reference materials, including Consult reference materials, including
beginning dictionaries, as needed to
check and correct spellings. 17, 19, 22, 29, 31, 40, 58, 61, 72, 81
Knowledge of Language
L.3.3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
6, 21, 23, 30, 51, 58, 64, 68, 69, 77, 80, 82, 84, 87, 92, 143, 1
49, 150
Choose words and phrases for effect.* 30
Recognize and observe differences
between the conventions of spoken and
written standard English. 70, 81
Vocabulary Acquisition
d Uand Use
SAM
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L.3.4. Determine or clarify the meaning
of unknown and multiple‐meaning word
and phrases based on grade 3 reading
and content, choosing flexibly from a
range of strategies. 22, 177
Use sentence‐level context as a clue to
the meaning of a word or phrase. 29,
Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g.,
agreeable/disagreeable, g / g ,
comfortable/uncomfortable,
care/careless, heat/preheat ). 20, 47, 49, 53, 140
Use a known root word as a clue to the
meaning of an unknown word with the
same root (e.g., company, companion ). 47, 49
Use glossaries or beginning dictionariesUse glossaries or beginning dictionaries,
both print and digital, to determine or
clarify the precise meaning of key words
and phrases.
29, 31, 40, 61, 72, 76, 77, 81, 87, 92, 98, 103, 107, 113, 118,
125, 134, 136, 137, 141, 178
L.3.5. Demonstrate understanding of
figurative language, word relationships figurative language, word relationships
and nuances in word meanings. 15, 151, 157, 159, 161, 162, 163, 165, 166, 167, 168
Distinguish the literal and nonliteral
meanings of words and phrases in
context (e.g., take steps ). 157,
Id tif l lif ti b tIdentify real‐life connections between
words and their use (e.g., describe
people who are friendly or helpful ).
Distinguish shades of meaning among
related words that describe states of
mind or degrees of certainty (e.g., knew, mind or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered ). 15, 24, 51
SAM
PLE

L.3.6. Acquire and use accurately grade‐
appropriate conversational, general
academic, and domain‐specific words
and phrases, including those that signal
spatial and temporal relationships (e.g.,
After dinner that night we went lookingAfter dinner that night we went looking
for them ). 30, 38, 55, 76
SAM
PLE

STUDENT MANUAL LANGUAGE ARTS — LESSON 178-1
Lesson 178
Bears at Breakfast
Begin this Lesson by reviewing your following list of Spelling words.
Now, write each of your Spelling words in your Spelling and Vocabulary
Notebook. Then, write a definition for each word. Use a dictionary, but write
the definition in words you understand. You will remember them better if
you use your own words.
Reading: Today, you will be reading a short story. Before you read, try to
predict what the story is going to be about just by looking at the title. When
you use prediction before you read, it helps you to understand the story better.
The title of today’s story is “Three Bears Come to Breakfast”. Before
reading the story, complete Part I of the Before and After Reading Worksheet.
Then, read the story “Three Bears Come to Breakfast”. When you have
finished the story, complete Part II of the Before and After Reading Worksheet.
Lesson Wrap-Up: What did you predict the story “Three Bears Come to
Breakfast” would be about? Where your predictions correct?
Spelling Words:
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
SAM
PLE

Before and After Reading Worksheet
Name_______________________________________________________
Part I:
Directions: Before reading the story “Three Bears Come to Breakfast”,
answer the following questions about what you think the story will be
like just based on the title.
I predict the story will be about…
I predict that the main character will…
Now, begin reading the story, “Three Bears Come to Breakfast”.
SAM
PLE

Name_______________________________________________________
Part II:
Directions: After reading the story, complete the sentences below
about what the whole text was actually about. When you have completed
the sentences, compare them to your predictions.
The story was really about…
The main character really did….
SAM
PLE

PROGRESSIVE READER THREE BEARS COME TO BREAKFAST
Three Bears Come
to Breakfast
Frances Margaret Fox
SAM
PLE

Pg 1
From the day when the Three Bears discovered the Enchanted
Land where bears may walk without fear of harm, and may
safely poke their noses into any man’s tent if they choose, from
that day, Little Bear pleaded to go back.
“Then let us be off,” exclaimed Father Bear at last. “Let us be
off on a holiday journey, Mother Bear. Come, son, close the
door of our little house and away we go!”
And away they went. Little Bear was so happy when the three
jolly companions finally reached the Enchanted Land that he
went to bed at sunset so that he might be up early in the
morning to explore a
country where rocks were
painted in all colors of the
rainbow, where springs
of hot water bubbled
through the earth, and
where crystal-clear
waterfalls filled his little
heart with wonder.
SAM
PLE

Pg 2
Sure enough, Little Bear awoke in the early dawn, gave his
father a friendly poke in the side, gave his mother’s nose a
friendly tweak, and thus merrily the day began.
“Let us take a walk before breakfast,” suggested Little Bear.
“Very well,” agreed Father Bear, “and let us catch fish for
breakfast in a mountain stream!”
“And we shall cook the fish in the first hot spring along the
way,” added Mother Bear.
On through the glorious dawn went the Three Bears, crooning
an old song and joyfully sniffing the air, when suddenly they
came upon a sleeping camp, where the tents of the campers
formed a big circle. In the center of the circle were the ashes
of a campfire, and not far away was a cook stove standing
near a covered wagon. On that stove was a kettle. Over to that
kettle pranced Little Bear. He lifted the cover and peeped
in. The kettle was full of something Little Bear had never seen
before. Over walked Father Bear, over walked Mother Bear.
They peeped in the kettle and shook their heads.
SAM
PLE

Pg 3
“It is something the cook forgot to put
away!” remarked Father
Bear in pompous tones.
“You may taste of it if
you wish, Son Bear,”
said his mother.
Into the kettle went Little
Bear’s paw, and out it came filled with soft, brown, juicy fruit.
He ate it, and it was good — so good he ate more and more.
Father Bear ate the fruit, Mother Bear ate the fruit.
“What is it?” they said one to another. But although they
could not answer the question, they liked that fruit so well
they ate and ate until they ate it all up. They even forgot
their manners and smacked their lips. Suddenly there was
a noise in one of the tents, and out popped the cook’s wife,
calling, “Oh, the bears are eating our prunes! Oh, the bears
are eating our prunes! Shoo! Shoo! Shoo! They were eating
our prunes!”
SAM
PLE

Pg 4
“So we were eating prunes!” exclaimed Mother Bear, and
away went the Three Bears, laughing.
“And prunes are good!” piped up Little Bear, in his shrill,
shrill voice.
But Daddy Bear pranced through the forest singing: “Oh, let
us sing some new, new tunes! All about her prunes, prunes,
prunes!” And “Prunes, prunes, prunes,” the Three Bears
sang all that merry day. “Prunes, prunes, prunes, prunes we
had for breakfast!”
SAM
PLE
PRINT

Lesson 179
Assessment Taking
To begin this Lesson, review your following list of Spelling words.
Now, practice your Spelling words by writing them five times each in your
Spelling and Vocabulary Notebook.
Grammar: Today, you will learn about taking multiple-choice Assessments.
This type of Assessment requires you to choose from a variety of answers.
These answers are given using the choices of A, B, C, and D.
It is important to read the directions before any Assessment. Many students
do not understand questions and activities because they do not look over
the directions first.
Next, you must read each question and all of the possible answers. Some
students choose the incorrect answer because they never look at answers
C or D. It is important to read every answer, even if you think the answer is
A or B. Look at the example on the next page.
Spelling Words:
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
SAM
PLE

Example Assessment Question:
Directions: Circle the best answer that finishes the sentence below. If
the sentence is correct then circle, No Mistakes. Use your digital pencil.
A bear chased Chris and I.
A. Me and Chris
B. I and Chris
C. Chris and me
D. No mistakes
In this above example, the correct is C.
Answer D said “No mistakes”. This choice is used when the sentence in
question is already correct.
Look at the example below, but remember to always read the directions first.
Example Assessment Question Two:
Directions: Circle the best answer that finishes the sentence below. If
the sentence is correct then circle No Mistakes.
They’re going to the market for party supplies.
A. There
B. Their
C. Me
D. No Mistakes
In the example above, the sentence is correct. Therefore, the answer
is D.
SAM
PLE

Now, demonstrate your understanding of Multiple-Choice Assessments by
completing the Multiple Choice Practice Assessment. Before you begin,
remember these important rules:
Read the directions carefully.
Read the entire question.
Read all answers A–D.
Lesson Wrap-Up: What are three rules you must follow while taking an
Assessment?
SAM
PLE

Multiple-Choice Practice Assessment
Name_______________________________________________________
Directions: Circle the best answer to correctly complete the sentences
below. If the sentence is correct, choose D — No Mistakes.
Their going to the market to get party supplies.
A. They’re
B. There
C. Me
D. No mistakes
Rabbit and I chased butterflies.
A. Rabbit and me
B. Me and rabbit
C. I and Rabbit
D. No mistakes
Mother Bear and me made blueberry jam.
A. Me and Mother Bear
B. Mother Bear and I
C. I and Mother bear
D. No mistakes
I think the big oak tree is over their.
A. they’re
B. there
C. they
D. No mistakes
SAM
PLE
In order to draw on this document goto--> Tools in the
Menu Bar--> Click Comments & Markup---> Click Show
Comments & Markups Toolbar at the bottom of list.

Name_______________________________________________________
Wild bears hibernate in they’re caves during the winter months.
A. there
B. their
C. they
D. No mistakes
Mother told Little Bear and me to wash up for supper.
A. Little Bear and I
B. I and Little Bear
C. Me and Little Bear
D. No mistakes
Their house is in a small cave.
A. There
B. They
C. They’re
D. No mistakes
They’re excited to see the bears!
A. They
B. There
C. Their
D. No mistakes
SAM
PLE

Name_______________________________________________________
A bear chased Jack and I.
A. me and Jack
B. I and Jack
C. Jack and me
D. No mistakes
Mr. Bear is they’re mentor.
A. there
B. their
C. they
D. No mistakes
SAM
PLE
PRINT

Lesson 180
Prediction of Father and Son
To begin, take out and complete the Lesson 180 Spelling Assessment. As
your teacher reads you the words, spell them correctly in the spaces provided.
Reading: Today, you will be reading a short play. Before you read, try to
predict what the story is going to be about just by looking at the title. When
you use prediction before you read, it helps you to understand the story better.
The title of today’s play is “Father and Son Heart to Heart”. Before
reading the story, complete Part I of the Before and After Reading Worksheet.
Then, read the story “Father and Son Heart to Heart”. When you have
finished reading, complete Part II of the Before and After Reading Worksheet.
Lesson Wrap-Up: What did you predict about the story based on the title?
Where your predictions correct?
SAM
PLE

Lesson 180
Spelling Assessment
Name_______________________________________________________
Directions: As your teacher says each Spelling word aloud, write it in
the space provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
SAM
PLE

Before and After Reading Worksheet
Name_______________________________________________________
Part I:
Directions: Before reading the play “Father and Son Heart to Heart”,
answer the following questions about what you think the story will be
like just based on the title.
I predict the story will be about…
I predict that the main character will…
Now, begin reading the story, “Father and Son Heart to Heart”.
SAM
PLE

Name_______________________________________________________
Part II:
Directions: After reading the play, complete the sentences below
about what the whole text was actually about. When you have
completed the sentences, compare them to your predictions.
The story was really about…
The main character really did….
SAM
PLE

PROGRESSIVE READER FATHER AND SON HEART TO HEART
Father and Son
Heart to Heart
SAM
PLE

Pg 1
Cast
Narrator
Mother
Sister
Brother
Father
Prelude: There was once a group of beautiful monsters. What
made them beautiful was not what you would expect. Mother
monster had one hundred warts, while father monster had one
hair on his huge nose. Sister monster had rotten teeth and bad
breath. There was one little monster, brother monster, who did
not look like the others. And for that matter he did not act like
to others. This is where our play begins.
SAM
PLE

Pg 2
Mother: Dinner is ready, come and get it!
Sister: Wow! We are having
worms for dinner again!
What is the occasion?
Mother: Oh, nothing. I just
love my beautiful family.
Father: Great! Before we eat,
let’s give thanks to your mother. On the
count of three: One, two, three, BURRRRRP!
(Father and Sister turn to burp very loud in Mother
Monster’s face. The burp was so loud, long and stinky that her
hair is thrown back. After, the gracious burp, Mother claps
and laughs.)
Father: Wait! Where is Brother? We cannot start without him.
Brother: Here I am Dad. (Brother Monster comes out from
hiding; he is obviously disgusted by their rituals)
SAM
PLE

Pg 3
Narrator: (steps into the spotlight) For those of you who have
not caught on yet, Brother Monster is not like the others.
Father: Hurry up, we cannot wait all day. Where were you
when we were giving thanks to you mother?
Brother: (Hesitates) I was, uh, upstairs reading my National
Scare Magazines.
Father: Oh. At least you were not
using that body butter cream on
your face again. Your idea of
beautiful is wretched.
Brother: (Gulps, clearly
lying) Ah…. No. I would
never use cream to help soften
my face and open my pores. You know, if you put a little
around your eyes you could get rid of crow’s feet.
Father: What! Wrinkles are what make me beautiful!
Brother: (sighs) Yes, I know.
SAM
PLE

Pg 4
Narrator: (steps into the spotlight) As the monsters eat, let’s
chat about Brother. He is different. His idea of beauty is a
small nose, thin waist, great hair and fine clothes. What is a
boy to do?
Brother: Dad, would you allow me to give you a makeover?
Father: Why would any monster want to do that?
Brother: I do not look like you, so you think I am ugly.
Father: I do not view you as ugly, instead I feel that beauty
lies within a person. You will see this also, when you go out
into the world. How do butterflies grow? First, they start out as
squishy worm-like creatures. These creatures are pleasing to
the eye. The are cute and cuddly. Then, they weave a cocoon
and presto, chango! They turn into ugly butterflies. These
hideous creatures were once cute hairy caterpillars. This is
why I believe beauty is not something you wear only on the
outside. The caterpillar’s outside appearance changed, but its
mind and soul are the same.
SAM
PLE

Pg 5
Brother: Are you trying to tell me I am going to be warty
and hairy? Oh my, I like the way I am right now!
Father: (shaking his head) No, son, what I am trying to say is
I love you just the way you are.
Brother: Thanks. I love you
wrinkles and all.
Narrator: Brother now
realizes that beauty is only
skin deep and he needs to
accept his family just the
way they are.
(The play ends with Brother
and Father hugging each other)
SAM
PLE
PRINT

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