grade 3 lesson 13

HOUGHTON MIFFLIN HARCOURT

Lesson 13Grade 3

Lesson 13Includes:•Blackline Masters and Leveled Practice organized by lesson•Answer Keys•Weekly Tests for Key SkillsObservation Checklists and other Informal Assessments can be found in the Assessment section of the Grab-and-Go™ Resources for this grade.

Contents Lesson13

BlacklineMasters

Home Letter, Blackline Master 13.1 ................................................................................3

Weekly To-Do List, Blackline Master 13.2 .......................................................................4

Vocabulary Word Cards, Blackline Master 13.3 ..............................................................5

Target Vocabulary, Blackline Master 13.4 .......................................................................6

Leveled Reader Graphic Organizer, Blackline Masters 13.5–13.8 ............................7–10

LeveledPractice

Struggling Readers, SR13.1–SR13.3 ..................................................................... 11–13

Advanced, A13.1–A13.3 .........................................................................................14–16

English Language Learners, ELL13.1–ELL13.3 .....................................................17–19

WeeklyTestsSee Assessment for Weekly Tests Answer Keys

Test Record Form, Weekly Tests 13.1 ...........................................................................20

Skills in Context: Compare and Contrast, Story Message, Target Vocabulary, Weekly Tests 13.2–13.7 .........................................................................21–26

Vocabulary: Target Vocabulary, Homophones/Homographs,

Weekly Tests 13.8–13.9 ..........................................................................................27–28

Comprehension: Compare and Contrast, Story Message, Anchor Text, Weekly Tests 13.10–13.12 ...................................................................29–31

Phonics: Contractions with n’t, ’d, ’ve, Weekly Tests, 13.13–13.14 ..........................32–33

Grammar: Subject-Verb Agreement, Weekly Tests 13.15–13.16 .............................34–35

EnglishLanguageLearners

Oral Language Chant, Blackline Master ELL13.4 .........................................................36

Selection Summary, Blackline Master ELL13.5 ............................................................37

AnswerKey .....................................................................................................38–44

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law.

Permission is hereby granted to individuals using the corresponding student’s textbook or kit as the major vehicle for regular classroom instruction to photocopy entire pages from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida 32819.

Printed in the U.S.A.

ISBN: 978-0-547-89354-9

1 2 3 4 5 6 7 8 9 10 XXXX 21 20 19 18 17 16 15 14 13 12

4500000000 B C D E F G

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=B

Home LetterDear Family,This week we’ll explore the question “Why are stories from different cultures important?” In the legend Yonder Mountain: A Cherokee Legend, a Cherokee chief finds out which of three men is best suited to become the new leader. We’ll also read the informational text The Trail of Tears, which tells about the forced migration of the Cherokee to Oklahoma.

This week’s…Target Vocabulary: peak, examined, fondly, steep, rugged, pausing, mist, pleaded

Phonics Skill: Contractions with n’t, ‘d, ‘ve

Vocabulary Strategy: Homophones and homographs

Comprehension Skill: Compare and contrast—tell how details and ideas are alike or different

Comprehension Strategy: Analyze/evaluate—think about what you read, and form an opinion about it

Writing Focus: Informative writing—informative paragraph

Go to the eBook to read and listen to this week’s selection.

Activities to Do Together

VocabularyAsk your child to use this week’s Target Vocabulary to describe a hike in the woods or up a mountain.

Leadership SkillsTalk with your child about leaders you admire, whether in your community, your state, the nation, or the world at large. What characteristics make these people great leaders?

Cherokee Traditions Help your child research Cherokee traditions using print or online resources. Ask your child to write a short informative paragraph about one of those traditions.

Home Letter© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 3, Unit 3

Home Letter

3

Lesson 13B l a c k l i n e M a s t e r 1 3 . 1

Yonder Mountain: A Cherokee Legend

Weekly To-Do List© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 3, Unit 3

4

Name Date Lesson 13

B L A C K L I N E M A S T E R 1 3 . 2

Weekly To-Do ListPut an X in each box when you finish the activity.

Must Do Practice pages

___________________________

Comprehension and Fluency Literacy Center

Word Study Literacy Center

Think and Write Literacy Center

Read

Other ______________________

___________________________

___________________________

May Do Reading Log

Vocabulary in Context Cards

Spelling

Writing

Other ______________________

___________________________

___________________________

I read… Monday

Tuesday

Wednesday

Thursday

Friday

peak rugged

examined pausing

fondly mist

steep pleaded

Vocabulary Word Cards© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Name Date

Grade 3, Unit 3

5

Lesson 13B L a c k L i n e m a s t e r 1 3 . 3

Yonder MountainVocabulary Word Cards

Target VocabularyWrite words and ideas that go with the word examined in the web. Then create your own webs for the remaining Target Vocabulary words.

examinedfondlymist

pausingpeak

pleaded

ruggedsteep

Vocabulary

examined

Name Date

6 Grade 3, Unit 3


Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

The Daily Life of the Cherokee

Target Vocabulary

T-Map: Title

Timid Boy Older Brother

plays with bears

Compare and Contrast

Timid Boy and Mama Bear

Name Date

Grade 3, Unit 3

7


Timid Boy and Mama Bear

Graphic Organizer 12

Graphic Organizer 12© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

T-Map: Title

Nanuk Tuk

great hunter


Tuk Becomes a Hunter

Grade 3, Unit 3

Name Date

8


Tuk Becomes a HunterGraphic Organizer 12


T-Map: Title

Lonely Man The Woman

long dark hair


The Lonely Man

Name Date

Grade 3, Unit 3

9


The Lonely ManGraphic Organizer 12


T-Map: Title

Nanuk Tuk

great hunter


Tuk the Hunter

Grade 3, Unit 3

Name Date

10


Tuk the HunterGraphic Organizer 12


Contractions with n’t, ’d, ’veMatch each pair of words in Column 1 to the contraction they make in Column 2. Then read the contraction. The first one has been done for you.

Column1 Column21. do+not A. I’ve

2. I+have B. they’ve

3.we+would C. aren’t

4. are+not D. I’d

5. I+had E. don’t

6. they+have F.we’d

11 Grade 3, Unit 3

Name Date Lesson 13

l e v e l e d p r a c t i c e S r 1 3 . 1

Phonics© Houghton Mifflin Harcourt Publishing Company. All rights reserved.


Phonics: Contractions with n’t, ’d, ’ve

Cumulative ReviewReplace the underlined words in each sentence with a word from the Word Bank. The first one has been done for you.

I’vedon’t

I’dhe’d

aren’tthey’ve

Word Bank

1. Iwouldliketoeatapeach.I’d

2.Wedonotwanttogo.

3. Shesaidtheyhavegonehome.

4. Ithinkhewouldsayyes.

5. Ihavenotleftthehouse.

6. Theyarenothereyet.

Read each sentence. Read the homophones below the sentence. Circle the correct word to complete the sentence.

7.We_________tothestoreonourbikes.

road rode

8. Payyourtrain_______attheticketbooth.

fare fair

9.Atthebook________,youcanbuytwobooksforthepriceofone.

sail sale

12 Grade 3, Unit 3

Name Date


Phonics: Cumulative Review

Lesson 13l e v e l e d p r a c t i c e S r 1 3 . 2


Homophones and HomographsThink about the meanings of the words below each sentence. Circle the word that completes each sentence correctly.

1. Pleasepicksome fromthegarden.

flowers flours

2. comingtodinnertonight?

Whose Who’s

3.Hewasmadthathe thebus.

mist missed

Circle the letter of the definition that matches the meaning of the underlined word.

1. Thedoveflappeditsgraywings.

Aa kind of bird

B jumped headfirst into water

2. Sheusedthreadtomendthetear.

Aa drop of water from crying

Ba rip

3. Thestrongwindblewhishataway.

Amoving air

B to turn around and around

13 Grade 3, Unit 3

Name Date

Vocabulary Strategies© Houghton Mifflin Harcourt Publishing Company. All rights reserved.


Vocabulary Strategies: Homophones and Homographs

Lesson 13l e v e l e d p r a c t i c e S r 1 3 . 3

Contractions with n’t, ’d, ’veThe contraction in each sentence is spelled incorrectly. Write it correctly. Then write the two words that make up the contraction. Read the complete sentence.

1.She has’nt washed the dishes.

= +

2. Ive lost my coat and gloves.

= +

3.We’ould like to go to the zoo now.

= +

4.He coul’dnt come to our party.

= +

5.She’ed brought everything she could carry.

= +

6.You do’nt like to walk the dog.

= +

14 Grade 3, Unit 3

Name Date




Lesson 13l e v e l e d p r a c t i c e a 1 3 . 1

Cumulative ReviewWrite a story on the lines below that includes at least five contractions and five homophones. Read your story to be sure you have used the words in a way that makes sense.

15 Grade 3, Unit 3

Name Date





Homophones and HomographsRead the sentence. Write a definition for each underlined word. Then use the words to write your own sentence.

1. IfyoustandsoclosetomewhileIclosethedoor,youmightgetbumped.

close:

close:

2.Hecheckedtheweatherreporttofindoutwhetherheshouldbringacoatornot.

weather:

whether:

3. ShewasonesecondbehindJimatthefinishline,soshewonsecondplace.

second:

second:

4. Plantthisrosebushinoneofthebackrowsinthegarden.

rose:

rows:

16 Grade 3, Unit 3

Name Date





Contractions with n’t, ’d, ’veCircle the letter of the correct spelling of the contraction. Then read the contraction. The first one has been done for you.

1. he+would

Ahe’ld

Bh’ed

Che’d

2. do+not

A don’t

Bdo’not

Cdo’nt

3. I+have

A Ive

B I’ve

C I’have

4. are+not

Aarn’t

Bar’not

Caren’t

5. I+would

A I’wld

B I’d

C I’ld

17 Grade 3, Unit 3

Name Date


Lesson 13l e v e l e d p r a c t i c e e l l 1 3 . 1



Cumulative ReviewPut the two words together to make a contraction. Write the contraction on the line. Read the word. The first one has been done for you.

1. I + would = I’d

2. she + would =

3. do + not =

4. I + have =

5. has + not =

6.would + not =

7. he + had =

8. are + not =

9. I + had =

10. they + have =

Read each word. Then use the word in a sentence.

11. sale

12. sail

13. road

14. rode

15. fair

18 Grade 3, Unit 3

Name Date Lesson 13

l e v e l e d p r a c t i c e e l l 1 3 . 2




Homophones and HomographsThink about the meaning of the underlined word in each sentence. Draw a line to its definition.

1. Theyfeltthirstyinthedesert. A. hot,sandyland

2.Youmustbowwhenyouaredone. B. afancyribbon

3. Ididnotdesertthetheater, C. bendoveratthewaistbutitclosedanyway.

4.Wearanicebowinyourhair. D. leavewithoutplanningtogoback

19 Grade 3, Unit 3

Name Date


Lesson 13l e v e l e d p r a c t i c e e l l 1 3 . 3



Test Record Form

TEST RECORD FORMPossible

ScoreAcceptable

ScoreStudent Score

Skills in Context: Compare and Contrast, Story Message,

Target Vocabulary10 7

Vocabulary: Target Vocabulary, Homophones/Homographs 10 7

Comprehension: Compare and Contrast, Story Message,

Anchor Text10 7

Phonics: Contractions with n’t, ’d, ’ve 10 7

Grammar: Subject-Verb Agreement 10 7

TOTAL 50 35

Total Student Score × 2 = %


Lesson 13w e e k ly t e s t s 1 3 . 1Name Date

Grade 3, Unit 320Test Record Form© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Skills in Context


Lesson 13w e e k ly t e s t s 1 3 . 2

Skills in ContextRead the story “Hunting for a Letterbox” before answering Numbers 1 through 10.

Hunting for a LetterboxOne sunny Saturday morning, Kayla and her brother Wes were finishing

breakfast with their aunt and uncle. Kayla and Wes were staying with them for a week while their mom was out of town. Uncle Jim wiped a few toast crumbs from his chin. “Let’s get these dishes cleaned up. We need to make rubber stamps for Kayla and Wes.”

“Rubber stamps?” Kayla asked. “What’s going on?”

Aunt Jessie chuckled at the puzzled look on her face. “You’re going letterboxing with us,” she said.

“What is letterboxing?” Wes asked.

Uncle Jim replied, “It’s a hobby of ours. In fact, it’s a hobby of thousands of people. In a way, we all do it together.”

“That’s right,” said Aunt Jessie. “A letterbox is a small plastic container hidden somewhere outside. The box holds a small notebook, an ink pad, and a rubber stamp. Letterboxers—people like us—hunt for these boxes. We each carry our own notebook and our own rubber stamp when we’re hunting. When we find a box, we use our rubber stamp to mark the notebook in the box. Then we use the stamp in the box to mark our own notebook. When that is done, we put the box back in its hiding place, leaving everything just as we found it.”

Uncle Jim nodded. “It’s like a treasure hunt! We look for clues on the Internet. There are special websites just for letterboxers.”

“It sounds like fun,” said Kayla. “Let’s make our stamps.”

Wes shrugged. “You go ahead. I’d rather shoot baskets.”

“Are you sure?” Aunt Jessie asked. But Wes was already outside, bouncing his basketball on the driveway.

Name Date

Grade 3, Unit 321Compare and Contrast, Story Message, Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Skills in Context



Uncle Jim got out a pen, a big pink eraser, and a sharp, tiny knife. He told Kayla to draw a simple picture on the eraser. Kayla drew a little flower on it.

“Now it is time to cut out the design.” With Uncle Jim’s help, Kayla cut around the lines of the drawing. “Now it looks like a pink rubber flower,” remarked Kayla.

“Let’s try it out,” said Aunt Jessie. She showed Kayla how to press the stamp onto an inkpad and then onto the page. When Kayla lifted the stamp away, there was a perfect print of her flower. “It works!” she cried.

Uncle Jim handed Kayla a brand new notebook. “This will be your letterboxing notebook.” He called out the backdoor, “Come on, Wes! We’re ready to go.”

“Do I have to? Can’t I please stay here?” Wes pleaded.

“Sorry, but you’re coming to the state park with us,” laughed Uncle Jim.

Wes sighed, but he put the ball down and got in the car.

At the park, they read the clue together. “Go to Pinetree Pass. Find a cracked boulder by the waterfall.”

Uncle Jim pointed all the way up the trail to the top of the hill. “Pinetree Pass is at the peak. We’ve got some climbing to do!”

Name Date


Skills in Context



The path was steep. Soon Kayla and Wes were out of breath. Going up the hill was hard work.

Finally they reached the top. “There’s the waterfall,” said Wes. “Where is the cracked boulder?”

There were boulders all around. Everyone spread out and examined the rocks. Suddenly, Kayla spotted one with a jagged split. “I think I found it!” she shouted. Everyone came running. Aunt Jessie peered into the crack. “There’s something in there.” She reached in and pulled out a small plastic box. “Here’s the letterbox!”

They all cheered as they opened it. Kayla, Uncle Jim, and Aunt Jessie marked the notebook with their stamps. Then they used the stamp in the box to mark their own notebooks.

“I wish I had a stamp, too,” said Wes.

“Don’t worry,” laughed Uncle Jim. “We’ll all go letterboxing again soon!”

Name Date


Skills in Context



Now answer Numbers 1 through 10. Base your answers on the story “Hunting for a Letterbox.”

1 In what way is letterboxing like a treasure hunt?

A Both involve using old maps.

B Both involve finding treasures.

C Both involve using clues to find things.

D Both involve burying things in the ground.

2 How are Kayla and Wes DIFFERENT?

F Kayla is good at arts and crafts, but Wes is not.

G Kayla dislikes playing basketball, but Wes loves it.

H Kayla does not have a rubber stamp, but Wes has several.

I Kayla thinks letterboxing will be fun, but Wes is not interested.

3 Based on their own actions, what do Aunt Jessie and Uncle Jim believe family members should do?

A Family members should share their interests.

B Family members should leave each other alone.

C Family members should know that work comes before play.

D Family members should see that others already know what they like.

4 Read these sentences from the story.

“Pinetree Pass is at the peak. We’ve got some climbing to do!”

What is the meaning of the word peak as used in the sentences above?

F a flat field

G the bottom part

H a tunnel through

I the highest point

Name Date


Skills in Context

5 Read this sentence from the story.

The path was steep.

What is the meaning of the word steep as used in the sentence above?

A curving gently

B going up sharply

C covered with mud

D twisted and narrow

6 How are Kayla and Wes ALIKE?

F They both make a rubber stamp.

G They both get a notebook from Uncle Jim.

H They both get out of breath going up the hill.

I They both see the cracked boulder at the same time.

7 At the end of the story, how is Wes DIFFERENT from how he was at the start?

A He wants a rubber stamp.

B He knows what a waterfall is.

C He no longer enjoys basketball.

D He decides he does not like hiking.

8 Why does everyone examine the rocks?

F to find the cracked one

G to find the letterbox clue

H to find interesting fossils

I to find a good place to sit



Name Date


Skills in Context

9 What is the MAIN message of the story?

A It can be fun to try new things.

B It can be difficult to hike up hills.

C It can be exciting to play basketball.

D It can be a challenge to stay with relatives.

10 Suppose the author wanted to use a different title for the story. Which title below would suggest the story’s MOST important lesson?

F “How to Make a Stamp”

G “Visiting with Relatives”

H “Playing the Same Game”

I “A New Kind of Adventure”


Lesson 13w e e k ly t e s t s 1 3 . 7Name Date


STOP

Vocabulary



VocabularyAnswer Numbers 1 through 10. Choose the best answer for each question.

1 What does the word pausing mean in the sentence below?

Before crossing the street, the students were pausing to look both ways.

A hurrying forward

B opening their eyes

C pushing and shoving

D stopping for a moment

2 What does the word mist mean in the sentence below?

The mist made it hard for the sea captain to see the land.

F fog

G night

H water

I wind

3 What does the word rugged mean in the sentence below?

The pioneer wagons could not cross the rugged mountains.

A sandy and wet

B windy and cold

C grassy and green

D bumpy and rocky

4 What does the word pleaded mean in the sentence below?

In the cartoon, the mouse pleaded with the cat to let him go.

F begged

G joked

H ordered

I screamed

Name Date

Grade 3, Unit 327Target Vocabulary, Homophones/Homographs© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Vocabulary



5 What does the word examined mean in the sentence below?

Steve examined the old car for scratches and dents, but he did not see any.

A gave a test

B drove around

C banged and hit

D looked at carefully

6 Which word BEST completes the sentence below?

If you drop the plate, it will .

F brak

G brake

H break

I brook

7 Which word BEST completes the sentences below?

Neil is seven now. Next year he will turn .

A at

B ate

C eat

D eight


When the cousins left, we all waved .

F bay

G bie

H buy

I bye


I don’t know what this old tool is used .

A for

B fore

C four

D fur


When the elf laughs, he sounds happy and .

F Mary

G marry

H merry

I murry

Name Date

Grade 3, Unit 328Target Vocabulary, Homophones/Homographs© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

STOP

ComprehensionComprehensionAnswer Numbers 1 through 10. Base your answers on the story “Yonder Mountain: A Cherokee Legend.”

Lesson 13w e e k ly t e s t s 1 3 . 1 0


1 How does Chief Sky MOST LIKELY feel at the beginning of the story?

A eager to find the next leader for the tribe

B excited that he will no longer be the leader

C surprised that he can no longer lead the people

D worried that the next leader will not be as good as him

2 How are the three young men ALIKE?

F They all return with torn clothes.

G They all bring back pretty stones.

H They all stay away for a long time.

I They all have to take the chief’s test.

3 How are the beautiful stones like the herbs?

A They will both be traded for food.

B They are both useful for the tribe.

C They will both help heal sickness.

D They are both on the mountain peak.

4 How are the first young man and the second young man ALIKE?

F They get lost on the mountain.

G They stop to rest on the mountain.

H They refuse to go up the mountain.

I They think the mountain is too steep.

Name Date

Grade 3, Unit 329Compare and Contrast, Story Message, Anchor Text© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Comprehension



5 How is the third young man DIFFERENT from the first two young men?

A The third young man returns very quickly.

B The third young man brings nothing from the mountain.

C The third young man cares about the people in his village.

D The third young man waits and goes up the mountain later.

6 How are the first two young men DIFFERENT from the third young man?

F The first two young men want to go live in another village.

G The first two young men do not know how to read smoke signals.

H The first two young men worry about the people in the other village.

I The first two young men do not follow the chief’s order to go to the peak.

7 What do you learn about all of the people in Chief Sky’s village?

A They have to climb mountains.

B They want to trade stones for medicine.

C They think the three young men are foolish.

D They are eager to see what each young man brings back.

8 What did the first two young men learn in the story?

F to listen to the chief

G to set goals for themselves

H not to be afraid to ask for help

I how to work together to find success

Name Date


Comprehension



9 What message does Chief Sky give about what makes a good leader?

A A good leader must never give up on their dreams.

B A good leader must be young and therefore have a lot to offer the world.

C A good leader must remember to climb up the mountain to gather stones and herbs.

D A good leader must work through difficulties in order to do what is needed to help other people.

10 What is the MOST important part of being a chief?

F being clever

G helping others

H doing well with money

I knowing about medicine

Mark Student Reading Level:____ Independent ____ Instructional ____ Listening

Name Date


STOP



PhonicsPhonicsAnswer Numbers 1 through 10. Choose the best answer for each question.

1 What is the base word in the word haven’t?

A hav

B have

C haven

D not

2 What is the base word in the word we’ve?

F have

G we

H weve

I ve

3 What is the base word in the word you’d?

A did

B had

C you

D your

4 What does the word I’d mean in the sentence below?

I’d like to watch the movie with you.

F I am

G I did

H I have

I I would

5 What does the word isn’t mean in the sentence below?

Steve isn’t going to the parade tomorrow.

A is not

B has not

C will not

D was not

Name Date

Grade 3, Unit 332Contractions with n’t, ’d, ’ve© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Phonics



6 What does the word he’d mean in the sentence below?

Jerry said he’d read that book before.

F he is

G he had

H he were

I he could

7 What does the word weren’t mean in the sentence below?

The glasses weren’t in the box.

A we not

B was not

C were not

D would not

8 What does the word should’ve mean in the sentence below?

Penny should’ve eaten her breakfast.

F should is

G should not

H should will

I should have

9 What does the word they’ve mean in the sentence below?

Tom thinks they’ve moved out of town.

A they are

B they have

C they were

D they would

10 What does the word we’d mean in the sentence below?

The man said we’d enjoy the show.

F we is

G we had

H we will

I we would

Name Date

Grade 3, Unit 333Contractions with n’t, ’d, ’ve© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

STOP

Grammar



GrammarAnswer Numbers 1 through 10. Choose the best answer for each question.

1 What change should be made to the sentence below?

He dry the cups with a towel.

A change dry to dris

B change dry to drys

C change dry to dries

D change dry to dryes


The girl sprinkle salt on her corn.

F change sprinkle to sprinkls

G change sprinkle to sprinkles

H change sprinkle to sprinklies

I change sprinkle to sprinklied


My socks matches my shirt.

A change matches to match

B change matches to matchs

C change matches to matchies

D change matches to matching


The loud noise scare the baby.

F change scare to scars

G change scare to scares

H change scare to scarees

I change scare to scaries

Name Date

Grade 3, Unit 334Subject-Verb Agreement© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grammar




We raisees tomatoes in the garden.

A change raisees to raise

B change raisees to raises

C change raisees to rases

D change raisees to raising


The pilot flys the airplane.

F change flys to fly

G change flys to flis

H change flys to flies

I change flys to fliys


The rabbit dashs away from the hawk.

A change dashs to dash

B change dashs to dashes

C change dashs to dashies

D change dashs to dashees


Sometimes Mom allow us to dress up in her clothes.

F change allow to alos

G change allow to alloes

H change allow to allows

I change allow to allowing


My aunt and uncle replys to my letters quickly.

A change replys to reply

B change replys to replies

C change replys to replyes

D change replys to replyed


The children wishs they could get a horse.

F change wishs to wish

G change wishs to wishes

H change wishs to wishies

I change wishs to wishing

Name Date

Grade 3, Unit 335Subject-Verb Agreement© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

STOP

English Language Learners© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

36

ELL Lesson 13blackline master ell13 .4


Oral Language Chant

Grade 3, Unit 3

Cherokee LeadersRead the chant aloud. On a separate sheet of paper, use peak, examine, and rugged to write about a mountain.

The old Cherokee chiefknew his people were in needof a new Cherokee chief.He was too old to lead.

He examined the problem and began to speak:“Send the three best men to the high mountain peak.”

Up the many rugged trailsand down the slopes so steepthe first man found stones,the second found herbs to heal.

The third man found no stones or plantsbut saw people in trouble.He pleaded with the chief:“We must not let them suffer!”

The old Cherokee chiefknew this man was wisest.Three men climbed the mountain,but this man climbed the highest.

English Language Learners© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

37

ELL Lesson 13blackline master ell13 .5


Selection Summary

Grade 3, Unit 3

Sky

was

the

chie

f of t

he

Che

roke

e pe

ople

. N

ow h

e w

as v

ery

old.

He

had

to c

hoos

e a

new

chi

ef.

Chi

ef S

ky te

sted

thre

e yo

ung

men

. O

ne w

ould

bec

ome

the

new

ch

ief.

He

told

them

to g

o to

the

top

of

a hi

gh m

ount

ain

peak

. H

e to

ld th

em

to b

ring

him

som

ethi

ng fr

om th

ere.

Bla

ck B

ear

clim

bed

part

way

up

the

mou

ntai

n. H

e sa

w s

park

ling

ston

es.

He

exam

ined

one

clo

sely

. W

ith

thes

e st

ones

, he

coul

d bu

y fo

od

for

his

peop

le.

He

took

them

to th

e ch

ief.

The

chi

ef s

mile

d fo

ndly

.G

rey

Wol

f clim

bed

fart

her

up

the

stee

p m

ount

ain.

He

foun

d he

alin

g pl

ants

. W

ith

thes

e pl

ants

, his

peo

ple

wou

ldn’

t suf

fer.

He

took

them

to th

e ch

ief.

The

chi

ef s

mile

d fo

ndly

.

Aft

er s

even

day

s, So

arin

g E

agle

ca

me

back

. H

e cl

imbe

d be

yond

the

spar

klin

g st

ones

and

the

heal

ing

plan

ts.

He

wen

t to

the

top

wit

hout

pa

usin

g. A

t the

top,

he

saw

a s

igna

l.

The

sig

nal a

sked

for

help

.H

e w

ante

d to

follo

w th

e si

gnal

an

d gi

ve h

elp.

Soa

ring

Eag

le b

ecam

e th

e ne

w c

hief

. H

e sa

w b

eyon

d th

e m

ount

ain

to p

eopl

e in

nee

d.

Yonder

Mounta

in:

A C

hero

kee L

egend

Read

dire

ctio

ns to

stu

dent

s.

Targ

et V

ocab

ular

yW

rite

wor

ds a

nd id

eas

that

go

with

the

wor

d ex

amin

ed in

th

e w

eb.

Then

cre

ate

your

ow

n w

ebs

for t

he re

mai

ning

Tar

get

Voca

bula

ry w

ords

.

exam

ined

fond

lym

ist

paus

ing

peak

plea

ded

rugg

edst

eep

Voca

bula

ry

loo

ked

clo

sely

clu

es

mic

rosc

op

e

do

cto

r’s

visi

t

exam

ined

Po

ssib

le r

esp

on

ses

show

n.

Nam

e

Dat

e

6Gr

ade

3, U

nit 3

Less

on 1

3B

LA

CK

LIN

E M

AS

TE

R 1

3.4

Targ

et V

ocab

ular

y©

Hou

ghto

n M

ifflin

Har

cour

t Pub

lishi

ng C

ompa

ny. A

ll rig

hts

rese

rved

.

The D

aily

Lif

e o

f th

e

Chero

kee

Targ

et V

ocab

ular

y

3_R

NLE

AN89

3549

_L11

-15T

V.in

dd

606

/03/

12

11:0

6 AM

Po

ssib

le r

esp

on

ses

show

n.

T-M

ap:

Title

Tim

id B

oyOl

der B

roth

er

play

s w

ith b

ears

do

esn’

t kn

ow h

ow to

pla

y w

ith

child

ren

tric

ks b

ears

know

s h

ow to

pla

y w

ith c

hild

ren

Com

pare

and

Con

trast

Tim

id B

oy a

nd M

ama

Bear

Nam

e

Dat

e

Grad

e 3,

Uni

t 37

Less

on 1

3B

LA

CK

LIN

E M

AS

TE

R 1

3.5

Tim

id B

oy

and M

am

a

Bear

Grap

hic

Orga

nize

r 12

Grap

hic

Orga

nize

r 12

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_L11

-15G

O.in

dd

705

/01/

11

1:41

PM

Blackline Masters 13.4–13.5 38Answer Key© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Po

ssib

le r

esp

on

ses

show

n.

T-M

ap:

Title

Lone

ly M

anTh

e W

oman

long

dar

k ha

ir

do

esn’

t kn

ow a

bo

ut

� re

do

esn’

t kn

ow h

ow to

gro

w c

rop

s

lon

g b

lon

de

hai

r

show

s th

e m

an h

ow to

bu

ild a

� re

show

s th

e m

an h

ow to

gro

w c

orn

Com

pare

and

Con

trast

The

Lone

ly M

an

Nam

e

Dat

e

Grad

e 3,

Uni

t 39

Less

on 1

3B

LA

CK

LIN

E M

AS

TE

R 1

3.7

The L

onely

Man

Grap

hic

Orga

nize

r 12

Grap

hic

Orga

nize

r 12

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_L11

-15G

O.in

dd

905

/01/

11

1:44

PM

Po

ssib

le r

esp

on

ses

show

n.

T-M

ap:

Title

Nanu

kTu

k

grea

t hun

ter

know

s a

lot

abo

ut

the

lan

d a

nd

hu

ntin

g

go

od

art

ist

lear

ns

abo

ut

the

lan

d a

nd

hu

ntin

g

Com

pare

and

Con

trast

Tuk

Beco

mes

a H

unte

r

Grad

e 3,

Uni

t 3

Nam

e

Dat

e

8

Less

on 1

3B

LA

CK

LIN

E M

AS

TE

R 1

3.6

Tuk B

ecom

es

a H

unte

rGr

aphi

c Or

gani

zer 1

2

Grap

hic

Orga

nize

r 12

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_L11

-15G

O.in

dd

805

/01/

11

1:41

PM

39Answer Key© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Blackline Masters 13.6–13.7

Po

ssib

le r

esp

on

ses

show

n.

T-M

ap:

Title

Nanu

kTu

k

grea

t hun

ter

know

s ab

ou

t th

e la

nd

an

d h

un

ting

go

od

art

ist

lear

ns

abo

ut

the

lan

d a

nd

hu

ntin

g

Com

pare

and

Con

trast

Tuk

the

Hunt

er

Grad

e 3,

Uni

t 3

Nam

e

Dat

e

10

Less

on 1

3B

LA

CK

LIN

E M

AS

TE

R 1

3.8

Tuk t

he H

unte

rGr

aphi

c Or

gani

zer 1

2

Grap

hic

Orga

nize

r 12

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_L11

-15G

O.in

dd

1005

/01/

11

1:44

PMCo

ntra

ctio

ns w

ith n

’t, ’d

, ’ve

Mat

ch e

ach

pair

of w

ords

in C

olum

n 1

to th

e co

ntra

ctio

n th

ey m

ake

in C

olum

n 2.

The

n re

ad th

e co

ntra

ctio

n. T

he fi

rst

one

has

been

don

e fo

r you

. (1

po

int

each

)

C

olum

n 1

Col

umn

21.

do

+ no

t A

. I’v

e

2.

I +

hav

e B

. th

ey’v

e

3.

we

+ w

ould

C

. ar

en’t

4.

are

+ n

ot

D.

I’d

5.

I +

had

E.

don

’t

6.

the

y +

have

F.

we’

d

Read

dire

ctio

ns to

stu

dent

s.As

sess

men

t Tip

: Tot

al 5

Poi

nts

11Gr

ade

3, U

nit 3

Nam

e

Dat

e L

ess

on 1

3L

EV

EL

ED

PR

AC

TIC

E S

R1

3.1

Phon

ics

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

Yonder

Mounta

in:

A C

hero

kee L

egend

Phon

ics:

Co

ntra

ctio

ns w

ith n

’t, ’d

, ’ve

3_R

NLE

AN89

3549

_U3L

13.in

dd

1106

/03/

12

10:2

4 PM


Blackline Masters 13.8, Leveled Practice SR13.1

Cum

ulat

ive

Revi

ewRe

plac

e th

e un

derli

ned

wor

ds in

eac

h se

nten

ce w

ith a

w

ord

from

the

Wor

d Ba

nk.

The

first

one

has

bee

n do

ne

for y

ou. I’v

edo

n’t

I’d he’d

aren

’tth

ey’v

e

Wor

d Ba

nk

1.

I wou

ld li

ke to

eat

a p

each

. I’d

2.

We

do n

ot w

ant t

o go

. d

on’

t

3.

She

said

they

hav

e go

ne h

ome.

they

’ve

4.

I thi

nk h

e w

ould

say

yes

. h

e’d

5.

I hav

e no

t lef

t the

hou

se.

I’ve

6.

They

are

not

her

e ye

t. ar

en’t

Read

eac

h se

nten

ce.

Read

the

hom

opho

nes

belo

w

the

sent

ence

. Ci

rcle

the

corr

ect w

ord

to c

ompl

ete

the

sent

ence

. (1

po

int

each

)

7.

We

____

____

_ to

the

stor

e on

our

bik

es.

r

oad

rode

8.

Pay

your

trai

n __

____

_ at

the

ticke

t boo

th.

f

are

fair

9.

At t

he b

ook

____

____

, you

can

buy

two

book

s fo

r th

e pr

ice

of o

ne.

s

ail

sale

Read

dire

ctio

ns to

stu

dent

s.

(1 p

oin

t ea

ch)

Asse

ssm

ent T

ip: T

otal

8 P

oint

s12

Grad

e 3,

Uni

t 3

Nam

e

Dat

e

Yonder

Mounta

in:

A C

hero

kee L

egend

Phon

ics:

Cum

ulat

ive

Revi

ew

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E S

R1

3.2

Phon

ics

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_U3L

13.in

dd

1208

/03/

12

5:56

PMHo

mop

hone

s an

d Ho

mog

raph

sTh

ink

abou

t the

mea

ning

s of

the

wor

ds b

elow

eac

h se

nten

ce.

Circ

le th

e w

ord

that

com

plet

es e

ach

sent

ence

cor

rect

ly.

(1 p

oin

t ea

ch)

1.

Ple

ase

pick

som

e fr

om th

e ga

rden

.

� ow

ers

� ou

rs

2.

com

ing

to d

inne

r to

nigh

t?

W

ho

se

Wh

o’s

3.

He

was

mad

that

he

the

bus.

m

ist

mis

sed

Circ

le th

e le

tter o

f the

def

initi

on th

at m

atch

es th

e m

eani

ng o

f the

un

derli

ned

wor

d. (

1 p

oin

t ea

ch)

1.

The

dove

fl ap

ped

its g

ray

win

gs.

A a

kin

d of

bir

d

B j

umpe

d he

adfir

st in

to w

ater

2.

She

used

thre

ad to

men

d th

e te

ar.

A a

dro

p of

wat

er fr

om c

ryin

g

B a

rip

3.

The

stro

ng w

ind

blew

his

hat

aw

ay.

A m

ovin

g ai

r

B t

o tu

rn a

roun

d an

d ar

ound

Read

dire

ctio

ns to

stu

dent

s.As

sess

men

t Tip

: Tot

al 6

Poi

nts

13Gr

ade

3, U

nit 3

Nam

e

Dat

e

Voca

bula

ry S

trate

gies

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

Yonder

Mounta

in:

A C

hero

kee L

egend

Voca

bula

ry S

trat

egie

s:

Hom

opho

nes

and

Hom

ogra

phs

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E S

R1

3.3

3_R

NLE

AN89

3549

_U3L

13.in

dd

1305

/01/

11

10:5

1 AM


Leveled Practice SR13.2–SR13.3

Cum

ulat

ive

Revi

ewW

rite

a st

ory

on th

e lin

es b

elow

that

incl

udes

at l

east

five

co

ntra

ctio

ns a

nd fi

ve h

omop

hone

s. R

ead

your

sto

ry to

be

sure

you

hav

e us

ed th

e w

ords

in a

way

that

mak

es s

ense

.

Read

dire

ctio

ns to

stu

dent

s.

Res

po

nse

s w

ill v

ary.

(10

po

ints

)

Asse

ssm

ent T

ip: T

otal

10

Poin

ts15

Grad

e 3,

Uni

t 3

Nam

e

Dat

e

Yonder

Mounta

in:

A C

hero

kee L

egend

Phon

ics:

Cum

ulat

ive

Revi

ew

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E A

13

.2

Phon

ics

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_U3L

13.in

dd

1506

/03/

12

10:2

4 PM

Cont

ract

ions

with

n’t,

’d, ’

veTh

e co

ntra

ctio

n in

eac

h se

nten

ce is

spe

lled

inco

rrec

tly.

Writ

e it

corr

ectly

. Th

en w

rite

the

two

wor

ds th

at m

ake

up

the

cont

ract

ion.

Rea

d th

e co

mpl

ete

sent

ence

. (2

po

ints

eac

h)

1.

She

has

’nt w

ashe

d th

e di

shes

.

has

n’t

= h

as +

no

t

2.

Ive

lost

my

coat

and

glo

ves.

I’ve

= I

+ h

ave

3.

We’

ould

like

to g

o to

the

zoo

now

.

We’

d =

We

+ w

ou

ld

4.

He

coul

’dnt

com

e to

our

par

ty.

cou

ldn’

t =

cou

ld +

no

t

5.

She

’ed

brou

ght e

very

thin

g sh

e co

uld

carr

y.

Sh

e’d

=

Sh

e +

had

6.

You

do’

nt li

ke to

wal

k th

e do

g.

do

n’t

= d

o +

no

t

Read

dire

ctio

ns to

stu

dent

s.As

sess

men

t Tip

: Tot

al 1

2 Po

ints

14Gr

ade

3, U

nit 3

Nam

e

Dat

e

Phon

ics

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

Yonder

Mounta

in:

A C

hero

kee L

egend

Phon

ics:

Co

ntra

ctio

ns w

ith n

’t, ’d

, ’ve

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E A

13

.1

3_R

NLE

AN89

3549

_U3L

13.in

dd

1406

/03/

12

10:2

4 PM


Leveled Practice A13.1–A13.2

Cont

ract

ions

with

n’t,

’d, ’

veCi

rcle

the

lette

r of t

he c

orre

ct s

pelli

ng o

f the

con

tract

ion.

Th

en re

ad th

e co

ntra

ctio

n. T

he fi

rst o

ne h

as b

een

done

fo

r you

. (1

po

int

each

)

1.

he +

wou

ld

A h

e’ld

B h

’ed

C h

e’d

2.

do +

not

A d

on’t

B d

o’no

t

C d

o’nt

3.

I + h

ave

A I

ve

B I

’ve

C I

’hav

e

4.

are

+ no

t

A a

rn’t

B a

r’no

t

C a

ren’

t

5.

I + w

ould

A I

’wld

B I

’d

C I

’ld

Read

dire

ctio

ns to

stu

dent

s.As

sess

men

t Tip

: Tot

al 4

Poi

nts

17Gr

ade

3, U

nit 3

Nam

e

Dat

e

Phon

ics

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E E

LL

13

.1

Yonder

Mounta

in:

A C

hero

kee L

egend

Phon

ics:

Co

ntra

ctio

ns w

ith n

’t, ’d

, ’ve

3_R

NLE

AN89

3549

_U3L

13.in

dd

1706

/03/

12

10:2

4 PM

Hom

opho

nes

and

Hom

ogra

phs

Read

the

sent

ence

. W

rite

a de

finiti

on fo

r eac

h un

derli

ned

wor

d. T

hen

use

the

wor

ds to

writ

e yo

ur o

wn

sent

ence

. P

oss

ible

res

po

nse

s sh

own

.

1.

If yo

u st

and

so c

lose

to m

e w

hile

I cl

ose

the

door

, you

mig

ht g

et b

umpe

d.

clos

e: n

ear

(1 p

oin

t)

clos

e: sh

ut

(1)

Ple

ase

clo

se t

he

cab

inet

clo

se to

th

e d

oo

r. (2

)

2.

He

chec

ked

the

wea

ther

rep

ort t

o fi n

d ou

t whe

ther

he

shou

ld b

ring

a co

at o

r no

t.

wea

ther

: wh

at it

is li

ke o

uts

ide

(1)

whe

ther

: if (1

)

Th

e d

uck

s d

on’

t m

ind

wh

eth

er t

he

wea

ther

is r

ainy

or

no

t. (2

)

3.

She

was

one

sec

ond

behi

nd J

im a

t the

fi ni

sh li

ne, s

o sh

e w

on

seco

nd p

lace

.

seco

nd: a

mea

sure

men

t o

f tim

e (1

)

seco

nd: th

e n

ext

pla

ce a

fter

� rs

t (1

)

Th

at is

th

e se

con

d t

ime

that

I m

isse

d t

he

bus

by o

nly

a s

eco

nd

! (2

)

4.

Plan

t thi

s ro

se b

ush

in o

ne o

f the

bac

k ro

ws

in th

e ga

rden

.

rose

: a ki

nd

of

� ow

er (

1)

row

s: st

raig

ht

lines

(1)

Th

e g

ard

ener

wat

ered

th

e cu

rvy

row

s o

f ro

ses.

(2)

Read

dire

ctio

ns to

stu

dent

s.As

sess

men

t Tip

: Tot

al 1

6 Po

ints

16Gr

ade

3, U

nit 3

Nam

e

Dat

e

Voca

bula

ry S

trate

gies

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

Yonder

Mounta

in:

A C

hero

kee L

egend

Voca

bula

ry S

trat

egie

s:

Hom

opho

nes

and

Hom

ogra

phs

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E A

13

.3

3_R

NLE

AN89

3549

_U3L

13.in

dd

1605

/01/

11

10:5

1 AM


Leveled Practice A13.3, ELL13.1

Hom

opho

nes

and

Hom

ogra

phs

Thin

k ab

out t

he m

eani

ng o

f the

und

erlin

ed w

ord

in e

ach

sent

ence

. Dr

aw a

line

to it

s de

finiti

on.

(1 p

oin

t ea

ch)

1.

They

felt

thirs

ty in

the

dese

rt.

A.

hot,

sand

y la

nd

2.

You

mus

t bow

whe

n yo

u ar

e do

ne.

B.

a fa

ncy

ribbo

n

3.

I did

not

des

ert t

he th

eate

r, C

. be

nd o

ver

at th

e w

aist

bu

t it c

lose

d an

yway

.

4.

Wea

r a

nice

bow

in y

our

hair.

D

. le

ave

with

out p

lann

ing

to g

o ba

ck

Read

dire

ctio

ns to

stu

dent

s.As

sess

men

t Tip

: Tot

al 4

Poi

nts

19Gr

ade

3, U

nit 3

Nam

e

Dat

e

Voca

bula

ry S

trate

gies

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

Less

on 1

3L

EV

EL

ED

PR

AC

TIC

E E

LL

13

.3

Yonder

Mounta

in:

A C

hero

kee L

egend

Voca

bula

ry S

trat

egie

s:

Hom

opho

nes

and

Hom

ogra

phs

3_R

NLE

AN89

3549

_U3L

13.in

dd

1905

/01/

11

10:5

2 AM

Cum

ulat

ive

Revi

ewPu

t the

two

wor

ds to

geth

er to

mak

e a

cont

ract

ion.

Writ

e th

e co

ntra

ctio

n on

the

line.

Rea

d th

e w

ord.

The

firs

t one

has

bee

n do

ne fo

r you

. (1

po

int

each

)

1.

I

+ w

ould

=

I’d

2.

she

+ w

ould

=

sh

e’d

3.

do

+

no

t

=

do

n’t

4.

I

+ ha

ve

=

I’ve

5.

has

+

no

t

=

has

n’t

6.

wou

ld

+ no

t

=

wo

uld

n’t

7.

he

+

ha

d

=

he’

d

8.

are

+ no

t

=

aren

’t

9.

I

+ ha

d

=

I’d

10.

they

+ ha

ve

=

they

’ve

Read

eac

h w

ord.

The

n us

e th

e w

ord

in a

sen

tenc

e.

11.

sale

I’m

go

ing

to t

he

sho

e sa

le t

his

wee

ken

d.

12.

sail

We

wat

ched

th

e cr

ew r

aise

th

e sh

ip’s

sai

l.

13.

road

Fo

llow

th

e ro

ad to

th

e p

ark.

14.

rode

W

e ro

de

ou

r b

ikes

to t

he

par

k.

15.

fair

It’s

no

t fa

ir to

cu

t th

e lin

e.

Read

dire

ctio

ns to

stu

dent

s.

Po

ssib

le r

esp

on

ses

show

n. (

1 p

oin

t ea

ch)

Asse

ssm

ent T

ip: T

otal

14

Poin

ts18

Grad

e 3,

Uni

t 3

Nam

e

Dat

e L

ess

on 1

3L

EV

EL

ED

PR

AC

TIC

E E

LL

13

.2

Yonder

Mounta

in:

A C

hero

kee L

egend

Phon

ics:

Cum

ulat

ive

Revi

ew

Phon

ics

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

. All

right

s re

serv

ed.

3_R

NLE

AN89

3549

_U3L

13.in

dd

1806

/03/

12

10:2

4 PM


Leveled Practice ELL13.2–ELL13.3

HOUGHTON MIFFLIN HARCOURT

Lesson 13Grade 3

Lesson 13Includes:•Blackline Masters and Leveled Practice organized by lesson•Answer Keys•Weekly Tests for Key SkillsObservation Checklists and other Informal Assessments can be found in the Assessment section of the Grab-and-Go™ Resources for this grade.

grade 3 lesson 13

Documents