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Grade 3 Texas Version – Editing, Revising, and More

Supplemental Lessons

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Think and Discuss

Skill: Common Syllabic Construction (3.24A) (3.24D)

Student pages:

p. 89 “Syllable Construction” (3.24A) (3.24D)

p. 90 “R-Controlled Syllables” (3.24A) (3.24D)

Objective: Students will be able to recognize six types of syllables.

Necessary Background: A syllable is a letter or a combination of letters spoken together. Some teachers refer to syllables as word chunks. When students can recognize syllables, spelling becomes much easier. There are six types of syllables:

• A closed syllable ends in a consonant. The vowel sound is short as in the word hat. • An open syllable ends in a vowel. The vowel has a long vowel sound as in the first syllable of table. • A vowel-consonant-e syllable is usually found at the end of a word. The final e is silent and makes the vowel before it long as in the word same. • The final stable syllable is found in words like cuddle, middle, magician, commotion, mansion. • A vowel team syllable has two vowels next to each other that together make a sound. It may be short, long or a diphthong such as team or south. • An r-controlled syllable contains a vowel followed by the letter “r.” The “r” controls the vowel and changes the way it is pronounced as in the word far.

Prior to the lesson: Prepare foldable charts by copying page 211 of the Teacher’s Manual. Solid lines indicate where paper should be folded, and dotted lines show where to cut to create flaps.

Procedure:

1.) Tell the students that all words are made up of syllables. A word might have one, two or even more syllables.

2.) Write the word jumping on the board and tell the students that this word has 2 syllables. Model for the students what it looks like to clap the syllables. As you say jump, clap your hands. Then say ing and clap your hands again.

3.) Practice several words with one and two syllables with the students. Ask the students to practice with the following words.

• Fifty • truck • cowboy • curtain • blue • magazine • grapefruit • boys • elephant

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Lesson Plans

4.) Explain to the students that your jaw drops when you say a vowel sound, and every syllable has a vowel sound. Have them place their hand under their chin and feel the syllables. Ask them to figure out how many syllables are in their name. Give them additional names to try. Many names have 3 syllables such as Emily, Stephanie, Jonathon, Jenica, Christopher, Marissa, Caroline, and Roberto.

5.) Tell the students they will be reviewing the 6 types of syllables over several days. Point out that they probably have already learned some of these types of syllables in K-2nd grade.

1.) Closed Syllables: • Tell students that in a closed syllable, the syllable ends in a consonant and the vowel has a short vowel sound such as in hat. Point out that the vowel is boxed in by the consonants. • Ask the students to provide other words with a closed syllable. Chart the words they suggest. Possible answers might be rat, bat, stop, ran, hop, shop. • Show students that in the word napkin, we have two syllables. Write the word divided into syllables nap kin on the board. Ask the students to look at each syllable separately. Show the students that each syllable ends in a consonant and has a short vowel; therefore, both of the syllables are closed. • Model for the students what it looks like to spell the word napkin when it is broken into syllables. Sound out the word in syllables as if you were the student and write it on the board. • Choose several two syllable words to have the students practice sounding out the word and then spelling each syllable: pic nic blan ket • Using the foldable from the teacher’s guide on p. 211, walk the students through folding the flaps and writing several words with closed syllables under the flap labeled “closed.” hat, put, cup, tip, cap, get, stop

2.) Open Syllables: • Explain that with an open syllable, the syllable ends in a vowel. The vowel has a long sound as in go or by. • Divide the word baby into two syllables and point out that in each syllable there is a vowel at the end of the syllable. We do not have a consonant closing the syllable, so we call this type of syllable an open syllable. Ask the students the sound that they hear in the syllable ba. They should tell you they hear a long a. In the syllable by, they should note that the vowel “y” makes the sound of a long e. • Have the students suggest other words with at least one open syllables such as candy, no, tiger, focus. Chart additional words. • Using the syllable foldable they have been given, have the students add several examples under the flap labeled “open.” They should underline the open syllables.


Lesson Plans

3.) Vowel Consonant E Syllables: • Tell the students that a vowel consonant e syllable is usually found at the end of a word. Point out that the final e is silent and makes the vowel before it long. • Chart examples for the students: cake, rake, bike, code, envelope, rope. Have students suggest additional words that end in e. Check to see that the vowel sound they are hearing is long. • Using the foldable, continue to help the students list samples of words with a vowel consonant e syllable.

4.) Vowel team syllables: • Point out for the students that a vowel team syllable has two or more vowels next to each other that together make a vowel sound. It may be a long, short, or a diphthong vowel sound. Chart several examples such as team, feet, mouth, look etc. Have students think of additional words with vowel team syllables. • Using the foldable, continue to have students list samples of words that have two vowels next to each other.

5.) Final stable syllables: • Point out that the final stable syllable is found at the end of words and is usually not accented. One example is the consonant + le. Tell the students that le is a “big chicken!” Le always takes another letter with him. (This may sound silly, but the students will love “chicken le” and will remember to include the letter before le.) Explain that when dividing a word into syllables, the consonant before the le goes in the syllable with the le. They will discover words ending with ble,cle,dle,fle,gle,kle, ple, tle, sle, and zle. This concept is easily understood by students when they see the word written out and then separated into syllables. • List the following examples: handle han dle, able a ble, beagle bea gle, bottle, bot tle. Have students come to the board and write out samples they would like to add. • Show students Syllable Construction on p. 89 in their student book. • Have them number a piece of notebook paper with the 26 letters of the alphabet. They should make columns like they have on p. 89 in the student book. By doing this, the assignment can go home for homework. Once they have located a word for as many letters as they can possible find, they can recopy the page into their student book. • You will also want to have the students add the examples to their foldable syllable page they have been working on. • Another example of Final Stable Syllables include words that end in -tion, -sion, -cian, -tian, -ture, -el. like lotion, confusion, technician, martian, puncture, hotel.


Lesson Plans

6.) R-Controlled Syllable: • Explain that an r-controlled syllable will have a vowel followed by the letter r. (ar, er, ir, or, ur) The r is sometimes called “bossy r” because it controls the vowel that it follows and changes the way the vowel is pronounced. The combination of the vowel plus r produces a special sound or phoneme. These phonemes are as follows: • /ar/ sound as in star, guitar, Arlene • /âr/ sound as in rare,pear,dare,flare,aquarium • /îr/ sound as in pier, ear • /ir/ sound as in turn,driver,certificate, and twirl • /or/ sound as in for, author, bored • /er/ sound as in ladder, clutter, father

• Write the letter a on the board and ask the students what sounds the a can make. (short a and long a)

• Then write the word car on the board and ask the students what sounds they hear. They should notice that the a does not make the long or short sound. What we hear is the sound of the c and then the sound of the r. This is why we call the r “Bossy R.” The r controls the sound of the vowel in the word. We hear neither the short nor long sound of the letter a because the r takes over and controls the sound. Most of the time when you see the letters ar it will make the sound you hear in car. Some words make the /âr/ sound such as pear and aquarium. • Explain to the students that when they see the letters “or” they know that it usually makes the sound of /or/ as in for or torn. • When they see ir, er, or ur, the sound will be the /r/ sound as heard in girl, perfect, purr • On the syllable foldable have the students list examples of r-controlled words. Students struggle with the r-controlled syllables and need continued reinforcement. Have students read for 5-10 minutes in their library book and make a list of words they noticed that contain r-controlled syllables. Once they have quite a few words, have them sort by sound the words they have found and record them on R-Controlled Syllables, p. 90 in the student book.


Lesson Plans

Syllable Foldable

DIRECTIONS: Print and copy the foldable template included on the following page. 1.) Have the students fold the page in half vertically before they cut on the dotted lines.

2.) They will then cut on the dotted lines.

3.) Fold the tabs over.

4.) Examples can be recorded behind each tab.

5.) Students can place this in their writing or spelling folder and add to it over time.

Under the tab called Open Syllables: List several examples such as go, no, ta ble (Ta is the open syllable.)

Under the tab called Closed Syllables: List several examples such as pup, hat, kit ten (Both kit and ten are closed syllable.)

Under the tab Vowel Consonant e: List several examples such as take, drive, plate,

Under the tab Vowel Team: List thief, coin, may, claw, boy, team. Teacher note: A vowel can represent a long, short, or diphthong sound. Another note: Sometimes consonants are used in vowel teams such as y=ey, ay

Under tab, R-Controlled list er, ir, /îr/, ar, /âr/ or, ur List: car, or, girl, perfect, purr, rare, pier

Final Stable Syllable: -ble,-stle,-cle,-gle,-ckle,-kle,-fle,-zle,-ple,-tle,-dle,-tian,-cian,-ture, -tion, -sion, -ein, -el List: trouble, buckle, puzzle, musician, punctuation, puncture


Lesson Plans

Open Syllable

Vowel Team

Vowel Consonant

e

Final Stable

Syllable

r Controlled

Closed Syllable


Syllable Construction (3.24D)

REMEMBER: Words often end in with ble,cle,dle,fle,gle,kle,ple,tle,sle, and zle. These words are said to have a final stable syllable. “Chicken le” is what we call le because le always takes another letter with it when you divide a word into syllables.

DIRECTIONS: Locate a word for each letter of the alphabet and write it on the chart. Divide the word into syllables on the second line. You may not be able to find a word for every letter. Answers may vary. a able a ble

b babble bab ble

c cable ca ble

d

e

f

g

h

i

j

k

l

m

n

o

p

q

r

s sprinkle sprin kle t

u

v

w

x

y

z Refer to Student 9


Teacher Answer Key

R-Controlled Syllables (3.24D)

DIRECTIONS: Make a list of r-controlled words you find while reading your library book. Remember that r-controlled words have a vowel followed by an r. Once you have your list, listen to the sound you hear and write the word in the appropriate box. Be careful to classify by sound rather than by spelling. Answers may vary.

/ar/ sound as in star, guitar, Arlene ______________________ _______________________

______________________ ________________________

______________________ ________________________

/âr/ sound as in pear, dare, aquarium ______________________ _______________________

______________________ _______________________

______________________ _______________________

/îr/ sound as in pier, ear ______________________ _________________________

______________________ _________________________

______________________ _________________________

/ir/ sound as in turn,driver,certificate, twirl ______________________ _____________ ______________________ _________________________

______________________ _________________________

/or/ sound as in for, door, bored ______________________ _________________________

______________________ _________________________

______________________ _________________________

/er/ sound as in ladder, clutter, father _______________ _________________________

______________________ _________________________

______________________ _________________________

Write a sentence using at least two of the words that you have recorded. Circle all words that have an r-controlled syllable. Sentences will vary. . Refer to Student 0


Teacher Answer Key

Ask students for additional examples to add to the list. Create an ongoing list that you can add to as students find words that follow rule 2.

Think and Discuss

Skill: Spelling Plurals (3.24B) (3.24 Biii)

Student pages:

p. 91 “Plural Rules” (3.24B) (3.24 Biii)

p. 92 “Spelling Plurals” (3.24B) (3.24 Biii)

Objective: Students will learn rules to use when forming the plurals of words.

Rule 1: Most nouns are made plural simply by adding an “s” to the end of the word. Rule 2: Words ending in –ch, sh, x, s, or ss will need an “es” to form the plural. Rule 3: Words ending in f, fe or ff often form their plural by dropping the “f,” “fe” or “ff” and adding “ ves.” Rule 4: If a noun ends in a “y” and has a vowel preceding the “y,” you simply add an “s” to form the plural. Boy would become boys. If there is a consonant preceding the “y” then you change the “y” to an “i” and add “es.” Baby becomes babies when you make it plural. Rule 5: Irregular nouns are words that form the plural by ways other than adding “s” or “es” to a word.

Necessary Background: Learning to spell is a process that is never complete. Most people work on spelling throughout their lives. Learning basic rules will help people learn to spell. However, there are exceptions to every rule that also must be learned.

Procedure:

1.) Remind students that singular means “one” and plural means “more than one.” Rule 1: Most nouns are made plural simply by adding an “s” to the end of the word. Examples: more than one cupcake - cupcakes • more than one animal - animals • more than one ski - skis

Ask students for additional examples to add to the list. Create an ongoing list that you can add to as students find additional examples.

2.) Explain the rule.

Rule 2: Words ending in –ch, sh, x, s, or ss will need an “es” to form the plural. Examples: • more than one bus-buses • more than one box-boxes • more than one beach-beaches • more than one glass-glasses • more than one wish-wishes


Lesson Plans

3.) Explain the rule.

Rule 3: Words ending in f, fe, or ff often form their plural by dropping the “f,” “fe” or “ff” adding “ves.” Examples: • more than one loaf - loaves • more than one knife - knives • more than one hoof - hooves • more than one shelf - shelves • more than one elf - elves Ask students for additional examples: (wolf, calf, leaf). Create an ongoing list that students can add to as they discover other examples.

4.) Point out that there are exceptions to spelling rules. If in doubt, you should check the dictionary. Two exceptions to note would be roof and dwarf. The plural of roof is roofs, and the plural of dwarf is dwarfs.

Rule 4: If a noun ends in a “y” and has a vowel preceding the “y,” you simply add an “s” to form the plural. Boy would become boys. If there is a consonant preceding the “y,” then you change the “y” to an “i” and add “es.” Baby becomes babies when you make it plural.

5.) Play the game Boys and Babies, p. 216 to help your students remember this plural rule.

Rule 5: Irregular nouns are words that form the plural by ways other than adding “s” or “es” to a word.

6.) Ask the students what they think the plural of child would be be? Give them the following sentence: In the library, there were many children.

Chart the examples: • more than one child - children • more than one tooth - teeth 7.) Instruct the students to think of other examples of additional irregular nouns that form their plural in ways other than adding “s” or “es” to a word. Create a chart for future reference.

8.) Once you have taught these spelling rules, direct students to complete p. 91 Plural Rules in the Student Workbook.

EXTENSION ACTIVITIES: “Boys and Babies,” “Share and Compare” and “Spelling Bee” are interactive classroom activities that students will enjoy throughout the year. They can be used during the initial instruction of a skill, but they also work well for re-teaching.


Lesson Plans

BOYS and BABIES

DIRECTIONS: Introduce the activity called BOYS and BABIES for the students by creating a class set of nouns that end in the letter “y.” (See list for possible words to use) Procedure: 1.) Explain to the students to make the plural of boy that they should look at the letter that precedes the “y.” Tell them: Since it is a vowel, you know that you only need to add an “s” to form the plural. With baby, you also look at the letter preceding the “y,” and you will notice it is a consonant. Therefore you know that you must change the “y” to “i” and add “es.” 2.) Pass out the noun cards. Make two columns labeled BOYS and BABIES on the board. 3.) Tell the students to look at the words they have each been given and decide if their word goes in the “BOYS” column or if it belongs with the “BABIES.” 4.) One child at a time comes up to place his or her card in the appropriate column. The student will explain why that card goes with either “BOYS” or “BABIES.” They need to explain that the letter before the “y” determines the spelling. It might sound like this: I know the word “party” goes with babies because the letter before the “y” is a “t.” Since “t” is a consonant, that tells me to change the “y” to “i” and add “es.” Parties would be spelled p-a-r-t-i-e-s. If the child had the word “monkeys” they would explain: I know the word monkey goes with boys because the letter before the “y” is a vowel. This tells me that I only need to add an “s” to make the word plural: m-o-n-k-e y-s. 5.) Once the students understand the rule for forming plurals of nouns ending in “y”, they can be given a stack of cards within their groups and asked to sort them by the rule: Add “s” or add “ies.”

List of possible words ending in “y” for the cards:

• toy • hobby • copy • batboy • turkey • cranberry • guppy • cowboy • puppy • baby • monkey • strawberry • forty • gypsy • bunny • library • lobby • pansy • poppy • penny • pigmy • spray • fly • city • cherry • army • beauty • family • lady • kitty • story • fairy • university • dictionary • duty • country • injury 6.) You can also add additional words that do not end in “y” and just need to add an “s”: • shoe • dog • truck • notebook • pencil • marker • street • movie • computer • house 7.) Once the students are comfortable with this activity, add a third category. Words that need “es” to form a plural:

• dish • wish • glass • bench • box • church • brush • fox • cross• radish • compass • cross

8.) Another possible category would be irregular plurals.

•child • woman• tooth • die • foot • ox • person • mouse • man • goose


Spelling Activities

Share and Compare

Share and Compare: Have the students complete the worksheet, Spelling Plurals on p. 92 in their student resource book by circling the correct word choice. They do not write the word in the blank until they have participated in the Share and Compare.

Share means “share your knowledge.” Compare means “compare your answers.”

Procedure:

1.) Group your children in groups of 3 or 4 students per group.

2. ) Using the assignment Spelling Plurals - Student p. 92, have the students compare their answers and share their knowledge. If they have the same answer, they discuss the rule that they used to get the correct answer. They should be able to talk about it. As you walk by monitoring their discussions, you should hear conversations that sound like this. “I chose the answer p-a-r-t-i-e-s because I knew that the root word is spelled p-a-r-t-y. I looked at the letter before the “y” and since it was a consonant, I changed the “y” to “i” and added es to form the plural. If the students’ answer choices don’t match up, they must figure out who is right by looking at the list of rules. Once they have determined the right answer, the child who spelled it incorrectly will need to change his answer to match the group. Only after they all agree, do they write the correct answer in the blank.

3.) It is important that they compare and determine the correct answer before they write it in the blank. This way no one practices writing the wrong answer.

4.) Have the students check over each other’s papers. If they find a mistake, the student who has copied the word incorrectly should correct it before the paper is turned in.

5.) Each group’s papers should be paper clipped together. This makes grading so much faster. Hopefully everyone has a 100 and the students will retain what they have learned!


Spelling Activities

Spelling Bee!

DIRECTIONS: For a new twist on an old activity try this spelling bee!

1.) Give the students a teacher-created word list to study at the beginning of the week.

2.) Divide your class into two teams. One student from each team comes to the front of the class. The first child is given a word to spell. The child must spell the root word and then the word with the suffix. For example: The teacher says, “Spell parties.” A sentence is then given where the word is used in context. “I love to attend birthday parties.”

3.) The child spells the root word and then spells the word with the suffix. If the child gets both words correct, his/her team would score a point. The child is not eliminated if the word is wrong, but no score is given for the team. This keeps all children engaged throughout the activity. If the first child misspells the word, the second child is given a chance to spell the root word and then the word + suffix. If the child spells both correctly, then his/her team will get the point. If neither child is successful, the teacher writes both words on the board for the class to see the correct spelling and explains where the child went wrong.

4.) Another variation would be to give a homophone used in a sentence. The child must spell the homophone correctly to earn a point for his/her team.

Spelling Bee Word List:

A sample word list is provided on the following page, but teachers can easily create their own word list that reflects their classroom curriculum.


Spelling Activities

Word Root word Sentences –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– puppies puppy My dog had a litter of puppies last Wednesday. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– monkeys monkey The monkeys threw their hats at the peddler. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– beautifully beautiful She sang beautifully! –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– bubbly bubble The bubbly drink tasted like lime sherbert. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– parties party Slumber parties can be a lot of fun! –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– phones phone For my birthday, I received a new phone from my parents. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– watched watch We watched the entire series last year. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– diving dive Diving from the high board is frightening to me. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– calves calf The baby calves were in the barn during the rainstorm. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– stillness still The stillness of the night was alarming. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– slowly slow I opened the door slowly. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– skipper skip The skipper was in charge of the boat. If a class had been studying the earth and its features, a word list for the spelling bee might look like this.

Word Root word Sentences –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– features feature The earth has many features. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– mountains mountain Mountains are one feature found on earth. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– valleys valley Valleys are another one of earth’s features. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– carried carry When soil or rock are carried away by water, wind, or other rocks, it is called erosion. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– erupting erupt An erupting volcano is very dangerous. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– sizes size Rocks come in all shapes and sizes. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– keeping keep Plant roots help prevent erosion by keeping the soil in place. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– quickly quick Earthquakes change the land very quickly. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– melted melt Lava is melted rock that flows from a volcano. –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– helpful help Both color and texture are helpful when identifying minerals.


Spelling Activities

Grade Three Homophone List

Homonym Sentences ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– bare Old Mother Hubbard said, “These cupboards are bare.” ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– bear Have you ever seen a grizzly bear? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– flew The bumblebee flew close to my head. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– flu My dad is home sick with the flu. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– knight The knight wore metal armor. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– night Last night my friend came to see me. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– knot My shoelace has a knot in it that I can’t get out. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– not You are not allowed to go in the library when the librarian is not there. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– mail Put the mail over there on the counter please. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– male This puppy is a male, and that one over there is a female. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– meat They will barbeque some meat on the grill. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– meet Did you meet my cousin last week? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– or You may have a burrito or a tostado for lunch. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– oar “Hand me an oar, and I’ll help you paddle,” my dad said. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– pail Your pail is full of blackberries. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– pale “You’re looking pale today,” my mom said to me. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– pair The pair of socks was left in the dryer. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– pear We had a salad with chopped up pear on top of it at the restaurant. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– pause Please pause the movie while I take this call. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– paws The paws of the puppy were muddy. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– rays In science we studied about the sun’s rays.


Student Reference Sheet

raise My dad was thrilled when he received a raise at work. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– roll Yummy! You can’t beat a hot buttered roll. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– role Were you given a role in the play? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– scene What scene are you working on right now? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– seen I have seen that play before. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– seas Pirates travel on the high seas. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– seize Sometimes they seize a ship and steal from everyone. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– sew I learned to sew by watching my grandmother. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– so I studied hard so I would be prepared for the test today. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– shown The movie was shown at school in the gym. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– shone The sun shone brightly last week. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– side Plant the rose bush by the side of the house. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– sighed The child sighed when he heard the news.



High-Frequency Word List

a lotableaboutaboveafraidagainalreadyalwaysanotheranyare aroundballoonbeautifulbecausebecomebeenbeforebelievebirthdaybrothercaptainchildrenchoicecities

clothescomingcouldn’tcousindidn’tdon’tdowneveryfamilyfamilyfatherfavoritefinallyfoundfourthfriendgrandmotherhearherehouseinviteitsit’sknowlaugh

leastmakingmembermightmyselfnearlyninthnowo’clockonceorangeourpeoplepleasereachreason receiveridingsaidshelfshouldn’tstairssteepstudiedsugar

suretakingteachertheirtheretheythey’rethoughtthrew throughtotomorrowtootwelvetwoweatherwentwentwerewhenwherewhilewithwould

Reproducible Student Page



Empowering Writers List of Words and Phrases

List of words and phrases ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– without warning ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– in the blink of an eye ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– all of a sudden ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– instantly ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– immediately ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– in addition to ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– besides that ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– another example of this is ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– likewise ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– similarly ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– for instance ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– I remember the time that ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– as a result ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– therefore ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– regardless ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– consequently ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– on the other hand




Compound Word List for Grade Three

afternoonairplaneairportalongsideanywayanywherearmpitbackstageballparkblackberriesblueberrybluebirdbookmobilebookwormbrainwashbutterfingerscarsickcartwheelcartwheelcheesecakechopstickcowboycrosswalkcupcakedaydream

dishwaterdowntowndragonflydrumstickearringearthquakeeyelideyesightfireworksfishbowlfishnetfootlockerfootprintsforgivegood-byegranddaughtergumballhaircuthamburgerhandwrittenhimselfhomemadehoneybeehouseboatitself

keyboardlipsticklukewarm moonlightmothballnortheastoutplayedoverworkedpeppermintpopcornraincoatraindropsaucepanseafoodseasicksidewalksnowdriftsomedaysomehowstarfishstepsonsunglassessunshinesweatpantstablespoon

takeoffteamworkteaspoonthemselvesthumbtacksthunderstormtoothpastetoothpickundergroundunderstandsuphillupstairsupstreamwallpaperwashclothwatchdogwaterproofweekendwheelbarrowwithoutworldwide




Plural Rules (3.24B) (3.24Biii)

DIRECTIONS: Use the chart of spelling rules for forming plurals. Write the plural of each word that is listed in the singular column and number of the plural spelling rule it follows. Singular Plural Rule

bicycle bicycles #1

cousin cousins #1

calf calves #3

cranberry cranberries #4

toy toys #4

foot feet #5

box boxes #2

leaf leaves #3

puppy puppies #4

Plural Rule Chart

Rule 1: Most nouns are made plural simply by adding an “s” to the end of the word.

Rule 2: Words ending in –ch, sh, x, s, or ss will need an “es” to form the plural.

Rule 3: Words ending in f, fe or ff often form their plural by dropping the “f,” “fe” or “ff” and adding “ ves.”

Rule 4: If a noun ends in a “y” and has a vowel preceding the “y,” you simply add an “s” to form the plural. Boy would become boys. If there is a consonant preceding the “y” then you change the “y” to an “i” and add “es.” Baby becomes babies when you make it plural.

Rule 5: Irregular nouns are words that form the plural by ways other than adding “s” or “es” to a word.

Refer to Student Page 91


Teacher Answer Key

Spelling Plurals (3.24Bi)

DIRECTIONS: Read each of the following sentences. Choose the correct spelling of the word that completes each sentence and circle the word you have chosen. Do not write the word on the blank at this time. The teacher will collect the papers. On another day students that will complete a “Share and Compare” with this worksheet. See the directions for “Share and Compare” located on page 217 of the Teacher’s Manual.

1. My birthday is today, but my parents know I don’t like ________________. (partys/parties)

2. I was super excited to get money from my ___________________________! (grandparents/grandparentes)

3. They gave me more money than I get from the tooth fairy for losing my ______________ . (teeth/tooths)

4. Mom wanted me to use the money to get new ___________________. (glasss/glasses)

5. I wanted to go to the store and buy some new video __________________. (gamees/games)

6. Dad wants me to buy some more ________________ to read. (bookes/books)

7. My parents told me we are going to the store to look at ______________. (puppies/puppys)

8. They said I can have a new puppy if I do the _____________. (dishes/dishs)

9. If I get a new puppy, all the other _______________ will be jealous! (childs/children)

10. I can’t wait to see the looks on their _______________! (facees/faces)

11. I think ______________ who give kids money for their birthdays are cool. (people/persons)

12. I don’t think _______________ should get money for their birthdays, because they don’t know how to spend it. (babies/babys)



Teacher Answer Key

Think and Discuss

Skill: Adding Endings to Words (3.24Bi) (3.24Bii) (3.24Biii)

Student pages:

p. 93 “Adding Endings - 1” (3.24Bi)

p. 94 “Adding Endings - 2” (3.24Bi)

p. 95 “Adding Endings - 3” (3.24Bii)

p. 96 “Adding Endings - 4” (3.24Biii)

Objective: Students will learn four rules for adding suffixes to words.

Adding endings to Words.

Rule 1: When adding –ing, -ed, -er, or –est, we double the final letter when a one-syllable verb ends in consonant, vowel, consonant. Examples: hopping, skipping, running

Rule 2: Double the final letter when a word has more than one syllable if the final syllable is stressed. Examples: beginning, preferred

Rule 3: Drop the “e” at the end of words when adding an ending that begins with a vowel suffix (e.g. –ing, -ed, -er, -able, -ous). Examples: writing, loving, hoping

Rule 4: When adding suffixes to a word ending in “y,” change the “y” to “i” if the letter preceding the “y” is a consonant. If the letter preceding the “y” is a vowel, then you should keep the “y” and simply add the suffix. Examples: happy-happier and curly-curliest

NECESSARY BACKGROUND: • Vowels are a, e, i, o, u and sometimes y. Consonants are all the other letters of the alphabet such as b, t, m, n, p etc.

• Syllables are a single unit of written or spoken word. Syllables are used to make up words.

Procedure: 1.) Remind students that vowels are letters with sounds made in the throat while consonants are letters whose sound requires the tongue or lips. Have the students make the sound of the “m.” Ask the students what part of their mouth was used in making the sound (lips). Tell them to try to make the sound of the “m” without using their lips. Say to the students, the letter “m” is a consonant therefore it cannot be produced without using your lips. Have them make the letter “n” and discuss how that sound is made (tongue touching the roof of the mouth). Have them try making the sound without using their tongue. You might suggest other letters such as the “s” or “t.”


Lesson Plans

2.) Have the students make the sound of the vowels, noting that these sounds are produced in the throat. The vowels are a, e, i, o, u and sometimes y.

3.) Remind students that syllables are a single unit of written or spoken word. Have the students repeat several one syllable words such as stop, run or car. Choose a child who has a two syllable name and have that child place their hand beneath their chin and feel the two syllables as they say their name. The jaw drops open when a vowel in a syllable is heard. Model this procedure for the students, and then have them try to decide how many syllables in their own name. Give them additional words to practice such as ladder -2 syllables, happy -2 syllables, butter - 2 syllables, butterfly -3 syllables. Once your students have felt the syllables, repeat the words and have the students clap each syllable they hear. Your students will enjoy practicing “hearing syllables” if you have them “think” the word and then clap each syllable.

4.) Tell the students that when one syllable is said louder than the other syllables, we say that syllable is stressed or accented. Give them several examples such as puppy, driving, happen. You may want to write the word out in syllables and mark the accented syllable. Have them listen to see where the accent is in their own names.

5.) Once the students are familiar with syllables, teach the rules for adding endings. Project Rule 1.

Rule 1: When adding –ing, -ed, -er, or –est, we double the final letter when a one-syllable verb ends in consonant, vowel, consonant.

• Write several one syllable words with the cvc pattern on the board: run, hop, bat. Ask the students what they have in common. They should tell you that they all have a cvc pattern.

• Tell the students we want to add –ing to the word “run” so we can spell running. If we apply the rule, to the word “run” then we will need to double the final letter. Thus the word is spelled “running.” Have them apply the rule to the words, hop and bat.

• Show them the word skip. Point out that the rule says the words ends in a cvc pattern. Does skip end in a cvc pattern? Yes, therefore it would be spelled skipping. (The combination of the consonants “sk” it called a consonant blend.)

• Start a list of examples to illustrate this rule. Shop - shopping - shopped - shopper Swim - swimming - swimmer. (Point out that the past tense of swim would be swam rather than swimmed.)

• Direct the Students to page 93, Adding Endings - 1 Model an example. As the students work independently, circulate and check for understanding.


Lesson Plans

6.) Project Rule 2:

Rule 2: Double the final letter when a word has more than one syllable if the final syllable is stressed.

• Chart the word begin and break it in to syllables be–GIN Ask the students where the stress occurs when you say the word. Because it is on the final syllable, the final letter should be doubled as in beGIN-beginning or preFER-preferred.

• Ask, What happens when the stress is not on the final syllable such as in listen? In the word LISten, we do not double the final letter: listen - listening - listened.

• Direct the Students to p. 94, Adding Endings - 2. Model an example. As the students work independently, circulate and check for understanding.

7.) Project Rule 3:

Rule 3: Drop the “e: at the end of words when adding an ending that begins with a vowel suffix (e.g. –ing, -ed, -er, -able, -ous).

• Point out that each of these suffixes start with a vowel. That is what is meant by a vowel suffix.

• Chart examples for the students: write - writing, make - making, hope - hoped, drive - driver - drivable - driving. Encourage students to find other words you can add to the list.

• Two exceptions are see-seeing and be-being.

• Direct students to Student p. 95, Adding Endings - 3. Model a few examples and have them complete the page independently As the students work, circulate and check for understanding.

8.) Project Rule 4:

Rule 4: When adding suffixes to a word ending in “y,” change the “y” to “i” if the letter preceding the “y” is a consonant. If the letter preceding the “y” is a vowel, then you should keep the “y” and simply add the suffix.

• Remind students that when they formed plurals of words ending in “y,” they learned to check the letter preceding the “y” to see if they needed to change the “y” to “i” before adding es. Write the example of party-parties on the board.


Lesson Plans

• Tell the students the same procedure applies for adding other suffixes. They simply need to check the letter preceding the “y” to determine if the “y” should be changed to an “i.” Write the word pretty on the board and go through the process of checking the letter before the “y” with the students. Since it is a consonant, they now know that they will change the “y” to “i” before adding a suffix. Chart the word prettier for the students. Chart the word happiness. Ask the students to give you the root word. Chart: happy-happiness . Give them the word beauty and ask the students to tell you how to spell beautiful.

• Point out that with all rules, there are some exceptions. Worrying, hurrying, studying, applying and portraying do not follow the rule when adding the suffix of “ing.”

• Direct their attention to Adding Endings - 4, page 96 in the student workbook.

• The activity “Spelling Bee” is an interactive game that will reinforce the spelling rules the students have been learning. Directions can be found on p. 218 of the Teacher’s Manual.


Lesson Plans

Adding Endings - 1 (3.24Bi)

Skill: Consonant Doubling When Adding an Ending Rule 1: When adding –ing, -ed, -er, or –est, we double the final letter when a one-syllable verb ends in consonant, vowel, consonant. DIRECTIONS: Using the words in parenthesis, fill in the blanks so that the sentences make sense. Apply Rule 1 to the words ending in a consonant - vowel - consonant. You may add endings to any of the words. Be sure to use correct spelling.

1.) When the police officer turned on his lights, my mom immediately stopped her car and started looking for her license and insurance card. (stop, start)

2.) My baby sister was hopping around the room, pretending to be a kangaroo. (hop, pretend)

3.) The crowd cheered _loudly as the batter began running toward first base. (cheer, run)

4.) Little Red Riding Hood was skipping through the forest singing a song at the top of her lungs. (skip, sing)

5.) Spinning around like a top, the dancers captured the attention of all who were watching . (spin, watch)

6.) With my eyes blindfolded , I swung at the piñata that was bobbing up and down in front of me. (blindfold, bob)

7.) When you are playing soccer, is winning your main focus, or do you just want to have fun? (play, win)

8.) Playing games on my iPad is what I enjoyed the most. (play, enjoy)

9. I like to go shopping with my Aunt Amy whenever she comes to town. (shop, come)

10. Last year, I won a contest for eating the most dill pickles in one minute, and the judges handed me a coupon for a gallon of pickles! (eat, hand)



Teacher Answer Key

Adding Endings - 2 (3.24Bi)

Skill: Consonant Doubling When Adding an Ending

Rule 2: Double the final letter when a word has more than one syllable if the final syllable is stressed.

DIRECTIONS: Circle the words from the box in which you hear the final syllable stressed. Apply Rule 2 to the word and write the new word. Use the new word in a sentence and underline the word. Hint: There are 6 words that have the final syllable accented.

•begin • happen • visit • refer • admit • permit • open • exit • occur • recap • complain • remain

1.begin – beginning

In the beginning of a story, it is important to grab the reader’s attention.

2. refer - referred

She referred to her sister as her very best friend.

3. admit - admitted

He admitted that he ate the last cookie.

4. permit - permitted

We were permitted to go to the meeting.

5. occur - occurred

The eclipse occurred last week..

6. recap - recapped

The reporter recapped what was said at the meeting.



Teacher Answer Key

Adding Endings - 3 (3.24Bii)

Skill: Adding suffixes to words ending in “e”

Rule 3: Drop the “e” at the end of words when adding an ending that begins with a vowel suffix (e.g. –ing, -ed, -er, -able, -ous).

DIRECTIONS: Add a vowel suffix to each of the following words. Answers will vary.

•drive • whine • hope • hike • blame • squeeze • pace • tape • write • adventure

word + suffix = new word

1.) drive + suffix = driver, driving, drivable

2.) whine + suffix = whining, whined, whiner

3.) hope + suffix = hoped, hoping

4.) hike + suffix = hiked, hiking

5.) blame + suffix = blaming, blamed

6.) squeeze + suffix = squeezing, squeezed, squeezable

7.) pace + suffix = pacing, paced

8.) tape + suffix = taped, taping

9.) write + suffix = writer, writing

10.) adventure + suffix = adventurous

DIRECTIONS: Write a paragraph using words from the list. You may use the root word or the word that is formed when a suffix is added. Underline any word that you use

that has a suffix. Circle the suffixes.

Answers will vary.



Teacher Answer Key

Adding Endings - 4 (3.24Biii)

Rule 4: When adding suffixes to a word ending in “y,” change the “y” to “i” if the letter preceding the “y” is a consonant. If the letter preceding the “y” is a vowel, then you should keep the “y” and simply add the suffix. -ed -est -ing -er -es -ous

DIRECTIONS:

Read the list of words ending with “y.” Mark through all words that have a vowel preceding the “y.” With the words you have left, drop the “y” and use the following suffixes to create the new words: er, est, es, ed, ous, ness, ful.

You may use each suffix more than once. Try to use every suffix at least one time. Give yourself 4 points for each word you spell correctly. Bonus: Any word that is made with the suffix ous, ness or ful, counts double. Record your words on the lines below.

Answers will vary.

happy • chilly • funny • easy • sky • marry • turkey • baby • lacy • crazy • lazy • boy • valley • shiny • rainy • weary • bumpy • fancy • mystery • puppy • sunny • supply • beauty • noisy happier lacier fanciest chilliest craziest mysterious funniest lazier puppies easier shinier sunniest skies rainiest supplies married wearier beautiful babies bumpier noisiest



Teacher Answer Key

Think and Discuss

Skill: Doubling Consonants in the Middle of Words

Student page: p. 97 “Double Consonants in the Middle of Words” (3.24Bv)

Objective: Students will understand why we double certain consonants in the middle of words. Spell words with double consonants.

NECESSARY BACKGROUND: When double consonants are found in the middle of a word, you should divide the word into syllables by breaking the word between the double consonants. Double consonant letters do not usually follow long vowels.

Letters that double: b c d f g l m n p r s t v z

Letters that do not double: h j k q w x y

Procedure:

1.) Remind the students that a closed syllable will end in a consonant such as in the word pup. The sound of the vowel will be short.

2.) Explain that if you wanted to spell the word kitten, in order to have the letter i make the short i sound, the first syllable must be closed with a consonant. If you spell the word ki / ten, then the i will be a long /i/ sound instead of the short /i/ sound found in kitten. Show the students the following list of words and go through breaking the words apart into two syllables. Note that the first syllable of the word is a closed syllable with a short vowel sound.

kitten kit / ten

ladder lad / der

penny pen / ny

3.) Tell the students that when we pronounce the words, we say the sound of the double consonant only in the second syllable. Speak the words and pronounce all of the letters to show them that is not the way we talk. We only say the consonant sound one time when speaking the entire word. Exaggerate the word to make your point. The students will think it sounds funny.

4.) Direct the students’ attention to Double Consonants in the Middle of Words, p. 97 in their student book. Model two examples. Tell them to break the word into syllables and write each syllable. Then write a sentence using the word. Remind students to be sure to capitalize and punctuate the sentence correctly. Circulate and check for understanding.


Lesson Plans

Double Consonants in the Middle of Words (3.24Bv)

DIRECTIONS: Divide each word into syllables. Use each word in a complete sentence. You may add endings to your words when you write the sentence. Underline the words that have double middle consonants in your sentences.

1. allow al/low

At our school, you are not allowed to take home the computers.

2. juggle jug/gle

Did you see the clown juggling all of the balls?

3. puppy pup/py

Answers will vary.

4. summer sum/mer

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5. traffic traf/fic

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6. bitter bit/ter

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7. winner win/ter

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8. muddy mud/dy

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9. Molly Mol/ly

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10. little lit/tle

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Teacher Answer Key

Think and Discuss

Skills: Consonant Blends

Student page: p. 98: “Consonant Blends” (3.24Bv)

Objective: Students will identify consonant blends within words and practice reading words that contain consonant blends in a class-created book.

NECESSARY BACKGROUND: When two or more consonants appear together in a word and you hear the sound that each consonant would normally make, then what you have is called a consonant blend. Consonant diagraphs also combine two or three letters, but there is a single sound produced when the word is spoken as with the combination in the word church.

Procedure:

1.) Write the word “blanket” on the board and ask the students how many letter sounds do they hear? Say the word slowly so that they can identify each sound. Tell the students that a consonant blend is when two consonants appear together in a word and you can hear the sound that each consonant would normally make. Show them the boxed list of consonant blends, and ask the class to help you come up with a word for each blend.

•Bl • Br • Cl • Cr • Fl • Fr • Gl • Gr • Pl • Pr

• Sc • Scr • Sk • Sl • Sm • Sn • Spl • Scr • Spr • St • Sw • Tr • Tw

2.) Tell the students that you would like them to create a classroom book of blends. Either assign a blend to each child or place the blends on cards and let the students draw for their blend. Project p. 238 from the teachers’ guide and give each child a blank template. This is a project that they can take home and work on with their family. Students should not draw the picture until they have shown you their wordlist and received your approval. By the time they have worked on the list at home, the list may be wrinkled, torn or smudged. I would have them recopy their list on a new page since you are going to include it in the class book. Set a deadline for all pages to be completed. You can bind the pages yourself or take them to a local office supply. I would suggest creating a cover and having the students each sign their name. Let the students read the book of blends in a center with a pair of students sharing the book. They should read the book out loud and help each other if they find words they can’t pronounce.


Lesson Plans

Consonant Blends (3.24Bv)

REMINDER: Compound words are made up of two words such as “cowboy.”

DIRECTIONS: Using the blend that you have been assigned, create a chart of one syllable, two syllable and three syllable words that contain your blend. Be sure to capitalize any proper nouns in your list. Write compound words in red.

One Syllable Two Syllable Three Syllable

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______________________________________________________________________________________ In the box use an idea from one of your words and draw an illustration followed by a sentence using at least two words from your list of blends. Underline the words you have used from your blend chart.

My teacher, Ms. Drainer, asked me to draw a picture of a dragon.


drive drop drip draw drew drain drove

driving dragon drawing dropped drawbridge draining drawer drama dripping dropping dripped

Dracula dramatic

“DR”


Teacher Answer Key

(Continued...)

Think and Discuss

Skill: Complex Consonants (digraphs) (3.24Bv) Student page: p. 99 “Complex Consonants” (3.24Bv)

Objectives: A students will recognize the use of complex consonants in the English language and understand that unlike blends where all letter sounds are heard, a complex consonant combine two or three letters to make a single unique sound.

NECESSARY BACKGROUND: Digraphs or complex consonants as they are sometimes called are terms used to describe two or three letters that come together to make one sound. Examples of digraphs are: /ch/, as in chin, /sh/, as in ship, /wh/, as in what, and /th/ as in thin or that. Examples with three letters include /dge/ as in grudge and /tch/ as in match.

Procedure:

1.) Digraphs (Complex Consonants) Ask the students to tell you the sounds of the letter “c” (/c/ as in cat or /c/ as in city). Ask them to tell you the sound of the letter “h.” Write the letters “ch” and ask the students to tell you the sound they say when they have the two letters together. They should give you the sound /ch/ that you hear in the word “church.” Explain that when two letters join together and make a single sound, you call those letters a diagraph or a complex consonant.

2.) Direct the students’ attention to the list of digraphs (complex consonants).

Digraphs (Complex Consonants)

• age, which makes the /j/ sound as in baggage

• ch, which makes the /ch/ sound as in chain, chicken, and champion

• ck, which makes the /k/ sound as in truck

• dge, which makes the /j/ sound as in grudge

• ff, which makes the /f/ sound as in cliff

• ge, which makes the /j/ sound as in strange

• gh, which makes the /g/ sound as in ghost and ghastly

• gn, which makes the /n/ sound as in gnome and gnarled


Lesson Plans

• kn, which makes the /n/ sound as in knob and knew

• ll, which makes the /l/ sound as in ball

• mb, which makes the /m/ sound as in lamb and comb

• ng, which makes the /ng/ sound as in rang, ring, and finger

• nk, which makes the /nk/ sound as in ink, rink, and think

• ph, which makes the /f/ sound as in pharmacy, cellphone, and phonics

• qu, which makes the /kw/ sound as in quickly

• sh, which makes the /sh/ sound as in shampoo, shore, shape, and shipping

• ss, which makes the /s/ sound as in glass

• th, which makes the /th/ sound as in math, tooth, bathtub, thin, and thunder

• th, which makes the /th/ sound as in this, these, and that

• wh, which makes the /wh/ sound as in where and why

• wr, which makes the /wr/ sound as in wrote

• zz, which makes the /z/ sound as in fuzz and buzz

3.) Using the same idea that was used for the class book on blends, have the students work either alone or in pairs to come up with words for the complex consonant they have been assigned. Allow them to use a dictionary to locate words or have them look for words in their reading book, library book or social studies book. After 10 minutes they should exchange papers with another group of students and add to the list that has been started. Continue the activity for several days allowing students to work on several different digraph lists. You could even make this activity a center activity once they understand what they should be looking for in the words. After you have lists for the digraphs, bind the book and add it to your classroom library just as you did the book of blends.


Lesson Plans

Complex Consonants (3.24Bv)

DIRECTIONS: Using the complex consonant that you have been assigned, create a chart of one syllable, two syllable and three syllable words that contain your complex consonant. Be sure to capitalize any proper nouns in your list. Write compound words in red. Refer students to page 99 in their students and discuss it before assigning this lesson. One Syllable Two Syllable Three Syllable

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______________________________________________________________________________________ DIRECTIONS: In the box use an idea from one of your words and draw an illustration followed by a sentence using at least two words from your list of words. Underline the words you have used from your complex consonant chart.

The rustic lodge was located on the edge of the cliff.


edge lodge hedge ridge fudge smudge badge dredge wedge judge budge madge

porridge cartridge partridge hedgehog

“dge”


Teacher Answer Key

Think and Discuss

Skill: Digraphs and Diphthongs (abstract vowels)

Student pages:

p. 100 “Vowel Digraphs”

p. 101 Diphthong - “The / ow / Sound as in Cow” (3.24Bvi)

p. 102 Diphthong - “The / oo / Sound as in Foot” (3.24Bviii)

p. 103 Diphthong - “The / oi / Sound as in Toy” (3.24Bviii)

Objective: Students will learn to spell and pronounce words containing digraphs and diphthongs.

Necessary Background:

• A digraph is a term used to describe two or three letters that come together to make one sound. Examples of consonant digraphs are: /ch/, as in “chin,” /sh/, as in “ship,” /wh/, as in “what,” and /th/ as in “thin” or “that.” Examples with three letters include /dge/ as in grudge and /tch/ as in match. See the lesson on Consonant Digraphs on pp. 239-240 in the Teacher’s Manual.

• Vowel digraphs are two vowels that make one sound. Examples are vowels such as /ie/, /ea/, /ee/ and /ai/. Most vowel digraphs follow the rule that “If two vowels go walking, the first one does the talking.” That means the first vowel makes its long sound and the other is silent. Many people have learned this rule. There are however plenty of exceptions to this rule.

• Diphthongs or abstract vowels as they are sometimes called are made of vowels that make a unique sound when put together. The sound is often very different than the sound each vowel makes on its own. Examples of diphthongs are /ow/ as in owl, /au/ as in author, /oi/ as in coin and /ou/ as in would, touch, through, bought.

Procedure:

1.) Vowel Digraphs, Student p. 100 - Tell the students that vowel digraphs are two vowels that make one sound. Examples are vowel combinations such as /ie/, /ea/, /ee/, and /ai/. Many vowel digraphs follow the saying that “If two vowels go walking, the first one does the talking.” That means the first vowel makes its long sound and the other is silent. There are quite a few exceptions to this rule.

• Chart the rule and have the students copy the phrase at the top of student page 100, “If two vowels go walking, the first one does the talking. What does it say? “Its name of course?” The challenge now is to find words that actually follow this rule. Ask the students if the word “sweet” follows the rule. The answer is “yes.” We say the long


Lesson Plans

e of when we say the word “sweet.” What about “sweat?” Can that word go on the list? No, it is an exception to the rule. We would write the word “sweat” under the exception column.

• Have the students go to their library books, reading books, or a social studies book to start looking for words. An alternate activity would be to provide a list of words and have the students write them in the correct place.

2.) Diphthongs (Abstract Vowels) Student Pages 101-103: Explain to the students that a diphthong or an abstract vowel is made up of two vowel sounds that make a unique sound when put together. It is often very different from the sound each vowel makes on its own. Some diphthongs have various spellings. For example: /ow/ as in cow can also be spelled with an “ou” as in pound or round.

• Project the outline of a cow and have the students suggest words that have the /ow/ sound. Possible words to list are: pound, round, hound, sow, bough, about, houseful, bounce, cloud, checkout, count, and ground. Students should copy words on their cow shape found p. 101 in the student book.

• Write the word “should” on the board and chart other words that have the same vowel sound. Possible words to list are: should, could, would, shouldn’t, wouldn’t and couldn’t. Tell the students that there are other words that have the same sound like hood and wood, but they are spelled with a double oo. Direct the students’ attention to the outline of a foot on p. 102 in the student book. Have the students list the words that have the same sound as what they hear in the word “foot.”

• Point out that the /oi/ sound can be spelled with either oi or oy. Usually if the sound occurs in the middle of the word, it is spelled with the letters “oi” and spelled with the letters “oy” if it is at the end of the word. On the outline of the toy box, students should list words that are spelled with the /oi/ sound: boy, toy, coin, oil, join.


Lesson Plans

Vowel Digraphs (3.24B)

REMEMBER: Vowel digraphs are two vowels found next to each other in a word. These vowels combine to make one sound. The first vowel makes its long sound and the other vowel is silent. There is a saying that can help you remember the sound, the vowel pair will make in many words.

DIRECTIONS: Write the saying that can help you know how to pronounce a word when you see two vowels side by side in a word. Then fill in the chart below with words that follow the saying. Be aware though that there are many exceptions to this rule. If you find exceptions, chart those words in the column marked exceptions.

Saying:

When two vowels go walking, the first one does the talking.

What does it say? Its name of course!

Follows the saying Exception to the saying ______________________________________________________________________________________

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sweet sweatgreat build liquid guide height bread break biscuit


road coast real Greek agreed day way straight raid eat street creek cried plain main please meal maybe teacher please


Teacher Answer Key

/ow/ as in cow

DiphthongThe /ow/ Sound as in Cow (3.24Bvi)

REMEMBER: A diphthong or an abstract vowel is made up of two vowel sounds that make a unique sound when put together. It is often very different from the sound each vowel makes on its own. Some diphthongs have various spellings. For example: /ow/ as in cow can also be spelled with an “ou” as in pound or round.

DIRECTIONS: Inside the outline of the cow, list words that have the /ow/ sound as in cow.


Answers will vary.

brown

flowerloud

found

plow

mound


Teacher Answer Key

Diphthong The /oo/ Sound as in Foot (3.24Bviii)

REMEMBER: A diphthong or an abstract vowel is made up of two vowel sounds that make a unique sound when put together. It is often very different from the sound each vowel makes on its own. Some diphthongs have various spellings. For example: /oo/ as in foot can also be spelled with an “ou” as in would or couldn’t.

DIRECTIONS: Inside the outline of the foot, list words that have the /oo/ sound as in foot.

/oo/ as in foot


soot

could

should

wood

Answers will vary.


Teacher Answer Key

/oi/ as in toy box

Diphthong The /oi/ Sound as in Toy Box (3.24Bviii)

REMEMBER: A diphthong or an abstract vowel is made up of two vowel sounds that make a unique sound when put together. It is often very different from the sound each vowel makes on its own. Some diphthongs have various spellings. For example: /oy/ as in toy can also be spelled with an “oi” as in coin.

DIRECTIONS: Inside the outline of the toy box, list words that have the /oy/ sound as in toy box.


Answers will vary.

toy

boyoil

point

foil

coin


Teacher Answer Key

Think and Discuss

Skill: Spell high-frequency words and compound words from a commonly-used list. (3.24C)

Objective: Students will learn to spell words from a commonly-used list.

DIRECTIONS:

1.) Copy the following Word Lists found in the Teacher’s Manual for each student to have as a resource in their writing folder: Grade Three Homophone List, pp. 220-221 High-Frequency Word List, p. 222 Empowering Writers List of Words and Phrases, p. 223 Compound Word List for Grade Three, p. 224

2.) Choose words from the lists for the students to study each week. Have the students practice one word at a time. Call out the word and use it in a sentence for the students. The child then writes the word. Tell the student to look at the word and if he/she is certain the word is correct, to mark a checkmark beside the word. If he/she is not absolutely sure the word is spelled correctly to mark a question mark beside the word. If he/she knows the word is wrong to mark an X beside the word.

3.) Project the word spelled correctly and discuss the spelling. For example, if the word was “sure,” you might say. “When I look at this word, I wonder if any of you included an h and spelled the word shure? It is easy to see why you might think the word contains an h. We hear the /sh/ sound when we pronounce the word, and often the /sh/ sound is spelled with the letters sh. In the word sure however, we, don’t include the h. Someone else who missed the word, tell us why you missed the word.” Another child might explain that they didn’t realize the word had an “e” at the end. Once you have discussed the word, have the students write the word correctly on the same line. Tell the students that if they spelled it right to draw a tiny star beside the word. This gives everyone something to do while those who missed the word write it correctly. When everyone has written the word, go to another word and follow the same procedure. It is amazing how quickly students will learn when you practice this way. As adults, we do not always know how to spell every word. What we understand though is that when you look at a word you have written, you know if you have the word correct or if you need to check the spelling either in a dictionary or with an electronic device.

4.) Remind the students that when we have our class Spelling Bee, the words from the lists that you have provided may be used in the Spelling Bee. See p. 218 for instructions on the Spelling Bee activity. The High-Frequency Word List can be found on p. 222 of the Teacher’s Manual.


Lesson Plans

Think and Discuss

Skill: Spell high-frequency compound words.

Student page:

p. 104 “Compound Words” (3.24C)

Objective: Student will recognize compound words when they see them in literature and spell them correctly when they write.

Procedure:

1.) Write the following list of words on the board:Around,anymore,footprints,butterflies,backpack, raindrop, green-eyed, thunderstorm, grasshopper, hand-me-down. Ask the students what they think the words have in common. They should tell you that the words are each made up of two or three smaller words.

2.) Tell them that a compound word is a word that is made up of two or more words that come together to form a single new word. Many compound words are nouns, but compound words can be used as other parts of speech. Write the following sentences on the board.

The green-eyed monster glared at me.

The sky was overcast and gloomy.

OnSunday,Iflewmyhawk-shapedkite.

The boy was daydreaming in class.

Point out that in the first sentence green-eyed is an adjective describing monster.

Overcast is also an adjective in the second sentence describing the sky.

Sunday is a noun in the third sentence, and hawk-shaped is an adjective modifying kite.

Ask the students what part of speech would daydreaming be. (It is a verb.)

3.) Have the students read silently for 10 minutes. They should list any compound words they encounter. Have them write the words on sticky notes and post on a class chart labeled compound words. Remind students that compound words are often hyphenated if they are being used as adjectives such as green-eyed and hawk-shaped.


Lesson Plans

4.) Direct their attention to Student p. 104 Compound Words. Please provide students with a copy of Compound Word List found on p. 224 of the Teacher’s Manual. The student should complete the page by filling in the blanks.

5.) Using the Spelling Bee activity from p. 218, have students practice spelling compound words orally.

Art connection: Have students create a book of compound words. They draw a picture of the two single words and then draw the compound word. Literature connection: Read Thumbtacks, Earwax, Lipstick, Dipstick: What is a Compound Word? by Brian P. Cleary

Example: Compound Word Drawing

Cowboy

+


Teacher Answer Key

Compound Words (3.24C)

REMEMBER: Compound words are words that are made up of two words that come together to make one new word.

DIRECTIONS: Using a list of compound words provided by your teacher, complete the chart by filling in the blanks.

a around a + round

b bookshelf book + shelf c

d

e

f for +give

g

h honeybee

i

j k

l

m

n nowhere

o

p pepper + mint

q

r raincheck

s

t

u up + stream

v

w water + fall

x

y


Answers will vary.


Teacher Answer Key

Think and Discuss

Using Print and Electronic Resources (3.24G)

Skill: Using a dictionary/online resources to check spelling

Objective: Students will be able to check the spelling of a word.

TEKS (3.24G) states that students will use print and electronic resources to find and correct spellings.

While most schools have access to electronic resources, the actual programs available vary from campus to campus. It is important that you, as the teacher, become familiar with the programs available to your students. You will want to model how to use Spell Check on the computer/iPad. Just as with any skill, you need to model step-by-step what the child should do. Allow your students to type their final draft of a paragraph on the computer. Show them how to run Spell Check prior to printing.

You will also want to teach your students how to use a dictionary. It is an important reference tool that provides a wealth of information about words. Students should learn not only how to check the spelling of a word in the dictionary, but also how to find out what a word means and how to use it in a sentence.

• Start by reviewing the basics of alphabetizing to the second and third letter. Once you have reviewed that skill, show the students guide words and point out that the first guide word is the first word on the page and the second guide word is the last word on the page. If a word falls between those two words alphabetically, it should appear on the page. A great way to practice this is to have the student take a list of words and record the page number where the word appears. If the students do not have to copy the definition and only record the page number then they can look up many words in a short amount of time.

• If a child is not sure about the spelling of a word, they will need to sound the word out and spell it the way they think it may be spelled. They can then go to the dictionary to verify the spelling. Remind students that if the word has a prefix or suffix, they should look up the root word when checking the spelling.


Lesson Plans

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