Name

Review Irregular Verbs

The verbs come,do, go, run, see, eat, give, grow, take, and write
are irregular and have special spellings to show past tense.

These verbs mayalso have other spellings when they are used
with has, had, or have.

Ron did his homeworklast night.

He had gone to the football game the night before.

| ate dinner at Sam’s houseyesterday.

Use the properpast-tense form of the verb in parentheses.

1. The plants in the sun _____ taller than the onesin the shade.
(grow)

2. We ____._a famous garden in Paris, France.(see)

3. They —___a picnic lunch at a table in the garden. (eat)

4. |_____________a poem aboutthe rosesin the garden. (write)

5. My parents ______ a photo of me next to an enormous

sunflower. (take)

Revisit a piece of your writing. Edit the draft to make sure all irregular
verbsare used correctly.

Grade 3 + MoreIrregular Verbs Printable

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Name

Connectto Writing: Using Irregular Verbs

Read the selection and choosethe best answer to each question.
Laura wrote the following paragraph abouthersciencefair project. Read her paragraph
andlookfor revisions she should make. Then answerthe questionsthatfollow.

(1) I seen an interesting display at my local science museum about

volcanoes.(2) I go there with myclass fora field trip last week. (3) I got
the idea to do myscience fair project about volcanoes.(4) That night,
after I eaten dinner, I started working onit. (5) I gave it mybesteffort, but
I couldn't make the volcanoerupt!

1. Which statementuses a proper version ofan irregular verb?

A. |seenan interesting display at my local science museum

about volcanoes.
B. | go there with myclass for a field trip last week.
C. That night, after | eaten dinner, | started working on it.
D. | gave it my besteffort, but | couldn’t make the volcano erupt!

2. Which statement belowis a properly edited verison of statement 2?

A. |go there with myclassfor a field trip last week.

B. | went there with myclassfor a field trip last week.
C. | going there with myclass for a field trip last week.
D. | gone there with myclass for a field trip last week.

Whattypesof science experiments have you done? Write two or three sentences
aboutit.

Grade 3 » MoreIrregular Verbs Printable

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Name

AdverbsThat Tell How

Words that describe verbs are called adverbs.

Adverbscan tell how an action happens. Most adverbsthattell

how end in -ly.

Adverbs can come beforeor after the verbs they describe.

She walked slowly across the bridge.

The artist carefully painted a line across the canvas.

Write the adverb thattells about the underlined verb in each sentence.

1. She held the balloon’s string tightly.

2. The boys cautiously approached the basement door.

3. Marlis proudly showed us her swimming trophy.

4. Jamie gracefully skated acrossthe ice.

5. The dog gobbled up his food hungrily.

6. We spoke quietly in the library.

7. The frog leaped suddenly into the pond.

8. The children ran quickly to the finish line.

9. We spoke happily aboutthetrip.

10. The dog barked angrily at the cars.

Revisit a piece of your writing. Edit the draft to make sure thatall adverbs
that tell how are written correctly.

Grade 3 » Types of Adverbs Printable

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Name

Adverbs That Tell Where and When

Adverbs can tell how an action happens. Theycan also tell where
and when something happens.

Adverbs can come before or after the verbs they describe.

| eat a big breakfast daily. (when)

We broughtthe boxes outside. (where)

Write the adverb that tells about each underlined verb.

1. First, we will ask our teacher for help.

2. You can walk behind me.

3. Finally we reached the skate park.

4. Do not look down!

5. There will be a car waiting nearby.

6. | have never skied down a mountain.

7. Jasper plays softball weekly.

8. | will write that report soon.

9. The menu is changeddaily.

10. Let’s bring the toys inside beforeit rains.

Revisit a piece of your writing. Edit the draft to make surethatall adverbs
that tell where and whenare written correctly.

Grade 3 » Types of Adverbs Printable

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Name

AdverbsThatTell How, Where, and When

Words that describe verbs are adverbs. Adverbscan tell how,

where, or when an actions happens. Adverbs can come before or
after the verbs they describe.

Write the adverb thattells how the underlined verb happened.

1. The ocean wavesroared loudly on the beach.

2. The crowd cheered excitedly for the team.

3. My dog looked at me quizzically.

4. The child turned in bedrestlessly.

5. She spoke on the phone quietly.

Write the adverb thattells where or when the underlined verb happened.

6. We ran upstairs to the attic.

7. Are you goingto let the cat inside?

8. My grandparents arrive tomorrow.

9. After running, | always need a lot of water.

10. Let's buy the hat before it is sold out.

Revisit a piece of your writing. Edit the draft to makesure thatall adverbs
that tell how, where, and when are written correctly.

Grade 3 » Types of Adverbs Printable

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Name Grammar
Cee

Review Adverbs

An adverbis a word that describes a verb. Adverbs can come

before or after the verb they are describing. Adverbstell how,
when, and wherean action happens.

Adverb That Tells How Adverb That Tells When Adverb That Tells Where

Ramon quietly walked We need to sweep this | heard a noise outside.

|_| into the room. floor daily.

Circle the adverb that describes the underlined verb. On the line, write
how, when,or whereto tell what the adverb tells about the verb.

1. The boyslurped the soup noisily.

2. Janice sang yesterdayin the choir.

3. Let’s run back inside.

4. The dancer spun gracefully across the stage.

5. We will watch a new show tomorrow.

6. The girl drew a straight line carefully.

7. He smiled cheerfully at me.

8. Lionel alwayslikes dessert.

9. They must water the plant frequently.

10. We quickly sold outof the cookies at the bakesale.

Revisit a piece of your writing. Edit the draft to make sure that all adverbs
are written correctly.

Grade 3 « Types of Adverbs Printable

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 Name

Connect to Writing: Using Adverbs

Read the selection and choosethe best answer to each question.
Readthe following paragraph about two boys walking home. Lookfor any revisions
that should be made. Then answerthe questions thatfollow.

(1) Gavin and Reese were on their way home from school. (2) Gavin
was walking very quickly. (3) Reese was walking slow behind him.
(4) Gavin turned around sharply to see what was taking Reeseso long.
(5) Reese was looking at the groundcareful. (6) There was a slug making
its way across the road. (7) Reese asked Gavin if he had ever seen
anything moveso slowly. (8) Gavin grinned and nodded thoughtfully.

1. Which of these statements uses an adverbincorrectly?

A. Gavin and Reese were walking home from school.

B. Gavin was walking very quickly.
C. Reese was walking slow behind him.
D » Gavin turned around sharply to see what was taking Reese so long.

2. Which ofthese statements uses an adverbincorrectly?

A. Reese was looking at the ground careful.

B. There was a slug making its way across the road.
C. Reese asked Gavin if he had ever seen anything moveso slowly.
D. Gavin grinned and nodded thoughtfully.

How do you like to walk—quickly or slowly? Write two or three sentences to

tell why.

Grade 3 + Types of Adverbs

Printable
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 Lesson 8.1
Name Reteach

Equal Parts of a Whole

When you divide a shape into equal parts, each part must
be exactly the same size.

This rectangle is divided into 2 equal parts, or halves.

This rectangle is divided into 3 equal parts, or thirds.

This rectangle is divided into 4 equal parts, or fourths.

Write the numberof equal parts. Then write the name

for the parts.

1. 2. 3.

equal parts equal parts equal parts

Write whether each shapeis divided into equal parts

or unequalparts.
4, 5. 6.

parts parts parts

Draw lines to divide the squares into equal parts.

7. 3 thirds 8. 6 sixths 9. 8 eighths

Chapter Resources 8-5 Reteach

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 Lesson 8.1
Name Enrich

Way to Share!

Draw lines to divide each shape3 different ways

into the number of parts given.

1. 4 equal parts

2. 3 equal parts

OLIA
3. 6 equal parts

OO
4. Write Math,» Look back at Exercise 1. How did you decide
where to divide each square?

5. Stretch Your Thinking How doyou knowthe squareis divided

into equal parts even though they are not the same shape?

Chapter Resources 8-6 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.2
Name Reteach

Equal Shares

Six brothers share 5 sandwiches equally. How much

does each brother get? Draw to model the problem.
Step 1 Draw 5 squares for the sandwiches.

Step 2 There are 6 brothers. Draw lines to divide

each sandwich into 6 equal parts.

Step 3 Each brotherwill get 1 equal part from each sandwich.

So, each brother gets 5 sixths of a sandwich.

Draw lines to show how mucheachperson gets.

Write the answer.

1. 4 sisters share 3 pies equally. 2. 6 friends share 3 fruit bars equally.

Chapter Resources 8-7 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.2
Name Enrich

A Fair Share

Mary and her 3 friends go on a picnic. They share some

food. Show howthey can makethe fewest cuts possible
to share the food equally among 4 people. Shade your
drawing to show one person’s share. Then write how
much each person gets.

4. 4 sandwiches 2. 2 muffins

3. 3 small pizzas 4. 6 granola bars

5. 4WriteMath,» How can you tell if an equal share is more than

one whole? Use an example from aboveto explain your answer.

Chapter Resources 8-8 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.3
Name Reteach

Unit Fractions of a Whole

A fraction is a number. It names part of a whole or part of a group.

The top number tells how many equal parts are being counted.
The bottom number tells how many equalparts are in the whole.
A unit fraction names 1 equal part of a whole. It always has 1
as its top number.

How much is 1 part of a fruit bar that is cut into 8 equal parts?

Step 1 Usefraction strips. Make a strip showing 8 equal parts, or eighths.

Step 2 Shade 1 of the parts and name it.

This fraction is called *

So, 1 part of a fruit bar that can be divided into 8 equalpartsis i.

Write the numberof equal parts in the whole.

Then write the fraction that names the shadedpart.

1. 2. 3.

equal parts equal parts equal parts

Chapter Resources 8-9 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.3
Name Enrich

Whole Lot of Fractions!

Draw lines and shade each shapeto showthe fraction.

1. 1
5 2. 1

3. 1 4 "3
1

5. 1
3 6. 1
5

7. Stretch Your Thinking What unit fraction

of the figure is shaded? Explain your answer.

Chapter Resources 8-10 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.4
Name Reteach

Fractions of a Whole

Some shapes canbe cut into equal parts.

A fraction can name more than 1 equal part of a whole.

Write a fraction in words and in numbers to namethe shadedpart.

How many equal parts make up the whole shape? 6 equal parts

How manyparts are shaded? 3 parts

So, 3 parts out of 6 equal parts are shaded. Read: three sixths. Write: 8

1. Shade three parts out of eight equal parts. Write a fraction

in words and in numbers to name the shadedpart.

Read: ____ eighths

Write:

Write the fraction that names eachpart. Write a fraction

in words and in numbers to namethe shadedpart.

2. 3. 4.

Each part is _____.. Each part is _____. Each part is

sixths fourths eighths

Chapter Resources 8-11 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.4
Name Enrich

Flag Fractions
Write a fraction to name the shadedpart
of each flag.

1. @ 2. @

7. QWrite Math,» Draw your ownflag. Divide it into equal parts.

Shade some of the equal parts. Then write the fraction that
namesthe shaded part of your flag.

Chapter Resources 8-12 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.5
Name Reteach

Fractions on a Number Line

Use the fraction strips to help namethe points on the number line.

Draw a point to show +

Step 1 The denominator is 3, so use fraction strips for thirds. Place

the fraction strips above the number line. Use the fraction
strips to divide the number line into three equal lengths.
Step 2 Label each mark on the number line.
Think: The distance between each markis 1 of the total
distance, so count the number of ‘3 lengths.

Step 3 Draw a point on the number line to show 5

0 1
FO
| 13 !! 13 ! 13 !
| |

<Q }1 | >
Wi eeeWisner renee ele ere el

2 3
3 3 3
t { t {
0 of 3 lof 3 2 of 3 3 of 3
equal lengths equal lengths equal lengths equal lengths

1. Complete the number line. Draw a point to show e.

Oe 1
bo | 1 | 1 | 1 |
a ee aae a ae :
<_| | | | |
dT I I I Tr
Oo 4
= a —— 4

Write the fraction that namesthe point.

OO 1
TET
66
< ¢ ® t +>
O A 2 3 B 5 6
6 6 6 6 6

2. point A________ 3. point B

Chapter Resources 8-13 Reteach
© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.5
Name Enrich

Fraction Find

Write a fraction that namesthe shadedpart of

each whole. Then locate the fraction on the
number line below. Write the letter of the model
that representsthe fraction.

A. B.

Cc. D

E. F,

0 ]
«| | | | | | | | |
| | I | | | I I [

0 4 Z
8 —_ — — 8 — —_ 8 —_

Chapter Resources 8-14 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.6
Name Reteach

Relate Fractions and Whole

Numbers

A fraction greater than 1 has a numerator greater thanits

denominator.

Jason ran 2 miles and Tyra ran 6 miles. Did Jason and
Tyra run the same distance?

Step 1 Usefraction strips to show the distances.

Use 2 wholestrips to show Jason’s distance.
Use six ¥strips to show Tyra’s distance.

|
—

Jason
wil

wl

wil

wl

wil

wil
Tyra
wulv

win

Step 2 Comparethe fraction strips.

Since the fraction strips for 2 and 3 are the same length,
they are equal.
So, Jason and Tyra ran the samedistance.

Use the number line to find whether the two numbers

are equal. Write equal or not equal.

0 ]
al | | | |
| | I | | e

0 I Z 3 4
4 4 4 4 4

4
4. an 3
2. 1and¥ 1 and +
3. — 4
4 ty 4 4 4

Chapter Resources 8-15 Reteach

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 Lesson 8.6
Name Enrich

Fraction and Whole

Number Match

For each model, write a fraction greater than 1 for the parts
that are shaded. Then, for 1-3, write the letter of the model
below the dashedline that shows the same whole number.

Chapter Resources 8-16 Enrich

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 Lesson 8.7
Name Reteach

Fractions of a Group

Adam hasa collection of cars.

Whatfraction namesthe shadedpart of the collection?

GR

©) \
@

©
—4A-T SN —TSS

\
©.
Step 1 Count how manycars are shaded. There are 3 shadedcars.
This number will be the numerator, or the top number of the fraction.

Step 2 Count the total number of cars. 8 This number will be the
denominator, or the bottom number of the fraction.

Step 3 Read the fraction: three eighths, or three out of eight.

So, 3 of Adam’s cars are shaded.

Write a fraction to name the shaded part of each group.

WW 4AAD
Write a whole numberand a fraction greater than 1
to namethepartfilled.

OY IQ) Think: 4 can = 1 / /

Q) Q\ Think: 1 pan = 1

Chapter Resources 8-17 Reteach

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 Lesson 8.7
Name Enrich

Fruit Fractions

Use the bowl of fruit to answer the questions.

The bowl has 3 strawberries, 2 bananas,
and 1 apple.

4. What fraction of the fruit in the 2. Whatfraction of the fruit in the

bowl is bananas? bowl is apples?

3. Whatfraction of the fruit in the 4. What fraction of the fruit in the

bowl is strawberries? bowl is bananas and strawberries?

5. Stretch Your Thinking Suppose 2 orangesare hidden

under the fruit you can see in the bowl. Whatfraction of
the fruit is oranges?

6. (Write Math,» Write your own problem aboutfractions of a group.

Use the fruit in the bowl. Then write the answer.

Chapter Resources 8-18 Enrich

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 Lesson 8.8
Name Reteach

Find Part of a Group Using Unit Fractions

Lauren bought 12 stampsfor postcards. She gave Brianna 1 of them.

How many stampsdid Lauren give to Brianna? 6

| SF SF Se |
7, Ff, fF =| F
Step 1 Find the total number of stamps. 12 stamps
Step 2 Since you wantto find 4 of the group, there should be
6 equal groups.Circle one of the groups to show x.

(#\\ | @ @ @ &
\@ /| & & & & &
Step 3 Find ‘ of the stamps. How many stampsare in 1 group? 2 stamps
So, Lauren gave Brianna 2 stamps. ‘ of 12 =2

Circle equal groups to solve. Count the number

of shapesin 1 group.

1. Fof 8 = __ 2. 5 0f 9 =

ww KW ww ok
te tee ok aan
Ww

3. of 16 = 4. < of 18 =
OOO?
OOO?
oOo 9° %
OOO?

OOOO OO

Chapter Resources 8-19 Reteach

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 Lesson 8.8
Name Enrich

Part of the Group

Evan and his friends go to a themepark. Eachfriend buys
24 tickets and rides only 1 ride. Solve the problem.
1
1. Evan uses 3 of his tickets to ride
1
2. Omar uses 6 of his tickets to ride
the Loop-D-Loop. How many the water slide. How many tickets
tickets does he use? does he use?

3. Kate uses i of her tickets to ride 4. Jenny uses t of her tickets to ride
the roller coaster. How many the merry-go-round. How many
tickets does she use? tickets does she use?

5. Stretch Your Thinking Use the information in 1-4 to

find the number of tickets each friend has left.

Name Number ofTickets Left

Evan

Omar

Kate

Jenny

6. (Write Math,» The friends now want to go on the Loop-D-Loop

and the roller coaster. Explain why only 1 of the friends can
go on bothoftheserides.

Chapter Resources 8-20 Enrich

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 Lesson 8.9
Name Reteach

Problem Solving ¢ Find the Whole Group

Using Unit Fractions

There are 3 apple juice boxesin the cooler. One fourth

of the juice boxesin the cooler are apple juice. How many
juice boxesarein the cooler?

Read the Problem Solve the Problem

Describe how to draw a diagram to
solve.
What do I needto find?
The denominator in i tells you
| needto find How manyjuice boxes
are in the cooler.
that there are 4 parts in the
whole group. Draw circles

@3) C8) @8) @)

to show 4 parts.
Since 3 juice boxes are 1 of
What information do I need to use? the group, draw -3_ counters
in the first circle.
There are 2 apple juice boxes.
One fourth of the juice boxes are apple Since there are _3_ counters
in the first circle, draw 3
juice. counters in each of the
remaining circles. Then
countall of the counters.
Howwill | use the information?

| will use the information in the problem

to draw a diagram. So, there are 12 juice boxes
in the cooler.

1. Max has 3 beta fish in his fish 2. Two boysare standing in line. One
tank. One half of his fish are beta sixth of the studentsin line are
fish. How manyfish does Max have boys. How many students are
in his tank? standing in line?

Chapter Resources 8-21 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.9
Name Enrich

WhatPart of the Group?

Draw a quickpicture to solve.

1. Lisa’s dog has 4 squeakytoys. 2. Sam has 9 yellow pencils in his

Twothirds of the dog’s toys are desk. Three fourths of his pencils
squeaky toys. How many dog toys are yellow. How manypencils does
does Lisa’s dog havein all? Sam havein his desk?

3. Julia has 8 red barrettes. Two 4. Antonio has 15 penniesin his

fourths of her barrettes are red. pocket. Five eighths of his coins
How manybarrettes does Julia are pennies. How manycoins does
have? Antonio havein his pocket?

5. Stretch Your Thinking One half of the birds at a pet store

are yellow. Tara buys one of the yellow birds. Then one third
of the birds at the store are yellow. How many yellow birds
wereat the pet store before Tara bought one? Explain how
you know.

Chapter Resources 8-22 Enrich

© Houghton Mifflin Harcourt Publishing Company
 eee . Decoding
Name ne

Irregular Plurals
Read each sentence.Identify and circle the irregular plural noun.

1. Two gooses/geeseran across the baseball fields.

2. Mai had to get bracesto straighten her tooths/teeth.

3. The men/mans rode bicycles.

4. Did you see those two deer/deers in the meadow?

5. Mom cut the plums into halfs/halves.

6. Myfeet/foots had blisters after the hike.

7. We donatedsix loaves/loafes of bread to the food pantry.

8. The horse’s hooves/hoofsclip-clopped on the pavement.

9. The mother lion took care of her three offsprings/offspring.

10. The sheep/sheepeshad their babies in the springtime.

Grade 3 150 Module 7 » Week 2

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Name

Critical Vocabulary
You can use the words you learn from reading as you talk and write.

Use details and ideas from One Plastic Bag to support your answersto the
questions below.

1. What do the goats find when they forage near the road?

2. How do Isatou and her friends make recycled purses?

3. When Isatou confesses, what does she do?

Write a sentence using two ofthe Critical Vocabulary words. Include clues
to each word's meaning in your sentence.

Grade 3 151 Module 7 « Week 2

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 Comprehension
ae r
s

Text Structure
Text structure is the way information is organized in a text. In a problem/solution
text structure, the author presents a problem and explains howit is solved.

Answer the questions about pages 125-126 of OnePlastic Bag.

1. What is the problem, or conflict, on these pages? How doesIsatou solveit?

Answer the questions about pages 130-131 of OnePlastic Bag.

2. Whatis the problem and how doesIsatou solveit?

3. Why doesthe author usethis text structure?

Answer the questions about pages 133-135 of OnePlastic Bag.

4. Whatis the resolution, or solution, to the problem ofthe plastic bags?

5. How did one solution lead to another?

Grade 3 152 Module 7 » Week 2

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 Decoding —
Name

Irregular Plurals
Read each sentence. Read the singular noun in parentheses. Write the
plural form of the noun on the blank to complete the sentence.

1. The _______ played together on a volleyball team. (woman)

2. Millions of _____ of insects live in the rain forest. (species)

3. | have several ___ growing on my windowsill. (cactus)

4. The park was crowdedwith lots of ________ on Saturday. (person)

5. Two_____ played on the swings. (child)

6. Jenna likes to wear her three favorite____~—~———_— during the winter.

(scarf)

7. Two__ pulled a cart. (ox)

8. We took three_______ last week. (quiz)

9. What is your favorite book_____——_? (series)

10. Many _______ take off and land in the airport each day.(aircraft)

Grade 3 153 Module 7 « Week 2

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 Vocabulary
Name

Critical Vocabulary
You can use the words you learn from reading as you talk and write.

Use details and ideas from Energy Island to support your answersto the
questions below.

1. What are some renewable resources the students think they could try to
powerthe island?

2. What happened to make the people on Samsgwilling to try new forms

of energy?

3. How has the use of the undersea cable between Sams@ and the
mainland changed?

4. What makes Sams@ an environmental leader for the rest of the world?

5. Whyis it helpful when sunlight is converted to solar power?

Grade 3 154 Module 7 - Week 2

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 Comprehension
Name

Point of View
Point of view is the answer to this question: Whois telling the story?

¢ Anarrator who is part of the story uses words such as |, me, and we.
¢ Anarrator who is outside of the story uses words such as he, she, and they.

Answer the questions about page 146 of EnergyIsland.

1. Who is the narrator of this story?

2. What words are clues to who the narrator is? Is this first- or third-person
point of view? Why?

3. What doesthe narrator think of the island? Howis your point of view the
sameor different?

Answer the questions about pages 152-153 of Energy Island.

4. How dothe kids in Soren Hermansen’s class feel about changing to

renewable energy on Sams@?

©)
Grade 3 155 Module 7 » Week 2
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 Comprehension
Name

5. Howis the kids’ point of view different than the adults’?

6. Which side do you agree with? Whatis your point of view about renewable
energy on Sams@?

Grade 3 156 Module 7 » Week 2

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 Generative |
Name Vocabulary

Suffixes -ness and -able

A suffix is a word part added to the end of a base word that changesthe
meaning of the word.

The suffix —ness changes a word into a noun. For base words that end in y,
change the y to i before adding —ness.

The suffix —-able changes a wordinto an adjective. For base words ending in e,
the final e often is dropped before adding —able.

Add the suffix —ness or —able to the words below to form a noun or
adjective. Then choosethe best words tofinish the story below.

kind

love

aware

distract

. willing

When Mei heard the good news, she hugged her mom and thanked

her for her ______—. Mei did a little dance around the kitchen.
The family was finally going to get a pet!

Mom said they could go to the shelter on Saturday. Before that, Mei
still had a lot of schoolwork to do. She tried to concentrate but was

easily ___. She kept imagining a —________ kitten or

puppyshe could snuggle with at night.

Unfortunately, Mei had no ____________ that her brother wanted a

pet SNAKE.

Grade 3 157 Module 7 » Week 2

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 Comprehension
Name

Text and Graphic Features

Nonfiction text often includes text features such as headings and sidebars.
These texts may also include graphic features such as diagrams, maps, or
illustrations.

Answerthe questions about pages 146-147of Energy Island.

1. What graphic features are shown, and whatinformation do they give?

2. How doesthe illustration work with the map to show you where Sams@
is located?

Answer the questions about pages 150-151 of Energy Island.

3. Whatare the text featuresin the illustrations, and what do they show?

4. Howis the information in the sidebar different from the information in

the story?

©)
Grade 3 158 Module 7 « Week 2
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 Comprehension
Name

Answer the questions about pages 158-159 of Energy Island.

5. How doesthe information in the sidebar connectto the part of the story on
page 158?

6. How do the pinwheel toysin the illustrations earlier in the story connect
with the sidebar?

Grade 3 159 Module 7 « Week 2

© HoughtonMifflin Harcourt Publishing Company.All rights reserved.
 Decoding
Name

Words with /00/ and /00/

Read each sentence.Find the word with the /00/ or /00/ sound and
underline the letters that stand for that sound. Then underline the sound
the letters stand for.

1. Marisol looked for her homework in her backpack.

/00/ sound /00/ sound

~ Abig full moon rosein the sky.

/00/ sound /00/ sound

. The roses were coveredin drops of dew in the morning.

/00/ sound /00/ sound

The leaves on the tree shook when the big truck rumbled by.
/00/ sound /00/ sound

. The detective searched for clues to solve the case.

/00/ sound /00/ sound

. Please get the broom to sweep up the mess.

/00/ sound /00/ sound

. That tricky joke really fooled me!

/00/ sound /00/ sound

. Is it true that a spider has eight eyes?

/00/ sound /00/ sound

. Fish swam in the little brook that flowed through thefield.

/00/ sound /00/ sound

10 A red bird flew past my window.

/00/ sound /00/ sound

Grade 3 160 Module 7 « Week 3

© Houghton Mifflin Harcourt Publishing Company.All rights reserved.