reading triumphs practice book grade 3

Practice
Book
B
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1
0
RHR 1
5
14 1
3
1
2
11
D
ear Family Member or Caregiver:
W
elcome! This year your child will be building
important reading skills. By working toget
h
er, you
and your c
h
ild can become partners in learning
.
E
ac
h
week your c
h
ild will bring
h
ome
• a Fluency passage t

h
at
h
e or s
h
e will read
t
o
y
ou.
• a Take-Home Story
f
or the two o
f
you to read
t
ogether and discuss
.
Using these brie
f
texts, you can help your child
review vocabulary words and practice key reading
skills taught that week.
Your interest, praise, and encouragement are sure
to lead to your child’s success in school. Here’s to an
e
xciting year of learning!
Yours tru
l
y

,
© Macmillan/McGraw-Hill
Unit 1
Wee
k 1: L
esso
n
s
1–
5

A
Bi
g
Jam
Decodin
g
:
S
hort
a,

i
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
F
luenc
y
:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

S
tructural Analysis: Inflectional endings . . . . . . . . . . . . . . . . . . . . . . 11
V
ocabulary: Inflectional endin
g
s . . . . . . . . . . . . . . . . . . . . . . . . . . 12
C
omprehension:
C
haracter,
S
etting, Plot . . . . . . . . . . . . . . . . . . . . . 1
3
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Writin
g
: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
5
Wee
k 2: L
esso
n
s

6
–1
0
Pen Pa
ls

Decoding: Short
e,
o
,
u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
6
Fl
uency:
Ti
me
d
rea
di
n
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
7
S
tructural Analysis: Inflectional endings . . . . . . . . . . . . . . . . . . . . . . 18
V
ocabulary: Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
9
C
omprehension:
C
ause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . 2
0
T
ake-Home
S

tory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1
Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2
Mid-Unit Additional Instruction: Character, Setting, Plot . . . . . . . . . . . . . 23
Mid-
U
nit Additional Instruction:
C
ause and Effect . . . . . . . . . . . . . . . . . 2
4
Week

3
:
Lesso
n
s
11–1
5
Ant
T
ric
ks
Decoding: Beginning and
f
inal consonant blends . . . . . . . . . . . . . . . . . 25
F
luenc
y

: Speed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
6
S
tructural Anal
y
sis: Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . 2
7
V
ocabulary: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
8
C
omprehension: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . 29
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
W
ee
k
4:
L
essons 16–20 Wetlands
D
eco
di
ng:
L

ong
a
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
F
luency: Timed reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
S
tructural Anal
y
sis:
C
ompound words . . . . . . . . . . . . . . . . . . . . . . . 34
V
ocabulary:
C
ontext clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
5
Com
p
rehension: Com
p
are and Contrast . . . . . . . . . . . . . . . . . . . . . . 3
6
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
7
W

r
i
t
i
ng: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
8
W
ee
k
5:
L
essons 21–25
J
a
k
e’s Pets
D
eco
di
n
g
:
L
on
g
i

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
i
Fl
uency:
Ph
rase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
0
S
tructural Analysis: Inflectional endin
g
s . . . . . . . . . . . . . . . . . . . . . . 41
V
ocabular
y
:
S
uffixes
-er, -est
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
t
Com
p
rehension: Make and Confirm Predictions . . . . . . . . . . . . . . . . . 43
T
ake-Home Stor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
W
r
i

t
i
n
g
: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5
E
nd-of-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . 4
6
E
nd-of-Unit Additional Instruction:
C
om
p
are and
C
ontrast . . . . . . . . . . . . 47
E
nd-of-
U
nit Additional Instruction: Make and
C
onfirm Predictions . . . . . . . 4
8
E
nd-of-Unit Review: Decodin

g
/Structural Analysis . . . . . . . . . . . . . . . . 49
Contents
©
Macmillan
/
McGraw-Hill
Unit 2
W
eek 1: Lessons 1–5
M
iss Pope’s C
l
ass Puts on a Skit
D
eco
di
n
g
:
L
on
g
o,
u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
0
F
luency:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1
S
tructural Analysis: Suffix
-
e
r
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
r
V
ocabular
y
:
C
ompound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3
C
om
p
rehension:
S
e
q
uence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
5
W
r
i
t

i
n
g
: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Wee
k 2: L
esso
n
s

6
–1
0

M
om Wo
l
f Speak
s
Decodin
g
: Lon
g
e
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
7

Fl
uency:
Ti
me
d
rea
di
n
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
8
S
tructural Analysis: Multisyllable words . . . . . . . . . . . . . . . . . . . . . . 5
9
V
ocabular
y
: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
C
omprehension: Draw
C
onclusions . . . . . . . . . . . . . . . . . . . . . . . . 61
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Writin
g
: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Mid-Unit Additional Instruction: Se
q
uence . . . . . . . . . . . . . . . . . . . . . 64

Mid-
U
nit Additional Instruction: Draw
C
onclusions . . . . . . . . . . . . . . . . 65
Wee
k
3
: L
esso
n
s
11–1
5
Fl
i
gh
t: G
l
iders to Jet
s
Decoding: Long
i
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
i
F
luenc
y
:
S

peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
7
S
tructural Analysis: Inflectional endings . . . . . . . . . . . . . . . . . . . . . . 6
8
V
ocabulary: Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
C
omprehension: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . 7
0
T
ake-Home
S
tory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1
Writing: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2
W
ee
k
4:
L
essons 16–20 Animal Hide and See
k
Decoding: Initial and
f
inal consonant blends . . . . . . . . . . . . . . . . . . . 7
3
F
luency: Timed readin

g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4
S
tructural Anal
y
sis:
C
ontractions . . . . . . . . . . . . . . . . . . . . . . . . . . 75
V
ocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 7
7
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
W
r
i
t
i
ng: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
W

ee
k
5:
L
essons 21–25
A

M
i
dd
ay Feast
D
eco
di
ng:
L
ong
a
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
0
F
luency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
S
tructural Anal
y
sis: Prefix
r
e- . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
V

ocabulary:
C
ontext clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3
Com
p
rehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
T
ake-Home Stor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
5
W
r
i
t
i
ng: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
E
nd-of-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . 8
7
E
nd-of-Unit Additional Instruction: Author’s Pur
p
ose . . . . . . . . . . . . . . . 8
8

E
nd-o
f
-
U
nit Additional Instruction: Theme . . . . . . . . . . . . . . . . . . . . .
8
9
E
nd-of-Unit Review: Decodin
g/S
tructural Analysis . . . . . . . . . . . . . . . . 9
0
© Macmillan/McGraw-Hill
Unit 3
W
eek 1: Lessons 1–5
B
en Frank
l
i
n
D
eco
di
n
g
:
L
on

g
o
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
91
F
luency:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
S
tructural Analysis: Compound words . . . . . . . . . . . . . . . . . . . . . . . 9
3
V
ocabular
y
:
C
ontext clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
4
C
om
p
rehension: Author’s Pur
p
ose . . . . . . . . . . . . . . . . . . . . . . . . . 9
5
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
6
Writin
g

:
S
equence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Wee
k 2: L
esso
n
s

6
–1
0

Ch
et Manti
s
’
s
Hunt
Decodin
g
: Consonant Di
g
raphs ch
,
tch . . . . . . . . . . . . . . . . . . . . . . 9
8
Fl
uency:
Ti

me
d
rea
di
n
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
9
S
tructural Analysis: Prefix
u
n
-
. . . . . . . . . . . . . . . . . . . . . . . . . . . 100
-
V
ocabular
y
: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
C
omprehension:
C
haracter,
S
ettin
g
, Plot . . . . . . . . . . . . . . . . . . . . 10
2
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3
Writin
g
: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
4
Mid-Unit Additional Instruction: Author’s Pur
p
ose . . . . . . . . . . . . . . . . 105
Mid-Unit Additional Instruction: Character, Settin
g
, Plot . . . . . . . . . . . . 10
6
Wee
k
3
: L
esso
n
s
11–1
5
T
he Ever
g
lades
Decoding: Consonant Digraphs
th, wh
. . . . . . . . . . . . . . . . . . . . . 1
0
7

h
F
luenc
y
:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
S
tructural Analysis:
C
losed syllables . . . . . . . . . . . . . . . . . . . . . . . 109
V
ocabulary: Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
C
omprehension:
C
ause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 11
1
T
ake-Home
S
tory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
W
ee
k
4:
L
essons 16–20
T

rish’s
T
rium
ph
Decoding: Consonant Digraphs
ph, sh
114
h
F
luency: Timed readin
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
S
tructural Anal
y
sis:
S
uffix
-ful
. . . . . . . . . . . . . . . . . . . . . . . . . . . 116
l
V
ocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
7
Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
T
ake-Home
S
tor
y

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
0
W
ee
k
5:
L
essons 21–25
B
rent’s Tri
p
Decoding:
S
oft consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
F
luency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
S
tructural Anal
y
sis:
S
uffixes
-er, -est
. . . . . . . . . . . . . . . . . . . . . . . 123
t
V
oca
b
u

l
ary:
H
omop
h
ones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4
Com
p
rehension: Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . 125
T
ake-Home Stor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
6
W
r
i
t
i
ng: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
7
E
nd-of-Unit Additional Instruction:
C
ause and Effect . . . . . . . . . . . . . . 12

8
E
nd-of-Unit Additional Instruction:
S
e
q
uence . . . . . . . . . . . . . . . . . . 12
9
E
nd-o
f
-
U
nit Additional Instruction: Make In
f
erences . . . . . . . . . . . . . . 1
30
E
nd-of-Unit Review: Decodin
g/S
tructural Analysis . . . . . . . . . . . . . . . 13
1
©
Macmillan
/
McGraw-Hill
Unit 4
W
eek 1: Lessons 1–5 A Sp
l

endid Mea
l
D
eco
di
n
g
:
T
r
i
p
l
e
bl
en
d
s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2
F
luency:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3
S
tructural Analysis: Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . 13
4
V
ocabular
y

:
C
ontext clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
5
C
om
p
rehension: Draw
C
onclusions . . . . . . . . . . . . . . . . . . . . . . . 136
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
7
W
r
i
t
i
n
g
: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
8
Wee
k 2: L
esso
n

s

6
–1
0
Weaver’s
K
indnes
s
Decodin
g
: Silent consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
9
Fl
uency:
Ti
me
d
rea
di
n
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
0
S
tructural Analysis: Multisyllable words . . . . . . . . . . . . . . . . . . . . . 141
V
ocabular
y
: S

y
non
y
ms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2
C
omprehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Writin
g
: Narration/dialo
g
ue chart . . . . . . . . . . . . . . . . . . . . . . . . . 14
5
Mid-
U
nit Additional Instruction: Draw
C
onclusions . . . . . . . . . . . . . . . 14
6
Mid-
U
nit Additional Instruction: Theme . . . . . . . . . . . . . . . . . . . . . 14
7
Wee
k
3
: L

esso
n
s
11–1
5
B
e Smart: Save Water
!
Decoding:
r-
C
ontrolled vowel
/
är
/
. . . . . . . . . . . . . . . . . . . . . . . . . 14
8
F
luenc
y
:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
S
tructural Analysis:
C
losed syllables . . . . . . . . . . . . . . . . . . . . . . . 15
0
V
ocabulary: Suffixes

-
less, -
f
ul, -ly . . . . . . . . . . . . . . . . . . . . . . . .
1
5
1
C
omprehension: Problem and
S
olution . . . . . . . . . . . . . . . . . . . . . 152
T
ake-Home
S
tory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3
Writing: Story map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4
W
ee
k
4:
L
essons 16–20
H
el
p
ing Hands
D
eco

di
ng:
r-
C
ontrolled vowels
/
ôr
/
. . . . . . . . . . . . . . . . . . . . . . . . 15
5
F
luency: Timed readin
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
S
tructural Anal
y
sis:
C
ontractions with verbs . . . . . . . . . . . . . . . . . . . 15
7
V
ocabulary: Pre
f
ixes
u
n-, re-,
p
re-, m
i

s- . . . . . . . . . . . . . . . . . . . . . 15
8
Comprehension: Problem and Solution . . . . . . . . . . . . . . . . . . . . . 159
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Writing: Character web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
W
ee
k
5:
L
essons 21–25 Th
e
P
e
rf
ect
F
o
r
t
D
eco
di
ng:
r-

C
ontrolled vowel
/
ûr
/
. . . . . . . . . . . . . . . . . . . . . . . . . 16
2
F
luency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
S
tructural Anal
y
sis: Multis
y
llable words . . . . . . . . . . . . . . . . . . . . . 16
4
V
ocabulary:
S
ynonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Com
p
rehension: Se
q
uence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
6
T
ake-Home Stor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

7
W
r
i
t
i
ng: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
8
E
nd-of-Unit Additional Instruction: Problem and
S
olution . . . . . . . . . . . 16
9
E
nd-of-Unit Additional Instruction: Problem and
S
olution . . . . . . . . . . . 17
0
E
nd-of-Unit Additional Instruction: Se
q
uence . . . . . . . . . . . . . . . . . . 171
E
nd-of-Unit Review: Decodin
g/S
tructural Analysis . . . . . . . . . . . . . . . 172

© Macmillan/McGraw-Hill
Unit 5
W
eek 1: Lessons 1–5 Anima
l
s C
h
ange S
h
ape
Decodin
g
:
O
pen syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
F
luency: Speed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
S
tructural Anal
y
sis: Multis
y
llable words . . . . . . . . . . . . . . . . . . . . . 17
5
V
oca
b
u
l
ary:

H
omo
g
rap
h
s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
6
Com
p
rehension: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . 177
T
ake-Home Stor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
W
r
i
t
i
n
g
: I
d
ea we
b
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
9
Wee
k 2: L
esso

n
s

6
–1
0

H
ot-Air Ba
ll
oons
Decodin
g
: Variant vowel
/
ü
/
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Fl
uency:
Ti
me
d
rea
di
ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
S
tructural Analysis: Suffix
-
l

y
. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
8
2
V
ocabular
y
: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
C
om
p
rehension: Descri
p
tion . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5
Writin
g
: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Mid-
U
nit Additional Instruction: Main Idea and Details . . . . . . . . . . . . . 1
8
7
Mid
-
U
n
i

t
Addi
t
i
ona
l
Instruct
i
on:
D
escr
i
pt
i
on . . . . . . . . . . . . . . . . . . . 18
8
Wee
k
3
: L
esso
n
s
11–1
5
D
olores Huerta: She Took a Stand
Decoding: Variant vowel /u
˙/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
u

F
luenc
y
:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
S
tructural Analysis: Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
V
ocabular
y
: S
y
non
y
ms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2
C
omprehension:
C
ause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 19
3
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Writin
g
: Idea web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
5
Week
4:

Lesso
n
s
1
6
–2
0

T
he Shee
p
Herder
Decoding: Diphthong /oi/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
F
luency: Timed readin
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
S
tructural Anal
y
sis:
S
uffix
-
n
ess
. . . . . . . . . . . . . . . . . . . . . . . . . 198
V
ocabulary: Pre
f

ixes re-, un-, dis-,
p
re
-
199
Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . 20
0
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
1
Writing: Organization map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
W
ee
k
5:
L
essons 21–25
B
usy Beaver
s
Decoding: Diphthong
/
ou
/
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
3

F
luency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
S
tructural Anal
y
sis:
S
uffix
-y
. . . . . . . . . . . . . . . . . . . . . . . . . . .
20
5
V
oca
b
u
l
ary:
Di
ct
i
onary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Comprehension: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . 207
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Writing:

O
rganization map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
E
nd-of-Unit Additional Instruction:
C
ause and Effect . . . . . . . . . . . . . . 210
E
nd-of-
U
nit Additional Instruction: Draw
C
onclusions . . . . . . . . . . . . . 211
E
nd-of-Unit Additional Instruction: Compare and Contrast . . . . . . . . . . . 21
2
E
nd-of-Unit Review: Decodin
g/S
tructural Analysis . . . . . . . . . . . . . . . 21
3
©
Macmillan
/
McGraw-Hill
Unit 6
W
eek 1: Lessons 1–5 Talkin
g
to Mrs. Dawson
Decodin

g
: Variant vowel
/
ô
/
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
4
F
luency:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
5
S
tructural Analysis: Prefixes/Suffixes . . . . . . . . . . . . . . . . . . . . . . 216
V
ocabular
y
:
Sy
non
y
ms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
C
om
p
rehension: Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . 21
8
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Writin

g
:
O
r
g
anizin
g
web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
0
Wee
k 2: L
esso
n
s

6
–1
0

H
owie He
l
ps Out
Decodin
g
: Consonant blends and di
g
raphs . . . . . . . . . . . . . . . . . . . 221
Fl
uency:

Ti
me
d
rea
di
n
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2
S
tructural Analysis: Inflectional endings . . . . . . . . . . . . . . . . . . . . . 22
3
V
ocabular
y
: Anton
y
ms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
C
omprehension:
S
ummarize . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
T
ake-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
6
Writin
g
: Or
g
anizin

g
web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Mid-
U
nit Additional Instruction: Make In
f
erences . . . . . . . . . . . . . . . . 22
8
Mid-
U
nit Additional Instruction:
S
ummarize . . . . . . . . . . . . . . . . . . . 229
Wee
k
3
: L
esso
n
s
11–1
5
M
ae’s
D
ream
s
Decoding: Long
a
,

i
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
30
F
luenc
y
:
S
peed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1
S
tructural Analysis: Prefixes
/S
uffixes . . . . . . . . . . . . . . . . . . . . . . 232
V
ocabulary: Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . 23
3
C
omprehension:
C
ompare and
C
ontrast . . . . . . . . . . . . . . . . . . . . . 234
T
ake-Home
S
tory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
5
Writing: Organizing web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
W

ee
k
4:
L
essons 16–20
J
ane Goodal
l
D
eco
di
ng:
L
ong
e, o, u
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
u
F
luency: Timed readin
g
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
8
S
tructural Anal
y
sis: Multis
y
llable words . . . . . . . . . . . . . . . . . . . . . 23
9
V

oca
b
u
l
ary: I
di
om . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Comprehension: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . 24
1
T
ake-Home
S
tor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Writing: Organizing web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
W
ee
k
5:
L
essons 21–25 The Great Ice Cream Sho
p
Turn Around
D
eco
di
ng:
V
ar

i
ant vowe
l
s an
d

di
p
h
t
h
ongs . . . . . . . . . . . . . . . . . . . . 244
F
luency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
S
tructural Anal
y
sis: Multis
y
llable words . . . . . . . . . . . . . . . . . . . . . 246
V
oca
b
u
l
ary:
Di
ct
i
onary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Comprehension: Character, Setting, Plot . . . . . . . . . . . . . . . . . . . . 24
8
T
ake-Home Stor
y
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Writing:
O
rganizing web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
0
E
nd-of-Unit Additional Instruction:
C
ompare and
C
ontrast . . . . . . . . . . . 251
E
nd-of-Unit Additional Instruction: Com
p
are and Contrast . . . . . . . . . . . 252
E
nd-of-Unit Additional Instruction: Character, Settin
g
, Plot. . . . . . . . . . . 253
E
nd-of-Unit Review: Decodin
g/S
tructural Analysis . . . . . . . . . . . . . . . 254
© Macmillan/McGraw-Hill
Na

me
1. 2.
3
.
d
d
f
ll
p
ls
4.
5
.
6
.
ct
l
p
c
n
7.
8
.
9
.
b
g
p
n
h

ll
10
.
b
t
The

sh
ort vow
el
a
soun
d

i
s spe
ll
e
d
w
i
t
h
t
h
e
l
etter a
.

The
s
hort vowel
i
sound is spelled with the letter
i
i.
p
a
n

p
i
n
Write
a

or
i
to complete each picture name.
i
G
rade 3/Unit 1/Week 1
9
©
Macmillan
/
McGraw-Hill
A
. As

y
ou read, pa
y
attent
i
on to end punctuat
i
on and
i
ntonat
i
on
.
16
19
32
40
53
J
ack is in a jam. His pals are mad. Tim is mad at Dan. Dan is
ma
d
at T
i
m
.
Is Jack pickin
g
a pal? If Jack picks Tim, Dan will
g

et mad.
If Jack picks Dan, Tim will get mad.
Da
d

h
as a t
i
p. “Te
ll
T
i
m an
d
Dan
h
ow you
f
ee
l
. Te
ll
t
h
em
y
ou w
ill
not p
i

c
k
one pa
l
.”
59
B.
Read these words to
y
ourself. Then have
y
our partner time
y
ou.
D
o it two more times to see i
f
you can beat your score!
h
as
will
h
a
m
pig
map
i
f
back mix
s

ic
k
f
at
p
a
l
his
ba
t
dad
i
t
miss ask

gh

i
ts
a
t
mad pic
k
r
ap ca
t

t

R

ecord Your
S
core
s
Tim
e
1:
Time 2: Time 3:
Na
me
A
t
H
ome:
R
erea
d
t
h
e passage an
d
ta
lk
a
b
out ot
h
er ways to
h
e

l
p pa
l
s qu
i
t
b
e
i
ng ma
d.
G
rade 3/Unit 1/Week
1
1
0
© Macmillan/McGraw-Hill
Na
me
Th
e
in
ectional endings

-
s
,
-e
d,
an

d
-
i
n
g
can
b
e a
dd
e
d
to the end o
f
a word that tells about an action. The endin
g
-
s
can
b
e a
dd
e
d
to a noun to te
ll
a
b
out more t
h
an one.

p
e
t
s

p
ac
k
s

p
ac
k
i
n
g

p
ack
e
d
A.
F
i
ll
i
n the m
i
ss
i

ng parts to make the word
i
n bold
.
1
.

Ji
m picke
d
a pa
l.
pi
ck
+
=
pi
cked
2.
Pam has ten
p
al
s
.
+
=

p
al
s

3.
D
a
n ho
p
s
a
lot
.
+
=
hop
s
4
.
S
am
s
e
ll
s
M
ax a ru
g
.
+
=
5
.

I
s
P
a
t
a
ctin
g
m
ad?
+
=

6.

M
e
g
pac
k
e
d
a
b
a
g.
+
=

7.

Ri
c
k

i
s

lling

a

c
u
p.
+
=
G
rade 3/Unit 1/Week 1
11
©
Macmillan
/
McGraw-Hill
Na
me
A
.
V
oca

b
u
l
ary
W
or
ds
Write the word that best completes each
se
n
te
n
ce
.
1
.

Ji
m
i
s
i
n a
.
2
. P
a
m i
s
m

ad
.

3.
Dad has a

f
or D
a
n.
4
.

Ti
m
act
i
ng
b
a
d
.
5. Jack

J
an.

6
. Meg and
S

al

sad
.
B
. Vocabulary Strategy: Inflectional Ending
s
Read
t
he

passage. Underline the in
ectional endings

-
s
,
-ed
,

a
nd -
i
n
g
.
Ji
m
i
s

f
ee
li
ng sa
d
. H
i
s
d
a
d

i
s ma
d
. J
i
m acte
d

b
a
d
. Now Pam
te
ll
s J
i
m. “I
h

ave a t
i
p
f
or you. Te
ll
your
d
a
d
you w
ill
qu
i
t act
i
ng
bad.” Jim tells his dad. Now Jim and Dad are
p
als.
C.
Write the correct endin
g
in
(
)
to complete each sentence.
Example: Ed pick
(
ed, ing

)
a pal
.
1.
Ji
m
i
s feel
(
e
d,
i
n
g
) sad
.
2.
Jim ac
t

(
e
d, ing
)
bad
.

3
.
P

am an
d

Ji
m are pa
l
(
ed, s
)
.
a
ctin
g
jam quit tip
f
eel ran int
o
e
d
G
rade 3/Unit 1/Week
1
1
2
© Macmillan/McGraw-Hill
Na
me
As you read “A Big Jam,” 
ll in the Story Map.


Ch
aracter
s
S
ettin
g
B
e
gi
nn
i
n
g
Middl
e
End
G
rade 3/Unit 1/Week 1
1
3
©
Macmillan
/
McGraw-Hill
Na
me
R
ead the passa
g
e. Then complete the quest

i
ons.
T
ad Hit
s
T
a
d
ran
i
nto L
i
n. L
i
n
i
s
hi
s pa
l
. L
i
n
h
a
d
a
b
at. “Can
y

ou
b
at?”
a
s
k
e
d
Ta
d.
“
I can
b
at
,
” sa
id
L
i
n. “I am not
b
a
d
at
i
t.” L
i
n
hi
t t

h
e
b
a
ll
. L
i
n
ran.
Li
n
g
ave Ta
d
t
h
e
b
at. Ta
d

did
not
g
et a
hi
t. Ta
d
m
i

sse
d
t
h
e
b
a
ll
.
“
I
f
ee
l

b
a
d,
” sa
id
Ta
d
.
“
Qu
i
t act
i
ng sa
d

,” sa
id
L
i
n. “I am a pa
l
. I w
ill
g
i
ve you t
i
ps.
”
L
in hit
.
Tad looked at Lin bat
.
“
Now I will try to bat,” said Tad.
T
ad did it! Tad hit the ball
!
1.

U
n
d
er

li
ne wor
d
s
i
n t
h
e passage t
h
at
h
ave t
h
e s
h
ort
a
soun
d
.

2.

C
ircle words that end with
-
s
,

-

ed
,
or -ing
.
3
. Who are the characters in the stor
y?
4
.
What happens at the end of the story?

5.

T
o qu
i
t
i
s to
.


x stop spill

A
t
H
ome:
R
erea

d
t
h
e passage an
d
ta
lk
a
b
out
h
ow
Li
n
h
e
l
pe
d

T
a
d.
G
rade 3/Unit 1/Week
1
1
4
© Macmillan/McGraw-Hill
Na

me
To help you plan your writing, 
ll
ou
t
a
n
idea
w
eb
.

G
rade 3/Unit 1/Week 1
15
©
Macmillan
/
McGraw-Hill
Na
me
Th
e s
h
ort vowe
l
e soun
d

i

s spe
ll
e
d
w
i
t
h
t
h
e
l
etter
e
.
Th
e s
h
ort
v
ow
e
l
o
sound is s
p
elled with the letter
o.
Th
e

s
hort vow
e
l
u
soun
d

i
s spe
ll
e
d
w
i
t
h
t
h
e
l
etter
u.
b
e
d
l
o
t

b
u
n
A.
Underline the letter that has the short vowel sound in each word
.
b
et net up
lo
t
de
n
b
u
g
sun do
g
li
d
tu
g
B.
Finish each word ladder.
C
hange only one letter at a time to
make words with short vowels
o,
e
,
an

d

u
.
1.
Go from
hit

to

hot
.
2.
Go from b
i
g
to

b
ug
.

3
.
G
o from
ti
n
to
t

en
.
4.
G
o from d
ig

to

d
u
g
.
hit
b
i
g
G
rade 3/Unit 1/Week 2
16
© Macmillan/McGraw-Hill
Na
me
A
. Have a partner time you as you read the passa
g
e. Record your
sco
r
es

be
l
o
w.
13
18
32
33
43
5
4
Tess has a
p
en
p
al. Tess writes letters to Liz. Liz writes bac
k

to Tess
.
It is fun!
L
i
z wr
i
tes Tess a
b
out
h

er
d
o
g
Bu
d
. Bu
d

i
s a
big

d
o
g
. L
i
z
h
u
g
s
B
u
d
.
Tess does not have a dog. Can Tess pet Bud?
L
i

z wr
i
tes Tess, “P
l
ease v
i
s
i
t!” L
i
z wr
i
tes t
h
at Tess can pe
t

B
u
d
. Tess can see
f
oxes an
d

d
uc
k
s
,

as we
ll
.
63
R
ecord Your
S
core
s
Fir
s
t R
ead
:Wor
ds
R
ead
Ti
me
S
econd Read: Words Read Tim
e

B. P
a
rtn
e
r
s
Use this chart to check your partner’s reading

.
S
p
eed
too slo
w
too fas
t

just right
Pa
i
d

a
tt
e
nti
o
n t
o
s
p
ee
d
an
d
tem
p
o

neve
r
sometimes
always
A
ccurac
y
skipped words
sel
f
-corrected
read every word
R
ead with feelin
g
neve
r
sometimes
always
A
t
H
ome
:

R
erea
d
t
hi

s passage.
T
a
lk
w
i
t
h
your c
hild
a
b
out
pen pa
l
s
.
Grade 3/Unit 1/Week 2
17
©
Macmillan
/
McGraw-Hill
Na
me
Add
-
es
to wor
d

s en
di
ng
i
n
x,
z
,
s
,
s
h
,
an
d
ch
to form
p
lurals.
W
hen a one-syllable word ends with a consonant, double the
consonant be
f
ore adding -
ed
o
r
-
in
g

.
b
ox
es
ho
p
p
ed ho
p
p
ing
A
. F
i
ll
i
n the m
i
ss
i
n
g
parts to make the word
i
n bold
.
1. Th
e
ki
ds

hu
gg
e
d
.
h
u
g
+
+
=
h
ugge
d
2.
J
an w
ill
pac
k
s
i
x
bo
x
es
.

+
=

b
oxe
s

3.
A do
g
is
s
ittin
g
on
a

bed
.
+
+
=
s
ittin
g
4
.
D
a
d

hushed
t

h
e cats.
+
=

5.

Th
e
kid
s
g
et on t
h
e
b
use
s
.

+
=
6
. K
e
n w
as
h
es
th

e

d
ishe
s
.
+
=
G
rade 3/Unit 1/Week 2
18
© Macmillan/McGraw-Hill
Na
me
A
.
V
oca
b
u
l
ary
W
or
ds
Wr
i
te the word that best completes each
sen
t

ence.
1.

P
en
p
a
l
s wr
i
te
.
2
.

G
us has
t
o ge
t
a ca
t
.

3
. N
ed
will
his pal.
4.

Sam
with a
p
en.
5
.
T
ess w
ill

g
o on a
to see
Li
z.
6
. T
ess
w
e
nt on
a

up a
hill
.
w
rites letters hike plans jet visi
t
p

e
p
/
p
e
t
p
e
t
1.
To pat in a nice wa
y
.
v
er
b
2
.
A do
g
or cat kept at home. n
ou
n
B. Vocabulary Strategy: Unknown Word
s

U
se t
h
e

dictionar
y
entr
y
to answer the questions below.
1
.
What are the guide words on this page
?
2.
How many de
nitions of

pet
are there?
t

3.
Write a sentence that shows the 
rst de

nition of

p
e
t
.
Grade 3/Unit 1/Week 2
19
©

Macmillan
/
McGraw-Hill
Na
me
As you read “Pen Pals,” 
ll in the Cause and Effect Chart.

Eff
ect
Cause
G
rade 3/Unit 1/Week 2
20
© Macmillan/McGraw-Hill
Na
me
A
t
H
ome:
R
erea
d
an
d
t
h
en name t
hi

ngs you wou
ld

lik
e to
s
ee on a
hik
e.
R
ead the passa
g
e. Then complete the quest
i
ons.
On a Hill
It
i
s a n
i
ce
d
a
y
. Ann wants to
g
o on a
hik
e.
A

nn
b
e
gg
e
d
Mom, “P
l
ease
l
et us
g
o on a
hik
e!”
T
o
dd
as
k
e
d,
“Can we
,
Mom? It w
ill

b
e
f

un!”
M
om sa
id
, “Yes, we can
g
o. I w
ill
ma
k
e p
l
ans. Ann w
ill

g
et a
pac
k
. To
dd
w
ill
get a map.” Ann an
d
To
dd

h
ugge

d
Mom
.
A
nn, Todd, and Mom went on a hike u
p
a hill. Ann ran into
foxes. Todd met a duck. Mom looked at bugs.
A
nn ran u
p
a hill. Todd ran u
p
a hill. Mom ran u
p
a hill. At the
top, Ann sat on a rock. Todd sat on a log. Mom sat on a bug. Mom
jumped up!
1.
Underline words in the passa
g
e that have the short
e
sound. Put two
li
nes un
d
er wor
d
s t

h
at
h
ave t
h
e s
h
ort u soun
d
.
2.

C
ircle words that end with
-es
o
r -
ed
.

3.
Why did Ann, Todd, and Mom go on a hike
?

4.
Why did Mom jump up?

5.
A hik
e

i
s

a
.

game walk pla
n
Grade 3/Unit 1/Week 2
2
1
©
Macmillan
/
McGraw-Hill
Na
me
To help you plan your writing, 
ll
ou
t
a
n
idea
w
eb
.

G
rade 3/Unit 1/Week 2

2
2
© Macmillan/McGraw-Hill
Na
me
R
ead the passage. Then answer the questions.
D
an and T
ig
Pat ran into Pam and Dan
.
Dan is looking for his cat, Tig. Tig
ran u
p
a hill.
“
Are
y
ou sad?” Pat asked. “This is
a

big

j
am.”
“
I m
i
ss T

ig
,” sa
id
Dan.
Pat, Pam, an
d
Dan ran up t
h
e
hill
.
Dan
y
e
ll
e
d
, “T
ig
!”
Pat
y
e
ll
e
d
, “T
ig
!
”

Pam
y
e
ll
e
d
, “T
ig
!”
Dan
did
not qu
i
t. Dan
h
a
d
to
g
et T
ig
. T
h
en T
ig
ran to Dan!
Dan p
i
c
k

e
d
up
hi
s cat. “I am not ma
d
, T
ig
,” Dan sa
id
. T
ig
li
c
k
e
d
Dan
.
1
.
Who are the characters in the story? Circle the names.
2.
Underline the sentences that tell what ha
pp
ened in the
be
g
innin
g

of the story
.

3.
What happened at the end o
f
the stor
y
?
2
3
Mid-Unit Additional Instruction
G
rade 3
/
Unit 1
/
Week
1
©
Macmillan
/
McGraw-Hill
Na
me
R
ead the passage. Then answer the questions.
Dad Hel
ps
L

il and Ken want to kick a ball. But kids
can not kick inside
.

So Mom said, “Go out and play.
”
Dad said, “Let us go out. You can kick in
a
park. I bet you will have fun.
”
L
il, Ken, and Dad left.
Dad sat on a rock. Lil and Ken ran u
p
a
h
ill. Lil and Ken ran back to Dad.
Lil

ki
c
k
e
d
t
h
e
b
a
ll

. Ken
j
umpe
d
up to
g
et
i
t. Ken
ki
c
k
e
d
t
h
e
b
a
ll
. But L
il
m
i
sse
d

i
t. T
h

e
b
a
ll

f
e
ll

i
n t
h
e
w
ater.
Da
d
w
ill

g
et
i
t. Da
d
ta
k
es a
di
p. Da

d

g
ets wet.
Is Da
d
ma
d
? No
,

i
t
i
s
f
un
i
n t
h
e water
.
1
.
Why does Mom tell Lil and Ken to go out and play
?
Underline
t
he cause
.

2
.
What happened because Lil missed the ball
?
Draw a box around
t
he e
ff
ect.

3.
Why did Dad
g
o in the water
?
24
© Macmillan/McGraw-Hill
N
am
e
In
a
c
onsonan
t
blen
d
,
you can hear the sound of each
consonant.

S
ome examples of beginning blends are

, st, and
tr
. Some examples of 
rr
n
al

ble
n
ds

a
r
e

n
d
, ng
,
a
n
d
st
.
st
ac
k


op
ba
n
d
w
i
n
g

b
e
st
A.
Draw a line under the word with the consonant blend. Write the
word on the l
i
ne to com
p
lete the sentence.
1
.

Dad
w
ill
r
u
n

.

f
ast sat to
p

2.
N
e
ll will
at the big log.
pop mop sto
p
3
. Jill
a
l
ot.
claps tap
g
ap
4
.

J
an
in w
e
t m
ud

.
sip
s
lip
s
pi
c
k

5
.
P
a
n
ca
n
in bed.
r
ed
r
es
t t
e
n

6
. Max

i
n a pon

d
.

d
im
d
i
d

s
wim
s

7.

D
an taps t
h
e
.

d
rum sum
b
at

8.
Min
g
can

a

song
.
sin
g
ru
g
pa
t
B
.
G
o back and circle the consonant blends
i
n the words you wrote
.
Grade 3/Unit 1/Week 3
2
5