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Grade 2
Unit 3
Workbook
Unit 3
Workbook
Skills Strand
GRADE 2
Core Knowledge Language Arts
New York Edition
Unit 3
Workbook
This Workbook contains worksheets that accompany many of the lessons from
the Teacher Guide for Unit 3. Some of the worksheets in this book do not include
written instructions for the student because the instructions would have contained
nondecodable words. The expectation is that teachers will explain these worksheets
to the students orally, using the guidelines in the Teacher Guide. The Workbook is a
student component, which means that each student should have a Workbook.
1.1
Name
Dear Family Member,
er
sister
or
born
ar
mark
letter
sports
started
expert
short
backyard
Unit 3
2013 Core Knowledge Foundation
Unit 3
2013 Core Knowledge Foundation
1.2
Name
Unit 3
2013 Core Knowledge Foundation
In Kids Excel you will meet a lot of kids who excel. I had fun
meeting them. I think you will like meeting them, too.
When I meet someone who excels at something, it inspires me
to be as good as I can be. I hope the kids in Kids Excel have the
same effect on you, too!
Mark Deeds
Publisher
Kids Excel
Unit 3
2013 Core Knowledge Foundation
1.3
Directions: Have your child answer the questions. On the back, have them draw a picture doing something at which they excel
and write a sentence about it.
Name
2.
3.
4.
good at it
B.
bad at it
C.
sick of it
B.
C.
is a teacher
B.
is an artist
C.
is a publisher
B.
C.
Unit 3
2013 Core Knowledge Foundation
5.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6
Unit 3
2013 Core Knowledge Foundation
2.1
Name
Spelling Sort
Directions: Sort the words by their spellings. Write the words with
the /ae/ sound spelled ai under rain, the words with the /ae/ sound
spelled ay under day, and the words with the /ae/ sound spelled a_e
under cake. Then circle the /ae/ spellings in each word.
stain
paid
playing
raining
plate
hay
train
strayed
brains
say
rake
daytime
clay
bait
tray
make
pain
mistake
/ae/ spelled ai
as in rain
/ae/ spelled ay
as in day
stain
Unit 3
2013 Core Knowledge Foundation
Unit 3
2013 Core Knowledge Foundation
2.2
Name
2.
3.
4.
5.
6.
Write 5 words with the /ae/ sound and 5 words with the /a/
sound that could be used in a spelling bee.
/ae/
10
Unit 3
2013 Core Knowledge Foundation
/a/
2.3
Family Member Directions: Have your child read the pair of words. He or she should write yes if the underlined letters stand for
the same sound, and no if they do not.
Name
Word 1
Word 2
rake
rain
main
wayside
wrist
wet
say
said
knock
not
brake
stain
tail
tale
clay
clam
sailor
tray
bean
bend
Yes or No
Yes
Unit 3
2013 Core Knowledge Foundation
11
12
Unit 3
2013 Core Knowledge Foundation
3.1
Name
Spelling Sort
Sort the words by spelling. Write the words with the /a/ sound
spelled a under cat, the words with the /ae/ sound spelled a under
paper, the words with the /ae/ sound spelled a_e under cake, the
words with the /ae/ sound spelled ai under paid, and the words
with the /ae/ sound spelled ay under tray. Then circle the /ae/ or /a/
spelling in each word.
cat
paper
cake
paid
tray
shame
agent
race
acorn
cap
day
play
strain
radar
late
crane
faint
pain
snake
pray
napkin
basic
frame
tablet
David
a_e
ai
ay
cat
paper
cake
paid
tray
Unit 3
2013 Core Knowledge Foundation
13
14
Unit 3
2013 Core Knowledge Foundation
3.2
Name
_____
__________________________________________
__________________________________________
Page
_____
15
16
Unit 3
2013 Core Knowledge Foundation
3.3
Name
Directions: Have your child read the story with a family member and discuss the story afterwards.
17
must sit down in a chair and look on while the rest of the spellers
stay in the bee and keep spelling.
On Day 2 of the bee I sat and looked on as the bell rang for lots
of kids in the bee.
Airplane. A-e-r-p-l-a-n-e? Ding!
Graying. G-r-a-i-n-g? Ding!
Sunday. S-u-n-n-d-a-y? Ding!
The bell went on ringing all day, until there were just three
spellers left.
Nate Griffin, age 12, was one of the three. He was the runnerup at the last spelling bee. Two of the experts I spoke with said they
expected him to win the bee.
Craig Ping, age 12, was still in the hunt, too. He had finished
in fifth place at the last bee. The experts I spoke with said he had a
good chance of winning.
Gail Day, age 11, was the dark horse. When I asked the spelling
experts who she was, they just shrugged.
Craig Ping was spelling well. Then he got a hard word. He stood
thinking. He spelled the word as well as he could. He waited.
Ding!
Craig Ping was out of the bee. That left just Gail Day and Nate
Griffin.
18
Unit 3
2013 Core Knowledge Foundation
4.1
Name
Directions: Have students choose the best word to complete the sentence.
habit
acorns
April
bacon
radish
baker
camel
later
label
1.
2.
3.
4.
5.
6.
7.
8.
9.
Unit 3
2013 Core Knowledge Foundation
19
20
Unit 3
2013 Core Knowledge Foundation
4.2
Name
the Milk
Unit 3
2013 Core Knowledge Foundation
21
To: Karen
not-so-good spelling
The Milk
To: Class
Use the words in the box to fill in the chart. Look back at the book report
from Mr. Mowse to help you remember what he wrote.
Both
22
Unit 3
2013 Core Knowledge Foundation
5.1
Name
Spelling Test
1.
___________________________________
2.
___________________________________
3.
___________________________________
4.
___________________________________
5.
___________________________________
6.
___________________________________
7.
___________________________________
8.
___________________________________
9.
___________________________________
10. ___________________________________
_____________________________________
_____________________________________
Unit 3
23
24
Unit 3
2013 Core Knowledge Foundation
5.2
Name
Sound Spellings
This chart lists words with the /ae/ sound spelled four different ways.
Use the chart to fill out Worksheet 5.3.
a_e
ai
ape
acorn
aim
brake
bacon
bait
bay
cake
chain
clay
date
fake
gaze
hate
James
late
laser
made
making
maid
naked
nail
ay
day
faint
fray
gazing
Gail
gray
hating
pain
hay
jail
Jay
lay
May
plane
paper
plain
pray
race
ratings
raisin
ray
stake
sail
Sunday
take
taking
train
tray
wade
waking
wait
way
Unit 3
2013 Core Knowledge Foundation
25
26
Unit 3
2013 Core Knowledge Foundation
5.3
Name
Directions: Have students use the chart from Worksheet 5.2 to answer the questions.
Sound Spellings
1.
2.
3.
4.
Can you track down three words that have the suffix ing?
______________ ______________ ______________
5.
Can you track down two words that sound the same but are not
spelled the same way and have a different meaning?
______________ ______________
6.
7.
Which word on the chart is the thing you step on to stop a car?
__________________________
Unit 3
2013 Core Knowledge Foundation
27
8.
9.
28
Unit 3
2013 Core Knowledge Foundation
6.1
Name
Dear Family Member,
The spelling words for this week include words with tricky
spellings for the letters c and g. These letters are tricky
because they can be sounded out in different ways. To hear
the difference, say the words got and gem, cat and cents. Please
remember to practice the spelling words for five to ten minutes
each night.
Today your child is also bringing home a story to read, Miss Baker, and
an accompanying worksheet. This is another story in our Unit 3 Reader, Kids
Excel. You may remember that Kids Excel is about kids who are outstanding in
different ways. Miss Baker is a teacher who helps a young girl become a good
speller. After reading Miss Baker, have your child answer the story questions
on the accompanying worksheet. You should encourage your child to look
back at the story to find the answers.
g
page
c
space
germ
face
digit
cell
gray
center
carpet
Unit 3
2013 Core Knowledge Foundation
29
30
Unit 3
2013 Core Knowledge Foundation
6.2
Name
Miss Baker
I was sitting with spelling champ Gail Day.
I asked her, How did this Miss Baker make you
into a good speller?
Well, said Gail, Miss Baker had a cool way of explaining
English spelling. She made spelling trees.
Spelling trees?
Yes, said Gail. Here, Ill make one for you.
Gail got a sheet of paper and made a tree.
She pointed at the trunk of the tree and explained, The trunk
stands for a sound, like the sound /ae/ as in cake. The branches
stand for the spellings for that sound. Theres one branch for
words that have the a_e spelling like flame and stake. Theres
one branch for words that have the ay spelling like play and stay.
Theres one branch for words that have the ai spelling like pain
and train. And so on. Get it?
Unit 3
2013 Core Knowledge Foundation
31
Got it.
So Miss Baker would make a big spelling tree for a sound.
Then we kids would add words to it. When we found words with
the sound in them we would stick the words on the branches of
the tree. We would stick all of the words with the ai spelling on
this branch. We would stick all of the words with the ay spelling
on that branch.
I see. And this helped you get better at spelling?
Gail nodded.
The spelling trees helped us see the patterns and keep track
of the spellings. They helped us see which spellings are used a lot
and which ones are used less. There were a lot of good spellers in
Miss Bakers class.
But not all of them went on to win the state spelling bee, I
said. Why did you?
Gail shrugged.
I was good at spelling. But I did not understand why English
spelling was so hard. Once I asked Miss Baker why it was so hard.
Miss Baker, I said, why are there five or six spellings for some
sounds? That makes no sense. Why isnt there just one spelling for
a sound?
Miss Baker explained as much as she could. Then she gave me
a book on spelling. It was a cool book. It explained how English
has taken in lots of spellings from French, Latin, Greek, and
Spanish. When I finished that book, Miss Baker gave me a longer
book. Then I found the next book by myself. One book sort of led
to the next. So thats how I got started.
32
Unit 3
2013 Core Knowledge Foundation
6.3
Name
Directions: Have your child answer the questions, looking back to the story if necessary. Then have your child complete the
Spelling Tree on the back of this worksheet.
Miss Baker
1.
2.
3.
B.
C.
B.
C.
trunk
B.
branch
C.
list
Unit 3
2013 Core Knowledge Foundation
33
4.
34
ai
ay
/ae/
Unit 3
2013 Core Knowledge Foundation
a_e
6.4
Name
Directions: Have students answer yes or no to the questions. On the last two lines, have students create their own questions.
Yes or No
1. Can a dog shake its tail?
2. Can a raisin sing?
3. Do airplanes eat hay?
4. Can you braid your hair?
5. Does three make a pair?
6. Are acorns from trees?
7. Do cakes sleep in parks?
8. Can you race a horse?
9. Do you have fingernails?
Unit 3
2013 Core Knowledge Foundation
35
Unit 3
2013 Core Knowledge Foundation
6.5
Directions: Have students first circle the spelling for the vowel sound and then read each word. They should write yes if the words
have the same vowel sound, and no if they do not.
Name
Same or Different
Word 1
train
Word 2
track
No
1. cap
cape
2. wag
wade
3. rate
rain
4. stake
wait
5. sand
sad
6. hate
hat
7. paid
paper
8. faint
play
9. pat
pay
Unit 3
2013 Core Knowledge Foundation
37
Word 1
38
Word 2
10. shave
faint
11. pain
pan
12. chain
chat
13. stay
stain
14. hay
hat
15. plate
pain
16. flag
flat
17. fat
fate
18. aim
am
Unit 3
2013 Core Knowledge Foundation
7.1
Directions: Have students sort the words by sounds and write three sentences using words from the box. After students write each
word, they will circle the /oe/ spelling in each word.
Name
Spelling Sort
Sort the words by their spellings. Write the words with the /oe/ sound
spelled oa under load, the words with the /oe/ sound spelled oe under
doe, and the words with the /oe/ sound spelled o_e under home.
toes
choke
boat
goes
coat
hoe
tote
coast
foe
toenail
tiptoe
Joe
road
vote
coach
poke
doze
loading
float
hope
/oe/ spelled oa
as in load
/oe/ spelled oe
as in doe
toes
1.
_________________________________________________
2.
_________________________________________________
3.
_________________________________________________
Unit 3
2013 Core Knowledge Foundation
39
40
Unit 3
2013 Core Knowledge Foundation
7.2
Directions: Have students circle the nouns in each sentence. After circling each noun, have students write the word on the lines
below before going to the next noun. Note: the number of nouns in each sentence is written at the end of the sentence.
Name
(3)
person
place
thing
baker
shop
cake
Unit 3
2013 Core Knowledge Foundation
41
42
Unit 3
2013 Core Knowledge Foundation
7.3
Name
Dear Family Member,
toast
stroke
shopper
goes
coat
road
robber
loan
stone
home
foal
soap
toes
toad
oats
boat
shot
cot
coal
chomp
Rome
Joe
foe
goal
pose
o_e (hope)
oe (hoe)
oa (boat)
o (hop)
Unit 3
2013 Core Knowledge Foundation
43
44
Unit 3
2013 Core Knowledge Foundation
8.1
Name
Spelling Sort
Sort the words by spelling. Write the words with the /oe/ sound spelled
o under go, the words with the /oe/ sound spelled oa under foal, the
words with the /oe/ sound spelled oe under toe, and the words with
the /oe/ sound spelled o_e under bone.
bone
go
foal
toe
rope
soap
doe
note
home
hole
choke
Joe
over
focus
donate
coat
coal
opened
moment
load
provide
robot
floating
mole
oa
oe
o_e
go
foal
toe
bone
Unit 3
2013 Core Knowledge Foundation
45
46
Unit 3
2013 Core Knowledge Foundation
8.2
Name
50 Free
500 Free
200 Free
faster sprints
100 Free
Val
Kim
Unit 3
2013 Core Knowledge Foundation
47
48
Unit 3
2013 Core Knowledge Foundation
8.3
Name
49
Unit 3
2013 Core Knowledge Foundation
8.4
Name
Directions: Have your child answer the questions after reading the story. Remind him/her to look back at the story to find the
answers, and write in complete sentences.
2.
B.
C.
B.
3.
4.
Unit 3
2013 Core Knowledge Foundation
51
5.
Which sister do you think will win the 200 Free in the big meet?
Why?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________
6.
52
Unit 3
2013 Core Knowledge Foundation
9.1
Directions: Have students combine two of the three syllables to create a word that completes the sentence and write the word on
the line provided.
Name
Making Words
1.
king
po
smo
2.
ver
kay
3.
ro
dents
bot
4.
tect
gram
pro
5.
sol
id
rap
53
Directions: Have students circle the word in each sentence that shows the correct pronunciation according to the manner in which
it is divided in syllables.
54
6.
Po lish.
My teacher is
Pol ish.
7.
po lish
My mom asked me to
the desk.
pol ish
8.
mo del
Dan likes to collect
cars
mod el
9.
gro cer
Mr. Chang is the
at the corner store.
groc er
so lid
10. The chairs were made of
oak wood.
sol id
Unit 3
2013 Core Knowledge Foundation
10.1
Name
Spelling Test
1.
___________________________________
2.
___________________________________
3.
___________________________________
4.
___________________________________
5.
___________________________________
6.
___________________________________
7.
___________________________________
8.
___________________________________
9.
___________________________________
10. ___________________________________
_____________________________________
_____________________________________
Unit 3
55
56
Unit 3
2013 Core Knowledge Foundation
10.2
Name
Sound Spellings
This chart lists words with the /oe/ sound spelled four different ways.
Use the chart to fill out Worksheet 10.3.
o_e
oa
bone
bonus
boast
close
cola
coach
dope
donate
oe
doe
frozen
foam
going
groan
goes
home
halo
hoe
joke
jumbo
Joe
lone
locate
loaf
loan
mope
note
moment
moan
open
oatmeal
program
rode
robot
road
slope
solo
soap
tone
toad
mangoes
toes
toast
w
wrote
Unit 3
2013 Core Knowledge Foundation
57
58
Unit 3
2013 Core Knowledge Foundation
10.3
Name
2.
Which word on the chart is stuff you use to get clean when you
take a shower? _____________
3.
_____________
4.
Which words sound the same, but are not spelled the same?
_____________ _____________
5.
6.
Which word on the chart names things that are on your feet?
_____________
7.
8.
9.
Unit 3
2013 Core Knowledge Foundation
59
BONUS:
60
1.
Count the words on the chart having the sound /oe/ spelled
o_e and write the number here. _____________
2.
Count the words on the chart having the sound /oe/ spelled o
and write the number here. _____________
3.
Count the words on the chart having the sound /oe/ spelled oa
and write the number here. _____________
4.
Count the words on the chart having the sound /oe/ spelled oe
and write the number here. _____________
Unit 3
2013 Core Knowledge Foundation
11.1
Name
Dear Family Member,
kn
knotted
wr
wringing
wh
whipped
qu
quitting
knitting
wronged
whined
quacked
knocked
Tricky Word: all
Unit 3
2013 Core Knowledge Foundation
61
62
Unit 3
2013 Core Knowledge Foundation
11.2
Name
Directions: Have students complete the sentence with one of the words from the box.
explain
solar
cockroach
entire
yesterday
halo
explode
invite
umpire
panel
1.
2.
3.
4.
5.
A ________________ is an insect.
6.
7.
8.
9.
63
64
Unit 3
2013 Core Knowledge Foundation
11.3
Name
Directions: Have students complete the sentence with one of the words from the box.
reptiles
umpire
lie
siren
tie
cried
spider
exercise
pie
pilot
decide
1.
2.
3.
4.
5.
6.
7.
8.
9.
65
66
Unit 3
2013 Core Knowledge Foundation
11.4
Name
Unit 3
2013 Core Knowledge Foundation
67
68
Unit 3
2013 Core Knowledge Foundation
12.1
Directions: Have students rewrite the sentences correctly. Students should draw a box around all common nouns and circle the
proper nouns. They should also add the correct punctuation at the end of each sentence, and capitalize the appropriate words.
Name
Grammar
1.
2.
3.
4.
69
5.
6.
70
Unit 3
2013 Core Knowledge Foundation
13.1
Name
Sound Spellings
This chart lists the words with the /ie/ sound spelled three different
ways. Use this chart to fill out Worksheet 13.2.
i_e
ie
bike
bicep
crime
cider
dine
fine
finest
hide
hijack
ice
iris
knife
like
mice
prize
quite
quiet
ride
riding
side
silent
smile
spider
die
lie
diner
lilac
mining
pie
time
vine
Viking
write
writing
tie
tiger
Unit 3
2013 Core Knowledge Foundation
71
72
Unit 3
2013 Core Knowledge Foundation
13.2
Name
Directions: Have students use the chart on Worksheet 13.1 to answer the questions.
Sound Spellings
1.
2.
3.
4.
5.
6.
7.
8.
Can you track down three words that end with /ie/?
______________ ______________ ______________
Unit 3
2013 Core Knowledge Foundation
73
9.
Count the words on the chart having the sound /ie/ spelled i_e
and write the number here.
___________________
10. Count the words on the chart having the sound /ie/ spelled ie
and write the number here.
___________________
11. Count the words on the chart having the sound /ie/ spelled i
and write the number here.
___________________
74
Unit 3
2013 Core Knowledge Foundation
13.3
Name
S T A R T
F I N I S H
Unit 3
2013 Core Knowledge Foundation
75
76
1.
Have each student group tear out one copy of Worksheet 13.3.
2.
3.
Have all students tear out the worksheet that targets the
spellings you wish to review: Worksheet 13.4 reviews /ie/,
Worksheet 13.5 reviews a, and Worksheet 13.6 reviews o. All
students in the group will read words on the same page.
4.
Have a student pick any word on the page and read it aloud.
After the student reads the word, everyone should place an X
on that word. Alternately, you could have students cut out the
cards. Then students could take turns drawing a card.
5.
6.
Each student gets only one chance to read a word during his
or her turn. Regardless of whether the student reads his or her
word correctly, play then moves to the next student.
7.
Unit 3
2013 Core Knowledge Foundation
13.4
Name
price
visit
spider
dining
quiet
timeline
siren
river
lifetime
limestone
igloo
bridesmaid
limit
pinecone
hippo
spine
minus
bidding
sliding
wisecrack
singing
linebacker
lining
Viking
tide
grapevine
pie
lipstick
sideline
bitesize
ping-pong
hi
sister
die
bedtime
item
silent
winter
wishbone
lie
slime
milestone
pipeline
Unit 3
2013 Core Knowledge Foundation
77
78
Unit 3
2013 Core Knowledge Foundation
13.5
Name
at
may
cap
paper
fat
danish
pain
cake
rainstorm
taper
naptime
ray
wager
crab
rapping
train
caper
painter
stay
acorn
ape
lapping
pray
batboy
daytime
basic
faking
subway
baking
batting
snail
grade
wait
hayride
waving
hag
play
mapping
snapped
yesterday
grab
payment
Unit 3
2013 Core Knowledge Foundation
79
80
Unit 3
2013 Core Knowledge Foundation
13.6
Name
possum
omit
robber
poker
soon
robot
bonus
tadpole
oatmeal
woeful
comment
explode
sailboat
spoon
halo
omit
oboe
over
locate
hippo
raccoon
moment
hotel
slope
raincoat
goat
copper
rope
polo
open
hoedown
spoke
stone
poem
soap
rosebud
roadway
bathrobe
stepmom
without
toes
lobster
comet
Unit 3
2013 Core Knowledge Foundation
81
82
Unit 3
2013 Core Knowledge Foundation
13.7
Name
83
Kim was the fastest swimmer for a hundred yards. She made a
big wave. The rest of the swimmers were trailing her. They seemed
to be bouncing and sloshing in Kims waves.
I was starting to think it would not be such a close race after
all. But just as I was thinking this, Grover Castro said, Wait for
it!
Wait for what? I said.
Youll see! said Grover.
I looked back at the pool. Kim was still winning. But Val was
closing in on her. The gap was five feet. Then it was three.
The swimmers flipped one last time. Kim was starting to
look a bit tired. The gap was down to two feet. Then it was one
foot. Then the two sisters were swimming side by side. As they
came to the finish line it was too close to pick a winner. Kim and
Val smacked the side of the pool at what looked to be the same
moment.
A hundred parents in the stands looked up at the clock. A
hundred swimmers on the deck looked up as well.
This is what the clock said:
Val Castro
Lane 2
1:45
Kim Castro
Lane 3
1:46
84
Unit 3
2013 Core Knowledge Foundation
13.8
Name
Directions: Have your child answer the questions after reading the story. Remind them to look back at the story to find the
answers, and to write in complete sentences.
2.
3.
4.
5.
B.
C.
B.
C.
B.
B.
B.
Unit 3
2013 Core Knowledge Foundation
85
6.
7.
B.
86
Unit 3
2013 Core Knowledge Foundation
14.1
Directions: Have students rewrite the sentences with correct punctuation and capitalization. They should box the common nouns
and circle the proper nouns.
Name
Grammar
1.
2.
3.
4.
5.
Unit 3
2013 Core Knowledge Foundation
87
Directions: Have students label the word as a common or proper noun. If the noun is proper, write the noun on the line using the
correct capitalization.
88
boy
common noun
beth
Beth
1.
jane
2.
shop
3.
main street
4.
game
5.
sam
6.
desk
7.
day
8.
mike
9.
coach
10. sunday
11. october
12. park
Unit 3
2013 Core Knowledge Foundation
Directions: Part I: Ask your child to write one proper noun for each common noun. Part II: Ask your child to look around at
home and find one noun for each of the three categories. Part III: Tell your child to look around at home and find a total of five
objects or people that are proper nouns.
Name
14.2
Part I
1.
man
2.
street
3.
teacher
4.
town
5.
state
6.
day
7.
boy
8.
shop
common noun
(thing)
fork
Dan
Part II
common noun
(place)
kitchen
common noun
(person)
man
Unit 3
89
Part III
Tyler
Example: ___________________________________
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
90
Unit 3
2013 Core Knowledge Foundation
15.1
Name
Spelling Test
1.
___________________________________
2.
___________________________________
3.
___________________________________
4.
___________________________________
5.
___________________________________
6.
___________________________________
7.
___________________________________
8.
___________________________________
9.
___________________________________
10. ___________________________________
_____________________________________
_____________________________________
Unit 3
91
92
Unit 3
2013 Core Knowledge Foundation
15.2
Name
Plurals
Directions: Have students look at each picture and write the word correctly on the line.
Look at each picture. Write the name of each picture correctly on the
line.
dishes
Unit 3
2013 Core Knowledge Foundation
93
94
Unit 3
2013 Core Knowledge Foundation
15.3
Name
1.
playground
playtime
plaything
placemat
2.
translate
transfer
lake
later
3.
magic
matter
magnet
maintain
4.
lard
late
lap
lapping
5.
plan
pain
painter
plain
6.
tiptoe
toenail
tipping
tipped
7.
joshing
jeering
joking
jerking
8.
diner
dined
dimmer
dinner
9.
swimming
smelling
smiling
smiled
10.
slim
slimmer
slime
lime
Unit 3
2013 Core Knowledge Foundation
95
96
11.
mayday
mayhem
maybe
may
12.
remit
remote
remain
remake
13.
silver
sail
slime
silent
14.
raise
raisin
rays
razor
15.
roach
reach
wrote
road
16.
doe
do
dine
dope
17.
quilt
quoted
quill
quiet
18.
team
tired
tied
timed
19.
gripping
griped
grip
gripe
20.
Friday
fine
finish
farmer
Unit 3
2013 Core Knowledge Foundation
16.1
Name
Dear Family Member,
Spelling Word
Antonym
Spelling Word
Synonym
under
over
minus
subtract
noise
silence
last
final
open
close
foe
rival
brave
scared
robber
bandit
cute
ugly
road
street
Unit 3
2013 Core Knowledge Foundation
97
98
Unit 3
2013 Core Knowledge Foundation
16.2
Name
huge
confused
refused
fumes
compute
accused
mute
1.
2.
3.
4.
5.
6.
7.
8.
99
100 Unit 3
2013 Core Knowledge Foundation
16.3
Name
1. open ___________________
2. add ___________________
3. up ___________________
4. sad ___________________
5. sour ___________________
1. enjoy ___________________
2. large ___________________
3. lawn ___________________
4. quick ___________________
5. moist ___________________
Unit 3 101
2013 Core Knowledge Foundation
102 Unit 3
2013 Core Knowledge Foundation
17.1
Name
unicorn
argue
argument
fuel
menu
unit
United
using
1.
2.
3.
4.
5.
6.
7.
8.
9.
104 Unit 3
2013 Core Knowledge Foundation
17.2
Name
Directions: For numbers 14, have students circle the nouns in each sentence. Above each noun, write an S if the noun is
singular or write a P if the noun is plural. For numbers 59, write the plural form for each word. Remind students to be sure
to look at the ending of each word carefully.
__________________
6. boat
__________________
7. box
__________________
8. sandwich
__________________
9. boss
__________________
Unit 3 105
2013 Core Knowledge Foundation
106 Unit 3
2013 Core Knowledge Foundation
Directions: Have students read each word in the box. Write the word in its plural form under the correct column.
Name
17.3
Plurals
glass
patch
Add s
trip
rash
box
sock
mess
Add es
glasses
Unit 3 107
108 Unit 3
2013 Core Knowledge Foundation
18.1
Name
Sound Spellings
This chart shows spellings for the /ue/ sound. Use the chart to fill in
Worksheet 18.2.
u_e
a
ue
argument
argue
b
c
barbecue
confuse
cue
cube
cute
f
fumes
fuel
fuse
h
humid
June
mule
menu
mute
music
pure
pupil
refuse
refusing
t
u
hue
rescue
tulip
use
using
unicorn
uniform
value
Unit 3 109
2013 Core Knowledge Foundation
110 Unit 3
2013 Core Knowledge Foundation
18.2
Name
Sound Spellings
Use the chart on Worksheet 18.1 to fill in the blanks.
Unit 3 111
2013 Core Knowledge Foundation
112 Unit 3
2013 Core Knowledge Foundation
18.3
Name
START
END
Unit 3 113
2013 Core Knowledge Foundation
2.
3.
Explain that the first student should choose and read any card
on the page. After the student reads the card, all players should
cross out the card on their own page.
4.
5.
After the first student finishes his or her turn, the other
player(s) should take a turn.
6.
114 Unit 3
2013 Core Knowledge Foundation
18.4
Name
Help Farmer Chester Get Sunshine the Mule Back to the Barn!
Is a unicorn real?
Do mules wear
uniforms?
Can it be humid on a
hot summer day?
Unit 3 115
2013 Core Knowledge Foundation
116 Unit 3
2013 Core Knowledge Foundation
18.5
Name
Can a TV dance in a
garden?
Unit 3 117
2013 Core Knowledge Foundation
118 Unit 3
2013 Core Knowledge Foundation
18.6
Name
Jumper
1.
2.
3.
4.
5.
Unit 3 119
2013 Core Knowledge Foundation
120 Unit 3
2013 Core Knowledge Foundation
18.7
Name
Antonyms
1. up ________________________
2. over ________________________
3. inside ________________________
4. open ________________________
5. ask ________________________
6. whisper ________________________
7. start ________________________
8. yes ________________________
9. on ________________________
10. bad ________________________
Unit 3 121
2013 Core Knowledge Foundation
Synonyms
1. finish ________________________
2. child ________________________
3. hope ________________________
4. jump ________________________
5. shout ________________________
6. moist ________________________
7. silent ________________________
8. toad ________________________
9. sweet ________________________
10. up ________________________
122 Unit 3
2013 Core Knowledge Foundation
Unit 3 123
2013 Core Knowledge Foundation
19.1
Name
claw
August
author
faucet
saucepan
Claus
pause
lawn
Autumn
Side-to-side
2.
4.
7.
9.
Down
1.
3.
5.
Santa ___________
6.
8.
19.2
Name
1
2
5
6
7
8
9
10
Unit 3 125
2013 Core Knowledge Foundation
126 Unit 3
2013 Core Knowledge Foundation
19.3
Name
Jump!
1.
B.
B.
3.
B.
The rope does not spin too fast so the team can do tricks.
B.
5.
B.
Page
7.
_____
B.
128 Unit 3
2013 Core Knowledge Foundation
20.1
Name
Spelling Test
1.
___________________________________
2.
___________________________________
3.
___________________________________
4.
___________________________________
5.
___________________________________
6.
___________________________________
7.
___________________________________
8.
___________________________________
9.
___________________________________
10. ___________________________________
_____________________________________
_____________________________________
Unit 3 129
130 Unit 3
2013 Core Knowledge Foundation
20.2
Name
Jumper
1.
2.
3.
4.
5.
Unit 3 131
2013 Core Knowledge Foundation
132 Unit 3
2013 Core Knowledge Foundation
21.1
Name
Yes or No?
1.
2.
3.
4.
5.
6.
7.
8.
Unit 3 133
2013 Core Knowledge Foundation
9.
15. Could a shark bite with the teeth in his jaws? ________
134 Unit 3
2013 Core Knowledge Foundation
21.2
Name
136 Unit 3
2013 Core Knowledge Foundation
21.3
Name
138 Unit 3
2013 Core Knowledge Foundation
21.4
Name
Title:
Characters
Setting
Beginning
Plot
Middle
End
Unit 3 139
2013 Core Knowledge Foundation
140 Unit 3
2013 Core Knowledge Foundation
21.5
Name
Unit 3 141
2013 Core Knowledge Foundation
142 Unit 3
2013 Core Knowledge Foundation
21.6
Name
coach
goal
chose
cone
grade
train
name
may
1.
2.
3.
I am in first __________________.
4.
5.
6.
7.
8.
9.
144 Unit 3
2013 Core Knowledge Foundation
22.1
Directions: Have students draw a circle around all of the nouns and draw a squiggly line under the verb in each sentence. The
number in parentheses indicates the number of nouns in each sentence.
Name
Grammar
1. The cars will crash. (1)
2. The desk broke. (1)
3. The firemen wear coats like raincoats. (3)
4. Dad drives us to the playground. (2)
5. Five foxes ran by the road. (2)
6. James shouts for help. (2)
7. Kim skipped down the hill. (2)
8. The class played soccer. (2)
9. The boys drank cola. (2)
10. Sam ate mangoes. (2)
11. The kids jumped rope. (2)
Unit 3 145
2013 Core Knowledge Foundation
146 Unit 3
2013 Core Knowledge Foundation
22.2
Name
Title:
Characters
Setting
Beginning
Plot
Middle
End
Unit 3 147
2013 Core Knowledge Foundation
148 Unit 3
2013 Core Knowledge Foundation
22.3
Name
Dear Family Member,
Unit 3 149
2013 Core Knowledge Foundation
150 Unit 3
2013 Core Knowledge Foundation
23.1
Directions: Have students read the words in each row. Draw a squiggly line under the word in each row that is an action verb.
Name
Verbs
1.
street
foxes
pinches
lake
2.
blanket
runs
swimmer
road
3.
leaf
whale
cleans
number
4.
Spain
picnic
digs
unicorn
5.
raced
house
artist
bathtub
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
Unit 3 151
2013 Core Knowledge Foundation
152 Unit 3
2013 Core Knowledge Foundation
23.2
Name
Title:
Characters
Setting
Beginning
Plot
Middle
End
Unit 3 153
2013 Core Knowledge Foundation
154 Unit 3
2013 Core Knowledge Foundation
23.3
Name
Directions: Have your child read all the words in the box and use any five of the words from the box to write five sentences.
Writing Sentences
rice
tie
silent
cider
tiger
use
unit
mule
rescue
cute
1. __________________________________________
__________________________________________
2. __________________________________________
__________________________________________
3. __________________________________________
__________________________________________
4. __________________________________________
__________________________________________
5. __________________________________________
__________________________________________
Unit 3 155
2013 Core Knowledge Foundation
156 Unit 3
2013 Core Knowledge Foundation
24.1
Name
Editing Checklist
Ask yourself these questions as you edit your draft.
1. Do I have a title?
2. Have I described the setting at
the start?
3. Have I named and described the
characters?
4. Do I have a plot with
a beginning?
a middle?
an end?
158 Unit 3
2013 Core Knowledge Foundation
24.2
Name
Writing Sentences
Use any five of the words from the box to write five
sentences.
August
draw
thaw
saw
paws
fault
daughter
law
taught
applaud
1. __________________________________________
__________________________________________
2. __________________________________________
__________________________________________
3. __________________________________________
__________________________________________
4. __________________________________________
__________________________________________
5. __________________________________________
__________________________________________
Unit 3 159
2013 Core Knowledge Foundation
160 Unit 3
2013 Core Knowledge Foundation
25.1
Name
1.
goes
gaze
go
Gus
2.
bake
brook
beach
beat
3.
sell
sauce
shawl
saw
4.
caught
cup
cue
cute
5.
taught
coat
caught
daughter
6.
wait
white
wade
way
7.
best
boast
boat
bones
8.
fraud
freed
fray
frame
9.
fail
fray
frail
fame
10.
hail
hill
hay
heat
11.
thaw
than
teach
taught
12.
pale
pile
pilot
pills
13.
music
muse
mute
mud
14.
place
pup
puppet
pupil
Unit 3 161
2013 Core Knowledge Foundation
162 Unit 3
2013 Core Knowledge Foundation
25.2
Name
2.
3.
4.
B.
C.
B.
C.
What did Jethros dad do while Jethro was getting on his swim
trunks?
A.
B.
C.
B.
C.
Unit 3 163
2013 Core Knowledge Foundation
5.
6.
7.
8.
9.
B.
C.
B.
C.
B.
C.
B.
C.
B.
C.
164 Unit 3
2013 Core Knowledge Foundation
Directions: Have students write a proper noun for each common noun. Remind students that proper nouns begin with a capital
letter. Then have students read the words in each row and label as a noun or verb. Finally, have students draw a squiggly line
under the word that is an action verb.
Name
25.3
Grammar
cat
boy
teacher
street
state
classmate
hotel
chair
pinches
knocked
1.
gift
caught
coat
park
2.
branch
street
runs
Jane
3.
smelled
kids
wrist
road
4.
goat
south
lifted
beach
5.
sailboat
coat
folded
lamps
Unit 3 165
Directions: Have students circle the correct plural noun for each sentence. Have students write S for singular beside each noun
that tells about one person, place or thing and write P for plural beside each noun that tells about more than one person, place,
or thing.
1.
2.
dresses
boxes
boxs
Did you clean all the ____________ after eating? asked Tim.
dishes
5.
dress
4.
benchs
Mom said, Did you like the two red ____________ I got?
dresss
3.
benches
dishs
dish
gift
boxes
day
bench
cows
raincoat
cats
166 Unit 3
2013 Core Knowledge Foundation
gifts
PP1
Name
hayride
after
happen
cape
mermaid
yesterday
later
stamp
basic
subway
payment
acorn
parents
major
fragment
places
pad
snail
mattress
math
caper
rainstorm
packing
making
painted
Unit 3 167
2013 Core Knowledge Foundation
168 Unit 3
2013 Core Knowledge Foundation
PP2
Name
Sound Quest
1. Last May my dad took me on a trip to Spain.
2. We went on a big airplane.
3. We rode on trains.
4. We saw a jail with chains nailed on the sides.
Directions: Have students circle all of the spellings for the /ae/ sound.
Unit 3 169
2013 Core Knowledge Foundation
170 Unit 3
2013 Core Knowledge Foundation
PP3
Name
Directions: Have students unscramble the words to make a sentence matching the picture.
172 Unit 3
2013 Core Knowledge Foundation
PP4
Name
Directions: Have students illustrate any /ae/ word from the Spelling Tree. Write the word on the line below the picture.
__________________________________________
__________________________________________
Unit 3 173
2013 Core Knowledge Foundation
174 Unit 3
2013 Core Knowledge Foundation
PP5
Name
hotel
pole
open
shop
soak
oboe
comment
moment
drop
omit
bonus
poster
problem
lot
program
opal
chop
hippo
socks
polo
block
clock
oak
halo
oath
Unit 3 175
2013 Core Knowledge Foundation
176 Unit 3
2013 Core Knowledge Foundation
PP6
Directions: Have students read the story and circle all the spellings for /oe/. Then have them sort the circled words in the chart at
the bottom of the page.
Name
oa
oe
Unit 3 177
2013 Core Knowledge Foundation
178 Unit 3
2013 Core Knowledge Foundation
Unit 3 179
2013 Core Knowledge Foundation
PP7
Name
Crossword Puzzle
Use the clues to fill in the crossword.
coat
broke
home
over
open
coach
hole
moaned
smoke
soap
Side-to-side
2.
3.
7.
8.
9.
Down
1.
4.
5.
6.
180 Unit 3
2013 Core Knowledge Foundation
PP8
Name
1
2
5
6
7
Unit 3 181
2013 Core Knowledge Foundation
182 Unit 3
2013 Core Knowledge Foundation
PP9
Name
Yes or No?
Write yes or no.
184 Unit 3
2013 Core Knowledge Foundation
PP10
Directions: Have students read the story and circle all the spellings for /ie/. Then have them sort the circled words on the chart at
the bottom of the page.
Name
i_e
ie
Unit 3 185
2013 Core Knowledge Foundation
186 Unit 3
2013 Core Knowledge Foundation
PP11
Directions: Have students read the story and circle all the spellings for /ue/. Then have them sort the circled words on the chart at
the bottom of the page.
Name
u_e
ue
Unit 3 187
2013 Core Knowledge Foundation
188 Unit 3
2013 Core Knowledge Foundation
PP12
Name
Directions: Have students complete the sentence with one of the words from the box.
taught
awful
lawn
caught
daughter
hawk
faucet
saw
yawn
1.
2.
3.
4.
5.
6.
7.
8.
9.
Unit 3 189
2013 Core Knowledge Foundation
190 Unit 3
2013 Core Knowledge Foundation
Unit 3 191
2013 Core Knowledge Foundation
PP13
Name
Crossword Puzzle
paw
taught
dawn
lawn
caught
yawn
Side-to-side
2.
Grass
4.
6.
Down
1.
I _____ a fish.
3.
5.
An animals foot
192 Unit 3
2013 Core Knowledge Foundation
PP14
Name
1
2
3
4
5
6
Unit 3 193
2013 Core Knowledge Foundation
194 Unit 3
2013 Core Knowledge Foundation
PP15
Name
Directions: Have students select the best word from the box to complete each sentence.
caught
daughter
applaud
sauce
argument
auto
bacon
1.
2.
3.
4.
5.
6.
7.
8.
Unit 3 195
2013 Core Knowledge Foundation
196 Unit 3
2013 Core Knowledge Foundation
PP16
Name
Yes or No?
Write yes or no.
1.
2.
3.
4.
5.
6.
7.
8.
9.
198 Unit 3
2013 Core Knowledge Foundation
PP17
Name
railroad
clothing
volcano
playground
daughter
Mom
daughter
Unit 3 199
2013 Core Knowledge Foundation
toad
tornado
hoe
airplane
bathrobe
mailman
200 Unit 3
2013 Core Knowledge Foundation
PP18
Name
n
m
oa
ai
l
t
s
z
w
r
i
a
ch
l
u
au
m
n
nail
ng
n
ch
p
r
s
au
oa
p
d
n
m
oa
ai
l
t
Unit 3 201
2013 Core Knowledge Foundation
b
p
202 Unit 3
2013 Core Knowledge Foundation
l
r
ai
au
ng
n
j
ch
ai
oa
l
m
g
b
ai
oa
t
d
p
c
l
oa
l
ay
ch
sh
au
ai
m
n
PP19
Name
saucer
hoe
brain
goat
Unit 3 203
2013 Core Knowledge Foundation
204 Unit 3
2013 Core Knowledge Foundation
PP20
Name
Spelling Follow-Up
Lessons 15
Write a word from the box on the line in the sentence.
sister
letter
expert
born
sports
short
mark
started
backyard
1.
2.
3.
4.
5.
6.
7.
8.
9.
206 Unit 3
2013 Core Knowledge Foundation
PP21
Name
Spelling Follow-Up
Lessons 610
Write a word from the box on the line in the sentence.
page
germs
digits
chance
center
carpet
gray
space
1.
2.
3.
4.
5.
6.
7.
8.
Unit 3 207
2013 Core Knowledge Foundation
208 Unit 3
2013 Core Knowledge Foundation
PP22
Name
Spelling Follow-Up
Lessons 1115
Write a word from the box on the line in each sentence.
knotted
knitting
knocked
whipped
whined
quitting
quacked
wringing
1.
2.
3.
4.
5.
6.
7.
8.
210 Unit 3
2013 Core Knowledge Foundation
PP23
Name
Spelling Follow-Up
Lessons 1620
Write a word from the box on the line in each sentence.
under
road
open
brave
minus
last
toe
robber
1.
2.
3.
4.
5.
6.
7.
8.
Unit 3 211
2013 Core Knowledge Foundation
212 Unit 3
2013 Core Knowledge Foundation
PP24
Name
Unit 3 213
2013 Core Knowledge Foundation
214 Unit 3
2013 Core Knowledge Foundation
Name
PP25
Change Common Nouns to Proper Nouns
Directions: Have students rewrite the sentences, changing the underlined words to proper nouns.
Unit 3 215
2013 Core Knowledge Foundation
216 Unit 3
2013 Core Knowledge Foundation
Name
PP26
Change Common Nouns to Proper Nouns
Directions: Have students rewrite the sentences, changing the underlined words to proper nouns.
Unit 3 217
2013 Core Knowledge Foundation
218 Unit 3
2013 Core Knowledge Foundation
Unit 3 219
2013 Core Knowledge Foundation
PP27
Name
park, they will have a picnic with mister sparks. They will
have hot dogs and root beer. After that, the kids will toss a
stick for buster to fetch. Then david and moe will hop on
220 Unit 3
2013 Core Knowledge Foundation
Directions: Have students write the common and proper nouns from the previous page on this chart.
Name
PP28
Common Noun
Proper Noun
Unit 3 221
222 Unit 3
2013 Core Knowledge Foundation
PP29
Name
Directions: Have students circle the common nouns and draw a box around the proper nouns in each sentence.
Unit 3 223
2013 Core Knowledge Foundation
224 Unit 3
2013 Core Knowledge Foundation
PP30
Name
6. six __________
7. cake __________
8. hawk __________
9. magnet __________
10. soap __________
Unit 3 225
2013 Core Knowledge Foundation
226 Unit 3
2013 Core Knowledge Foundation
PP31
Name
Directions: Have students rewrite each sentence to make the underlined word plural.
228 Unit 3
2013 Core Knowledge Foundation
PP32
Name
lakes
lake __________
2. tray __________
3. bus __________
4. torch __________
5. dish __________
6. box __________
7. match __________
8. plate __________
9. teapot __________
10. wish __________
Unit 3 229
2013 Core Knowledge Foundation
230 Unit 3
2013 Core Knowledge Foundation
PP33
Name
Synonyms
chant
awesome
flames
costume
fresh
like
dirt
leap
street
nut
1. grand __________________
Directions: Have students write the synonym from the box on the line beside the word.
2. outfit __________________
3. enjoy __________________
4. sing __________________
5. acorn __________________
6. a fire __________________
7. jump __________________
8. road __________________
9. clean __________________
10. soil __________________
Unit 3 231
2013 Core Knowledge Foundation
232 Unit 3
2013 Core Knowledge Foundation
PP34
Name
Synonyms
auto
carpet
huge
stretch
bandit
torn
blend
silent
hero
minus
1. car __________________
Directions: Have students write the synonym from the box on the line beside the word.
2. subtract __________________
3. big __________________
4. reach __________________
5. rug __________________
6. outlaw __________________
7. ripped __________________
8. mix __________________
9. a brave man __________________
10. quiet __________________
Unit 3 233
2013 Core Knowledge Foundation
234 Unit 3
2013 Core Knowledge Foundation
PP35
Name
Antonyms
cool
broken
over
stop
close
near
shrink
short
white
glad
Directions: Have students write the antonym from the box on the line beside the correct word.
1. under __________________
2. far __________________
3. sad __________________
4. tall __________________
5. fixed __________________
6. stretch __________________
7. black __________________
8. go __________________
9. open __________________
10. hot __________________
Unit 3 235
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236 Unit 3
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PP36
Name
Antonyms
attic
under
thin
start
add
after
her
moon
Directions: Have students write the antonym from the box on the line beside the correct word.
1. before __________________
2. basement __________________
3. subtract __________________
4. end __________________
5. his __________________
6. thick __________________
7. over __________________
8. sun __________________
Unit 3 237
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238 Unit 3
2013 Core Knowledge Foundation
PP37
Name
Action Verbs
1. I run to the playground.
2. Rabbits hop in their pens.
Directions: Have students draw a wavy line under the action verb in each sentence.
240 Unit 3
2013 Core Knowledge Foundation
PP38
Name
begged
hay
sees
pitching
mom
smelled
dog
eat
skipping
house
running
mouse
shiver
groan
taught
teacher
zipper
zipping
shining
sneaker
geese
boy
chimp
tasted
dad
bed
Unit 3 241
2013 Core Knowledge Foundation
242 Unit 3
2013 Core Knowledge Foundation
PP39
Directions: Have students make plural nouns out of the singular nouns. Write the sentences correctly using correct capitalization,
end marks, and quotation marks, if needed.
Name
Grammar
cat
cats
bench
fox
chain
class
hand
dish
boat
benches
1.
2.
3.
can sam and i go with her to see miss harper? asked jack
_________________________________________________
_________________________________________________
4.
Unit 3 243
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244 Unit 3
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PP40
Name
2.
(catch)
(spin)
a new web.
3.
4.
5.
The spider
away.
6.
7.
8.
Spiders are good helpers for gardeners. They spend their days
pests.
(miss)
(spin)
(destroy)
the web.
(fix)
in
(fix)
(catch)
Unit 3 245
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246 Unit 3
2013 Core Knowledge Foundation
PP41
Directions: Have students pretend they are the writer of a magazine similar to Kids Excel. Tell them to pretend to interview a
person and to use this sheet to help plan their story.
Name
Interview
1. The name of my person is
__________________________________________
__________________________________________
2. I chose this person because
__________________________________________
__________________________________________
__________________________________________
3. What is interesting about my person is
__________________________________________
__________________________________________
__________________________________________
4. One more thing I think is interesting is
__________________________________________
__________________________________________
__________________________________________
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248 Unit 3
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PP42
Name
Directions: Have students write a story using at least 5 words from the /ue/ Spelling Tree.
/ue/
______________________________________________
_____________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 3 249
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250 Unit 3
2013 Core Knowledge Foundation
PP43
Name
Directions: Have students write a story using at least 5 words from the /oe/ Spelling Tree.
/oe/
______________________________________________
_____________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 3 251
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252 Unit 3
2013 Core Knowledge Foundation
PP44
Name
Directions: Have students write a story using at least 5 words from the /ae/ Spelling Tree.
/ae/
______________________________________________
_____________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 3 253
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254 Unit 3
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PP45
Name
2.
3.
4.
5.
6.
Unit 3 255
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256 Unit 3
2013 Core Knowledge Foundation
PP46
Name
Directions: Have students reread the story and answer the questions.
2.
3.
4.
spelling
B.
skipping rocks
C.
swimming
B.
C.
If you want to skip a rock, why do you have to snap your wrist
when you let the rock go?
A.
B.
C.
What is a plonk?
A.
B.
C.
Unit 3 257
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5.
Have you ever skipped a rock? Are you good at it? Write a story
using the W questions.
Who?____________________________________________
_________________________________________________
What?____________________________________________
_________________________________________________
_________________________________________________
When?____________________________________________
_________________________________________________
_________________________________________________
Where?___________________________________________
_________________________________________________
_________________________________________________
Why?____________________________________________
_________________________________________________
258 Unit 3
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PP47
Name
Directions: Have students reread the story and answer the questions using complete sentences.
__________________________________________
__________________________________________
2. How long did it take him?
__________________________________________
__________________________________________
__________________________________________
3. What happened when Mark Deeds looked at Problem 2?
__________________________________________
__________________________________________
__________________________________________
Unit 3 259
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260 Unit 3
2013 Core Knowledge Foundation
PP48
Name
Directions: Have students reread the story and answer the questions using complete sentences.
The Winner
1. Who ended up winning the math contest?
__________________________________________
__________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. Where is Hans from?
__________________________________________
__________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. How well did Hans do on the math test?
__________________________________________
__________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Unit 3 261
2013 Core Knowledge Foundation
262 Unit 3
2013 Core Knowledge Foundation
PP49
Name
Directions: Have students reread the story and answer the questions using complete sentences.
__________________________________________
________________________________________________________
________________________________________________________
2. Who is sending Hans mail?
__________________________________________
__________________________________________
________________________________________________________
________________________________________________________
3. Why are they sending Hans mail?
__________________________________________
__________________________________________
________________________________________________________
________________________________________________________
Unit 3 263
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PP50
Name
Directions: Have students reread the story and answer the questions.
2.
3.
B.
C.
B.
C.
B.
C.
Unit 3 265
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4.
5.
Match the kids with the skill at which they excel. (Feel free to
look back at the book if you need to.)
Hans Brucker
swimming
Jethro Otter
math
Kim Castro
splashing
Kit Winter
jumping rope
Moe Keller
spelling
Gail Day
skipping rocks
266 Unit 3
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Wh at ?
III
IIIIIIIII
IIIII
III
II
When?
II
W ho ?
II
I
IIIIII IIIIIIIII
III
IIIIIIII
III
IIIII
III
II
III
II
IIIIIIII
--
-- -
-----------
X
-----
W h e re ?
--
---
---
---
IIIII
------------
III
--
II
II
-- -
Unit 3 267
Why?
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF
ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
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CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
270 Unit 3
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Unit 3
Workbook
Skills Strand
grade 2