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Grad

e 3

Core

Know

ledge

Lang

uage

Arts®

• Skil

ls St

rand

Unit 8Skills Workbook


Skills StrandGrade 3

Core Knowledge Language Arts®

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Unit 8 iii© 2013 Core Knowledge Foundation


This Skills Workbook contains worksheets that accompany the lessons from the Teacher Guide for Unit 8. Each worksheet is identified by its lesson number and where it is intended to be used. For example, if there are two worksheets for Lesson 8, the first will be numbered 8.1 and the second 8.2. The Skills Workbook is a student component, which means each student should have a Skills Workbook.

Unit 8 1© 2013 Core Knowledge Foundation

Name: 1.1

Etu, the Hunter

1. Whoisonthehunt?

A. Etuandtheothermeninhisfamily

B. Etuandthewomeninhisfamily

C. Etu

D. Etu’sparents

2. ThishuntissignificantforEtubecause______________________________.

A. itishislasthunt

B. itistheonlyhunthewillgoonthisyear

C. itishisfirsthunt

D. itiswinter

3. WhydoesEtuhavetobesocarefulandsilent?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

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Page _____

2 Unit 8© 2013 Core Knowledge Foundation

4. ListsometoolsmentionedinthischapterthatEtu’speopleuse.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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5. Writeadifferentendingforthechapter.Inyourending,EtuandhisfamilyareNOTsuccessfulinthehunt.

__________________________________________________________________________________

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__________________________________________________________________________________

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__________________________________________________________________________________

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Name: 1.2

Dear Family Member,

Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordstogether.Helpfulactivitiesforyourchildtodoinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.

Spelling Words

Thisweek,wearereviewingthespellingpatternsfor/ə/spelled‘a’and‘e’thatwehavealreadylearned.OnFriday,yourchildwillbeassessedonthesewords.

StudentshavebeenassignedtwoChallengeWords,Americanandindependent.ChallengeWordsarewordsusedveryoftenandneedtobememorized.TheChallengeWordsdofollowthespellingpatternsforthisweekasboth‘a’sinAmericanandthefirstandlast‘e’sinindependentarepronounced/ə/.

TheContentWordforthisweekisglistening.ThiswordisdirectlyrelatedtothematerialthatwearereadinginNative American Stories.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryitbutgetsitincorrect,itwillnotcountagainsthimorherontheassessmentfor.Weencourageeveryonetostretchthemselvesabitandtrytospellthisword.

Take-HomeWorksheet


Thespellingwords,includingtheChallengeWordsandtheContentWord,arelistedbelow:

1. dozen

2. again

3. enemy

4. Shaman

5. deposit

6. ability

7. problem

8. distance

9. about

10. elegant

11. debate

12. sentence

13. area

14. secure

15. taken

16. probably

17. bulletin

18. company

19. Challenge Word:American

20. Challenge Word:independent

Content Word:glistening

Student Reader

ThechaptersyourchildwillreadthisweekinNative American StoriesareacollectionofstoriesaboutdifferentgroupsofNativeAmericans.Theseselectionsarehistoricalfictionandeachistoldfromachild’spointofview.Studentswilllearnaboutthesechildren’scontributionstotheirtribes.Thisweek,studentswillreadaboutahunter,birdchasers,gatherers,abasketweaver,andaspiritgiver.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.

StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Yourchildwillalsobringhomeacopyoftheglossaryforuseinreadingthetextcopiestofamilymembers.Theboldedwordsonthetextcopiesarethewordsfoundintheglossary.


Name: 1.3Take-HomeWorksheet

Etu, the HunterWewalkedsilentlyandcarefullyacrosstheglisteningsnow.Thesunshoneonthe

snowandmadeitsparkleandshinelikethestarsinthenightsky.Beforeweleftourcamp,mybrothershadtoldmemanytimesthatImustdoexactlyastheysaid.IfIdidnot,theywouldsendmeaway.

Theysaidthataswewalked,Imuststepsilentlyandcarefullyintomyolderbrother’sfootprints.Myoldestbrother,Hakan,wassixyearsolderthanme.Hewastheleadtracker.Hisfootprintsledtheway.MybrotherDelsinwasthreeyearsolderthanme.HefollowedcloselybehindHakan,steppingeasilyintohisfootprints.IwasrightbehindDelsin,tryinghardnottowobblefromsidetosideasIsteppedintohisenormousfootprints.

Myfatherandunclesmovedinastraightlinesomedistancebehindus.Thesewerethemeninourfamilywhohuntedandkilledthegreatcreaturesthatroamedacrossthelandwelivedon.Eachmanheldaflint-tippedspearandanatlati,orspearthrower.MybrothersandIhadourslingshotsslungoverourshoulders.Thiswasmyfirsthunt.Wewerefollowingaherdofwoolly mammoths.Wewerewaitingforonememberoftheherdtofallbehind.Assoonasitdid,themenwouldmoveforwardanddriveitintoaditch.Wehadtobecarefulthough.Itwasimportantthatthecreaturedidnotsenseourpresence.Ifitdid,itwouldcertainlychargeatususingitsgreatsizeandcurvedtusks aspowerfulweapons.Ifthishappened,theherditselfwouldpanicandwouldstampedeforsure.

Ilovedtolistentothesoundofthecrunchingsnowbeneathourfeet.Ilovedthefeeloftheicywindagainstmycheeks.Allaround,thetipsoftall,greengrasssprangupfromthesnow-coveredland.Thewoolly mammothsdinedonthelushgrass.Theyusedtheirtuskstopushthesnowasidesothattheycouldreacheveryjuicypartofit.

Wewalkeduntilthesunbegantosinkintheskyandagoldenhazetouchedtheshimmeringearth.Ispottedvariousclumpsoftallgrassthatbroughtfaintcolortothemostlywhite,crispterrain.Aswewalked,Ithoughtaboutmymotherandsister,whowerealsoatwork.Theywererepairingtheshelterwehadbuiltfrommammothskin,bones,branches,andearth.Severaldaysearlier,strongwindshaddamagedthecampwehadsetupneartheherd.Theyknew,asdidwe,thatmammoth fleshcouldfeedmanypeopleforquitesometime.Itcouldbedriedandsavedsothatitlasteduntilthenextsuccessfulhunt.Amammoth’sskinandfurcouldbemadeintowarmclothingoritcould


beusedtomakeacozyshelter.

Suddenly,mybrotherHakanstoppedmovingandraisedanarm.Then,hesignaledforustocrouchdown.Weimmediatelydidashecommanded.Ipeekedaroundtoseethemenbehindusdoingthesamething.Mybrotherputafingertohislipsandlookedatusdirectly,signalingustobequiet.Icouldtellthathehadspottedalonewoolly mammoth.

Aswecroucheddowninthesnow,thehuntersbegantomoveforward.Iheldmybreathasmyfatherandunclesmovedpastus.Iknewthattheywouldnotusetheirspearsuntilthegiantcreaturehadbeencorneredintheditchwithnowayout.MyheartpoundedinmychestasIwatchedthemensuddenlysurroundwhatseemedtobeayoungmammoth.Theydroveitwithsuchskillintothesnow-coveredditch,whoopingandholleringastheywent.Then,withouthesitating,myfatheranduncleslaunchedtheirspears.Iwatchedthisgreatandpowerfulcreaturefall,crashingtotheground.


Name: 2.1

Adoette and Awan, the Bird Chasers

1. WhatcropdoAdoetteandAwan’speoplegrowforfoodandtomakethingstheyneed?

A. wholewheat

B. tomatoes

C. corn

D. shrubs

Page______

2. WriteacompletesentencethattellstheusesofthecropAdoetteandAwanareprotecting.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________

3. HowdoAdoetteandAwanknowthatwinterisover?

A. theairiswarm

B. thecrowsarecawing

C. theearthseemstobewakingfromasleep

D. alloftheabove


4. WhyarecrowstheenemyofAdoetteandAwanandtheirpeople?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________________________________________________

5. Writeacompletesentencethatexplainsexactlywhatthechildrendotoscarethecrowsaway.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________________________________________________

6. HowdoyouknowthatAdoetteisnotafraidoftheinjuredcrow?

A. Shescreeches,“We’resupposedtochaseitaway.”

B. Shepicksupthebirdandplanstotakeithometohelpitheal.

C. Sherunsintheotherdirectionwhensheseesthecrow.

D. Shestompedofftolookforsnakes.


Name: X.X2.2

Plural Possessive Nouns Not Ending in –s or –es

Rewrite each sentence, changing the underlined phrase to a plural possessive noun.

Example: The house belonging to Grandma was full of the noises of the children.

Grandma’s house was full of the children’s noises.

1. Mycatateallofthecheesesofthemice.

__________________________________________________________________________________

__________________________________________________________________________________

2. Theblackcarsbelongingtothemenlineduptopulloutofthegarage.

__________________________________________________________________________________

__________________________________________________________________________________

3. Thesilentclassroomsofthechildrenmadeusthinknoonehadcometoschoolthatday.

__________________________________________________________________________________

__________________________________________________________________________________

4. Theauditoriumwasfullofthehappyvoicesofthepeople.

__________________________________________________________________________________

__________________________________________________________________________________


5. Thecolorfuldressesofthewomenlookedlikearainbowonstage.

__________________________________________________________________________________

__________________________________________________________________________________


Name: 2.3

Adoette and Awan, the Bird Chasers“Adoette,it’stimetogo,”whisperedAwan.“Thesunisalmostup!”

“I’mcoming,”Adoetterepliedsoftlyasshetiptoedthroughthedoorwayofherhome.“Ihavefishforustoeatlater,”shecontinued.

“Ihavewaterforustodrink,”AwansaidashesmiledatAdoette.

Thechildrenchattedwitheachotherastheymadetheirwaytowardstheirfamily’scornfield.Thecornfieldwasashortdistancefromtheirvillageneartheriver.Astheywalked,thesoundofcrowscawingroseupintothewarm,springair.Thecrowshadreturnedtosignalthatwintertimewasover.ThewarmthofthesunwasonceagainencouraginglifeinthesleepingEarth.

Thesunwasayellowhazeonthehorizonasthetwochildrenwalkedtogether.AdoetteandAwanhadtheimportantjobofscaringthecrowsawayfromthecornseedsthathadbeenplantedinthefield.Thecrowshadreturnedjustintimetowatchthemenofthevillageplanttheircrops.Thedirt,nolongerfrozen,wasnowwarmenoughforplanting.Usingahoefashionedfromthejawboneofadeerandasmalltreebranch,themencreatedlong,thinchannelsinthedirt.Theyplacedthecornseedsonefootprintapartinthebottomofeachchannel.Theycoveredtheseedswithdirtandwatchedastherainfallandthesunshinedidtherest.Eachfamilygrouphaditsowncornfield.Cornwasanimportantcrop.Itcouldbestoredforthewinteringrass-coveredpits.Cornwasusedtomakeflourforfriedcakes,breads,andpuddings.Thehusksofthecornplantwereusedtomakebasketsandmats.Inadditiontocorn,eachfamilygrewbeansandsquash.Theyalsohuntedandfished.

Oncethecornwasplanted,thewomenandchildrencheckedtomakesuretheyoungseedlingsgotplentyofwater.Ifthespringrainsdidnotcomeandwatertheearth,thenthewomenandchildrendid.Thechildrenalsohadthejobofprotectingtheyoungplantsfromallkindsofhungrycritters.

AdoetteandAwanweresenttothefamilycornfieldeachdaytoguardthecrop.Asthecorncrophadjustbeenplanted,crowsweretheworstenemy.Theywouldeitherdigupthenewlyplantedseedswiththeirsharptalonsortheywouldwaitfortheseedstogerminate.Then,theywouldpullupeachseedlingplant,cawingwithdelightastheyconsumedthecornseedanddiscardedtherest.

Asthetwochildrenarrivedinthecornfield,theycouldseethatseveralcrowswere

Take-HomeWorksheet


alreadythere.Thecrowssatinthedirt,watchingtheyoungplants.AdoetteandAwanplacedtheirsuppliesonthegroundandyelledatthecrows.Thecrowsstaredatthechildrenwiththeircoal-blackeyes.Then,theyflappedtheirwingsandflewaway.Onecrow,however,couldnotquiteliftitsbodyoffthegroundandinsteadtriedtoscuttleawayfromthechildren.Itmadeitswaytowardssomelow-lyingshrubs.

“Oh,it’sinjured!”exclaimedAdoette.“Wemusthelpit.”

“Helpit!”screechedAwan.“We’resupposedtochaseitaway.”

“Ifitcan’tfly,itcouldbeeatenupbyanynumberofcreatures,”continuedAdoetteeagerly.

“Youarecrazy,”saidAwan.

Slowly,Adoettemadeherwaytowardsthecrow.Thecrowhadstoppedmovingjustinfrontofashrub.IthadturnedtolookatAdoette.

“Areyouinjured?”Adoetteaskedthebirdsoftly.“Here,letmehelpyou.”

ThecrowincheditsbodyundertheshrubandstaredintentlyatAdoette.

Adoettesatdowninthedirtandchattedwiththecrowforawhile.Awan,unhappywithhiscousin’sbehavior,stompedofftolookforsnakes.Eventually,Adoettereachedinundertheshrubandgentlyyetconfidentlypickedupthebird.Thecrowflappeditswingsforasecondortwo,butthensettleddowninAdoette’sarms.

WhenAwanreturned,hefoundAdoettewatchingthefieldwithacrowinherarms.

“Whatareyougoingtodowithit?”askedAwanwhowasquiteastonishedbythesightofhiscousincuddlingacrow.

“I’mgoingtomakeitbetter,”Adoetteexclaimed.

Awansimplyshookhishead.

Fortherestoftheday,thetwochildrenguardedthecorncrop.Whenthesunbegantoset,theymadetheirwaybacktothevillage.AdoettewalkedproudlybesideAwan,carryingtheenemyinherarms.


Name: 3.1

Akando and Aponi, the Gatherers

1. Whatdidmostchildreninthevillagegatherduringthistimeofyear?Listexamples.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_________________________________________________________

2. Writeadefinitionfortheword“harvest.”

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________

3. WhatdidtheShamansusetobaccoandcertainrootsandbarkfor?

A. food

B. drink

C. medicine

D. shelter

Page______


4. AkandoandAponihad___________________strappedtotheirwaists.

A. headdresses

B. birchbarkbaskets

C. beltswithtools

D. poucheswithmedicine

5. Whattitlebestmatchesthelistbelow?Title: _________________

1. Tobacco

2. Sunflowers

3. Corn

4. Squash

A. CropsGrown

B. CropsGathered

C. CropsMissing

D. CropsSold

6. Whatdoyouthinkwillhappennext,afterAkandoandAponifilltheirbaskets?

A. Theywillhuntforfood.

B. AkandowillteachAponihowtobeathimintheGuessingGame.

C. Theywillparticipateinaceremonytoaskforrain.

D. AponiwillteachAkandohowtomakeabirchbarkbasket.


3.2

–ishmeanshaving the characteristics of or like

foolish

snobbish

selfish

feverish

Word Shelf

Name:


Name: 3.3

–ish: Suffix Meaning “having the characteristics of” or “like”

foolish—(adjective) having the characteristics of or like someone who is ridiculous and acts without good sense or judgmentsnobbish—(adjective) having the characteristics of or like someone who thinks he or she is better than othersselfish—(adjective) having the characteristics of or like an individualfeverish—(adjective) having the characteristics of or like a body temperature that is higher than normal; having the characteristics of or like a state of excited activity or emotion

Write the correct word to complete each sentence.

style childish fever child

feverish fool foolish stylish

1. Weworkedata________________pacetofinishtheprojectbeforetheendofclass.

2. Therewasanannouncementatthefairabouta______________whohadlosthismotherinthecrowd.

3. Iwas______________tothinkthatIcoulddowellontheassessmentwithoutstudyingforitthenightbefore.


4. Markwassohappyhisteamwonthegamethathejumpedupanddown,screaminglikea_______________.

5. Hernewshoeswerevery_______________andeveryonewantedapairjustlikethem.

6. MomputherhandonmyforeheadandsaiditfeltlikeIhada_______________sinceitwassowarm.

7. Mycousinhasagreatsenseof_______________whenitcomestodressingup.

Write your own sentence using the one word left in the box.

8. ______________________________________________________

______________________________________________________


3.4

Word Shelf

–nessmeansin the state or condition of being

quickness

awareness

fitness

loneliness

Name:


3.5Name:

–ness: Suffix Meaning “in the state or condition of being”

quickness—(noun) in the state or condition of being fastawareness—(noun) in the state or condition of noticing somethingfitness—(noun) in the state or condition of being healthyloneliness—(noun) in the state or condition of being without others


dark awareness fit sick

fitness darkness sickness aware

1. Ifelt________________aftereatingtheentiretubofpopcornatthemovies.

2. Her______________ofhowtogetaroundournewschoolwasveryhelpfulsinceIgotlosttwiceinthebeginningoftheyear.

3. Areyou______________thatsnowisintheforecastfornextweek?

4. Tokeepupmylevelof_______________,InowexerciseatleastfourtimesaweekandIeathealthyfoods.


5. The_______________madeithardforDadtofindthetoptothetrashcanlastnight.

6. Mydadwantstobe_______________andhealthybythetimesummerstarts.

7. Itgets_______________outsideearlierduringDecemberthanduringOctober.

Write your own sentence using the one word left in the box.

8. __________________________________________________________________________________

__________________________________________________________________________________


Name: 3.6

dozen againenemy Shamandeposit abilityproblem distance

about elegantdebate sentencearea secure

taken probablybulletin company

Challenge Word:AmericanChallenge Word:independent

Content Word:glistening

Fill in the blanks in the sentences below with one of the spelling words in the chart. Only if needed, add a suffix to the end of a word in order for the sentence to make sense: –s, –ed, –ing, –er, or –ly.

1.Etutraveledagreat________________followingthewoollymammoths.

2.Ritacollectsitemsingroupsof12,soshehasa________________pencilsinherdeskandalwaysmakessurethereare12________________ineachparagraphshewrites.

3.Thebeautiful,________________snowfelllastnightwhileeveryoneslept.

4.Mothersaidweneededtocleanourroomsverywellbecausewewereexpectingfancy,________________________________toarrivetospendtheweekendwithus.

Blank Busters


5.Inavideoourteachershowedus,therewasaNativeAmericancalleda________________whohealedthesickandtookcareofmanyother________________thathisgroupencountered.

6.Ifeelveryconfidentwhensurroundedbymyfriends,butwhen________________approach,Iamnotasconfidentanddon’tfeel________________.

7.Mybabybrotherwantstobeabletodothingshimselfandbe_______________.

8.Willyoutakemychecktothebankand________________it,please?

9.Thechaptersinourreader,Native________________Stories,areall________________childrenandtheircontributionstotheirgroups.

10.MothersaysIcan________________gotothemovieswithmyfriends.Ijustneedtofinishmyhomework.

Write three sentences using spelling words of your choice that were not used in the first 10 sentences. Make sure to use correct capitalization and punctuation. You may use the Challenge Words or Content Word in your sentences.

1. __________________________________________________________________________________

__________________________________________________________________________________

2. __________________________________________________________________________________

__________________________________________________________________________________

3. __________________________________________________________________________________

__________________________________________________________________________________


Name: 3.7

Akando and Aponi, the Gatherers”Istaredupattheblueskyandsquinted.Itwashot.Therewasnotacloudinthesky.

Eventhoughtheleavesonthetreeswerenowchangingtosplendidcolorsthatmademestopandstare,theintenseheatofthesunstilllingered.Istoodforamomentandrestedmytiredfeet.Icouldtellthattheheatofthedaywouldsoonbereplacedbyanexplosivethunderstorm.

Iglancedbacktowardourvillage,butitwasnowalmostcompletelyoutofsight.Icouldn’tseetheroofsofthehousesandstoragerooms,northesmokerisingupfromeachfamilyhearth.Icould,however,stillseeourchief ’shome.Icouldalsostillglimpsetheceremonialbuildingsthatsatuponthelargemoundsthatmypeopleconstructed.

MybrotherAkandoandIhadbeensentoutwithourbasketstogatherwildfruits,berries,andnuts.Infact,thiswasthetimeoftheyearwhenmostofthechildreninourvillagewereputtowork.Thiswasthetimeofyearwhenthechildrengatherednuts,fruits,andberriesthatcouldbepreservedordried.Wealsogatheredwildonionsandmilkweed.Thisfoodwouldbeneededwhentheearthwasfrozen.Itwasimportantthatwegatheredwhatnatureprovidedforusbeforetherainscameandwasheditallawayorthefrostcameandkilledit.

Thecropsthatwegrew,sunflowers,corn,squash,andtobacco,werealsobeingharvested.Someoftheolderchildrenwerebusilyhelpinginthefields.OnlytheShamanswereallowedtogathertobaccoandtherootsandbarkthatwereusedformedicine.MybrothertoldmethattheShamansofferedtobaccotothefourdirectionsoftheearthbeforetherootsofthemedicineplantweretaken.

Ilookedahead,insearchofAkando.MybrotherwassofaraheadofmethatIwaslosingsightofhim.

“Akando,slowdown,”Icalledtomybrother.“Canwerestforawhile?”

Akandolookedbackatme.Heismytwinbrotherandeventhoughwearethesamesize,heisstrongerthanIam.Akandohadalargebirchbarkbasketstrappedaroundhiswaist.Itwasalmostfulltothebrimwithhickorynutsandhazelnuts.Ihadabasketstrappedtomywaisttoo.Minewassmallerthanhisanditwasonlyhalffullwithbutternutsandacorns.

“Justforashortwhile,Aponi,”heyelledback.“Wehaven’tevenbeguntocollecttheberries.”

Take-HomeWorksheet


Akandowalkedbackandsatdownbesidemeontheground.“Wanttoplayagame?”heasked.

“Yes.Whatgame?”Irepliedeagerly.

“We’llplayaguessinggame,”Akandoreplied.“Now,turnawayuntilIsayyoucanlook.”

AkandowasverybossybutIlovedhim.Healwaysstuckupformewhensomeofthechildreninthevillageteasedme.

“Okay,ready!”saidAkando.

Iturnedaroundtoseethatthreelarge,autumnaloakleaveshadbeenplacedontheground.AkandohadplacedastoneunderoneofthemandIhadtoguesswhichone.Ionlyhadoneguess.Wewoulddothisthreetimes,thenwewouldswitchandAkandowouldhavetoguess.Healwaysbeatme.

“Theoneinthemiddle,”Isaidhopefully.

“Wrong!”exclaimedAkando.“It’stheoneontheleft,”hesaidashelifteduptheleaftorevealthestone.

Mynextguesswasalsowrong,butmythirdandfinalguesswascorrect.

“Now,it’syourturn,”Isaid.

Asalways,Akandobeatme.Hegottwooutofthreeguessesright.

“Okay,let’sgo,”hesaid,urgingmeon.“Thesoonerwegatherallthatwecan,thesoonerwecanreturnhome.”

“Iguess,”IsaidbutIcontinuedtositontheground.

“Lateron,ifyoulike,Iwillshowyouhowtobeatmeintheguessinggame,”Akandooffered,tryingtospurmeon.

Itworked.

“Really?”Iasked,jumpingtomyfeetandpickingupmybasket.

“Really!”Akandoreplied.“Butfirstyouhavetofillthatbasket!”

“Okay,”Isaid,smilingathim.

Then,Igrabbedmybrother’shandandwalkedwithhimbeneaththecanopyofred-,gold-,andcopper-coloredleaves.


Name: 4.1

Alemeda, the Basket Weaver

1. Whichcharacterfromadifferentchapterusedabaskettoholdthings?

A. Etu

B. Aponi

C. Awan

D. Adoette

2. WhydidAlemedahideinthebeginningofthechapter?(Youmayanswerin“note-taking”formasashortanswer.)

_______________________________________________________________________________________

___________________________________________________________________________

_________________________________________________________________________________

Page _____

3. WhydidAlemeda’sgrandmothersaytheyhadtofinishthebaskets?

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________

Page _____


4. WhatdidGrandmotherthinkwhenshewasAlemeda’sage?

A. Shewouldratherlearnhowtohuntthanweavebaskets.

B. Shewouldratherharvestcornthanweavebaskets.

C. Shewouldratherhidethanweavebaskets.

D. Shewouldratherchaseherdogthanweavebaskets.

Page _____

5. WhyarebasketssoimportanttoAlemeda’speople?

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________________

6. Writeasummaryofthischapter.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

________________________________________________


Name: 4.2

Practice Possessive Pronouns

Underline the possessive noun in each sentence. Write the sentence, replacing the possessive noun with a possessive pronoun from the box.

my your his her its our their

Example: The students’ artwork decorated the walls. Their artwork decorated the walls.

1. Sally’snameisprintedonthefrontofthebookshewrote.

__________________________________________________________________________________

__________________________________________________________________________________

2. Myfamily’shouseisattheendofalongstreet.

__________________________________________________________________________________

__________________________________________________________________________________

3. Manypeoplebeginpeople’scareersinschoolandcontinueforyears.

__________________________________________________________________________________

__________________________________________________________________________________

4. Thehouse’scoatofpaintispeelingandneedsattention.

__________________________________________________________________________________

__________________________________________________________________________________


5. [Insertyournamewithanapostrophe]homeworkisfinishedandnowIcanplay!

__________________________________________________________________________________

__________________________________________________________________________________

6. [Insertthenameofonefriendwithanapostrophe]homeworkisalsofinishedandnowwecanplaytogether!

__________________________________________________________________________________

__________________________________________________________________________________

7. Mr.Brown’scarisredwithawhiteracingstripe.

__________________________________________________________________________________

__________________________________________________________________________________


Name: 4.3

Suffixes –ish and –ness

Replace each underlined definition with the word that matches it. Write the word, the part of speech, and the suffix under each sentence.

stylish darkness kindness selfish foolish

sadness quickness snobbish sickness loneliness

1. Whenherfriendsarrivedforaweekendvisit,sheforgotallaboutherstateorconditionofbeingwithoutothersfromthenightbefore.

Word: _________________________ PartofSpeech: _________________________

Suffix: _________________________

2. Itisahavingthecharacteristicsoforlikeanindividualacttoonlygotoeventswithfriendswhenyougettopicktheevents.


Suffix: _________________________

3. ThestateorconditionofbeingwithoutmuchlightmadeitdifficultforRobbytoseeifhisdogwasinthebackyardornot.


Suffix: _________________________


4. Shewasovercomewithstateorconditionofbeingnothappywhenshelearnedthatherbestfriendwasmovingtoanotherstate.


Suffix: _________________________

5. Herhavingthecharacteristicsorlikesomeonewhothinksheorsheisbetterthanothersattitudemadeitdifficulttoworkwithherbecausesheneverthoughotherpeople’sideasweregoodcomparedtohers.


Suffix: _________________________

6. Thestateorconditionofwantingtohelpothersanddogoodthingsofastrangerwhoopenedthedoorforherwhileshewasoncrutchesreallymadeherdaygreat.


Suffix: _________________________

7. Therewasahavingthecharacteristicsoforlikesomeonewhoisridiculousandactswithoutgoodsenseorjudgmentfanatthebaseballgamewhostoodupanddidfunnydanceseverytimeagoodplayhappened.


Suffix: _________________________


Name: 4.3

continued

8. Thestateorconditionofbeingfastwithwhichthedeerranacrossthefieldsurprisedusaswehikedalongthetrailinthepark.


Suffix: _________________________

9. Herhavingthecharacteristicsorlikethewaypeopleactanddressataparticulartimeappearancealwaysimpressedpeopleshemetandmadeagoodimpressionwherevershewent.


Suffix: _________________________

10.Duringthewintermonths,thereismorestateorconditionofbeingill,notfeelingwellgoingaroundthanduringthesummermonths.


Suffix: _________________________


Word Sort

Identify the headers. Read the words in the box and circle the vowels that have the /ə/ sound. Write the words under each header that match the header’s spelling pattern.

‘a’ > /ə/ ‘e’ > /ə/

curable among problems Chinese oven

parakeet hen broken acre delegate

allow elegance Amos pencil enjoy

pleasant brazen burger huggable able

Name: 4.4


Name: 4.5

“Alemeda, the Basket Weaver”“Alemeda!Whereareyou?”mymothercalled.

Ididnotanswer.Instead,Icreptaroundthecornerofourhomeandhid.Iwaitedandwatchedinthecoolingshade.Iheldmybreath.Iwasjustabouttoclosemyeyeswhenalizardracedacrossmybarefeet.Ittickled.

“She’shidingfromyou,”myyoungerbrotherKeleannounced.“She’soverthere,”hesaid,pointingtowardsme.

IdidnotreplybutstuckmytongueoutatKele.Hewasalwaysgettingmeintotrouble.

“Alemeda,weneedyou.Wehaveworktodo.Wemustfinishthebaskets,”mymothersaid,asImademywaytowardsher.Shewasnotangrybutitwasclearthatshewasnotgoingtoletmeplay.Ihadworktodo.

Iwalkedslowlytowardstheshadedareathatmyfatherhadconstructedoutofwoodenpolesandacovering.IkickedatthedirtasIwalked.Therewereseveralofthesestructuresscatteredaroundourvillage.Womencouldbefoundsittingunderthemweavingbasketsofvariousshapesandsizes.Theyalsocreatedawholehostofotherthings.Mencouldbefoundsittingtogethershapingtoolsforhuntingandfarming.

Allofthewomeninourvillagemadebaskets.Basketswereveryimportantbecausetheywereusedforcarryingwater,forstoringgrain,fruits,nuts,andberries,andevenforcooking.

“Sitnearme,”mygrandmothersaidasIcameandstoodbesideher.

Isigheddeeplyandthrewmyselfdownonthegroundnexttoher.

ShesmiledandhandedmethebasketIhadbeguntomakethedaybefore.

“Ourpeoplehavebeenmakingthesebasketssincetimebegan,”shesaid.“Thisskillhasbeenhandeddownfromonegenerationtothenext.Itisimportantthatyoulearnit,Alemeda.”

“Iknow,”Ireplied,andthenIsighedagain.“ButIwouldratherlearnhowtohuntthanweavebaskets,”Iadmitted.

Mygrandmotherlaughedoutloud.“WhenIwasyourage,Ithoughtthesamething,”shereplied.

Take-HomeWorksheet


“Really?”Iasked,lookingatherwise,oldface.“Then,whyareyoumakingmedoit?”Iaskedeagerly,wonderingiftherewasawayout.

Grandmotherlookedatmeforafewmomentsbeforeshereplied.Thensheasked,“Whenyouhunt,orfish,orevenfarm,whatareyougoingtodowiththefoodyouhaveprovided?”

“Eatit!”Iexclaimedcheerfully.

“Butwecan’teateverythingatonce,”shechuckled.“Wemustsavethecornweharvest.Wemustdrysomeofthemeatwehuntfor,wemuststorethefruitsandberrieswegather.Wemuststorethisfoodsafelysothatwecansurviveduringthetimewhenthesunhasturnedawayfromus.Youwillcometosee,Alemeda,howimportantitistolearnthisskill.Now,rememberwhatItoldyouyesterday.Allcoiledbasketsaremadefromplantsthatbendeasily.Plantssuchasyucca,splitwillow,rabbitbrush,orskunkbrusharethebest.”

“Iremember,”Isaid,stillnotconvincedthatIwouldn’tbehappierhunting.“Isthatwhywecanalsomakerope,sandals,mats,andevenclothesoutoftheseplantsthatbendeasily?”Iasked,tryingnottosoundtoointerested.

“Yes,theseplantshavemanyuses.Butitisourskillasweaversthatenablesustomakethesethings.Plus,Alemeda,youwanttogetmarrieddon’tyou?”sheaskedassherevealedalargetoothygrin.

“No,”Irepliedimmediately.

Mygrandmotherexplodedwithloudlaughter.

“Well,incaseyoueverchangeyourmind,yourskillasaweavermightgetyounoticedbyanyoneofthoseboysthatyouliketogohuntingwith,”shecontinued,hereyesshiningwithdelight.

“Yuck,”Isaidbywayofareply,andthenIspatinthedirttomakemypointevenmoreclearly.

“Well,justincaseyouchangeyourmind,wehadbettergettowork,”Grandmothersaidwithachuckle.Then,togetherwebegantoweavethebasketsthatmypeoplehadbeenmakingsincetimebegan.


Name: 5.1

Spelling Assessment

As your teacher calls out the words, write them under the correct header.

‘e’ > /ə/ ‘a’ > /ə/

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

__________________ __________________

Challenge Word:__________________

Challenge Word:__________________

Content Word:__________________


Dictated Sentences

1. __________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. __________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


Name: 5.2

Alo, the Spirit Giver

1. Whatdothekachinasgovern?

A. themoon,thestars,andthethunderousheavens

B. thecrops

C. thehealthoftheHopipeople

D. alloftheabove

Page_____

2. WhyistheBeanDanceCeremonyoneofthemostimportantceremonies?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________

3. Only_____________________inthevillagecanwearthespecialkachinaclothingandmasks.


4. DescribewhatthosewhodressastheAholiKachinaspiritwear.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________

5. HowoldmustaboybetoparticipateintheBeanDanceCeremony?(Youmayanswerin“note-taking”form.)

_______________________________________________________________________________________

_____________________________________________________________________________

6. ListthethingsAlo’sfatherhasnotbeenabletodothisyearbecausehehasbeensick.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

___________________________________________________________________

Page _____


Name: 5.3

’s

s’


Name: 5.4

Dictionary Skills

Use the following portion of a dictionary page to answer the questions below.

wind1.[wiend]verbTowrapsomethingaroundsomethingelse.2.[wiend]verbToturnaknobaroundtomakeamachinework3.[wiend]verbTomoveinacurvyway.4.[wind]nounThebreathananimalhasinitslungs.5.[wind]nounThemovementofair.

1.Whattwopronunciationsfortheentrywordwindareshown?_______________________

2.Whattwopartsofspeecharelistedforwind?________________________

3.Whichdefinitionofwindisusedinthefollowingsentence?

Thewindisblowinggentlytoday.__________

Whatpartofspeechiswindinthissentence?__________


Theriverwindsdownthemountainsandemptiesintotheocean.__________

Whatpartofspeechiswindsinthissentence?__________


Momsaid,“Windthescarfaroundyournecktokeepyouwarm.__________

Whatpartofspeechiswindinthissentence?__________


6.&7.Writesentencesusingthedefinitionsforwindnotpreviouslyused.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________


Name: 6.1

Meda and Flo, the Forest Children

1. Whatarethegirlsdoingattheverybeginningofthechapter?

A. makingmaplesyrup

B. racing

C. preparingforahunt

D. helpinganinjuredcrow

2. WhatdoesFlo’sfamilydoeveryyearatthebeginningofspring?

A. setupcampinthemountains

B. setupcampinthemapletreeforest

C. setupcampbythelake

D. setupcamponthegrassyhills

3. ListtheplaceswhereFlo’sfamilylivesduringeachseason.

Spring:______________________________________

Summer:____________________________________

Fall:________________________________________

Winter:_____________________________________


4. WhywereFloandothersluckythisyear?

A. Thecampfiredidnotburntheirhome.

B. Thewinterwaswetandleftthegroundmoistforplantingseeds.

C. Thewinterwindsandsnowfallhadnotdestroyedtheirwigwamframes.

D. Nooneelsehadcollectedsapfromthemapletreesintheforest.

5. Whatdoessaplooklikewheniffirstcomesoutofthemapletree?

_______________________________________________________________________________________

_____________________________________________________________________________

6. Whatarethecontainersmadeofthatholdthesap?

_______________________________________________________________________________________

_____________________________________________________________________________

7. Whichothercharactershaveusedbasketstoholdorcollectthings?

A. AkandoandAponi

B. Etu

C. Alo

D. noneoftheabove


Name: 6.2

Dear Family Member,

Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordstogether.Helpfulactivitiesforyourchildtodoinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.

Spelling Words

Thisweek,wearereviewingspellingpatternsfor/ə/+/l/spelled‘al’,‘le’,and‘el’,and/sh/+/ə/+/n/spelled‘tion’thatwehavealreadylearned.OnFriday,yourchildwillbeassessedonthesewords.

StudentshavebeenassignedtwoChallengeWords,importantandchildren.ChallengeWordsarewordsusedveryoften.TheChallengeWordsdonotfollowthespellingpatternsforthisweekandneedtobememorized.

TheContentWordforthisweekisceremonial.ThiswordisdirectlyrelatedtothematerialthatwearereadinginNative American Stories.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryitbutgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencourageeveryonetostretchthemselvesabitandtrytospellthisword.

Take-HomeWorksheet


Thespellingwords,includingtheChallengeWordsandtheContentWord,arelistedbelow:

1. channel

2. hospital

3. scuttle

4. addition

5. generation

6. freckle

7. autumnal

8. vowel

9. wobble

10. rustle

11. nation

12. subtraction

13. funnel

14. travel

15. festival

16. trial

17. trickle

18. celebration

19. Challenge Word:important

20. Challenge Word:children

Content Word:ceremonial

Student Reader

ThechaptersyourchildwillreadthisweekinNative American Storiesincludestoriesaboutforestchildrenandadogtrainer.Additionalchaptersyourchildmayreadincludeastoryaboutthechildrenofacornfestival,anIroquoistaleaboutagreatbear,andanInuitmythabouthowacrowbroughtdaylighttopeoplelivingindarkness.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.

StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Pleaseremindyourchildthattheglossarycanbeusedforfindingthemeaningoftheboldedwords.


Name: 6.3

“Alo, the Spirit Giver”Hello!MynameisAlo.Iamaten-year-oldHopi[hoe-pee]boy.Welcometomy

village.

Itsnowedlastnight,justenoughtocovermyfeet.Thesnowdidnotstayonthegroundforlongthough.Thewarmthofthemorningsunmelteditall.Myyoungerbrothersandsistershadhopedtoplayinit.Theyweredisappointedtoseetheshimmeringblanketofsnowdisappearsoquicklyintothethirstyearth.

Todayisanimportantdayformypeople.TodayistheBeanDanceCeremony.Thespirits,orasmypeoplecallthem,kachinas[kots-ee-nos],havearrivedonEarth.Theylefttheirhomeonthetallmountainsonthedarkestdayoftheyearandcametous.Thatwasseveralweeksago.Fromthatdayuntilthedaywhenthesunshineslongestinthesky,theywillstaywithus.Theyareourguardians.Longago,theylivedhereonEarthandtaughtushowtohunt,gather,andfarm.Then,theyleftusbutagreedtoreturnforhalfoftheyear.

Incaseyoudonotknow,thewordkachinameans‘fatheroflife’.Forus,livingaswedointhehot,ariddesertlandsofourforefathers,wecouldnotsurviveherewithoutthehelpofthespirits—thekachinas.KachinascareforeverylivingthingonEarth,andalllivingthingsgotothespiritworldwhentheydie.Soyousee,kachinasareactuallythespiritsofeverythingthathaseverlived.Theygovernthemoon,thestars,thethunderousheavens,andthecrops,aswellasourhealth.Manyofthekachinasareourancestorswhohavebecomethecloudspiritsthatbringusrain.

Oncertaindaysoftheyear,thekachinastakeusonajourneyintothespiritworld.TodayissuchadayandIwillatlastmakethatjourney.IwilltakepartintheBeanDanceCeremony.Thisisoneofourmostimportantceremonies.Today,thepeopleofmyvillagewillaskthespiritstohelpusasweonceagainpreparetheearthforplanting.Wewillaskespeciallyforthegiftofrain.Ihaveofferedmany,manyprayerfeathersandgiftsofcornseedtothespiritsinpreparationforthisceremony.Mymothernowcallsmethe‘spiritgiver’.

Ondayssuchastoday,boysfromtheageoftentotheeldersinourvillagewearspecialkachinaclothingandfacemasks.Onlyboysandmencandothis.Thespecialclothingandmasksrepresentspirits.Theseitemsrevealwhatspiritwearegoingtobecome.Foryousee,whenwetakepartintheseceremonies,andwearthespecialclothingandmasks,weactuallybecomethosespirits.

Take-HomeWorksheet


Perhapsyoucouldcometotheceremony.Ifyoucancome,paycloseattentiontotheAholiKachinaspirit.ThatistheHopirainspirit.Theboysandmenwhowillbecomethatspiritwillwearmulti-coloredcloaksandmayevencarrywands.Theywillwearbrightbluemasksorheaddresses.Theywillholdrattlesmadefromgourds.Whentheyshaketherattles,itsoundslikerainfalling.Often,withinhoursoftheceremony,rainwillactuallybegintofall.

Iwillnotbeaskingforrainthough.Myfatherisveryillandsotoday,IwillbecometheBearKachina.TheBearKachinacancurethesickandwhenIbecomethatspirit,Iwillmakemyfatherwellagain.Ifyoucometotheceremony,youwillknowmebythemaskthathasthebearpawprintsoneithercheek.

ItismyfirsttimeinsuchanimportantceremonyandImustdomybest.Imustcuremyfather.Thisyearhewasnotwellenoughtomakethekachinadollsformysisters.Myunclehadtodothatforthem.Weneedhimtobewellagainsoon.Mybrothersandsisterswanttoplaywithhim.Iwanttohelphimpreparethefieldsandplantandharvestthebeansandcornwegroweachyear.Oh,butImustgonow.Itistime.Ifyoucancome,pleaselookforme,butdonotcalloutmyspiritname.Thatwillbringbadluck.


Name: 6.4

“Meda and Flo, the Forest Children”“Flo,I’llraceyoutothattreeoverthere,”saidMeda,pointingtooneofthemaple

trees.

“Okay,”Isaidconfidently.Iwasoneofthefastestrunnersamongthegirlsofmyageinourvillage.IwonderedwhyMedawasevenchallengingmetoarace.

Immediately,Medaflewlikeanarrowstraighttowardhertarget.Shewasclearlyhopingthataquickstartwouldgiveheranadvantageoverme.However,likeashootingstarthatburstsacrossthenightsky,Iwasonherheelsinnotime.Justbeforewereachedthetree,Ipassedherandtouchedthetreetrunk.

“Iwon,”Iexclaimed.“You’reprettyfastthough,Meda,”Iadmitted.“Consideringyouareayearyoungerthanme,thatwasquitearace!”

“Yes!Thistimenextyear,whenwereturntothemapletreeforest,I’llbeabletobeatyou,”Medasaidconfidently,whileatthesametimegrinningatme.

Igrinnedback.“I’llstillbeayearolderthanyou,”Isaidrisingtothechallenge.

“Iknow.You’llalwaysbethat.ButIhaveafeelingthatthistimenextyear,Iwillbetallerthanyou,”sherepliedasifshewerestatingafact.

“Well,we’llseeaboutthat,”IrepliedasIeyedherfeet.Theywerealreadybiggerthanmineandshewasonlyathumbsizeshorterthanme.Icouldn’thelpthinkingthatshemightberight,butIwasn’tgoingtoadmitit.

Thiswasmyfavoritetimeofyearbyfar.Itwasthetimeofyearwhentheeaglesbuilttheirspringnests.Thechickadeesmadetheirstrange,eeriecallintheearlymorning.Thesnowwasmeltingallaroundandtreebudswereemergingdaily.

Thiswasalsothetimeofyearwhenmyfamily,alongwithmyunclesandauntsandtheirchildren,setupcampinthemapletreeforest.Wedidthiseveryyearatthebeginningofspring.Weleftoursummerandwintervillageandreturnedtoourcampintheforest.Inthefallwecampednearthefieldsweplantedourcropsin.

Wealwaysreturnedtothesamemapleforestcamp.Itwasagood-sizedclearingencircledbyalargenumberofmapletreesandbirchtrees.Wereturnedhereeachyeartocollectthesapfromthemapletreesandturnitintothesweetsyrupthatwealllovedsomuch.

Thisyearwewerelucky.Thewinterwindsandfrequentsnowfallhadnotdestroyed

Take-HomeWorksheet


ourwigwamframesfromthepreviousyear.Weonlyhadtowrapthedeerskinthatwehadcarriedwithusaroundtheframes.Afterwemadeourcampfire,thechildrenhadachancetoplaybeforetherealworkbegan.

Onceweweresettled,themenwouldusetheiraxestomakesmall,deepcutsinthetrunksofthemapletrees.Then,wewouldwaitforthesaptotrickleout.Asitdid,thewomenandchildrenwouldfunnelthesapintobirchbasketsorclaypots.Weusedcurvedpiecesofcedarwoodorhollowed-outsumacstemsasfunnels.

Sapfromthemapletreelookslikewaterwhenitfirsttricklesoutfrominsidethetree.Oncethesapiscollected,mymotherandauntscookitinaclaypot.Sometimes,theyputthepotrightontheopencampfire.Othertimes,theyputred-hotrocksrightintotheclaypots.Afteryou’vecookeditforawhile,thesapturnsintosweetsyrup.Ifyoukeeponcookingit,thesapturnsintosugar.

Duringthistime,theoldergirlsalsocollectbirchbark.Theystripthebarkfromthetreesandpoundituntilitcanbeshapedandmoldedintostoragecontainersordishes.Themenandboysbusythemselveshuntingandfishing.Intheevening,weallspendtimetogetheraroundthecampfireexchangingstories.

“Comeon,Flo,”yelledMeda,whohadwanderedofftowatchthemenatwork.“Icansmelldinnercooking.”

Shewasright.Thesucculentsmellofdeermeatwaftedupintothecrispeveningair.

“Raceyouback,”Iannounced.ThistimeItookofflikeanarrowshotfrommyfather’sbow.


Name: 7.1

Yutu, the Dog Trainer

1. ListthefeaturesofthesleddogsthathelpthemliveinthefrozenlandoftheInuits.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Page______

2. Compareandcontrastbenefitsofthedifferenttowlines.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Page______


3. WhydidYutuhavetotrainMikiinsteadofherfathertrainingMiki?

A.Mikididnotlikebeinghitchedtoatowline.

B.Mikiwassmallandsicklyforthefirstfewweeksofhislife.

C.Yutu’sfatherhadtoomanydogstotrainalready.

D.Yutu’sfathergaveYututhetaskoftrainingMiki.

4. Whenthedogsareyoung,theyarelesswillingtoworktogetherandmustbetaught______________________________________________________.

Page______

5. Howdoesthesleddrivergetthedogstodoanything?

_____________________________________________________________

_____________________________________________________________

6. Thischapteristoldfrom______________’spointofview.


Name: 7.2

Compare and Contrast Native American Groups

Fill in the chart to compare two groups of Native Americans that you have read about in Native American Stories.

“Etu, the Hunter” Topic “Akando and Aponi, the Gatherers”

Where is home, what is climate?

Clothing?

How do they get food?

What else is important to the character(s)?

Waysthetwogroupsaresimilar:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


Waysthetwogroupsaredifferent:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


Name: 7.3

“Yutu, the Dog Trainer”“Comehere,Miki,”Icalled.Mikihadbeentheruntofthelitter.Hehadbeenpuny

andsicklyforthefirstweeksofhislife.Myfatherwassurethathewoulddie.Ifedhimandkepthimwarm,sometimessneakinghimintomycozybedatnight.IgavehimtheInuit[in-ue-it]nameforsmall.

Mikiwaggedhistailandscamperedtowardme.Then,heploppeddownrightonmyfeetandrestedhisheadonthesnow.

WhenMiki’sbrothersandsisterswereoldenoughtobeweanedfromtheirmother,myfatherbegantotrainthemtobesleddogs.Mypeople,theInuit,areexpertdogsledtrainers.That’sbecauseweliveinalandthatisfrozenforalargepartoftheyear.So,werelyalotonourdogstohelpustravelandhunt.Inuitsleddogshavetobestrongandfast.WhenMikiwasyounger,hewasneitherofthesethings.Sleddogshavetopullheavyloadsandtravelacrosslongdistancesasspeedilyastheycan.WeInuitlivebyourwits.Wehuntandfishacrossthisfrozenland.Wetravelacrossthesnowandiceinoursledscraftedfrombonesorantlers,sealhide,andevenfrozensalmonskin.Webuildsnowhomesmadefromblocksofsnowaswego.

Ourdogshavetobeabletosniffoutsealbreathingholesorstandfirmwiththeotherdogswhentheycomeacrossapolarbear.Icouldn’timagineMikidoinganyofthesethings,buthewouldhaveto.Myfatherhadmadeitclearthathewouldhavetoearn his keep.Ihadgrownupwatchingmyfathertrainthedogs.Whenthedogsareyoung,theyarealwayseagertorun,buttheyarelesswillingtoworktogether.Theyhavetobetaughthowtopullthesledstogether,asateam.Myfatherknowsjusthowtotalktothem.Hisvoiceisfirmandtheyobeyhim.Thisisimportant.Whenthedogsarepullingthesleds,theymustallobeythecommandsgivenbythedriverofthesled.

Thereareanumberofwaystohitchthedogssothattheycanpullthesleds.Quiteoftentheyaretiedinpairstoasingletowline.Indeepsnow,sometimesitisbettertohavethedogspullthesledinasingleline.Thisway,theycanmakeapaththroughthesnow.Ifthesnowispackeddownhard,afanhitchisbest.Thismeansthatthedogsareattachedtothesledbytheirownindividualtowlines.

Thedogsthemselvesaremoreabletoliveinthisfrozenlandthanpeopleare.Theyhavethick,waterprooffurcoats.Theirearsareextrafurrytopreventfrostbite.Theirpawsarelargeandhavethickpadswithfur.Mikifrequentlyjumpsonmewithhisenormouspawsandknocksmeover.Theirlarge,bushytailscancurlaroundtheirfacesat

Take-HomeWorksheet


nightandkeepthemwarm.

OnceMikiwasstrongenough,Ibegantotrainhim.Atfirst,Iworkedwithhimonbasicobedience.Then,Iharnessedhimtoatowlineandhadhimpullsmallloadsofwrappedfursacrossthesnow.Theveryfirsttimehehadtopullsomething,heracedofflikeanarcticfox.Hethoughtwewereplayingagame.HesoonlearnedtopulllikeIneededhimto,though.Hewasalsosuperfast.IfeltsadforMiki.Ifhehadn’tbeensosickly,I’msurehecouldhavebeenaleaddog.

MyfatherhadwatchedmeasItrainedMiki.IthinkevenhewassurprisedbyhowwellMikiprogressed.Mikihadbeenbymysideeversincehewasasmallpuppy.Todaywasthedaythathewouldleaveme.Hewasgoingwithmyfatherandunclesonahuntingtrip.Theywouldbegoneforseveralweeks.

IbentdownandpattedMikionthehead.Heimmediatelysatupandlickedmyface.

“Begood,Miki.Dowhatyouaretold.Followtheotherdogsandlistentomyfather.Doyouhearme?”Isaidtohim.Mikilookedrightatmeandwaggedhistail.Then,myfathercameandledhimaway.


Unit 8 Assessment

Geronimo: His Own Story

Geronimo was a famous Apache Indian. He fought for his people in many wars. He fought against American settlers. He fought against Mexican settlers, too. In the end, the Apache people were defeated. Geronimo had to spend the rest of his life on a reservation. When he was an old man, Geronimo told the story of his life. It was published as Geronimo: His Own Story. The following is his description of his youth.

IwasborninNo-doyohnCanyon,Arizona,inJune,1829.

InthatcountrywhichliesaroundtheheadwatersoftheGilaRiver,Iwasreared.Thisrangewasourfatherland.Amongthesemountainsourwigwamswerehidden.Thescatteredvalleyscontainedourfields.Theboundlessprairies,stretchingawayoneveryside,wereourpastures.Therockycavernswereourburyingplaces.

Iwasthefourthinafamilyofeightchildren.Asababe,Irolledonthedirtfloorofmyfather’stepee.Iwaswarmedbythesun,rockedbythewinds,andshelteredbythetreesasotherIndianbabes.

Mymothertaughtmethelegendsofourpeople.Shetaughtmeofthesunandsky,themoonandstars,thecloudsandstorms.Shealsotaughtmetokneelandprayforstrength,health,wisdom,andprotection.

Myfathertoldmeofthebravedeedsofourwarriors.Hetoldmeofthejoysofthechaseandthegloriesofthewarpath.

Withmybrothersandsisters,Iplayedaboutmyfather’shome.Sometimes,weplayedathide-and-seekamongtherocksandpines.Sometimes,wesatintheshadeorwentlookingforberrieswhileourparentsworkedinthefield.Sometimes,wepretendedthatwewerewarriors,sneakinguponsomeimaginaryenemy.Sometimes,wewouldhidefromourmomtoseeifshecouldfindus.Sometimes,wewouldstayhiddenformanyhours.

Whenwewereolder,wewenttothefieldwithourparents—nottoplay,buttowork.Whenthecropsweretobeplanted,webrokethegroundwithwoodenhoes.Weplantedthecorninstraightrows.Weplantedbeans,melons,andpumpkinstoo.

Ourfieldusuallycontainedabouttwoacresofground.Thefieldswereneverfenced.

8.1Name:


Manyfamiliesfarmedinthesamevalley.Allofthemwouldhelpprotectthecropsfromdeerandotherwildanimals.

Melonsweregatheredastheywereneeded.Inthefall,pumpkinsandbeansweregatheredandplacedinbagsorbaskets.Earsofcornweretiedtogetherbythehusks,thencarriedonthebacksofponiesuptoourhomes.Here,thecornwasshelled.Then,theharvestwasstoredawayincavesorothersecludedplacestobeusedinwinter.

Wedidnotgrowtobacco,butfounditgrowingwild.Thiswecutandcuredinthefall.AllIndianssmoked—menandwomen.Noboywasallowedtosmokeuntilhehadhuntedaloneandkilledlargegame—wolvesandbears.Unmarriedwomenwerenotprohibitedfromsmoking.Buttheywereconsideredimmodestiftheydidso.Nearlyallmarriedwomensmoked.

Smallchildrenworeverylittleclothinginwinterandnoneinthesummer.Womenusuallyworeaskirt,whichconsistedofapieceofcottonclothfastenedaboutthewaistandextendingtotheknees.Menworeloinclothsandmoccasins.Inwinter,theyhadshirtsandleggingsaswell.

WhenIwasabouttenyearsold,Ibegantofollowthechase.Tome,thiswasneverwork.Outontheprairieswanderedherdsofdeer,antelope,elk,andbuffalo.

Usually,wehuntedbuffaloonhorseback.Wekilledthebuffalowitharrowsandspears.Theirskinswereusedtomaketepeesandbedding.Theirfleshwasusedforfood.

Itrequiredmoreskilltohuntdeer.Wewouldspendhourssneakingupongrazingdeer.Iftheywereintheopen,wewouldcrawllongdistancesontheground.Sometimes,wewouldkeepweedsorbrushbeforeus,sothatourapproachwouldnotbenoticed.Oftenwecouldkillseveraldeerbeforetheotherswouldrunaway.Theirfleshwasdriedandpackedinvessels.Itwouldkeepthiswayformanymonths.Weusedthedeerskinaswell.Perhapsnootheranimalwasmorevaluabletousthanthedeer.

In1846,beingseventeenyearsofage,Iwasadmittedtothecouncilofthewarriors.IwasveryhappyforIcouldgowhereverIwantedanddowhateverIliked.Ihadnotbeenunderthecontrolofanyindividual,butthecustomsofourtribeprohibitedmefromsharingthegloriesofthewarpathuntilthecounciladmittedme.Whenopportunityofferedafterthis,Icouldgoonthewarpathwithmytribe.Ihopedsoontoservemypeopleinbattle.Ihadlongdesiredtofightwithourwarriors.


Name: X.X

1. Thisselectionistoldfrom______________________’spointofview.

2. Describethefeaturesofthelandwherethenarratorgrewup.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Listitemsthenarratorandhisfamilygrewintheirfields.

____________________________ ____________________________

____________________________ ____________________________

4. Whywasthedeermorevaluabletothenarratorandhispeoplethananyotheranimal?

____________________________________________________________

____________________________________________________________

____________________________________________________________

8.1 continued


5. Whathadthenarratorlongdesiredtodo?

A. plantcropsinthefields

B. fightwiththewarriorsofthetribe

C. explorethelandwherehegrewup

D. learnthelegendsofhispeople

6. Writeasummaryofthenarrator’syouth.

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

___________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

7. Ifthenarratoractedwithquicknesstokillseveraldeerbeforetheotherswouldrunaway,whatdoesthatmeanhedid?

A. actedinthestateorconditionofbeingwithoutmuchlight

B. actedinthestateorconditionofbeingwithoutothers

C. actedinthestateorconditionofbeingfast

D. actedinthestateorconditionofbeinghealthy


Name: X.X

8.&9.Rewritethesentences,changingthegroupsofwordsinparenthesestoincludepluralpossessivenouns.

(The bicycles belonging to my cousins) are all painted red.

____________________________________________________________

____________________________________________________________

Lined up neatly on the bookshelf are (the science books belonging to the students).

____________________________________________________________

____________________________________________________________

10.Whattwopronunciationsarelistedfor tearinthefollowingbox?

tear1.[teer]nounadropofclear,saltyliquidthatcomesfromtheeye.2.[taer]nounaripinapieceofpaperorfabric.3.[taer]verbtopullapartbyforce.

____________________________ ____________________________

8.1 continued


Fire: A Cherokee MythInthebeginning,therewasnofire.Theworldwascoldandsoweretheanimalswho

livedinit.

Then,theThunders,wholiveupintheskies,sentdowntheirlightning.Thelightningstruckasycamoretreethatgrewonanislandandafirebegantoburninthehollowpartofthetree.

Theanimalsknewthefirewasthere.Theycouldseethesmoke.Theycouldsmellit,too.Buttheywerenotsurehowtogetthefire.Theyheldacounciltodecidewhattodo.

“Iwillgoandgetthefire,”saidtheRaven.“Iambigandstrong.Icandothejob!”

SotheRavensetofftogetthefire.Heflewacrosstotheislandandlandedonthesycamoretree.Heperchedonthetreeandstartedthinkingaboutwhattodonext.Butwhilehewasthinking,thesmokeroseupfrombelowandscorchedhisfeathers.TheRavenwasscared.Heflewbackwithoutthefireandhisfeathershavebeenblackeversince.

“Iwillgetthefire,”saidthelittleScreechOwl.

Heflewovertotheislandandlandednexttothetree.Butjustthen,agreatgustofhotaircameshootingoutofthetree.ThehotairsingedtheScreechOwl’seyessobadlyhecouldbarelysee.Heflewback,butitwasalongtimeuntilhecouldseewellandhiseyesarestillred,eventoday.

“Iwillgetthefire,”saidtheHootingOwl.

Sheflewover,butbythetimeshegotthere,thefirewasburningbrightly.Thesmokenearlyblindedherandtheashesleftherwithwhiteringsaroundhereyes.Sherubbedandrubbed,butshecouldnotrubofftherings.SotheHootingOwlhaswhiteringsaroundhereyes,eventoday.

“Iwillgetthefire,”saidthelittleBlackRacerSnake.

Heslitheredintothewaterandswamtotheisland.Then,hecrawledthroughthegrassuntilhegottothesycamoretree.Heslitheredintoalittleholeatthebottomofthetree.Butthesmokeandfireweretoomuchforhimtostand.Heslitheredoutandbegandartingbackandforthtoshakeofftheashes.HisbodywasscorchedandblackenedandthatiswhyheisknownastheBlackRacerSnake.

Well,afterthis,theanimalshadanothercouncil.Mostofthefour-footedanimalswereafraidtogototheisland.Theyallshooktheirheads.


Name: X.X

Atlast,theWaterSpidersaidshewouldgo.Shehadblackhairandredstripesonherbody.Shecouldrunontopofthewatersoshewouldbeabletogettotheisland.Buthowwouldshebringbackthefire?Thatwaswhattheotheranimalswantedtoknow.

“Iwillmanage,”saidtheWaterSpider.

TheWaterSpiderwentdancingacrossthewater.Shescampereduptothesycamoretree.Then,shebegantospinatinythreadfromherbelly.Shewovethethreadintoalittlebowlandfastenedthebowltoherback.Shebackeduptothecoalsandgotonelittlecoaltofallintoherbowl.Then,shehurriedbackacrossthewater.

Eversincethen,wehavehadfireandtheWaterSpiderhascarriedalittlebowlonherback.

8.1 continued


11. Usingthenumbers1–5,arrangethefollowingcharacterstoshowwhatordertheywentintotryandgetthefire.

________WaterSpider________ScreechOwl________BlackRacerSnake________HootingOwl________Raven

12. Whatdoesthewordhollowmeaninthefollowingsentencefromtheselection?

Thelightningstruckasycamoretreethatgrewonanislandandafirebegantoburninthehollowpartofthetree.

A. fullB. charredC. emptyD. sharp

13. WhywasithardforalltheanimalsexceptfortheWaterSpidertogetthefire?

____________________________________________________________

____________________________________________________________

____________________________________________________________

14. Whichtwoanimalsturnedblackwhiletryingtogetthefire?_______________________and__________________________


Name: X.X8.1 continued

15. Whatdoesthewordsingedmeaninthefollowingsentencefromtheselection?

Thehotair singed theScreechOwl’seyessobadlyhecouldbarelysee.

A. cooledB. burnedC. waftedD. cleaned

16. Whydidtheanimalswanttogetthefire?

____________________________________________________________

____________________________________________________________

17. Whatcausedthefiretostart?

____________________________________________________________

____________________________________________________________

____________________________________________________________

18. Whichwordwiththesuffix–ablecoulddescribethefireintheanimals’opinion?

A. predictable

B. wearable

C. chewable

D. valuable


19.&20.Rewritethesentences,changingtheunderlinedphrasestopluralpossessivenouns.

Thepurplehatsofthewomenwereallshapeddifferently.

____________________________________________________________

____________________________________________________________

____________________________________________________________

Thegymwasfullofthechildrenofthethird-gradeparents.

____________________________________________________________

____________________________________________________________

____________________________________________________________



The Lion and His Advisors(A Fable from Aesop)

Onenight,theLionandtheLionessgotintoanargument.Allthroughthenight,theyroaredateachother,andtheirferociousroaringcouldbeheardamileaway.

“Youareworthless!”roaredtheLioness.“Youneverdoanything!MysistersandIdomostofthehunting.Allyoudoissleepandliearoundthedenallday!Ontopofitall,yourbreathsmellsbad!”

“Itdoesnot!”roaredthekingofthejungleinhisloudestvoice.But,assoonashesaidthis,theLionbegantowonder.Didhisbreathreallysmellbad?Hehadneversmelledhisownbreath.Wasitevenpossibletosmellyourownbreath?Howcouldhefindoutifhisbreathwassmelly?

Inthemorning,theLiondecidedtosendforthreeofhisadvisors,theSheep,theWolf,andtheFox.

HesummonedtheSheepintohisdenfirst.

“Sheep,”theLionsaid,“tellmeandtellmetruly.Doesmybreathsmellbad?”

TheSheepthoughttheLionwantedtoknowthetruth.

“YourMajesty,”theSheepsaid,“sinceyouhaveaskedmeforthetruth,Iwillnotconcealitfromyou.Yourbreathdoessmellbad.Infact,itsmellshorrible.”

ThatwasnotwhattheLionwantedtohear.HeroaredandgobbleduptheSheep.

Next,theLionsummonedtheWolf.

“Wolf,”hesaid,“tellmeandtellmetruly.Doesmybreathsmellbad?”

TheWolfthoughttheLionwouldbeupsettolearnthetruth.Hedecidedthiswasasituationinwhichitwouldbesmartertolie.

“YourMajesty!”saidtheWolf,“Ican’timaginewhereyougotsuchanidea.Yourbreathmostcertainlydoesnotsmellbad.Onthecontrary,itsmellswonderful!Why,yourbreathisasfreshasaspringbreezewaftingthroughavalleyoffragrantherbsandbloomingflowers!”

“Youlie!”saidtheLion.HeroaredandgobbleduptheWolf.

Then,theLionsummonedtheFox.


“Fox,”hesaid,“tellme,andtellmetruly.Doesmybreathsmellbad?”

“Ah-choo!”saidtheFox,pretendingtosneeze.Hewipedhisnoseandsaid,“Excuseme,YourMajesty.Ihaveaterriblecoldtoday.Mynoseisallstoppedup.I’mafraidIcan’tsmellathing.”

Moral:Awisemanknowswhentoremainsilent.



21. WhydidtheFoxpretendtobesickwhentheLionaskedifhisbreathsmelledbad?

____________________________________________________________

____________________________________________________________

____________________________________________________________

22. Whatdoesthewordsummoned meaninthefollowingsentencefromtheselection?

HesummonedtheSheepintohisdenfirst.

A. calledB. scoldedC. cheeredD. watched

23. Arrangetheeventsinorderusingthenumbers1–5._______TheFoxsaidhehadacoldandcouldnotsmellanything.

_______TheSheeptoldtheLionhisbreathsmelledbad.

_______TheLionesstoldtheLionhisbreathsmellsbad.

_______TheWolftoldtheLionhisbreathdidnotsmellbad.

_______TheLionaskedsomeadvisorsabouthisbreath.


24. WhathappenedtoeachoftheLion’sadvisors?

theSheep:___________________________________________________

____________________________________________________________

theWolf:____________________________________________________

_______________________________________________________

theFox:_____________________________________________________

____________________________________________________________

25. Writeasummaryofthisselection.

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

___________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Name: 8.1

continued

26. Whydidtheauthorwritethisselection?

A. toscarepeoplewithinformationaboutlions

B. todescribewhatlionseat

C. toentertainpeoplewithastory

D. toinformpeopleaboutanimalsinthejungle

27. Whichofthefollowingwordswiththesuffix–ishmightbeusedtodescribetheLion’sbehavioraccordingtotheLioness?

A. stylishB. selfishC. feverishD. snobbish

28.&29.Rewritethesentences,replacingthepossessivenounswithpossessive pronouns.

Myfamily’snewcaristhetalkoftheneighborhood.

____________________________________________________________

____________________________________________________________

Myfamilyisonitswaytovisitmyaunt’soldhouse.

____________________________________________________________

____________________________________________________________


30. Whichdefinitionoftearisusedinthefollowingsentenceandwhatpartofspeechisit?

tear1.[teer]nounadropofclear,saltyliquidthatcomesfromtheeye.2.[taer]nounaripinapieceofpaperorfabric.3.[taer]verbtopullapartbyforce.

Ifoundatearinmysoccershortsafterthegame._____________

Partofspeech:_______________


8.1 continued

–ablemeansable to be

enjoyable

valuable

chewable

wearable

Name: 8.2


Name: 8.3

–able: Suffix meaning “able to be”enjoyable—(adjective) able to take pleasure in something

valuable—(adjective) able to have its worth estimated

chewable—(adjective) able to be crushed and grinded with your teeth

wearable—(adjective) able to be put on your body as clothing


believe enjoyable value chew

valuable chewable enjoy believable

1. Someonedonateda________________sculpturetotheartmuseumtobeputonpermanentdisplay.

2. Whenmeatistootough,itishardto______________andmyjawgetstired.

3. Ican’twaittogetoutsideand______________therarewarm,sunnyweatheratthistimeofyear.

4. Grandpamadeupavery_______________storyaboutafishingtripgonewrongthatallofusgrandchildrenreallythoughthappened.


5. DoyouthinktheoddcoinIfoundhassome_______________?

6. Sinceshehadliedtomeinthepast,Iwasn’tsurewhetherto_______________herlateststory.

7. ThegoodiebagIgotatthepartyhadamixofhardand_______________candy.

8. Writeyourownsentenceusingtheonewordleftinthebox.____________________________________________________________________________________________________________________________________________________________________________________


Word Shelf

–iblemeansable to be

reversible

accessible

forcible

flexible

Name: 8.4


Name: 8.5

–ible: Suffix Meaning able to be

reversible—(adjective) able to turn the opposite way or inside outflexible—(adjective) able to be moved or easily changedforcible—(adjective) able to make something happenaccessible—(adjective) able to get information or get through to something


flex forcible access force

accessible flexible reverse reversible

1. Wewatchedalittleboyattheplayground________________hismusclestoshowhowstronghewas.

2. Therampmadethelibrary______________topeoplewhocouldnoteasilywalkupthesteps.

3. Ihadto______________thegateshuttolockitbecauseitwouldnotstayshutonitsown.

4. Mybrotherchoseto_______________theorderinwhichhedidhishomework,startingwithmathtodayinsteadofendingwithit.


5. Thedoortotheofficeshowedsignsof_______________entryaftertherobbery.

6. Icannot_______________thelibrary’scatalogonlinebecausetheInternetisnotworking.

7. MyplansforSaturdayare_______________andcanbeeasilychangedifweneedtotakecareofanything.

8. Writeyourownsentenceusingtheonewordleftinthebox._______________________________________________________________________________________________________________________________________________________________________________________


Name: 8.6

The Taos PuebloApuebloisaNativeAmericanvillage.TheTaosPuebloislocatedinNewMexico.Thehouses

intheTaosPuebloaremadeofstoneandmud.Themudiscalledadobe.

Thehousesinthepuebloarebuiltside-by-side.Insomecases,theyarebuiltoneontopofanother.Fromadistance,thepueblolookslikeitisallonebuilding.Butthatisnotthecase.Infact,itismadeupofmanyhouses.Thehousessharewalls,buttheyareseparate.

TherearemanypueblosintheSouthwest.TheTaosPuebloisoneoftheoldest.Itwasbuiltabout1,000yearsold.Peoplehavebeenlivinginiteversince.ItistheoldestcontinuouslyinhabitedtownintheUnitedStates.

TherewereNativeAmericanslivingintheTaosPueblowhenChristopherColumbussetsailin1492.Someofthosepeoplewerestillalivein1540,whenCoronadoexploredtheSouthwest.OneofCoronado’scaptainsvisitedTaos.

Eventually,theSpanishtookovertheSouthwest.ManyNativeAmericansconvertedtoChristianity.Butsomeresisted.In1680aNativeAmericanleadernamedPopéplannedarevolt.PopéusedtheTaosPuebloashisbase.FromTaos,hesentmessagestootherpueblos.HeurgedthenativepeopletofightagainsttheSpanish.Hesetadate.Hewantedallofthenativepeopletoriseatthesametime.

ThePuebloRevoltwasasuccess,atleastatfirst.TheNativeAmericansdrovetheSpanishout.Fortenyears,theyruledthemselves.Intheend,however,theSpanishtookoveronceagain.

TheTaosPuebloremainedpartoftheSpanishEmpireformanyyears.Eventually,NewMexicobecamepartoftheUnitedStates.Today,theTaosPuebloispartofaNativeAmericanreservation.

About100peopleliveinthepueblotoday.SomeofthemaredescendantsofthemenwhogreetedCoronado’smen;othersaredescendantsofmenwhofoughtwithPopé.

WhatisitliketoliveintheTaosPueblo?Itisold-fashionedsortoflifeinsomeways.Mostofthehouseshaveonlytworooms.Oneroomisforsleeping.Theotherisforcookingandeating.Thehousesinthepueblodonothaveelectricity.Theydon’thavepipesandrunningwater,either.

Intheolddays,thePueblopeoplehadverylittlefurniture.Nowadays,mostPueblohouseshavetables,chairs,andbeds.Sowhatdoyouthink?WouldyouliketoliveintheTaosPueblo?

1736

526876

9395

109

117136153

155172190200217

237256

275294312

331333

350368386

405424


Name: 8.6

continued

W.C.P.M. Calculation Worksheet

Student: Date:

Story: The Taos Pueblo

Totalwords:424

Words Time

Words Read

Uncorrected Mistakes

Words Correct

Finish Time

Start Time

Elapsed Time

Minutes Seconds

× 60( ) + =

W.C.P.M.

÷ × 60=

Time in Seconds

Words Correct Time in Seconds W.C.P.M.

Compare the student’s W.C.P.M. score to national norms for Spring of Grade 3 (Hasbrouck and Tindal, 2006):

W.C.P.MNational Percentiles for Spring,

Grade 3162 90th 137 75th 107 50th 78 25th 48 10th

Comprehension Total / 4

Answers Correct Level4 Independent comprehension

level3 Instructional comprehension

level2 Frustration comprehension level0-1 Intensive remediation warranted

for this student


Name: 9.1

Practice: –able and –ible

Complete each sentence by circling the correct word from the choices after the sentence.

1. Thesesocksarenolonger___________sincetheyhavetoomanyholesinthem.

wearable wear

2. Dadboughtmesome___________vitaminssincetheothersarehardtoswallow.

chew chewable

3. Ican___________thesleevesofmynewjacketifIgettoohot.

removable remove

4. Mydadhadto___________thefencepostintothegroundwhenhereplacedthebrokenparts.

force forcible

5. Thelibrarianputthebooksonthetablebeforeclasssotheywere___________toeveryone.

accessible access

6. Didyou___________theplaylastSunday? enjoyable enjoy

7. Rosawasvery___________aftertakingdanceclassesforsomanyyears.

flexible flex

8. Thefictionstorywereadwastoofunnytobe___________.

believe believable


Write the part of speech and the meaning for each word. Then, write the root word for each word.

1.bendable

PartofSpeech:_______________ RootWord:_______________

Meaning:_________________________________________________

2.accessible


Meaning:_________________________________________________

3.predictable


Meaning:_________________________________________________

4.reversible


Meaning:_________________________________________________

5.valuable


Meaning:_________________________________________________


Name: 9.2

Word Sort

Identify the headers. Read the words in the box and circle the vowels that have the /ə/ sound. Write the words under each header that match the header’s spelling pattern.

‘el’ > /ə/ + /l/ ‘al’ > /ə/ + /l/ ‘le’ > /ə/ + /l/ ‘tion’ > /sh/ + /ə/ + /n/

lesson ankle numeral button condition

mantle multiplication total jargon stumble

raisin captain chapel postal called

barrel well knuckle direction stencil

tinsel bridal bald section nasal


Name: 10.1

Spelling Assessment

As your teacher calls out the words, write them under the correct header.

‘tion’ > /sh/ + /ə/ + /n/ ‘le’ > /ə/ + /l/ ‘el’ > /ə/ + /l/ ‘al’ > /ə/ + /l/

Challenge Word:__________________

Challenge Word:__________________

Content Word:__________________


Dictated Sentences

1. __________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. __________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


Name: 10.2

Practice Grammar Skills

Write the singular possessive noun and what belongs to each singular possessive noun on the appropriate blank.

1.Thewoollymammoth’sfootprintswerehuge.

SingularPossessiveNoun: Whatbelongstohim/her/it?

2.Themapletree’ssaptrickledintothebirchbaskets.

SingularPossessiveNoun: Whatbelongstohim/her/it?

Write the plural possessive noun and what belongs to each plural possessive noun on the appropriate blank.

1.Thekachinas’careforeverylivingthinggaveushope.

PluralPossessiveNoun: Whatbelongstothem?


2.Thesledmovedswiftlybecauseofthesleddogs’training.

PluralPossessiveNoun: Whatbelongstothem?

Rewrite the sentence, changing the underlined phrase to a plural possessive noun.

1. Thechildrenbelongingtotheparentsplayedtogetherallafternoon.

__________________________________________________________________________________________________________________________

2. Thegreen,lushlawnsoftheneighborstoldusspringwashere!

__________________________________________________________________________________________________________________________


Name: 10.3

Dictionary Skills

Use the following portion of a dictionary page to answer the questions below.

bow 1.[bow]verbTobendthebodyorheadoutofrespect.2.[bow]nounThefrontofaship.3.[boe]nounAknothavingtwoloopsandtwoends.4.[boe]nounAweaponusedtolauncharrows.5.[boe]nounApieceofwoodholdinghorsehairstretchedbetweentheends,usedforplayingaviolin.

1. Whattwopronunciationsfortheentrywordbowareshown?____________________ ____________________

2. Whattwopartsofspeecharelistedforbowpronounced/bow/?____________________ ____________________

3. Writeasentenceusingdefinition 1forbow.

_________________________________________________________________

_________________________________________________________


__________________________________________________________________________________________________________________________


_________________________________________________________________

_________________________________________________________



_________________________________________________________________

_________________________________________________________


_________________________________________________________________

_________________________________________________________


Name: PP1

Salali, Dustu, and the Festival of Hope

1. Thischapteristoldfromwhosepointofview?

_____________________________________________

2. DescribewhathappensduringtheGreenCornFestival.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

______________________________________________________________________________________________________

Page_________

3. WhydidDustupushElanintheriver?

_________________________________________________________________

_________________________________________________________________

_____________________________________________________Page_________


4.Whatismissingfromthefollowingchart?

1.SalalifollowedDustutohelpcollectsmallbranchesforthecampfire.

2.__________________________________________________________

3.DustusaidhisparentsmadehimapologizeforpushingElanintheriver.

4.DustuasksedSalalitopromisenottomarryElan.

A. GrandmothertoldDustuandSalalitodosomework.

B. DustuandSalaliattendedtheceremony.

C. DustuandSalalireceivedtheircleansingwashes.

D. SalaliaskedDustuwhatwaswrong.

5.Writeasummaryforthischapter.

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

___________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Name: PP2

“Salali, Dustu, and the Festival of Hope”“It’stimeyoutwolazylizardsdidsomework,”camethesoundofmygrandmother’s

voice.“Thereisalottodobeforewegototheceremony.”

“Okay,Grandmother,”Ireplied.“Iwillgohelpmotherpreparethefoodforthefeast.”

“Whatwillyoudo?”askedmygrandmother,assheturnedtofaceDustu.“Doyouhaveaplan?”

Dustushookhishead.

“Well,Iwillgiveyouone.Iwouldlikeyoutogetsmallbranchesforthecampfire.Nowrunalong.”

Dustuknewbetterthantoarguewithher.Hereachedforhisaxeandbegantowalkaway.Iknewhewouldmakehiswaytotheforestedge.

“Oh,canIgowithhimtohelphimcarrythewood?”Ioffered.DustuwasmyyoungerbrotherandIdidnotlikeitwhenhewentintotheforestalone.

“Allright,”Grandmotherreplied.“Rememberthough,youhaveworktodo!”Withthat,shepromptlywalkedofftomakefoodforthefeast.

“Dustu,waitforme,”Icalled,asIchasedafterhim.

Heturnedtome,grinned,andthenstartedtorun.

Wereachedtheedgeoftheforestatthesametime.Immediately,Dustubegantochopdownsmall,slenderbranchesandIbegantogatherthemup.

“Areyouexcitedabouttheceremony?”Iasked.“Ican’twaittoseethedancing!”

“Iguess,”hesaid,soundingglum.

“What’swrong,Dustu?”Iasked.“UsuallyyouareevenmoreexcitedthanIamabouttheceremony.”

Dustuwassilent.Hejustkeptchoppingsmallbranchesoffthetrees.

“Heh!Ifyoudon’ttellme,I’llhavetopullyourearsoff,”Isaidjokingly.

Dustutriedhardnottolaugh.Hekeptonchoppingbranches.Eventually,hesatdownonthegrassbeneatharowofbirchtreesandbegantoattacktheearthwithhisaxe.

“FatherandMotheraremakingmeapologizetoElan,”Dustusaidsulkily.

Take-HomeWorksheet


“Why?”Iasked,surprised.

“Ipushedhimintheriverandhecan’tswim,”hereplied,withaseriouslookonhisface.

“Whydidyoudothat?”Iasked,astonished.

“He’salwayscallingmenames,”hereplied,hisfaceturningredashespoke.

“WellDustu,ifyouhavetoapologize,thisisthebesttimeofyeartodoso,”Ireplied.Thiswasindeedanimportanttimeofyear.ThepeopleofourvillagehadbeenbusilypreparingfortheGreenCornFestival.DuringtheFestival,weCherokeescelebrateourfirstcorncrop.Weprepareforthisspecialeventbycleaningourhomesandourvillage.Wemakenewclothes,pots,andbaskets.Peoplesaytheyaresorrytoanyonetheymighthaveoffended.Wegivethankstothesunforprovidinguswitheverythingweneed.Itisthoughtofasanewbeginning.BothmybrotherandIhadalreadyreceivedourcleansingwashesandwehadfastedtoo.

“IguesstheyarehopingthatyouandElanwillworkthingsoutandbecomefriends,”Ioffered.

Dustusimplyshruggedandstoodupagain,readytocutdownmorebranches.Eventually,whenwehadmorewoodthanwecouldcomfortablycarry,westaggeredbacktowardthevillage.

“Ican’twaituntiltheceremonybegins,”Iannounced.“Tonightisthenightofthefullmoon.Atthecampfiregathering,theleaderswillannouncewhoisgettingmarried.Later,wewillhaveafeast.”

Dustuwassilent.

“Okay,I’vehadenough.WhatdoIhavetodoforyoutosmileagain?”Iasked.IwasdeterminedtomakeDustufeelhappyagainbeforethefestivitiesbegan.

“Well,Salali,thereisonething,”hesaidatlast.“Promisemethatyouwon’tevermarryElan.”

“What?”Iyelled.“Thatwillmakeyouhappy?”

“Yep!”proclaimedDustu.

“It’sadeal.IpromisethatIwon’tmarryElan,”Iproclaimedsolemnly.

“Good!”saidDustu.“Thatmakesmeveryhappy!”

“Gladtohearit,”Ireplied.LittledidDustuknowthatIplannedtoonedaymarryElan’sbrother.


Name: PP3

The Hunting of the Great Bear: An Iroquois Tale

1. Whatdidthemessengersaywhenhecametothebrothers’village?

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________

Page _____

2. Thebear’smagicwillnotworkonthebrothersif______________________.

A. theyhideinacavefirst.

B. theysetupcampfirst.

C. theyfinditstracksfirst.

D. theyclimbthemountainfirst.

Page _____

3. Wheredidthegreatbearleadthebrothers?

A. downintotheearth

B. upintotheheavens

C. overintothelake

D. upintothetreetops

Page _____


4. Describewhathappenseachautumnaccordingtothistale.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_________________________________________________________

Page _____

5. Thischapteristoldfromwhosepointofview?

A. themessenger’s

B. theGreatBear’s

C. thenarrator’s

D. thebrothers’


Name: PP4

“The Hunting of the Great Bear: An Iroquois Tale”Longago,therewerefourbrotherswhowereallskillfulhunters.Oneday,duringthetimeofyear

whenmorningfrostcoverstheearth,amessengercametothevillagewheretheylived.

“Weneedyourhelp,”saidthemessenger.“Agreatbearhascometoliveintheforestwherewehunt.Italsocomesintoourvillageatnight.”

Thefourhuntersdidnotsayaword.Instead,theygathereduptheirspearsandcalledtotheirdog.Then,withthemessenger,theysetoffforthevillage.

Onthewaytothevillage,theynoticedthattheforestwasveryquiet.Theyalsonoticeddeepscratchesonthetrunkofapinetree.Thescratcheshadbeenmadebythegreatbearasitreareduponitshindlegs.Ithaddonethistomark its territory.

Thetallestbrotherraisedhisspeartotrytotouchthehighestscratchmarks,buthecouldnot.

“Ah,itisaswefeared,”hesaid.“ThegreatbearisNyah-gwaheh.”

“Thisbearhasmagicpowers,”saidthesecondbrotherfearfully.

“Don’tworry,”saidthetallestbrother.“Thebear’smagicwillnotworkonusifwefinditstracksfirst.”

“Yes,thatistrue,”saidthethirdbrother.“IfwefindNyah-gwaheh’stracksandbegintofollowthem,thenitmustrunfromus.”

“Thissoundslikehardwork,”saidthefourthbrother,whowasbothchubbyandlazy.“Dowehaveanyfood?”heasked.Hisbrothersignoredhim.

Asthebrothersandthemessengerenteredthevillage,theywerestruckbyaneeriesilence.Onlythevillageleaderwastheretogreetthem.

“Wehavecometohelpyou,”saidthefirstbrother.

“Doyouhaveanyfood?”askedthefourthbrother.

“Paynoattentiontohim,”urgedtheoldestbrother.“Wewillfindthisgreatbear.”

“Iwishyouluck,”saidthevillageleader.“Whenwefollowthegreatbear’stracks,theydisappear.”

“Donotworry,”saidthesecondbrother.“FourEyescantrackanything,anywhere.”

FourEyeslickedhismaster’shand.FourEyeshadtwoblackcirclesonhishead,oneaboveeacheye.

“Let’sgo,”saidthefirstbrother.

“What,nofood?”exclaimedthefourthbrotherasheranbehindtheothers.

ThefourbrothersfollowedFourEyes.FourEyessniffedtheground.Theycouldallsensethat

Take-HomeWorksheet


Nyah-gwahehwascloseby.Itwasimportantthattheyfounditstracksbeforeitbegantofollowthem.

Thefourthbrother,whobynowfeltveryhungry,tookouthispemmican pouch.Heopenedthepouchandreachedin.Insteadoffood,hefoundnothingbutworms.Nyah-gwahehhadtransformedthefoodintoworms.

Meanwhile,likeamonstrousghost,Nyah-gwahehmovedthroughtheforest,planningtocreepupbehindthem.

Suddenly,FourEyesliftedhisheadandbarked.

“Wehavefoundyou,”yelledthefirstbrother.

Nyah-gwahehbegantorun.Thebrothersfollowed.Thegreatbearranandran,acrossvalleysandhills.Astheyran,dayturnedtonight.Higherandhighertheyclimbedtothetopofamountain.

Thefourthbrothergrewweary.Hepretendedtofallandinjurehisankle.

“Youmustcarryme,”hesaid.Twoofthebrothersliftedhimupwhiletheotheronecarriedhisspear.

Thegreatbearbegantotire.Sodidthebrothers.Eventually,FourEyesgotcloseenoughtothebeartonipitstail.

“Youcanputmedownnow,”saidthefourthbrother,whowasnicelyrested.

Thebrothersputhimdown.Immediately,hesprintedoffinfrontofhisbrothers.Minuteslater,thefourthbrotherwascloseenoughtothebeartokillitwithhisspear.Whenthethreebrotherscaughtupwithhim,hehadalreadybuiltafireandwascuttingupthemeat.

“Sitdown.IhopeyouareashungryasIam,”saidthefourthbrother,smiling.Together,thebrotherscookedandatethemeatofthegreatbear.

“Brothers,”saidthefirstbrotherstaringdownathisfeet.“Wearenotonamountain,wearehighupinthesky.”

Hewasright.Thegreat,magicalbearhadledthemupintotheheavens.

Suddenly,FourEyesbegantobark.

“Look,”saidthesecondbrother.ThefourbrothersstaredatwhatwasleftofNyah-gwaheh’sbody.Thegreatbearwascomingbacktolife.Astheywatched,itbegantorunaway.FourEyestookoffafterit.

“Let’sgo,”saidthefirstbrother.Thebrothersreachedfortheirspearsandranafterthegreatbear.Theychaseditacrossthesky.

Andsoitremains.Eachautumn,thebrotherschasethebearacrossthesky.Whentheycatchit,theykillit.Astheycutupthemeat,blooddripsdowntoEarthandcolorstheleavesofthemapletreered.Astheycookthebear,fatdripsdownandmakesthegrasspaleandlifeless.


Name: PP5

Crow Brings the Daylight: An Inuit Myth

1. HowdidCrowknowaboutdaylight?

A. HetraveledbackandforthbetweenEarthandthesun.

B. Hetraveledbackandforthbetweentheeastandthewest.

C. Hetraveledbackandforthbetweenthenorthandthesouth.

D. Hetraveledbackandforthbetweendaytimeandnighttime.

Page _____

2. Crowwastiredafterflyingformilesandmilesthroughthedarkness.Whatisanotherwordfortired?

A. excited

B. angry

C. weary

D. quiet

3. DescribeCrow’splantogetdaylight.

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________


4. WhatdidCrowtelltheInuitpeopleaboutdaylightwhenhereturned?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_________________________________________________________

Page _____

5. ComparefeaturesofthischapterwithfeaturesinChapter9:“TheHuntingoftheGreatBear:AnIroquoisTale.”

The Hunting of the Great Bear: An Iroquois Tale Features Crow Brings the

Daylight: An Inuit Myth

Characters?

Setting?

Told from whose point of view?

Problem

Solution?


Name: PP6

“Crow Brings the Daylight: An Inuit Myth”

Longago,whentheworldwasnew,theInuitpeoplelivedindarkness.Theydidnotknowwhatdaylightwas.ItwasCrowwhofirstexplainedittothemandeventhen,theydidnotbelievehim.Crowknewaboutdaylightbecausehetraveledbackandforthbetweenthenorthandthesouth.Nevertheless,theInuitpeopleaskedtohearaboutdaylightoverandover.TheyoungboysandgirlswereespeciallyinterestedinwhatCrowsaid.

“Howwonderfulitwouldbeifwehaddaylight,”saidoneboy.“Itwouldmakehuntingaloteasier.”

Eventually,theInuitpeoplegrewtiredofhearingaboutdaylight.TheywanteddaylightandtheybeggedCrowtobringittothem.

“Ican’tdothat,”saidCrow.“Iamoldnowandnolongerstrongenoughtotravelsofar.”

TheInuitchildrenpleadedwithCrowtodothisonethingforthem.Finally,Crowagreedtotravelsouth.

Crowflewformilesandmilesthroughthedarknessthatcoveredthelandsofthenorth.Hebecametiredbuthecontinuedhisjourney.Eventually,Crowsawatinyrimoflightfaroffinthedistance.Heknewthatdaylightwasnotfaraway.

Allofasudden,daylightappearedallaroundCrow.Crowfoundhimselfinaworldoflightandvibrantcolors.Crowknewthathisjourneywasoverandhecametorestonthebranchofatree.Crowfeltthewarmthofthesunonhiswings.Heclosedhiseyes.Whenheopenedthemagain,herealizedthatthetreehewassittinginwasjustoutsideavillage.Nearthevillagewasalong,windingriver.Crowwatchedasayounggirlusedabuckettocollectwaterfromtheriver.Crowdecidedtofollowthegirl.Heturnedhimselfintoaspeckofdust.Then,hefloateddowntosettleinthegirl’sfurcloak.Thegirlcarriedthebucketofwaterbacktoherfamily’ssnowlodge.

Itwasniceandwarminsidethesnowlodge.Crow,disguisedasaspeckofdust,peepedoutfrominsidethegirl’shood.Hesawaboxthatglowedaroundtheedges.“Thismustbedaylight,”thoughtCrowtohimself.Crowhadaplan.Hefloatedintotheearofa

Take-HomeWorksheet


smallboywhowasplayingbyhimself.Theboyrubbedhisearandthenbegantocry.Hisearhadstartedtohurt.Hisgrandfather,whowasthechiefofthevillage,camerunningtofindoutwhatwaswrong.

“Don’tcry,”saidhisgrandfather.

Crow,whowasstillinsidetheboy’sear,whisperedtohim:“Youwanttoplaywithaballofdaylight.”Theboyrepeatedthewords.Theboy’sgrandfatheraskedhisdaughtertobringtheglowingboxtohim.Whenshedid,hereachedinsideandremovedaglowingball.Then,hetieditwithstringandhandedittotheboy.Theboylovedthegifthisgrandfatherhadgivenhim.

However,Crowscratchedattheboy’searandhebegantocryagain.

“Whatiswrong?”askedtheboy’sgrandfatheranxiously.

“Youwouldliketoplayoutside,”whisperedCrow.Onceagain,theboyrepeatedCrow’swords.

“Offyougothen,”saidhisgrandfather.

Theboyranoutofthesnowlodge.Immediately,Crowlefttheboy’searandturnedbackintohisfeatheredself.Then,quickasaflash,heswoopeddownandgrabbedthestringwithhisbeak.Crowpulledtheglowingballawayfromtheboyandflewupintothebluesky.

Afteralongwhile,theInuitpeoplecaughtsightofarayoflight.Thelightgrewbrighterandbrighter.Finally,theysawtheiroldfriendCrowflyingtowardsthem.TheInuitpeoplejumpedforjoy.

Crowdroppedtheballoflightanditspreadacrosstheirland.Thelightchasedawaythedarkness.Theskybecameabrilliantblueandthesnowglistenedandsparkledinthesunlight.

Crowsmiled.

“Thereisonethingyoumustknow,”Crowsaidquiteseriously.“Daylightwillnotlastforever.Iwasonlyabletotakeoneballofdaylight.Thisballoflightwillneedtorestforsixmonthseachyear.Itwillneedtoregainitsstrength.Whileitisresting,darknesswillreturn.”

“Wedonotmind,”saidayoungInuitgirl.“Havinglightforhalfoftheyearisbetterthanawholeyearofdarkness.Thankyou,Crow.Youareourhero.”

Crowsolemnlybowedhishead.


Name: PP7

Plural Possessive Nouns Not Ending in ‘s’ or ‘es’

Rewrite each sentence, changing the underlined phrase to a plural possessive noun.

Example: The house belonging to Aunt Sally was full of the toys of the children.

Aunt Sally’s house was full of the children’s toys.

1. Mydogsniffedatthehousesofthemice.

__________________________________________________________________________________

________________________________________________________________________________

2. Thestrawhatsbelongingtothemenwereallonhooksinthecloset.

__________________________________________________________________________________

________________________________________________________________________________

3. Thefinishedreportsofthechildrenhunginthehallwayforalltosee.

__________________________________________________________________________________

________________________________________________________________________________

4. Theauditoriumwasfullofthefamiliesofthepeople.

__________________________________________________________________________________

________________________________________________________________________________


5. Thesingingchildrenofthewomendelightedtheaudience.

__________________________________________________________________________________

________________________________________________________________________________


Name: PP8

Practice Possessive Pronouns

Underline the possessive noun in each sentence. Write the sentence replacing the possessive noun with a possessive pronoun from the box.

my your his her its our their

Example: The students’ artwork decorated the walls. Their artwork decorated the walls.

1. Rosa’snewpuppyisnamedRosebud.

__________________________________________________________________________________

__________________________________________________________________________________

2. Myclass’sscheduleispostedonthewall.

__________________________________________________________________________________

__________________________________________________________________________________

3. Manykittenseatkittens’foodslowlythroughouttheday.

__________________________________________________________________________________

__________________________________________________________________________________


4. Thebicycle’sfenderiscrumpledandneedsattention.

__________________________________________________________________________________

__________________________________________________________________________________

5. [Insertyournamewithanapostrophe]baseballteamwonthechampionship.

__________________________________________________________________________________

__________________________________________________________________________________

6. [Insertthenameofonefriendwithanapostrophe]baseballteamlostthelastgame.

__________________________________________________________________________________

__________________________________________________________________________________

7. Bill’sofficeisfurnishedbeautifully.

__________________________________________________________________________________

__________________________________________________________________________________


Name: PP9

Suffixes –ish and –ness

Replace each underlined definition with the word that matches it. Write the word, the part of speech, and the suffix under each sentence.

selfish darkness stylish sadness sickness

kindness foolish snobbish quickness loneliness

1. Lisashowedthestateorconditionofwantingtohelpothersanddogoodthingstoanolderwomanbygettingsomethingforherfromahighshelfinthegrocerystore.


Suffix: _________________________

2.ImadeahavingthecharacteristicsoforlikesomeonewhoisridiculousandactswithoutgoodsenseorjudgmentdecisiontovolunteerfortwothingsonthesamedaybuttheyarenotneareachothersonowIdon’tknowhowIcanpossiblydoboth.


Suffix: _________________________


3.Megwenttoanewschoolthisyearandonthefirstday,shereallyexperiencedstateorconditionofbeingwithoutothersatlunchtimewhenshedidn’thaveanyonetositwith.


Suffix: _________________________

4.Whendevelopingcamerafilm,youneedatotalstateorconditionofbeingwithoutlightexceptforaspecialredlightthatcanbeturnedonsoyoucanseewhatyouaredoing.


Suffix: _________________________

5.Thehavingthecharacteristicsorlikeanindividualbehavioroftheyoungchildshowedthatshehadnotunderstoodhermom’sexplanationaboutwhysharingtoysisimportant.


Suffix: _________________________

6.Therewasalotofstateorconditionofbeingnothappyintheteamlockerroomafterthegamebecauseoneoftheplayershadbeenhurtbadlyonaplayandwastakentothehospital.


Suffix: _________________________


Name: X.X

7.Thehavingthecharacteristicsoforlikethewaypeopleactordressataparticulartimedecorationsatthepartyshowedthatthehosthadputalotofthoughtintotheeventandwantedthingstolookmodernandsophisticated.


Suffix: _________________________

8.Hishavingthecharacteristicsoforlikeapersonwhothingsheorsheisbetterthanothersresponsetothequestionmadeitseemlikethepersonaskingthequestionshouldhaveknowntheanswerandaskedabetterquestion.


Suffix: _________________________

9.Thestateorconditionofbeingill,notfeelingwellspreadtotherestofthefamilyafterthebabyfinallygotbetter.


Suffix: _________________________

10.StateorconditionofbeingfastisimportanttomewhenIhavetotakeastickybandageoffofawoundbecauseIjustwantthepaintoend.


Suffix: _________________________

PP9 continued


Name: PP10

Suffixes –able and –ibleThis chart lists words with the suffixes –able and –ible. Some of these words are new to you. Use the chart to fill out Worksheet PP11.

–able –ible

a acceptable accessible

adaptable

b bendable

believable

c chewable credible

d dependable

debatable

detachable

e excusable edible

enjoyable

f flexible

forcible

h horrible

i invisible

l likeable legible

m manageable

p portable possible

r removable reversible

s sensible

v visible

w wearable

washable


Name: PP11

Use the chart on Worksheet PP10 to fill in the blanks.

1. Whichtwowordsonthechartrelatetofood?____________________ ____________________

2. Whichtwowordsonthechartareoppositesofeachotherandrelatetolightwaves?____________________ ____________________

3. Whichwordsonthechartrelatetochangingtheshapeorappearanceofsomethingeasily?___________________ ___________________ ______________________________________ ___________________ ___________________

4. Whichwordonthechartmeansthereisachancesomethingwillhappen?____________________

5. Whichwordonthechartmeansabletobeaccessed/reachedorabletogetat?____________________

6. Whichtwowordsonthechartaresynonymsandrelatetoenjoyingorlikingsomething?____________________ ____________________


7. Whichwordonthechartdescribessomeoneorsomethingyoucandependonorcounton?____________________

8. Whichwordonthechartdescribessomethingawful?____________________

9. Whichwordonthechartdescribessomethingthatmakessense?____________________

10. Whichwordonthechartdescribessomethingthatisabletobeaccepted?____________________

Bonus: Write two sentences using two different words of your choice from the chart. Circle the words you chose.

1. __________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________

2. __________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________


Glossary for Native American Stories

Aancestor—apersoninyourfamilywhowasalivelongago,evenbeforeyourgrandparents(ancestors)

apologize—tosayyouaresorry

arctic—relatingtoextremecoldandwinter

arid—extremelydryduetoalackofrain

autumnal—relatingtotheseasonoffall

axe—atoolwithasharpbladeontheendofalonghandlethatisusedtochopwood(axes)

Bbasic—relatingtothemostimportantpartofsomething

birch—atreewithhardwoodandsmoothbarkthatpeelsoffeasilyinstrips

Ccaw—tocrylikeacrow(cawing)

ceremonial—relatingtoaformalseriesofeventsthatmarkanimportantoccasion

channel—along,narrowrowdugforplantingseeds(channels)

chat—totalkinaninformal,friendlyway(chatted)

PP12Take-HomeWorksheet


cleansing—makesveryclean

clearing—anopenspaceinaforest

cloak—cape(cloaks)

coiled—spiraled

command—anordertodosomething(commands)

construct—tobuild(constructed)

copper—reddish-brown

craft—tomakewithskillandcare(crafted)

critter—asmallanimal(critters)

crouch—tostooporsquat(crouched)

Eearn his keep—togainapositionthroughhardwork

eerie—spooky

elder—anolderpersoninacommunitywhoisrespectedandseenashavingauthority(elders)

emerge—tocomeintoviewfromahiddenplace(emerging)

eye—tolookatsomethinginacloseorcarefulway(eyed)

Ffeast—aspecialmealwithmuchfoodanddrinkincelebrationofsomething

festival—aspecialcelebrationofsomething


festivities—activitiesthatarepartofacelebration

flesh—themeatofananimal

flint—atypeofhardrock

forefather—anancestor(forefathers)

frostbite—aconditioninwhichpartofyourbodyfreezes

funnel—(verb)topassthroughanarrowopening;(noun)aconewithanarrowopeningatthebottomthatisusedtopoursomethingintoanarrowcontainer(funnels)

Ggeneration—theaveragelengthoftimebetweenthebirthofparentsandthebirthoftheirchildren,about25to30years

germinate—tosprout

glistening—sparkling

glow—togiveoffasteadylight(glowed, glowing)

glum—sad

gourd—ahard-skinnedfruitthatgrowsonavinesuchasapumpkinorsquash(gourds)

Hharness—toattachtoasetofstrapsthatconnectananimaltosomethingitpulls(harnessed)

haze—smokeormistthatfillstheairandmakesithardtosee


headdress—adecorativeheadcoveringusuallywornforspecialoccasions(headdresses)

hearth—theareainfrontofafireplace

hind—attheback

hitch—toconnectonethingtoanother

hoe—atoolwithalonghandleandaflatbladeusedforgardeningtoloosendirtanddigupweeds

horizon—thelineinthedistancewheretheearthoroceanseemstomeetthesky

host—alargenumberofthings

husk—theoutercoveringofseedssuchascorn(husks)

Kkachina—theHopinameforspirit(kachinas)

Llead—first,servingastheleader

linger—tobeslowtoleave(lingered)

litter—agroupofbabyanimalsbornatthesametimetothesamemother

lodge—asmallhomeusedforashorttimeperiod

Mmammoth—anancientelephantthatwascoveredwithwoollyfurandhadlongtusksthatcurvedupward


mark its territory—ananimalshowstheareainwhichitlivesbyleavingsomekindofmarkthroughoutthearea,suchasascent,scratchesontreesorplants,orothersignals

milkweed—aplantwithjuicyleaves

monstrous—gigantic,horrible

Oobedience—theactoffollowingorders

offend—tomakesomeoneupsetorangrythroughwordsoractions(offended)

Ppemmican—foodeatenbyNativeAmericansmadebymixingdried,pounded,finemeatwithmeltedfat

pouch—asmallbagmadeofleatherorfabric

preserve—topreparefoodtokeepforfutureuse(preserved)

previous—thelastonebeforenow

proclaim—toannouncepublicly(proclaimed)

promptly—immediately

puny—smallandweak

Rrear—tostanduponhindlegs(reared)

rim—theedgeofsomethinground


runt—thesmallestanimalinalitter

Ssap—liquidthatflowsinsideaplant

scamper—torunquicklyandplayfully;scuttle(scampered)

scuttle—torunquicklyandplayfully;scamper

settled—livinginanewplace

Shaman—apersonwhohealsthesickandcommunicateswithspirits(Shamans)

shelter—astructurethatcoverspeople

slingshot—aY-shapedstickwithelasticbandsattachedthatisusedtoshootsmallstones(slingshots)

sniff—tosmellsomething

solemnly—inaveryseriousway

speck—asmallspot

speedily—inafastway

spirit—aghostofapersonwhohaspassedaway(spirits)

sprint—torunfastforashortdistance(sprinted)

squint—tolookatwithpartiallyclosedeyes(squinted)

stagger—towalkunsteadilyasifabouttofall(staggered)

stampede—tosuddenlyrunawayinfearasalargegroup

store—toputthingsawayforfutureuse(stored)


strip—totearsomethingoff

succulent—rich,inviting,mouth-watering

sulkily—inawaythatshowsyouareangryorupsetbutdon’twanttotalkaboutwhy

Ttalon—asharpclawofabirdofprey(talons)

terrain—theshapeofland

tobacco—aplantwhoseleavesareharvestedforsmokingorchewing

towline—aropeorchainusedtopullsomething(towlines)

tracker—apersonwhofollowsanimaltracks

trickle—toflowextremelyslowlyinathinstreamordrops(trickles)

tusk—oneoftwolong,curvedteeththatstickoutofananimal’smouth,suchasanelephantorwalrus(tusks)

Uurge—totryhardtopersuade(urged)

Vvibrant—bright

Wwaft—tocarrythroughtheair(wafted)


wean—tofeedayoungchildoranimalfoodotherthanitsmother’smilk(weaned)

weary—extremelytired

wigwam—ahutmadebycoveringaframeworkofwoodenpoleswithbarkoranimalhides

wits—theabilitytothinkquicklyandmakegooddecisions

wobble—tomovefromsidetosideinanunsteadyway

woolly—coveredwithsoft,thick,curlyhair


Unit 8:1. ChooseaNativeAmericancharacterandmakealistof

everythingyouknowaboutthatcharacter’swayoflife.

2. DeterminewaysthatlifeforoneoftheNativeAmericangroupsisdifferentfromyourlifeandwriteaparagraphstatingwhyonewouldbeeasierthantheother.

3. Compareandcontrastthemythinthisreaderwithmythsyouhavereadinthepast.

4. Selectacharacterinthereaderandwriteanadditiontothechapterfromyourpoint of view assomeonewhoisamemberofthatcharacter’ssameNativeAmericangroup.

5. SpeakingfromSalali’spoint of view,whatdoesshehopewilloccurinthefuture?

6. SpeakingfromAdoette’spoint of view,whatdoesshehopewilloccur?

7. SpeakingfromAlo’spoint of view,whatdoeshehopewilloccur?

Either fiction or nonfiction:1. Summarizethestoryorchapteryoureadinthreetofive

sentences.

2. Afterreadingthisstoryorchapter,Iwonder...

3. Namethreethingsyoulikedaboutthestoryorchapter.

4. Makeatimelineofthreetofiveeventsinyourreadingtoday.

5. PretendyouareaTVreporterwhohastointerviewthemaincharacterorpersoninthestoryorchapteryouread,andwritedownfivequestionsyouwouldask.

6. Makeapredictionaboutwhatwillhappennextinthestoryorchapteryoujustread.Explainwhyyouthinkthiswillhappen.

7. Pretendyouarethemaincharacterorapersoninthestoryorchapteryoureadtodayandwriteadiaryentryforthatperson.

8. Tellaboutsomethinginthestoryorchapteryoureadtodaythatissimilartosomethingyouhavealreadyread.

9. DrawaVenndiagramtoshowwhatisalikeand/ordifferentbetweentwocharactersorpeopleinthestoryorchapteryouread.

10. Howdoesthetitlefitthestoryorchapter?Suggest

anothertitle.

11. Writedownthreenewwordsyoulearnedwhilereadingandtellwhattheymean.Useeachwordinanewsentence.

12. Namethreequestionsyouwouldasktheauthorofthestoryorchapter.

Fiction:1. Tellaboutthesetting.

2. Tellabouttheplot.

3. Tellaboutyourfavoritecharacter.Writethreereasonswhyyouchosethatcharacter.

4. Whichcharacterisyourleastfavorite?Writethreereasonswhyyouchosethatcharacter.

5. Giveexamplesofpersonificationfromthestory.

6. Drawalinedownthecenterofyourpaper.Ononesidewritethetitleofyourfavoritestory.Ontheothersidewritethetitleofwhateveryoureadtoday.Compareandcontrastthemaincharacters,thesettings,andtheplots.

7. Writeadifferentendingforthestory.

8. Ifyoucouldbeanycharacterinthestoryorchapteryoureadtoday,whowouldyoube?Givethreereasonswhy.

9. Inventaconversationordialoguebetweentwocharactersorpeopleinthestoryorchapterthatyouread.Writewhateachcharactersaysanddon’tforgettousequotationmarks.

10. Describeacharacter,setting,orplotthatsurprisedyou.Explainwhatitwasandwhyitsurprisedyou.

11. Tellaboutaproblemthatsomeoneinthestoryorchapterhadandwhatheorshedidaboutit.

Nonfiction:1. Describesomethingthatyoulearnedfromwhatyou

readtoday.

2. Writeatleastthreequestionsyouhaveafterreadingthechapteraboutthetopicinthechapter.

Writing Prompts


Conference Record For Reader’s Journal

Date:______________

TitleofBookStudentisReading:___________________________

Isjournalcomplete?Yes___ No___

Teachernotes:

Date:______________



Teachernotes:

Date:______________



Teachernotes:

Name: ____________________________________________________


Date:______________



Teachernotes:

Date:______________



Teachernotes:

Date:______________



Teachernotes:


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additional Consulting serviCesAng BlanchetteDorrit GreenCarolyn Pinkerton

aCKnowledgMentsThese 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.

Contributors to earlier versions of these MaterialsSusan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.

sChoolsWe 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), PS 104Q (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.


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.

illustrators and iMage sourCes

Cover: Shutterstock; Title Page: Shutterstock; Take Home Icon: Core Knowledge Staff; 3.2: Core Knowledge Staff; 3.4: Core Knowledge Staff; 8.2: Shutterstock; 8.4: Shutterstock

Regarding the Shutterstock items listed above, please note: No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.

Unit 8Workbook

Skills StrandgrAde 3

The Core Knowledge Foundationwww.coreknowledge.org

unit 8 - core knowledge foundation · unit 8 skills workbook. unit 8 skills workbook skills strand...

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