Unit 4 - Teacher Guide

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Unit 4

Teacher Guide

Grade 3 Core Knowledge Language Arts® • Skills Strand

Unit 4

Teacher Guide

Skills Strand

GRADE 3

Core Knowledge Language Arts®

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Table of Contents

Unit 4

Teacher Guide

Alignment Chart for Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Introduction to Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Lesson 1: Words with R-Controlled Vowels Spelled ‘ar’, ‘or’, ‘ir’, ‘ur’, and ‘er’ . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Lesson 2: Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 3: Suxes –er and –or. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson 4: Verb to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 5: Spelling Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 6: Words with /ee/ Spelled ‘ee’ and ‘e’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Lesson 7: Verb to have. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Lesson 8: Suxes –ist and –ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Lesson 9: Grammar Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Lesson 10: Spelling Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Lesson 11: Words with /ee/ Spelled ‘ea’, ‘ie’, ‘i’, and ‘ae’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Lesson 12: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Lesson 13: Suxes –y and –al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Lesson 14: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Lesson 15: Spelling Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Lesson 16: Words with /ee/ Spelled ‘y’, ‘ey’, and ‘e_e’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Lesson 17: Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Lesson 18: Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Lesson 19: Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Lesson 20: Spelling Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Glossary for Stories of Ancient Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

Unit 4 | Alignment Chart v

Alignment Chart for Unit 4

The following chart contains both core content and language arts objectives.

It also demonstrates alignment between the Common Core State Standards

and corresponding Core Knowledge Language Arts (CKLA) goals.

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Reading Standards for Literature: Grade 3

Key Ideas and Details

STD RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the

answers.

CKLA

Goal(s)

Ask and answer questions

(e.g., who, what, where, when,

why, how), orally or in writing,

requiring literal recall and

understanding of the details of

a fiction text read independently

by explicitly referring to the text

P P P P P

Ask and answer questions, orally

or in writing, that require making

interpretations, judgments, or

giving opinions about what is

read independently in a fiction

text, by explicitly referring to

the text, including asking and

answering why questions that

require recognizing or inferring

cause/effect relationships

P P

STD RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or

moral and explain how it is conveyed through key details in the text.

CKLA

Goal(s)

Recount stories read

independently, including fables,

folktales, and myths from

diverse cultures; determine

the central message, lesson,

or moral and explain how it is

conveyed through key details in

the text

P P P P P

STD RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the

sequence of events.

CKLA

Goal(s)

Describe characters in a

fiction text read independently

(e.g., their traits, motivations,

or feelings) and explain how

their actions contribute to the

sequence of events

P P P P P

vi Unit 4 | Alignment Chart

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Craft and Structure

STD RL.3.5

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,

scene, and stanza; describe how each successive part builds on earlier sections.

CKLA

Goal(s)

Refer to parts of stories

and dramas that are read

independently, when writing or

speaking about a text, using

terms such as introduction,

conclusion, chapter, and scene;

describe how each successive

part builds on earlier sections

P

Range of Reading and Level of Text Complexity

STD RL.3.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the

Grades 2–3 text complexity band independently and proficiently.

CKLA

Goal(s)

By the end of the year, read and

comprehend literature, including

stories and dramas, at the high

end of the Grades 2–3 text

complexity band, independently

and proficiently

P P P P P P

Unit 4 | Alignment Chart vii

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Reading Standards for Informational Text: Grade 3

Key Ideas and Details

STD RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the

answers.

CKLA

Goal(s)

Ask and answer questions to

demonstrate understanding of

a nonfiction/informational text

read independently, referring

explicitly to the text as the basis

for the answers

P P P P P P P P P

Ask and answer questions

(e.g., who, what, where, when,

why, how), orally or in writing,

requiring literal recall and

understanding of the details a of

a nonfiction/informational text

read independently by explicitly

referring to the text

P P P P P P P P P

Ask and answer questions, orally

or in writing, that require making

interpretations, judgments, or

giving opinions about what

is read independently in a

nonfiction/informational text, by

explicitly referring to the text,

including asking and answering

why questions that require

recognizing or inferring cause/

effect relationships

P

STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

CKLA

Goal(s)

Determine the main idea of a

nonfiction/informational text

read independently; recount the

key details and explain how they

support the main idea

P P P P P P P

STD RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical

procedures in a text, using language that pertains to time, sequence, and cause/effect.

CKLA

Goal(s)

Describe the relationship

between a series of historical

events or scientific ideas or

concepts, or steps in technical

procedures in a text read

independently, using language

that pertains to time, sequence,

and cause/effect

P

viii Unit 4 | Alignment Chart

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Craft and Structure

STD RI.3.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3

topic or subject area.

CKLA

Goal(s)

Determine the meaning of

general academic and domain-

specific words and phrases in

a nonfiction/informational text

read independently relevant to a

Grade 3 topic or subject area

P P P P P P P P P P P P P P

Integration of Knowledge and Ideas

STD RI.3.7

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why, and how key events occur).

CKLA

Goal(s)

Describe images, orally or

in writing, and how they

contribute to what is conveyed

by the words in a nonfiction/

informational text read

independently (e.g., where,

when, why, and how key events

occur)

P P P P P P P P P P P P P P

Use images (e.g., maps,

photographs) accompanying

a nonfiction/informational text

read independently to check

and support understanding

P

Interpret information from

diagrams, charts, graphs, and/or

graphic organizers

P

Range of Reading and Level of Text Complexity

STD RI.3.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and

technical texts, at the high end of the Grades 2–3 text complexity band independently and proficiently.

CKLA

Goal(s)

By the end of the year, read

and comprehend nonfiction/

informational texts, including

history/social studies and

science, at the high end of the

Grades 2–3 text complexity

band, independently and

proficiently

P P P P P P P P P P P

Unit 4 | Alignment Chart ix

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Reading Standards for Foundational Skills: Grade 3

Phonics and Word Recognition

STD RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

STD RF.3.3b Decode words with common Latin suffixes.

CKLA

Goal(s)

Decode words with common

Latin suffixes, e.g. –er, –ist, –ian,

–y, –al, –ous, –ive, –able, –ible,

–tion

P P P P P P

STD RF.3.3c Decode multisyllable words.

CKLA

Goal(s)

Decode multisyllable words

P

STD RF.3.3d Read grade-appropriate irregularly spelled words.

CKLA

Goal(s)

Independently read grade-

appropriate irregularly spelled

words

P P P P P P P P P P

Fluency

STD RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

STD RF.3.4a Read on-level text with purpose and understanding.

CKLA

Goal(s)

Independently read on-level text

with purpose and understanding

P

STD RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

CKLA

Goal(s)

Read on-level prose and poetry

orally with accuracy, appropriate

rate, and expression on

successive readings

P

Writing Standards: Grade 3

Text Types and Purposes: Opinion

STD W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

CKLA

Goal(s)

Introduce the topic or text that

they are writing about, state

an opinion, and create an

organizational structure that lists

reasons

P

STD W.3.1b Provide reasons that support the opinion.

CKLA

Goal(s)

Provide examples and reasons

that support an opinion

P P

x Unit 4 | Alignment Chart

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Speaking and Listening Standards: Grade 3

Comprehension and Collaboration

STD SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

STD SL.3.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

CKLA

Goal(s)

Demonstrate preparedness

for a discussion, having read

or studied required material,

explicitly drawing on preparation

and other information known

about the topic to explore

content under discussion

P P P P P P P P P P

Prior to independently reading a

text, identify (orally or in writing)

what they know and have

learned that may be related to

the specific read-aloud or topic

P P P P P P P P P P P

Make predictions (orally or

in writing) prior to and while

reading a text independently,

based on the title, images, and/

or text heard thus far, and then

compare the actual outcomes to

predictions

P P P

STD SL.3.1d Explain their own ideas and understanding in light of the discussion.

CKLA

Goal(s)

During a discussion, explain

ideas and understanding in

relation to the topic

P P P P P P P P P P

Presentation of Knowledge and Ideas

STD SL.3.4

Report on topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details,

speaking clearly at an understandable pace.

CKLA

Goal(s)

Retell orally important facts

and information from a fiction

or nonfiction/informational text

read independently

P

Conventions of Standard English

STD L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

STD L.3.1d Form and use regular and irregular verbs.

CKLA

Goal(s)

Form and use regular and

irregular verbs

P P P P P P P P P P

Unit 4 | Alignment Chart xi

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

STD L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

CKLA

Goal(s)

Form, and use the simple verb

tenses, e.g., I walked; I walk; I

will walk

P P P P P P P P P P P P

STD L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*

CKLA

Goal(s)

Determine agreement between

subjects and verbs and between

pronouns and antecedents

P P P P P P P

STD L.3.2c Use commas and quotation marks in dialogue.

CKLA

Goal(s)

Use commas and quotation

marks in dialogue

P P

STD L.3.2f

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules,

meaningful word parts) in writing words.

CKLA

Goal(s)

Use spelling patterns and

generalizations (e.g., word

families, position-based spelling,

syllable patterns, ending rules,

meaningful word parts) in writing

words

P P P P P P P P P P

Vocabulary Acquisition and Use

STD L.3.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and

content, choosing flexibly from a range of strategies.

STD L.3.4b

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/

disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

CKLA

Goal(s)

Determine the meaning of the

new word formed when a known

affix is added to a known word

(e.g., agreeable/disagreeable,

comfortable/uncomfortable,

care/careless, heat/preheat)

P P P P P P

STD L.3.4d

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words

and phrases.

CKLA

Goal(s)

Use root words, affixes,

and glossaries or beginning

dictionaries, both print and

digital, to determine or clarify the

precise meaning of key words

and phrases.

P P P P P P P P P P P P P P

xii Unit 4 | Alignment Chart

Alignment Chart for Unit 4

Lesson

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

STD L.3.5 Demonstrate understanding of word relationships and nuances in meaning.

STD L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

CKLA

Goal(s)

Identify real-life connections

between words and their use

(e.g., describe people who are

friendly or helpful)

P P P P P P

Additional CKLA Goals

CKLA

Goal(s)

Alphabetize words to the third

letter

P P

99

These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson objectives

throughout the domain, they are designated here as frequently occurring goals.

* Skills marked with an asterisk (*) in Language Standards 1–3, are particularly likely to require continued attention

in higher grades as they are applied to increasingly sophisticated writing and speaking.

Unit 4 | Introduction 1

Introduction to Unit 4

The content focus of Unit 4 is the ancient Roman civilization. Students

will build upon their knowledge of other ancient civilizations studied in

earlier grades, such as ancient Greece in Grade 2. The Reader for this

unit makes use of the fictional classroom of Mrs. Teachwell to serve as

a conduit for delving into the study of ancient Rome. Fictional students

and Mrs. Teachwell deliver “reports” on various topics. Students are

likely to be amused by the characters in the classroom. You may want to

take a few moments at the beginning of the unit to talk about the traits of

Charlie Chatter, Rachel Readmuch, Tim Timetable, and David King.

During this unit’s spelling exercises, students will review words with

spelling patterns of r-controlled vowels, as well as words in which /ee/ is

spelled ‘ee’, ‘e’, ‘ea’, ‘ie’, ‘i’, ‘ae’, ‘y’, ‘ey’, and ‘e_e’. Challenge Words will

continue. A new element, the Content Word, is introduced. Each week,

students will have the option of trying to spell a content-related word

on the weekly spelling assessment. The Content Word will follow the

spelling pattern for the week, but will be more challenging than the other

spelling words.

You will also continue to teach dictionary skills. As this unit progresses,

students should become proficient in using guide words independently.

The dictionary worksheets have been designed to provide ample practice.

If you find that there is insufficient time to complete every worksheet item,

you may select fewer items for each student to complete.

This unit also presents an opportunity to talk about the fact that not all

of the unit spelling words, especially the proper nouns, e.g., the names

of countries, oceans, etc., may be included in student dictionaries. You

may want to enlist the help of the librarian to obtain a copy of a larger,

more comprehensive adult dictionary. If you have Internet access in your

classroom, another option would be to make use of an online dictionary.

In grammar, students will review verb tenses and the verbs to be and to

have as well as subject-verb agreement, learning to change the spelling

of verbs to match various subjects. Students will also be introduced

to the correct punctuation needed for presenting items in a series in a

sentence and will review the use of quotation marks in dialogue.

2 Unit 4 | Introduction

During the morphology portion of the lessons, students will work

with the suffixes –er, –or, –ist, –ian, –y, and –al. Students will learn how

suffixes change the meaning of root words. They will also learn that

suffixes added to a word can change the part of speech of that word. As

they complete oral and written exercises in this unit, students will have

opportunities to apply their new knowledge of the changed meaning of

the words.

Unit Overview

Here is an overview of the Unit 4 schedule. Please see the Tell It Again!

Read-Aloud Anthology for The Ancient Roman Civilization for the

corresponding Listening & Learning schedule.

Week One

Min. Day 1 Day 2 Day 3 Day 4 Day 5

25 Chapter 1 “Rome, Then

and Now”

Chapter 2 “The Legend

of Romulus and Remus”

Chapter 3 “The Roman

Gods, Part I”

Chapter 4 “The Roman

Gods, Part II”

Spelling Assessment:

R-Controlled Vowels

Spelled ‘ar’, ‘or’, ‘ir’, ‘ur’,

and ‘er’

25 Spelling: Introduce

R-Controlled Vowels

Spelled ‘ar’, ‘or’, ‘ir’, ‘ur’,

and ‘er’

Grammar: Introduce

Verb Tenses

Morphology: Introduce

Suffixes –er and –or

Grammar: Introduce

Verb to be

Chapter 5 “Cupid and

Psyche, Part I”

15 Due to the extended

time needed to introduce

the unit, there is no small

group/independent work

today.

Extension Grammar: Practice Verb

Tenses

Morphology: Practice

Suffixes –er and –or

Grammar: Practice

Subject-Verb Agreement

15 Spelling: Practice

R-Controlled Vowels

Spelled ‘ar’, ‘or’, ‘ir’, ‘ur’

and ‘er’

Spelling: Practice

R-Controlled Vowels

Spelled ‘ar’, ‘or’, ‘ir’, ‘ur’,

and ‘er’

Spelling: Practice

Dictionary Skills

Week Two

Min. Day 6 Day 7 Day 8 Day 9 Day 10

25 Chapter 6 “Cupid and

Psyche, Part II”

Chapter 7 “The Sword of

Damocles”

Chapter 8 “The Roman

Republic”

Chapter 8 “The Roman

Republic”

Spelling Assessment: /

ee/ Spelled ‘ee’ and ‘e’

25 Spelling: Introduce /ee/

Spelled ‘ee’ and‘e’

Grammar: Introduce

Verb to have

Morphology: Introduce

Suffixes –ist and –ian

Grammar: Review (25) Chapter 9 “Hannibal

Crosses the Alps”

15 Extension Extension Grammar: Practice Verb

Tenses

Morphology: Practice

Suffixes –ist and –ian

Grammar: Practice

Verbs to be and to have

15 Spelling: Practice /ee/

Spelled ‘ee’ and‘e’

Spelling: Practice /ee/

Spelled ‘ee’ and‘e’

Spelling: Practice

Dictionary Skills

Unit 4 | Introduction 3

Week Three

Min. Day 11 Day 12 Day 13 Day 14 Day 15

25 Chapter 10 “Julius

Caesar: Great Fighter,

Great Writer”

Chapter 11 “Julius

Caesar: Crossing the

Rubicon”

Chapter 11 “Julius

Caesar: Crossing the

Rubicon”

Chapter 12 “After

Caesar: Augustus and

the Roman Empire”

Spelling Assessment: /

ee/ Spelled ‘ea’, ‘ie’, ‘i’,

and ‘ae’

25 Spelling: Introduce /ee/

Spelled ‘ea’, ‘ie’, and ‘i’

Grammar: Introduce

Irregular Verbs

Morphology: Introduce

Suffixes –y and –al

Grammar: Introduce

Irregular Verbs

Chapter 13 “Androcles

and the Lion”

15 Extension Extension Grammar: Review Morphology: Practice

Suffixes –y and –al

Grammar: Review

Irregular Verbs

15 Spelling: Practice /ee/

Spelled ‘ea’, ‘ie’, and ‘i’

Spelling: Practice /ee/

Spelled ‘ea’, ‘ie’, and ‘i’

Spelling: Practice

Dictionary Skills

Week Four

Min. Day 16 Day 17 Day 18 Day 19 Day 20

25 Chapter 14 “Androcles

and the Lion: Reader’s

Theater”

Chapter 15 “The Rise of

Christianity”

Unit Assessment Remediation &

Enrichment:

Chapters 16–18

Spelling Assessment:

/ee/ Spelled ‘ey’, ‘y’, and

‘e_e’

25 Spelling: Introduce

/ee/ Spelled ‘ey’, ‘y’, and

‘e_e’

Grammar: Introduce

Quotation Marks

Grammar: Practice

Quotation Marks

Remediation &

Enrichment:

Chapters 16–18

50 Pausing Point 2, Day 1

Independent Writing:

Final Copy/Publish

Pausing Point 2, Day 2

Independent Writing:

Final Copy/Publish

Domain Assessment

20 Independent Writing:

Draft/Revise

Independent Writing:

Edit/Final Copy

Pausing Point 2, Day 1

Independent Writing:

Final Copy/Publish

Pausing Point 2, Day 2

Independent Writing:

Final Copy/Publish

Remediate/Reassess as

needed; Independent

Writing

30 Independent Writing:

Draft/Revise

Independent Writing:

Edit/Final Copy

Independent Writing:

Final Copy/Publish

Independent Writing:

Final Copy/Publish

Remediate/Reassess as

needed; Independent

Writing

Spelling

Students will be reviewing sound-spelling patterns throughout the year. In

the first three weeks of this unit, there will be follow-up classroom spelling

activities. Students should be urged to study the words at home each night.

During this unit’s spelling exercises, students will review the spelling

patterns of r-controlled vowels as well as spellings of the sound /ee/. In

Lessons 1–5, students will review r-controlled vowels spelled ‘ar’, ‘or’,

‘er’, ‘ir’, and ‘ur’. The spelling ‘or’ will be pronounced /or/ and /er/. In

Lessons 6–10, students will review the sound of /ee/ spelled ‘ee’ and ‘e’.

In Lessons 11–15, students will review the sound of /ee/ spelled ‘ea’, ‘ie’,

and ‘i’. In Lessons 16–20, students will review the sound of /ee/ spelled

‘y’, ‘ey’, and ‘e_e’.

On the first day of each week, teachers should introduce the spelling list

by reproducing the table in Lessons 1, 6, 11, and 16 on the board or chart

paper. Students should be told that this table will remain posted all week

for reference, but will be taken down prior to the assessment.

4 Unit 4 | Introduction

Challenge Words will also be introduced with each spelling list and

should be added to the table as they will be on the spelling assessment.

Challenge Words are words used very often. They may not follow

spelling patterns and need to be memorized. If needed, a guide to

pronunciation will be outlined when the Challenge Words are introduced.

A new element, the Content Word, is introduced. Each week, students

will have the option of trying to spell a content-related word on the

weekly spelling assessment.

Students will continue to apply the skill of alphabetizing words in finding

and using guide words in the dictionary to locate words.

On the weekly spelling assessments, students will write the assigned

words as well as the Challenge Words. The Content Word is optional

for students and will not count as incorrect if not attempted or spelled

incorrectly. As in previous units, students will continue to correct their

own spelling assessment. Some teachers find it helpful to have students

write the spelling assessment with a pen. Then, they have students turn

the pen back in to them and use a pencil for corrections. In this way,

teachers can more clearly see exactly what errors students are making.

Correcting their own errors heightens students’ awareness of specific

spelling errors and will solidify their understanding of correct spelling. A

classroom chart is provided for you at the end of each week so that you

may analyze mistakes that students are making. The results of this chart,

paired with other classroom observations, may help you identify students

who would benefit from targeted, remedial instruction in certain letter-

sound correspondences, using the Assessment and Remediation Guide.

Grammar

Grammar continues with a review and expansion of skills introduced

in second grade. Students will review verb tenses and the verbs to be

and to have as well as subject-verb agreement, learning to change the

spelling of verbs to match various subjects. Students will review the

use of quotation marks in dialogue. They will have two large blocks of

grammar instruction each week. In Weeks 1, 2, and 3, students will have

two follow-up lessons to practice and reinforce the material taught in the

25-minute lessons. As an alternative to grammar worksheets with more

challenging activities, we recommend using the writing prompts found in

the Teacher Resources section at the back of this Teacher Guide and at

the end of the Skills Workbook.

Unit 4 | Introduction 5

Students will enjoy playing a game called Match Me if You Can to

practice grammar concepts already taught. In Lesson 3, students will

match the verb tenses of the verbs in sentences on a game card with a

space marked ‘past’, ‘present’, or ‘future’ on the game board. In Lesson

10, students will match the correct or incorrect usages of the verbs to be

or to have on a game card with a space marked ‘correct’ or ‘incorrect’

on the game board. In Lesson 10, an additional strategy is added to the

game, as students choose which way to move their markers to land on

more preferable spaces.

Morphology

Throughout Grade 3, students will study word parts, such as prefixes,

suffixes, and root words, during the morphology portion of the lessons.

In this unit, students will study the common suffixes –er, –or, –ist,

–ian, –y, and –al. They will review how suffixes change the meaning of

root words and how they may change the part of speech of that word.

Morphology is taught in one 25-minute block and one review block for

the first three weeks. Students will define and use words with these

suffixes in different contexts.

Extension

During the first, second, and third weeks of the unit, we have included a

total of five 30-minute periods for extension activities. Depending on the

needs of your students, please choose from the following activities:

• Extension activities provided in specific lessons

• Unit-specific writing prompts

• Extension activities provided in the Pausing Point

• Assessment and remediation activities outlined in the Assessment

and Remediation Guide or remediation activities you deem

appropriate

• Reader’s Chair

• Reader’s Journal

In Lessons 7 and 12, extension activities have been provided that include

responding to a writing prompt focusing on an excerpt of a chapter

already read and debating two sides of an issue. In Lessons 2, 6, and 11,

options have been provided for you to choose from during that time.

6 Unit 4 | Introduction

Additionally, extension activities found in the Pausing Point are highlighted

in sidebars found in the lessons. These activities offer additional practice

of skills taught.

Writing prompts that are content-related and make use of the academic

vocabulary are found in the Teacher Resources section at the back of

this Teacher Guide and at the end of the Skills Workbook. These prompts

can be assigned for those students who need more challenging work.

The Assessment and Remediation Guide offers targeted, remedial

instruction in certain letter-sound correspondences for students you

identify as needing more support.

Reader’s Chair is a way for students to practice reading with fluency

and expression (prosody). Place a copy of the sign-up sheet, found in

the Teacher Resources section at the back of this Teacher Guide, in

a designated location in your room. Have students volunteer to read

teacher-approved texts by placing their name on the sign-up sheet.

Audience guidelines should be established for all students. These are

some ideas but you will want to make guidelines that work for your

students: Listen respectfully to your classmates; listen without talking;

and have students give classmate(s) who read(s) a round of applause and

sincere compliments on their reading. Model compliments by saying, “I

liked it when you...”

Reader’s Journal asks students to read silently for a designated amount

of time and then respond to a writing prompt that you provide from

the list found in the Teacher Resources section at the back of this

Teacher Guide and at the end of the Skills Workbook. This exercise is

an opportunity for independent reading time beyond the daily selection

from the Reader. It is an excellent way to ensure that each student is

engaged and responding to text, while allowing you to monitor students’

silent reading. Establish Reader’s Journal procedures for your class.

Here are some suggested procedures you may find useful: Make sure all

students have the material to be read and paper and pencil; set a timer

for 10 minutes for the reading portion; when the reading is completed,

read the chosen writing prompt to students; set a timer again for 12

minutes for the writing portion; and expect students to stay in their

seats and work for the duration. You may wish to conference with

students during this time as the rest of the class will be engaged in an

independent activity. A Reader’s Journal conference sheet can be found

at the end of the Skills Workbook.

Unit 4 | Introduction 7

Reader: Stories of Ancient Rome

The nonfiction reader for Unit 4, entitled Stories of Ancient Rome, consists

of selections describing the historical events and culture of the ancient

Roman civilization. Students will read the legend of Romulus and Remus

about the founding of Rome, as well as several myths about Roman gods

and goddesses. They will study the historical rise and fall of the Roman

republic and empire, as well as key historical figures such as Hannibal,

Julius Caesar, and Augustus. Additional chapters include information

about Constantine, Justinian, the city of Pompeii, and Horatius.

Students will take home text copies of the chapters throughout the unit.

Encouraging students to read a text directly related to this domain-based

unit will provide content and vocabulary reinforcement.

In this unit, students will focus on seven academic vocabulary words:

persuade, argue, propose, model, judge, debate, and results. By academic

vocabulary, we mean words that support reading comprehension and

may appear across a variety of materials, in language arts and in content

areas. These words can be found in textbooks, assignment directions,

and assessments. Understanding academic vocabulary may contribute

to improved performance on assignments and assessments, as these

words often appear in directions to students. These words may appear on

end-of-year assessments that third graders may take. Where applicable,

we use the words throughout the unit, not just as they might refer to

reading selections but also with regard to spelling, grammar, morphology,

and comprehension. They may also appear in directions, assessments,

spelling lists, and discussion questions, among other places.

• We define persuade to mean to get someone to believe something

based on your reasons.

• To argue means to give your opinion with supporting details.

• To propose is to suggest an idea or action.

• To model is to copy.

• To judge means to form an opinion about something.

• To debate is to discuss a topic from different points of view.

• Results are things produced or caused by something else.

• We encourage you to define these words for students and use all

seven of these words throughout the school day so that students

may experience multiple uses of them.

8 Unit 4 | Introduction

We recommend that teachers study the core content objectives related

to the ancient Roman civilization listed in the Tell It Again! Read-Aloud

Anthology for this domain-based unit. The selections that students will

read in Stories of Ancient Rome will reinforce and solidify the overall

acquisition of knowledge related to this domain. You will find that many

materials introduced in the Listening & Learning Strand, such as the

individual image cards and the classroom timeline that you will create

following each read-aloud, will also be good resources as students read

the various chapters of this Reader.

Fluency Packet

A fluency packet consisting of poetry, folklore, and fables is provided

online at http://www.coreknowledge.org/G3-FP. These additional text

selections provide opportunities for students to practice reading with

fluency and expression (prosody). The selections can be used in any

order. At the beginning of the week, the teacher should make sufficient

copies of the week’s selection for each student. The teacher should

take time to read the selection aloud to all students. Then, students take

the selection home to practice reading aloud throughout the week. The

expectation for all students should be that they are prepared to read the

selection fluently and with prosody by Friday. At the end of the week, the

teacher should select a few students to individually read the selection

aloud. Teachers may also wish to have a few students choral read the

selection. Be sure to provide opportunities for different students to read

aloud each week.

You will want to establish audience guidelines for all students. These

are some ideas but you will want to make guidelines that work for your

students:

• Listen respectfully to your classmates.

• Listen without talking.

• Ask students to give their classmate(s) a round of applause and

sincere compliments on their reading. Model compliments by saying,

“I liked it when you...”

Unit 4 | Introduction 9

Vocabulary Cards

Vocabulary Cards will be used again to reinforce the vocabulary listed

in the glossary for Stories of Ancient Rome. We highly encourage you to

display either side of the Vocabulary Cards in your classroom, in addition

to hanging the corresponding image from the chapter above the list of

Vocabulary Cards.

Skills Workbook

The Skills Workbook contains worksheets that accompany the lessons

from the Teacher Guide. 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.

A copy of the glossary is included at the end of the Workbook, so

students can take it home to use when reading text copies of the

chapters of the Reader.

Student Performance Task Assessments

There are many opportunities for informal assessment throughout each

Skills unit. Careful analysis of student performance on the weekly spelling

assessments may provide insight into specific gaps in student code

knowledge. In addition, you may choose to assign a given workbook page

for individual, independent completion to use as an assessment. It may be

helpful to use the Tens Conversion Chart and the Tens Recording Chart

found in the Teacher Resources section at the back of this Teacher Guide

to collect and analyze all assessment data.

A unit assessment of the morphology and grammar skills taught is

included in Lesson 18, along with an assessment of silent reading

comprehension using “Carthage Must Be Destroyed!,” a nonfiction

selection, and “The Parrot,” a fiction selection.

You may also want to begin to take periodic measurements of students’

fluency levels. You may use either “Cicero Goes to the Senate,” the

selection included for fluency assessment, or any of the additional

chapters in the reader for this purpose. Recording and scoring sheets for

“Cicero Goes to the Senate” have been included in the Skills Workbook.

Assessing fluency requires that you listen to students read orally one-on-

one and can be time consuming. You may want to begin by assessing

10 Unit 4 | Introduction

those students whom you believe may be at highest risk, in order to gain

baseline information.

Note: Students’ mastery of the domain content, the ancient Roman

civilization, is assessed using the Listening & Learning Domain

Assessment(s).

Pausing Point

Resources are provided in the Pausing Point for additional practice on

the specific grammar, morphology, and spelling skills taught in this unit.

Teachers should select exercises and worksheets based on student

performance on the unit assessment.

In addition, directions are also included for introducing and discussing

each of the additional chapters in the reader.

Teacher Resources

At the back of this Teacher Guide, you will find a section titled “Teacher

Resources.” In this section, we have included assorted forms and charts

which may be useful.

Assessment and Remediation Guide

A separate publication, the Assessment and Remediation Guide, provides

further guidance in assessing, analyzing, and remediating specific skills.

This guide can be found online at http://www.coreknowledge.org/AR-G3.

Refer to this URL for additional resources, mini-lessons, and activities to

assist students who experience difficulty with the skills presented in this

unit.

Unit 4 | Lesson 1 11

; Objectives

The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core

State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for

additional standards addressed in all lessons in this unit.

Lesson 1

Spelling

9 Ask and answer questions to demonstrate

understanding of “Rome, Then and Now,”

referring explicitly to the text as the basis for

the answers (RI.3.1)

9 Ask and answer questions (e.g., who, what,

where, when, why, how), orally or in writing,

requiring literal recall and understanding

of the details of “Rome, Then and Now” by

explicitly referring to the text (RI.3.1)

9 Ask and answer oral questions that

require making interpretations about why

civilizations sprang up along banks of a river

(RI.3.1)

9 Determine the main idea of “Rome, Then and

Now”; recount the key details and explain

how they support the main idea (RI.3.2)

9 Describe the relationship between a series of

events in ancient Rome that pertain to time

(RI.3.3)

9 Determine the meaning of general academic

words and domain-specific words and

phrases relevant to Rome and its beginnings

in “Rome, Then and Now” (RI.3.4)

9 Describe images, orally or in writing, and how

they contribute to what is conveyed by the

words in “Rome, Then and Now” (RI.3.7)

9 Use images (e.g., maps, photographs)

accompanying “Rome, Then and Now” to

check and support understanding (RI.3.7)

9 By the end of the year, read and comprehend

nonfiction/informational texts, including

history/social studies and science, at the high

end of the Grades 2–3 text complexity band

independently and proficiently (RI.3.10)

9 Independently read grade-appropriate

irregularly spelled words (RF.3.3d)

9 Independently read “Rome, Then and Now”

with purpose and understanding (RF.3.4a)

9 Demonstrate preparedness for a discussion,

having read “Rome, Then and Now,”

explicitly drawing on preparation and

other information known about Rome and

its beginnings to explore content under

discussion (SL.3.1a)

9 Make predictions prior to reading Stories

of Ancient Rome based on title and images

(SL.3.1a)

9 During a discussion, explain ideas and

understanding in relation to Rome and its

beginnings (SL.3.1d)

9 Use spelling patterns and generalizations

(e.g., word families, position-based spelling)

in writing words with the r-controlled spelling

patterns ‘ar’, ‘or’, and ‘er’ (L.3.2f)

9 Use a glossary to determine or clarify the

precise meaning of key words and phrases

(L.3.4d)

12 Unit 4 | Lesson 1

At a Glance Exercise Materials Minutes

Reading Time

Whole Group: “Rome, Then and

Now”

Stories of Ancient Rome;

Vocabulary Cards;

Worksheet 1.1

45

Spelling

Introduce Spelling Words

board; Individual Code Chart;

Worksheet 1.2

35

Take-Home Material

Family Letter; “Rome Then and

Now”; Stories of Ancient Rome

Glossary

Worksheets 1.2, 1.3, and

PP26

*

Advance Preparation

You may wish to draw the spelling table on the board or chart paper

before beginning to teach this lesson.

‘ar’ > /ar/ ‘or’ > /or/ ‘or’ > /er/ ‘er’ > /er/ ‘ur’ > /er/ ‘ir’ > /er/

You may also choose to list the Spelling Patterns to go over with students

during the lesson.

• When a /w/ comes before the /er/ sound, it will likely be spelled as

‘or’, as in worship. Other examples include worth, worst, and worry.

• When the /er/ sound is heard at the end of a word, the most frequent

spelling is ‘er’, though occasionally it can be spelled as ‘ar’ or ‘or’. The

words doctor and motor are examples of ‘or’ at the end of the word.

The spellings ‘ir’ and ‘ur’ are rarely used at the end of words

Note to Teacher

In this unit, students will focus on seven academic vocabulary words,

three of which are persuade, argue, and propose. By academic

vocabulary, we mean words that support reading comprehension and

may appear across a variety of materials, in language arts and in content

areas. These words can be found in textbooks, assignment directions,

Unit 4 | Lesson 1 13